Collaboration for Inclusive Practices: Teaching Staff Perspectives from Finland

Collaboration between educators is considered to be the key issue when implementing inclusive practices within schools. An open-ended questionnaire and semi-structured interviews were used extend current understanding of collaboration teaching staff. The was administrated 167 classroom teachers, subject special education teachers assistants in primary, secondary public schools Finland. Also, with 30 participants deepen elements included activity diverse classrooms. results indicate coordination, cooperation, reflective communication as modes collaborative action participants’ teaching. By combining perspectives theory framework collaboration, illuminate how often wished have but usually played their traditional positions multilayered activity. implications for preparing enhance more effective are discussed.