Collaboration: Appropriate Support Strategies For Students

Educators working closely together will allows students to receive the best possible instruction in the classroom. “Strong collaboration for the delivery of education services involves all the various education professionals serving a school building or district” (pg. 3). One of the major issues with the identification of poor performing students is if it has anything to do with the delivery of the instruction, or the instruction itself. Collaboration is an excellent way to make sure that the students receiving the best possible instruction to increase the academic knowledge. Teachers that are struggling have the opportunity to work with reading and special education professionals to work on implementing appropriate lessons in the classroom. “The classroom teachers, reading specialists, and special education professionals collaborate in planning and implementing the intervention” (pg. 3). This intervention and collaboration should not be seen as a negative, but as a positive because they are all working together to help the teacher use the correct instruction that is going to benefit each and every

Today’s classrooms are becoming more and more diverse with students that have disabilities and those that come from different cultures. It is important for educators to ensure that their teaching strategies are appropriate for all of the children in their classroom. When it comes to the classroom there can be many cultural challenges that educators will have to address to ensure that all students are growing and developing appropriately. Educators need to make sure that they are capable of addressing each of their

Their aim is to work together to ensure good practice to promote effective approaches to enhance the students learning with Special Educational Needs.

To achieve best outcomes for the children and young people it is extremely necessary to have collaboration and communication between services, other professionals and

To communicate effectively with anyone, you need to speak clearly, using different pitch and tone to create interest. You should talk at a pace that is neither to slow or monotonous, nor so fast that others can’t understand it. It is important to know the stages of language development. You should also be aware that if you are working with a pupil with special needs, their communication development will be different; this could be for reasons such as autism, speech and language problems, or a hearing impairment.

❖ A child’s self esteem and confidence can be affected by negative experiences at school or other aspects of their life

Their aim is to work together to ensure good practice to promote effective approaches to enhance the students learning with Special Educational Needs.

Task 3: demonstrate how to support children and young people in making choices for themselves.

1.1 Compare and contrast the roles of the teacher and the learning support practitioner in assessment of learners’ achievements.

Working within this approach can also avoid confusion between practitioners or provision being duplicated or missed out and parents being asked the same questions over and over which could get irritating for the parents. Sharing information gives an overall better service provided. The SEN code of practice 2001 stresses the importance of working within a multi-agency team ‘All agencies should recognize the need for effective collaboration of services involved with the child and with parents. Consultative responsibilities and effective communication systems and management and practitioner levels should be clearly identified.’ (Special Educational Needs Code of Practice 2001 pg. 70)

Collaboration in a school setting refers to teachers working together to form an effective classroom and lesson for learning. “Teacher assistance teams (TAT) are school-based teams of professionals, classroom teachers, and administrators that assist classroom teachers in meeting the instructional and

Collaboration between teachers is a key component to professional development that will lead to higher student achievement. There is a need for schools to set up time for teachers to be able to collaborate together. This allows for teachers to help each other, matchup content, teach each other new and best practices, troubleshoot student issues just to name a few of the areas that collaboration time can help foster within a school. The key is to build time for teachers to be able to collaborate during the school day or week. This collaboration time needs to be between grade levels, departments, and cross curricular when needed. For many schools this is an afterthought to the school schedule or a fleeting thought after the master schedule is completed. A principal needs to keep an open mind to any strategy that will enable the teachers to be able to collaborate for the good of the students and the school.

Inter-professional collaboration is imminent for beneficial practice outcomes because it discusses the barriers that prevents positive outcomes while developing potential means to overcome them. During intervention inter-professional collaboration allows greater input as a group than that as an individual, improve outcomes for students, teachers, counselors, school district, and general population. Communication and trust is important to successful inter-collaboration therefore respecting one’s peers and sharing vital

Fundamentally the role of the classroom teacher is to implement strategies to support, engage and extend the learning of all individuals. In order for this to occur we need to also consider how we involve, collaborate and communicate with parents, fellow colleagues and specialised teachers. Ashman and Elkins (2008) state that teachers need to make themselves aware of the support systems they can access or create to support the needs of all students. This in turn will ultimately enhance teaching potential allowing teachers to fully maximise learning for all. I personally believe that collaboration is not only essential to the professional growth of teachers (Cramer & Stivers, 2007), but a vital key when acting in the best interest of the students and their families.

“Through collaboration, ideas can be shared, new and better strategies can be developed, problems can be solved, students’ progresses can be better monitored, and their outcomes are evaluated effectively.”¬ (Lee, 1996).