Collaboration between regular education teachers and support teachers: how to reinforce each other in achieving an inclusive learning environment

Abstract

This study explored how collaboration between regular education teachers and support teachers contributes to inclusive learning environments by focusing on the shared experiences that connect these teachers at the classroom. There is a growing need and awareness of collaboration between regular education teachers and support teachers to realise inclusive learning environments. We conducted semi-structured interviews with five regular education teachers and five support teachers ranging from pre-school to secondary school. Mutually connected relational aspects that describe the collaboration process emerged: a relationship characterised by insecurities; an open and respectful relationship; an informal, appreciative relationship; a learning relationship; a relationship directed to reciprocal exchange. This study emphasises the importance of the support and professionalisation of regular education teachers in order to establish connective collaboration as a lever for an inclusive education. We suggest that the only way to handle growing diversity is by establishing collaborative and supportive practices between regular education teachers and support teachers in a flexible manner where both professionals complement each other and share responsibilities towards the entire class context.