Date of Conferral

8-6-2026

Date of Award

August 2026

Degree

Ph.D.

School

Education

Advisor

Amy White

Abstract

The problem addressed in this study was it was not known how Texas early childhood special education (EGSE) teachers and early childhood general education (ECGE) teachers use collaboration to identify, place, and support students with disabilities (SWDs). Framed by Colby’s collaboration theory, the purpose of this basic qualitative study was to explore the experiences of Texas ECSE and ECGE teachers when collaborating regarding identification, placement, and support for SWDs. Data were collected in semstructured interviews with 11 ECSE and 11 ECGE teachers who taught in Texas early childhood settings. Data were analyzed using thematic analysis with open coding, leading to five themes: (a) teachers collaborate continuously during and after placement of SWDs; (b) collaborative approaches vary in frequency; (c) clear roles are identified during ongoing support; (d) benefits are identified primarily during the support phase; and (e) both groups of teachers noted challenges in knowledge and training. Findings revealed that while ongoing instructional collaboration is prevalent during the support phase, it varies widely in terms of frequency and approach during identification and placement of SWDs. Further, teachers report significant challenges to their collaboration, including the need for more specialized knowledge and training. By defining and addressing barriers to collaborative practices, social change may be promoted as these practices can ensure SWDs receive seamless and high-quality interventions during their most critical developmental years, reducing the long-term achievement gap and empowering children to reach their full potential within public school systems.

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