Teamwork between educational professionals is an essential aspect of the school environment. It facilitates the differentiation of teaching, especially in the integration of students with special needs in regular elementary school, where classroom teachers usually work together with specialists in special education and rehabilitation. It is important that these professionals work together in all three phases of teamwork: team planning, team teaching and team evaluation. During this process, they combine their expertise on the curriculum with their knowledge of adapting content to the specific challenges of students. The willingness to collaborate in a team is influenced by their attitudes among other factors. Most teamwork research between classroom teachers and special educators indicates that although they generally have a positive attitude towards teamwork, they do not practice it very often. In the empirical study within the master’s thesis, which is based on a quantitative research paradigm, we used a questionnaire to investigate classroom teachers' attitudes towards teamwork in general and towards teamwork with special and rehabilitation educators. We also investigated how often they perform team planning, team teaching and team evaluation, and how they rate the effectiveness of their own teamwork. The study was based on a non-random, purposive sample and included 51 primary school Slovenian teachers. The study results show that the surveyed teachers frequently participate in team planning with special education teachers, but rarely participate in team teaching or team evaluating. A significant number of respondents never participate in all three phases of teamwork. The surveyed teachers generally have a very positive attitude towards teamwork and collaboration with special education and rehabilitation professionals. The frequency of team planning with these professionals is positively and statistically significantly related to statements that teamwork between teachers and special educators fosters greater trust among colleagues, that colleagues can gain too much insight into the work of an individual team member, and that such teamwork increases job satisfaction for both teachers and special educators. There are also positive and statistically significant correlations between the frequency of team teaching with special educators and the statement that teamwork contributes to more genuine interpersonal relationships and that there is competition for students' attention between teachers and special educators in the classroom. In addition, statistically significant correlations were found between the frequency of team evaluation with special education teachers and the belief that teamwork allows for greater engagement of all students in the classroom, not just those with special needs, and that special education teachers need to be guided by classroom teacher expectations when working in teams. With one exception, there were no statistically significant differences in attitudes toward teamwork with special educators and rehabilitation professionals as a function of respondents' years of experience.
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