Renee Elmore, Ed.D  & Maria Cristina Artunduaga, M.A.

Presenter Bio

Renee Elmore is an intervention specialist with 16 years of experience in education. She earned her Master’s degree in early childhood special education from the University of Georgia and a Doctorate of Education in Curriculum and Instruction from the University of South Carolina.

Maria Cristina Artunduaga is the Primary School Learning Center coordinator at CNG and has over 20 years of experience in education. She earned her degree in psychology from Universidad de la Sabana. She has a masters degree from the University of Alabama in secondary education.

Collaborative Problem Solving: An Evidence Based Strategy to Increase the Use of High

Quality Inclusive Practices in the General Education Classroom.


Research shows that collaboration and targeted professional development can lead to higher-quality inclusive practices (Darrow, 2009; Implementing Inclusion in Schools, 2019; Rieser, 2012; Schuelka, 2018). A mixed methods action research study conducted during the spring of 2022 examining the impact of collaborative problem-solving on the inclusive practices of general education teachers, attitudes towards inclusive education, and confidence in meeting the needs of exceptional learners resulted in positive outcomes for all areas. This presentation includes a description of the study, resulting outcomes, and practical suggestions for the implementation of collaborative problem-solving to support teachers' use of high quality inclusive practices.


This presentation summarizes the results of an action research study examining a collaborative problem-solving process and discusses practical strategies for its implementation in other school settings. Results from the study indicated that engaging in this type of collaboration can lead to an increase in the use of high-quality inclusive practices, improved confidence in meeting the needs of exceptional learners, and reinforcement of positive attitudes toward inclusion.