The Lived Experiences Of General Education Teachers' Consultative Interactions With Special Education Team Members: A Transcendental Phenomenological Study

The purpose of this transcendental phenomenological study was to describe general education teachers’ lived experiences of consultative interactions with special education team members in an urban school in New England. Information regarding desired outcomes of consultation as well as general education teacher-identified outcomes was explored. The theory that guided this study was the collaboration theory identified by Lee Vygotsky, which details the benefit of collaboration with others to gain knowledge of a task or process using a partnership to support a deeper understanding. A sample of 10 general education teachers provided their perspectives on consultation with special education team members. This phenomenon was examined through interviews, journal entries, and document analysis of consultation notes and meeting minutes. A transcendental phenomenological methodology was utilized to understand and synthesize the data describing teachers’ lived experiences of consultative interactions with special education team members. The results of this study indicated the general education teachers value consultation and collaboration with special education team members. The teachers also identified factors that strengthen consultation and present barriers to effective consultation. Finally, general education teachers provided ideas for improvement of consultation and collaboration within their school.