Due to the increasing number of students with special needs in regular primary schools, enrolled in programs with adapted implementation and additional professional support, those involved in their education are forced to collaborate and seek various ways to support them. One of the ways to provide such support is through collaborative teaching, which we presented in our master's thesis. We prepared the steps necessary for the preparation, implementation, and evaluation of an alternative model of collaborative teaching, dividing our research process into three phases. In the preparation phase, we got familiarized with models of collaborative teaching and its characteristics, we gathered information from team members about their knowledge of collaborative teaching, their previous experiences, and assessed individual teaching areas during regular teaching practices, as well as we conducted a joint lesson planning. In the second phase, the classroom teacher and the special education and rehabilitation teacher implemented the planned lesson, while an observer provided an objective point of view and recorded the frequency of certain behaviours. This was followed by the evaluation phase, in which the participants assessed individual teaching areas with the alternative model of collaborative teaching, highlighted advantages and obstacles, and compared the implemented practice with traditional teaching methods. The results showed advantages offered by collaborative teaching, both for students with difficulties and those without special needs. Student activity and instructor satisfaction improved. As a disadvantage, participants mainly emphasised the time-consuming and demanding nature of planning.
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