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This study examined the experiences of six teachers implementing interdisciplinary collaboration in inclusive classrooms at Vista Grande High School in Arizona, focusing on how communication, teamwork, and shared practices enhance inclusion. Using a case study approach, the research drew from teachers’ narratives who worked with specialists such as therapists, counselors, and social workers to address learners’ academic, behavioral, and emotional needs. Findings revealed that teachers’ experiences were marked by shared commitment, adaptability, and collaboration despite challenges like limited time, unclear role delineation, and differing professional perspectives. Thematic analysis identified four key themes: effective communication and shared understanding, time and role management as ongoing challenges, professional growth through training and mentorship, and learner-centered collaboration grounded in mutual respect. Communication emerged as the cornerstone of successful teamwork, fostering trust, coherence, and shared accountability, while time constraints and role ambiguity often limited collaborative depth. Teachers overcame these barriers through open dialogue, clarified responsibilities, and administrative support. Professional development and mentorship were crucial in enhancing teachers’ competence and confidence, with workshops on inclusive education, co-teaching, and trauma-informed practices strengthening instructional and relational capacities. Moreover, learner-centered collaboration and mutual respect among professionals fostered holistic growth and supportive learning environments. In response, the Interdisciplinary Collaboration for Inclusive Education (ICIE) Program was proposed to institutionalize communication systems, clarify roles, and build teacher capacity through continuous training, mentorship, and reflective practice. The program also includes policy development and structured evaluation to ensure sustainability. Ultimately, the ICIE Program transforms collaboration into a dynamic, data-driven, and learner-focused process that empowers teachers and promotes inclusivity in education.