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This study aims to observe and evaluate how lack of communication between general education teachers and special education teachers affect their roles as educators, especially with their responsibility to students. In this qualitative research, participants are selected based on their affiliation with schools located in Carroll County, category of education they are teaching, and setting of the education they teach. The researcher purposely selected the participating teachers under the inclusive setting to limit the study and to establish commonality among the teachers who barely knew each other. By having a common ground, their experiences as teachers will also have correlation which will make their concepts and ideas remain on one and similar track.
Identifying the possible cases and causes of ineffective communication among general education and special education teachers will help educators determine and create curriculums and teaching strategies and approaches that will both address the problem of communication with the teachers and its potential effect to the learning process of the students. This development in education can drive social change since it will provide more competent teachers who will guide the future of nations.
Success of this study will be depending on the four selected schools such as the Carroll County Intermediate School, Carroll County High School, Woodlawn School, and St. Paul. Each school has inclusive classrooms. In Carroll County Intermediate School, there are six inclusive classrooms. Carroll County High School has 8 inclusion classrooms. On the other hand, both Woodlawn School and St. Paul School have 4 inclusion classrooms each. The four participating schools house 6th to 12th grades of students. There are a total of 36 teachers from all contributing schools.
Completion of this study will be based from the pre and post survey that the researcher will conduct. Aside from this, there will also be another two formal and one informal observation for the teachers in the actual practice of their profession.
Data collection will involve the use of a computer program designed to tabulate and manage the results of the study.
TABLE OF CONTENTS
SECTION 1: OVERVIEW OF THE STUDY 6
Research Problem 10
Problem Statement 12
Nature of the Study 13
Research Question 15
Purpose of the Study 15
Conceptual Framework 16
Scope of the Study 20
Limitations and Delimitation of the Study 22
Significance of the Study 23
Implications for Social Change 23
Overview of the Study
Importance of communication in any aspect of an individual's life is undeniable. Every day, even during a person is asleep, communication is continuously occurring. The different organs in the body still functions even though a person is taking a good sleep by communicating through the nerves that serve as messengers of the body. Going into the physical and social world, communication is as important as breathing.
Man uses communication to live and survive. In a daily basis, a person communicates in varying reason, purpose, form, environment, setting, and medium. A person may communicate because he wanted to make sensible plan or decision in the corporate setting or is simply asking for the proper manner of preparing a delicious meal for a family dinner. Communication, based on the instances and frequency man makes use of it, can already be considered as the most abused faculty.
One of the most important functions of communication is to transmit information. It is of this reason that communication is significant in the learning environment of educational institutions. Teachers will not be able to impart their knowledge to their students in the absence of communication. The value of communication in the teacher-student relationship has been massively given much attention in the research industry. An obvious proof to this is the numerous information and tips on how to improve teaching skills or encourage students to study well through effective communication. However, another important relationship in education seems to be given less importance. Relationship between teacher and colleague is not provided with great attention compared to the teacher-student case considering that it is also vital in the learning process, especially in the inclusive setting of teaching where general education and special education teachers collaborate to educate diverse students. Because of this, communication gap has emerged between the two teachers.
It is quite evident that many teachers feel overwhelmed and don't feel like they have the time to share or communicate with their colleagues. This feeling seems to be the consensus at many schools located throughout the United States of America (Skidmore, 2004). The communication gap has been increased in recent years because of the strains and pressures that many teachers feel because of standardized testing and the need for school to meet AYP goals (Skidmore, 2004).
The current trend in education seems to be towards some form of inclusive education in many public school settings (Skidmore, 2004). Inclusive education means that all students in a school setting, regardless of their strengths or weaknesses in any content area, become part of the school learning community (Ward, 2000). The federal Individuals with Disabilities Act (IDEA) makes it perfectly clear that schools have a duty to educate children with disabilities in general education classrooms (Ward, 2000). Inclusive education is a common practice for all students attending Carroll County Public Schools once they reach the sixth grade. Students are then placed in inclusive classrooms based on their specific area of weakness as documented in the students Individualized Education Plan (IEP). The IEP is a legal document that is written by a special education teacher along with members of the I.E.P. team which typically includes the principal or administrative designee, general education teacher, parent or legal guardian, and any other members that the team deems necessary. The I.E.P. contains an area known as the Present Level of Education and Functional Performance. This area specifically identifies the student's strengths and weaknesses.
In order for any school system to have a clear vision in regards to inclusive education, all members of the staff must be willing to expand their knowledge base (Ward. 2000). The staff of any school helps to shape the actual backbone of the school. A good staff must be willing to take chances and set the bar so that each and every teacher has to work to their fullest potential in order to see success in the learning community (Hildreth, 2004). This cohesiveness is the main factor that differentiates a good school from a great school of learning (Hildreth, 2004). The Carroll County Public School system has made this a top priority and it is clearly identified by the school system's Annual Yearly Progress along with results on the Virginia Standards of Learning assessments.
Inclusion creates students with a sense of interconnectedness and the ability to become independent thinkers and learners (Shevin, 2005). Unfortunately, due to the lack of communication between the content teacher and the special education teacher, this interconnectedness and the ability to become independent thinkers is suffering a tremendous blow. The lack of communication also tends to lead to a hostile work environment in some instances (Schmoker, 2005). This hostile work environment is not created out of malice but out of a lack of communication and the desire to work as a cohesive team (Schmoker, 2005).
The lack of communication created in the inclusion setting could often be avoided if the two teachers were willing to work with a common goal in mind (Skidmore, 2004). In order to create effective learning communities of practice, teachers must be willing to work together as one cohesive group (Schmoker, 2005). Effective learning communities provide students with the best possible placement regardless of disability. Students must be educated in their least restrictive environment, and many times this setting is not always the best because of the lack of communication in the classroom (Schmoker, 2005). Effective learning communities must be willing to provide all possible resources available to all students regardless of race and or disability (Skidmore, 2004). With this in mind, teachers must begin to educate all teachers about inclusive education so that students can receive the best possible education (Hildreth, 2004).
In a successful inclusive setting, both the students and the special education teacher need to feel like they have a role in the classroom (Stronge, 2002). This doctoral student has spent countless hours grading papers and making photocopies because many regular education teachers either lack the communication skills or the training on how to effectively use a special education teacher in the classroom. Special education teachers should share an equal role in the inclusive setting from planning the curriculum to assigning grades (Stronge, 2002). It is not the job of a special education teacher to serve in the role as a paraprofessional. Stronge (2002) clearly indicates in his research that many inclusion teachers spend a majority of their day performing non-instruction duties (Stronge, 2002). Successful schools must have a true leader who believes in inclusive education and who is willing to stick out their neck and show teachers that inclusion is the best placement for all students with special needs (Stronge, 2002).
It is in this line that the importance of having an effective communication among the educators, especially the teachers, since they are the ones directly in contact with the students, is given emphasis. Communication itself is a great mass of knowledge (National Communication Association, 2010). The reason behind this is the fact that communication covers and is present in everything since man existed. However, if the gap in communication among teachers increases, the learning process of the students might be affected. Because of this, schools, nationwide, attempt to narrow the achievement gap. It becomes ever more important to have leaders in place with a clear vision and a plan to make this happen (Hildreth, 2004). This particular administrator must be willing to listen to faculty and staff and give input when he or she feels like it is needed (Skidmore, 2004). "How organizations prevent and manage problems is critical to organizational performance and long term competitiveness" (Hildreth, 2004, p.48). If schools expect to be thought of as 21st century learning centers, then staff members must be willing to receive and participate in various professional development activities, especially with the ones who are working or planning to work in the inclusive setting of education.
Relative to this, this paper attempts to understand the cause of ineffective communication between the general education and special education teachers under the inclusive setting of education which can help in the creation of strategies and methods in sealing the communication gap. General and special education teachers are chosen to be the focus of this study because, under the inclusive setting of education, these teachers have to work collaboratively in educating the students. Collaboration will never be possible if these teachers have difficulty and gap in communication.
In order to achieve the objective of this research, actual problem of general and special education teachers in communication will be presented. This is to establish that in the real world, there is an existing dilemma on communication gap between general and special education teachers that affect their work as educators. Data that would be use to support this claim will primarily come from the Carroll County Public Schools. After identifying the existence of a real problem in education, analyses will be conducted to determine the cause of communication gap or ineffectiveness. This will be the basis for the strategies and methods to be developed.
General and special education teachers in the inclusive setting of education at Carroll County Public Schools appear to lack effective communication. Having this condition, the identified schools in the said area are in a serious situation. It is of this reason that the schools need intervention when it comes to the teacher to teacher communication sphere. As educators, teachers are expected to be proficient in interacting and communicating with people, particularly to students, because it is only through communication that they can share and impart knowledge to their learners. However, the communication between a teacher and colleagues is as important as the one for students, especially if the teacher is in an inclusive setting of education. Teachers in the inclusive setting are meant to be working in a collaborative manner because of the diversity of students that they handle. For instance, the general education teacher can be expert in teaching general education students and the special education teacher is professional in handling special education teachers. But, if these teachers will switch places, they may still be able to teach well, but, there is also probability that their expertise will not be put into practice.
In the inclusive setting of education, both general and special education teachers carry out their responsibility in teaching. But because they have distinct field of expertise in teaching they have varied principles, methods, and approach. These differences should not be treated as disadvantages in the inclusive setting of education because under such setting, mutual aid persists. All of the principles, methods, and approaches of both teachers must work in a cooperative way. Collaboration and cooperation will only be possible if effective communication is present.
This study intends to investigate the reason why there is an existing ineffectiveness in communication between general and special education teachers at Carroll County Public Schools. Identification of these will be helpful in devising possible and effective strategies and methods in teaching that can facilitate improvement in terms of the teacher to teacher communication.
There is a problem in the Carroll County Public School system located in Southwest Virginia. That problem, specifically, is the lack of effective communication between general education teachers and special education teachers in the inclusive setting. Currently, the director of special education, along with school administrators, has ignored this problem for the past eight years in believing that the problem would dissipate. However, the lack of communication skills is readily noticeable at Carroll County High School, Carroll County Intermediate School, Woodlawn School, and St. Paul School-how, tells the reader. This problem impacts student achievement in the inclusive setting because of the lack of planning and collaboration that appears to take place in each inclusive setting- again, how show data to support. There are many possible factors contributing to this problem, among which are the lack of training on the part of both general education teachers and special education teachers- again, you never built a case for this possible factor and you start off with factors but only state one. The county has failed to provide professional development opportunities so that this problem can be addressed and hopefully improved (Rainforth, 1997).
Including children with varying disabilities in the inclusive setting provides an opportunity for the general education and the special education teacher to identify classroom management policies and practices that allow for diversity (Rainforth, 1997). The downside to this practice is that students are often pulled out of the inclusive setting and placed in a more restrictive environment because of the lack of effective communication on the part of the general education teacher and the special education teacher. It is also a common practice to remove students from inclusive settings and place them in small groups because of discipline related issues. Aside from this, if students are in danger of failing an inclusion class, these individuals are shifted into a more restrictive environment.
Inclusive education depends on a collaboration that is accepted among families and the individuals providing services to their children (England, 1997.) Being able to develop effective communication strategies includes the participation of the entire inclusion team (England, 1997). Effective collaboration in the inclusion setting requires individuals that are committed and devoted (Kagan, 1991).
This study will contribute to the body of knowledge needed to address the problem by utilizing a qualitative analysis study focusing on a case study using observations, interviews, and an electronic questionnaire.
Nature of the Study
The very purpose of this study is to improve effective communication between general education teachers and special education teachers in the inclusive setting. This study will look at four schools and Carroll County, VA and attempt to identify discrepancies that overlap in each one of the schools. The four schools chosen are Carroll County High School, Carroll County Intermediate School, Woodlawn School, and St. Paul School. Carroll County High School is a school housing 10th through 12th grade students. Carroll County Intermediate School houses 8th and 9th grade students. Woodlawn School provides education to students in grades 6 and 7 while St. Paul School houses students in grades K through 5. Each school is located in a different geographic area of Carroll County for the exception of Carroll County High School and Carroll County Intermediate School which are located in the county seat of Hillsville, VA. Woodlawn School is located approximately ten minutes from Hillsville and is located in a very small and rural community. St. Paul School is located approximately 30 minutes from Hillsville in a small town by the name of Cana which is located right next to the North Carolina boarder.
Participants in this study will be selected by their administrators and then the names will be forwarded to this doctoral student to set up a meeting to discuss the research study that would be conducted. Each administrator will be asked to submit the names of four general education teachers and their respective special education teacher that works in the designated inclusive setting. After meeting with each teacher at the four schools, a schedule will be developed so that pre and post interviews can be conducted along with a minimum of four observations. It will be agreed upon that this study will not interfere with instruction and that the students will be informed this study is looking only at the teachers in that particular classroom. It is clearly understood that general education classes are very likely to be diverse and include more special education students with disabilities than ever before in history (Skiba & Peterson, 2000).
At the beginning of the study, a set of open-ended questions will be presented during the pre-interviews. The purpose of this session is to gather basic information about inclusion and any difficult areas that could be easily identified. Each interview will last about 30 minutes and the data will then be transferred to a personal computer. Elementary and middle school inclusion teams tend to stay within a specific grade level (Pearson, 2007). Secondary teachers usually work in an environment where co-teaching in their area of expertise is common practice (Pearson, 2007).
The observations will take place over a period of four months. Data will be collected during each observation and once again stored on a personal computer for later tabulation. Each teacher will spend approximately five minutes after the observation to discuss and debrief any information that he or she feels relevant to the research study.
For this study, the researcher will conduct both pre and post interviews with each teacher along with a minimum of four observations to perform a qualitative inquiry. Being able to analyze text and multiple other forms of data can certainly present a challenge for any individual performing qualitative research (Creswell, 2007).
What creates ineffective communication between general education teachers and special education teachers in the inclusive setting?
What are the advantages and disadvantages of the inclusive setting for the two groups of students?
What are the criteria, currently utilized in Carroll County, to determine the proper placement of students with an identified disability?
How does a general education teacher perceives special education and special education teachers?
How does a special education teacher perceives general education and general education teachers
What are the advantages and disadvantages of working with another teacher in the inclusive setting?
Purpose of the Study
The purpose of this qualitative analysis study is to improve effective communication between general education teachers and special education teachers in the inclusive setting. This research project will be made possible by the generous access provided to teachers by the administrators at Carroll County High School, Carroll County Intermediate School, Woodlawn School, and St. Paul School. By participating in this study, teachers provide possible suggestions and strategies to help improve ineffective communication that currently exists among many paired teaching teams. By participating in the pre and post interview sessions along with a minimum of four observations, it is the intention of the researcher to bring to the forefront that ineffective communication can destroy an inclusive classroom.
Only selected teachers will participate in the research and it was made perfectly clear to the administration, parents, and students that this research focused solely on improving effective communication. Students will not be interviewed or asked to participate in this study because of the issues on sensitivity and confidentiality that this research maintains and regards.
Teachers entering the field of education will learn soon enough about inclusive settings. Many experienced teachers are resistant to the very thought of having to give up control of their classroom to a stranger who has a degree in special education. Most of the published literature on co-teaching focuses on logistics, generally emphasizing that co-teaching is difficult to do well without careful, ongoing co-planning: enthusiastic pairs of teachers compatible in teaching philosophy (Kloo & Zigmond, 2008). Lack of communication is the very reason that inclusion is not always the best teaching practice in many school settings (Kloo & Zigmond, 2008).
With this underlying concern, the communication issue between general education and special education teachers should be considered a serious condition for education. If this will not be addressed and continued to occur, the inclusive setting of education may be faced with greater predicament in the future.
To provide a logical approach towards this research, framework must be developed. First is the theoretical framework. The theoretical framework begins with looking at the problem in the classroom of ineffective communication drawing heavily on the theory of placing compatible teachers together in the classroom (Kloo & Zigmonds, 2008). This theory indicates that the lack of communication in general education and special education teachers has a direct impact on student learning (Kloo & Zigmonds, 2008). As applied to the study, this theory holds that one would expect the independent variable to be items such as lack of training, negative attitudes, minimal collaboration, and inadequate undergraduate requirements (Kloo & Zigmonds, 2008). The dependent variables would be lack of communication, ineffective teaching, and having a direct impact on student learning (Kloo & Zigmonds, 2008).
In developing the conceptual framework, the theory discussed in the theoretical framework will be employed. The said theory must be integrated with the outline of the research. Relative to this study, the primary concept is the lacking and ineffective communication. Under this main idea are the general education teacher, special education teacher, and the inclusive setting of education. These three concepts are interrelated as general education teacher and special education teacher collaboratively work in an inclusive setting of education. Although this is the case, the teachers experience problems on communication since they have varied outlook in their own field of expertise and of the other. One of the possible results of this communication gap between the teachers concerns the learning process of the students. Because the educators have problem in the aspect of communication, where knowledge is transmitted, students' learning will also be affected.
Having such existing problem in education poses a risk on the part of the students. As a response to this, possible and effective interventions must be generated. In order to produce useful and functional interventions, the causes for such problem must be determined. This is the focus of this study, to provide clear causes why communication gap exists between general education and special education teachers who are in the inclusive setting of education. It is through this way that educators can plan and provide necessary actions towards closing the gap and improving communication between general education and special education teachers.
Collaboration: is a recursive process where two or more people or organizations work together intersection of common goals - for example, a general education teacher working with a special education teacher in the inclusive setting (Watson, 2005).
Communication: something that is communicated by or to or between people or groups (Smith & Wooten, 2001).
Culture: refers to the cumulative deposit of knowledge, experience, beliefs, values, attitudes, meanings, hierarchies, religion, notions of time, roles, spatial relations, concepts of the universe, and material objects and possessions acquired by a group of people in the course of generations through individual and group striving (Alvarez- McHatton & Correa, 2005; Guilamo-Ramos, et al., 2007; Harwood, Schoelmerich, Schulze, & Gonzalez, 1999).
Curriculum: A designated set of related courses focused on a field of study (Marzano, Waters, & McNulty, 2005)
Data: a collection of facts from which conclusions may be drawn (Marzano, Waters, & McNulty, 2005)
Emotional Disturbance (ED): Severe, pervasive or chronic emotional/affective condition which prevents a child from performing everyday tasks (Millar & Morton, 2007).
Exceptional Student Education (ESE): Some students with impairments are eligible to receive these special educational services (Millar & Morton, 2007).
Inclusion: Inclusion in the context of education is a term that refers to the practice of educating students with special needs in regular classes for all or nearly all of the day instead of in special education classes (Giangreco, 1995).
Intellectual Disability (ID): Mental retardation is a generalized disorder, characterized by sub-average cognitive functioning and deficits in two or more adaptive behaviors with onset before the age of 18 (Millar & Morton, 2007).
Special Education (SPED): Is the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, accessible settings, and other interventions designed to help learners with special needs achieve a higher level of personal self-sufficiency (Millar & Morton, 2007).
Specific Learning Disability (SLD): means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations (Millar & Morton, 2007).
The following assumptions are relevant to this qualitative analysis study:
It is expected that all participating teachers in the study will be forthright and honest during the pre and post interview even if the topic, which this analysis explores, is difficult and sensitive because it will help to improve and enrich quality education in the inclusive setting.
Answers to the pre and post interviews will provide enough data to make final assumptions on the occasion that it is completed and tabulated.
Participating teachers are free to withdraw their involvement in this research study at any time yet the researcher will guarantee that suitable replacement will be found in time to conclude the study.
Names of the teachers and all other information gathered in the course of the study that are not important to be mentioned will be withheld to maintain the strictest confidentiality while participating in this research study.
Scope of the Study
One area of particular interest in this study will be focusing on how ineffective communication between general education and special education teachers affects the learning process of the students in an inclusive setting (Williams, 2008). Teachers, as educators are meant to be the primary model of people who are proficient in communication. It is for the reason that communication is only the way which knowledge and wisdom can be shared which determines the success and function of education. In order to provide an in-depth analysis, the study will concentrate on teachers who are working in schools located at Carroll County, Virginia that employs an inclusive setting of a learning environment. It will primarily discuss the perspectives of teachers relative to gender, ethnicity and geography, abilities and disabilities, and socioeconomic status towards teaching partners as reflected in the research (Senchuk, 2008). Such information will be important in the evaluation why lack of communication exists between general education and special education teachers working in an inclusive setting and how this problem affects the students in terms of their learning. Although this is the case, the selection does not imply that other areas are less important.
This study will observe and analyze how general education and special education teachers communicate and interact with their teaching partners in a daily basis. It will also take a look at the causes of ineffective communication and will attempt to show a direct correlation between ineffective communication and student learning (Freiler, 2007).
In addition to this, the students will be assessed in association with the advantages and disadvantages of having two diverse groups of students in one educational setting. Result to this evaluation will be used to establish the need of having the two teachers in the inclusive education. Knowing the advantages and disadvantages of the students in the inclusive education will help in determining the early impact of the existing communication gap of the teachers. From the initial result, future and greater problem can be predicted through following the initial results.
Standard of the schools in determining and accepting students with identified disability will also be tackled in this study. The information that will be gathered regarding this will be helpful in recognizing how special education students needs vary from the needs of the general education students. This will emphasize the necessity of a collaborative work between general education and special education teachers.
Perception of the teachers towards each field of teaching and the setting is one of the important matters that the teachers have to identify. A general education teacher perceives the concept of general education different from the view of a special education teacher. The same situation applies with the understanding of the special education teacher with special education and the outlook of a general education teacher. Furthermore, the perception of a general education teacher towards a colleague who is a special education teacher is significant. These varying perceptions may contain the reason on why there is a communication gap between the teachers. Because they have distinct point of views towards each other, which can be true, at times, but are most likely to be wrong, general education teachers misjudge special education teachers and the same happens when it is in a reverse manner.
Lastly, this study will converse about the advantages and disadvantages of having two teachers in an inclusive setting of education. Through this, educators will be able to establish the significance of having distinctive approaches in teaching and how can it be useful in resolving the communication gap that exists between the general education and special education teacher.
Limitations and Delimitations of the Study
Since this study is all about the communication and interaction of the general education and special education teachers with their teaching partner, the involvement of the students will be limited and are not considered primary information for the completion of the research.
General education teachers and special education teachers working in schools employing an inclusive setting for learning and are working in the identified public schools of Carroll County will be the only ones who will be qualified to become participants of the study. This is to ensure that the teachers will be able to relate with each other because they have an established common ground. Aside from this, the scope of the participants in the research is also given limitation. This is constructive on the study's part since there would only be small number of participants.
As this research focuses on a case study, conclusion about the cause and effect relationships will not be possible to be derived. In this light, the behaviors of the teachers will not be possible to be explained. Instead, their behavior will only be described and presented. In addition, case study analysis cannot generalize a conclusion or result since there are only few people involved.
Significance of the Study
Understanding the lack of communication between general and special education teachers will be important in determining effective solutions in order to lessen ineffective communication in the classroom which may affect the learning process of students. Letting lack and ineffective communication between the teachers can be a potential cause for students to become inattentive. Furthermore, dilemma in communication poses a risk for possible disagreements and conflict because of the wrong interpretation and impression that are inevitably brought by lack and ineffective communication.
Even if the result of this study will not be used as a general concept because of the number of its participants, it will be helpful in serving as a basis in creating solutions and preventive strategies to avoid and lessen cases of ineffective communication teachers who are expected to be one of the best and competent transmitter of knowledge to students. In addition, it can also function as a reference of larger and more comprehensive research in the future.
Implications for Social Change
This study will primarily benefit educators not only in the inclusive setting but also in other learning environment. In an inclusive setting, teachers are exposed to a diverse class of students which involves their gender, ethnicity and geography, abilities and disabilities, and socioeconomic status. Such exposure makes teachers adjust and adapt with varying kinds of students. Relative to this, the lacking and ineffective communication between the teachers can pose an unhelpful effect to the students while they learn. Through being aware of and understanding such situation can help educators develop and advance teaching strategies and methods which also address the problem with communication between paired teachers.
Being able to develop and improve methods and approaches provide twofold advantage at the same time. Aside from having contemporary strategies and methods in teaching, educators will also be enabled to deal with the communication dilemma between teachers.
The doubled purpose and advantage that this research may produce will push social change in a positive manner. Education, which is considered to be one of the key elements in success for both an individual and the society, will be cultivated and improved. With its improvement, almost all advantageous things will follow such as good perception in life which directs to a better society.
Communication is an integral factor in transmitting messages and information to other people. Aside from this, it is the only way that enables people to interact and establish relationships. It is in this reason that proper communication, especially in the education setting, is essential. Educational institutions are expected to provide a quality kind of learning to students. Quality education can only be achieved if there is an effective manner of communication both from the student and teacher. However, in cases of the inclusive setting, it is also significant to look at the communication of one teacher to another, especially the general education and special education teachers. These educators are meant to work together in the inclusive setting of education. Working together does not only mean as doing their job together. This means that as they work together, there is a mutual understanding of what the other teacher is doing. In simple terms, each teacher should understand what the other teacher is doing. Nobody of the two should prevail or govern the other. Because they have different expertise, each of them should respect the approach of the other in teaching. However, as the concept of together applies, it must not be observed that each teacher will apply their methods and strategies in separate instances. Ideally, there should be collaboration between the teachers through combining their methods and strategies in teaching. But, in reality, this is not a common case because of varying reasons that this study attempts to discover. Identify the causes behind the communication gap of general education and special education teachers helps in the development of possible and effective solution for the identified communication conflict.
In the inclusive setting of education, there are diverse students who have different ways of decoding information that they learn and new to them. Because of this, teachers are supposed to be competent enough to be in sync with their teaching partners. The lack of communication leads to an ineffective communication which may cause negative effects to student. Such ground has motivated this research in attempting to evaluate the condition of teaching partners in Carroll County High School, Carroll County Intermediate School, Woodlawn School, and St. Paul School and to connect the result whether it affects or not the students when it comes to their learning. Result from the evaluation will be used to further this study. Being able to analyze and address the situation of general and special education teachers in these schools can improve and develop the quality education every student wanted is looking for. Importance of effective communication between the general education and special education teachers is certain. Teacher's role is not only to be present inside the classroom and teach the lesson; it is also the duty of the teacher to ensure that the knowledge being shared in a proper manner through effective communication.