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Attrition and Inclusive Classrooms
The lack of certified, qualified teachers harms students, inservice teachers, and
the whole educational system. The teacher shortage means bigger class sizes, fewer
course offerings, and a lack of stability for a school. Billingsley and Bettini (2019)
noted that the shortage of special education teachers in particular impacts the quality
of education received by students with significant support needs.
Olson and Robert (2020) stressed that inclusive general education classrooms
Dr. Cynthia L. Hopkins is are the ideal location for students with significant support needs. When students
a National Board Certified with such needs are in self-contained classrooms, they might not have access to the
middle school science general curriculum mandated by federal law (IDEA; Turnbull et al., 2020; Vaughn &
teacher at Kaffie Middle
School and an adjunct Bos, 2020). Numerous researchers have demonstrated positive academic, behavioral,
professor at Texas A&M functional, and social outcomes when students with and without significant support
University-Corpus Christi. needs are learning alongside each other (Agran et al., 2020; Choi et al., 2016;
She is the president of Vaughn & Bos, 2020). Ruppar et al. (2018) asserted that such inclusive education
Delta Psi Chapter in Texas may provide not only more opportunities for meaningful learning activities but also
State Organization, as well for positive social interactions. This approach can promote academic and social
as a member of the state
organization’s technology growth for all students and help break down barriers and stigmas associated with
committee and secretary disabilities (Agran et al., 2020; Choi et al., 2016; Rupper et al., 2018; Vaughn &
of the area’s Coordinating Bos, 2020). After reviewing studies of students with significant support needs in
Council. self-contained or general education settings, Agran et al. (2020) found that inclusive
general education classrooms allow for greater access to the general education
curriculum, content-area expertise, and age-appropriate instructional materials.
That being said, students with significant support needs require the assistance
and encouragement of multiple educators with differing area of expertise to achieve
success in inclusive classrooms (Fenty et al., 2012). General education teachers
have the content knowledge, and special educators know strategic instruction and
accommodations (Fenty et al., 2012). Collaboration between general education and
special education teachers is thus critical for the success of students with significant
support needs in the general curriculum (Fenty et al., 2012; Turnbull, 2020; Vaughn
& Bos, 2020).
Special education teachers’ work responsibilities differ from those of general
education teachers (Bettini et al., 2017; Braun & Youngs, 2020). General education
teachers are responsible for all student learning in the classroom (Braun & Young,
2020). Special educators tend to concentrate on individual students with significant
support needs (Braun & Young, 2020). Special educators are focused on creating
and enacting students’ Individualized Education Programs (IEPs), collecting data
on students’ progress toward IEP goals, adapting assessments, and direct teaching
of students (Braun & Youngs, 2020; Johnson & Semmelroth, 2014). They also
focus on collaborating with their general education colleagues, other related service
providers, and students’ families (Miller et al., 2020). Collaboration between special
and general education teachers is vital for students with significant support needs
(Park et al., 2018).

Importance of Collaboration
Park et al. (2018) defined collaboration as “an interactive process that enables
individuals with different areas of expertise to identify needs and problems, plan to
meet the needs, and generate creative solutions to the problems” (p. 44). Numerous
studies have demonstrated that collaboration between general and special educators
impacts students’ academic performance, engagement with classroom activities,

24 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators