and communication skills, and their development of creative and critical thinking. (1989a, p. 135) Still, the most commonly sited reason for deficient or inferior efforts in collaboration is schedule conflicts of available professionals (i.e., special education teachers, general education teachers, administrators, community leaders, etc.) All of the following have also been cited as obstacles: tradition, teacher resistance, possible disadvantages accruing to the tutor, possible tutor impatience, implications of tutor selection, parent cautiousness, implications for school organization, variable suitability of different subjects for peer tutoring, and possible lack of expertise on tutors' parts. Others have speculated that peer tutoring may not be more widely used partly because of "the demands placed on teacher time" (Giesecke, Cartledge, and Gardner 1993, p. 34). These authors note that teachers may lack the skill to train their students properly to be tutors, they may be concerned about possible disruptive behavior in tutoring pairs, and they may question the quality of instruction offered by students, particularly high-needs students (p. 34). Foot has also indicated that teachers tend to be concerned about the time and effort needed to train tutors (1995). The point of collaborative teaching is to integrate resources for students with special needs and otherwise, while simultaneously strengthening skills of all students involved. Inclusion is more than mere classroom placement. It is the quality of the events inside that classroom and what is retained outside the classroom that is important. Normalization is the point of collaboration. Although idealistic, the goal is to efficiently facilitate learning for all students who are part of the collaborative effort. Nirje describes normalization as follows:Normalization does not mean normalized; it does not mean that anyones behavior should be forced to conform to any particular standard...
