This qualitative research examined the factors that affect collaboration practices of two rural elementary schools. The interviews revealed that the teachers are key to inclusion and successful collaboration in their classrooms. School administrators are vital to implement and support the school-wide collaboration including coordinating schedules, supporting teacher-generated agendas for the meetings, arranging for professional development, and providing resources to enhance collaboration. Their voices presented in this paper demonstrate the complexity of collaboration in inclusive schools.
Keywords: collaboration, administrators, professional development
