Collaboration In Special Education: Article Analysis

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

The article goes into great detail over the fact that co-teaching, when implemented correctly, has the potential of really enhancing the learning of all students (Conderman & Hedin, 2014, p.359). Before any co-teaching can happen though the article elaborates on the fact that a teacher needs to know who their students are. And when differentiating instruction a teacher needs to be able to address a “students’ unique strengths, interest, skills, and readiness” (Conderman & Hedin, 2014, p. 353). After all helping each child learn, whatever that looks like, is the ultimate goal, and this article shows how teachers can do this with a co-teacher.

“One of the essential roles of special education teachers is coteaching and working with other professionals, as well as communicating with family members and between special education teachers and other school-related professionals(Vaughn & Bos, 2015, p. 114)”. With the importance of a least restrictive environment special education and general education teachers are working together in a classroom with varying levels and abilities of learners. It is vitally important to have an effective relationship between the two teachers while developing and implementing lesson plans for learners with special needs. The physical space and dynamics of the classroom should fit the needs of the students and the established procedures should ensure a highly functional environment. Importantly, educators need to communicate to families “encouragement about what they can do at home and about an effective plan for providing instructional supports for their child(Vaughn & Bos, 2015, p. 114)”.

I approach collaboration as a team player, and I believe students need more than one person to guide them to their full educational potential. Also, active and prepared participation of weekly PLC meetings with the teachers of my special education students to plan collaborative curriculum have increased results in math and reading substantially. Participating in co-teaching furthers my repertoire of knowledge to assist my students. I have learned a vast amount from sharing and consulting with colleagues regarding students, observing mentoring teachers, and planning activities to ensure growth in students.

In the following study researchers compared two instructional approaches; co-teaching inclusion and solo-taught special education for students with learning disabilities in regard to their overall academic achievement. Participants of the study included twelve inclusive/co-teaching classrooms, which were compared to thirteen special education classrooms. In the co-teaching contexts the emphasis was centered on the inclusion of students with learning disabilities into a general education classroom. Co-teachers were free to choose the instructional method they would embark. Special education teachers solely instructed students with learning disabilities in small group classrooms.

The purpose of this research is to understand the perceptions and experiences of professionals on collaboration in the educational environment. Data collection will occur within the Virginia Beach City Public School (VBCPS) system. Specifically targeted will be three elementary schools that I work in being Ocean Lakes Elementary School, Princess Anne Elementary School and Red Mill Elementary School. The people that volunteer to take part will include VBCPS staff involved with the Individualized Education Program (IEP) for special needs students in any one of the above identified schools, and has been part of an initial eligibility, new IEP, current IEP, or consulted on as part of the IEP process.

General educators need to understand the purpose of each term, and this chapter provides a good amount of information. The next topic is crucial for general education teachers because it discussed the different styles and approaches of working with special education teachers in ways that will benefit the students who need extra assistance. The book goes into greater detail on “teaming,” which is expected because it is the most diverse strategies of those listed. Then the book dives into the meat and potatoes of the chapter by discussing the requirements of an IEP. The team and components are listed with the appropriate descriptions for each statement.

One factor that plays a huge role in successful implementation of integrated co-teaching and has better outcomes for students is when the co-teachers are trained and work together. Magiera and Zigmond (2005) preformed a study at four middle schools in New York that focused on the instructional practices for students with and without disabilities; with teachers who were not trained in integrated co-teaching

She mentioned to me that the special education teachers work with small groups of children that are ELL, IEP, and 504 students. She mentioned to me that the classrooms have about 20- 25 students and that those students need ones on ones and special attention from teachers and sometimes it is better for them to work in smaller groups. She informed me that these students are taken out the class about 3 times a week to work in small groups with the special education teacher. Once this is done the special education teacher shares the result with the head teacher. Then the two teachers work on possible strategies to help that

Examples of inclusive practices the team supports are co-teach integrated classes with accommodations implemented across the content; offering access to various electives and activities. The challenges experienced by the special education team is making sure accommodations are taking place in all classes, creating a program that meets the post-grad needs/plans for students with special needs at a “college prep” school, and have time to train/support general education teachers regarding policies and procedures for special education.

The last CEC standard reviews the importance of effective and production collaboration between families, service providers, educators, community agencies, and most importantly individuals with exceptionalities. Although I have collaborated with other educational professionals for seventeen years, I did not understand the components and strategies for effective collaboration until completing the graduate program. After completing the course, I have changed some of the ways and manners in which I collaborate with other education professionals and families of individuals with special needs. Since changing the ways in which I collaborate, I can tell a positive change in my professional and personal relationships with others.

This article is one that is very educational and very helpful in the education field. Knowing that Paraeducators are increasing in school districts. This means that special education teachers and general education teachers need to know how to train and supervise Paraeducators in what needs to be done by them and how to do their job. Knowing that there are a lot of Paraeducators that don’t have prior experience with exceptional students and their responsibilities of a Paraeducator lets future teachers know how to prepare themselves for learning the information needed to help the Paraeducators. This article gives future educators the insight of what to prepare for along with learning the extra information to help the Paraeducators. The article tells about how the collaborative classroom support plan. The article gives detailed information along with diagrams and example forms that are used in the collaborative classroom support plan. The article tells about how collaboration is important not just to have a healthy and effective relationship between educators (the general ed. Teacher, the special ed. Teacher, and the Paraeducator) for themselves but for the students too. This article tells how collaboration is the best way to educate students and to cover a lot of ground. This article goes over the challenges of training Paraeducators.

Collaboration is a key component in special education. Under IDEA collaboration is described as the relationship between the general education teacher and the special education teacher and how they work together to better the education for the students in need. Under IDEA collaboration contain "the strongest expectations ever" (Friend 108). Collaboration is essential before the student is even considered for special education. When the student is being considered for special education collaboration must occur with all school personnel who have an

Collaboration in the world of education has become an increasingly popular method of addressing a variety of school issues, such as curriculum design, behavioral plans, professional development and management of resources. One of the areas in which collaboration is becoming more popular is co-teaching in special education, where special education teachers and general education teachers share the planning and instruction responsibilities for inclusion classrooms (Friend & Cook, 2010). As academic standards for the education of students with disabilities are held to the same standards as their typical peers due to the No Child Left Behind Act and the Individuals with Disabilities Education Act, the co-teaching model has been increasingly

As evident by both the co-teaching and professional learning community (PLC) models, the importance of teacher collaboration is well-known by the majority of general and special educators. Due to the fact that deaf educators are considered to be special educators who concentrate on the education of students who are deaf or hard of hearing, the educational models may be easily applied to the field of deaf education. However, little evidence exists that prove that PLCs and co-teaching are highly effective in meeting both teacher and student needs despite their wide use and adoption by school districts (Bill & Melinda Gates Foundation, 2014; Murawski & Lee Swanson, 2001). While the application of the educational models to deaf education