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.