This systematic review endeavored to obtain a deeper understanding of how collaboration between special and general education teachers functions and to construct a series of recommendations on how teachers can best implement collaborative practices with their colleagues for the benefit of students with disabilities. We examined the literature that met our research criteria to determine whether there are common factors that influence special and general education during the collaborative process. A search of the educational literature was performed using the following databases: Saudi digital library, PsycInfo, ERIC, and Google Scholar. The search was limited to studies published from 2002–2022 and used the keywords “collaboration,” “special education teacher,” general education teachers,” and “inclusion.” Ultimately, 17 studies were identified, and our examination of each of these found certain common themes, including that collaboration between special and general educators positively affects students’ academic outcomes. Implications for practice and recommendations for future research are presented in addition to the data obtained from each of the identified studies.
"Collaboration Between Special and General Education Teachers: A Systematic Review,"
Information Sciences Letters: Vol. 12
, PP -.
Available at: https://digitalcommons.aaru.edu.jo/isl/vol12/iss4/24