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Instead of the special education teacher and the general education teacher duplicating efforts for many children it has been shown that their efforts are better put to use in collaborating in their teaching efforts. Individuals cannot be effective team members unless they see themselves as being an important part of the team. An effective team should be viewed by others as having all individual members be contributors to the work of the team.
Research has shown that some children with disabilities learn best in inclusive classrooms. The process of getting children with diverse abilities and typically achieving students together often brings with it the need for general and special education teachers to collaborate. Collaboration between general and special education teachers has been shown to be an effective technique when carried out properly. It is thought that this approach to education can help improve instruction as educators pool their talents in order to be the most helpful to the children.
All of these authors agree that team collaboration and co-teaching is the most effective...
It is felt that this method is the most effective technique for pooling the ideas and abilities of everyone involved and in reducing the amount of duplicate work that is being done. It is felt that involving individuals like paraprofessionals into the team setting only helps the teaching staff to better integrate the idea of collaboration into the classroom. Everyone who is involved in the student's education should be included on the team in order to be successful.
References
Delvin, Patricia. (2007). Create Effective Teacher-Paraprofessional Teams. Intervention in School & Clinic. 44(1), p41-44.
Murawski, Wendy W. And Hughes, Claire E. (2009). Response to Intervention, Collaboration,
and Co-Teaching: A Logical Combination for Successful Systemic Change. Preventing School Failure. 53(4), p267-277.
Tannock, Michelle T. (2009). Tangible and Intangible Elements of Collaborative Teaching.
special education has changed dramatically. Gone are the days of the special classroom down the hall where special education students were hidden away and kept from the general student population. Gone are the days when special education students were given comic books to read and passed because they were there. Civil rights mandates of the 1960's turned the world of special education inside out and today, four decades later,
Special Education: Collaboration Between Teachers The majority of special education students receive instruction in both general education classes as well as special education support classes. Most of these students are enrolled in Resource Support Programs in which a special education teacher has responsibility for offering learning supports across the general education curriculum. The job of the special education teacher, or Resource Specialist, is to ensure that the student's IEP is properly
The IEP takes into account the results of the assessment while developing a plan for the future. The evaluation results include not only behavioral observations but also socio-cultural background. If the student has a physical disability, the IEP might address the need for specialized technologies or classroom adaptations. On the other hand, if the student has a learning disability, the IEP might include recommendations for lesson adaptation. The IEP is
In their study, "Thinking of Inclusion for All Special Needs Students: Better Think Again," Rasch and his colleagues (1994) report that, "The political argument in favor of inclusion is based on the assumption that the civil rights of students, as outlined in the 1954 decision handed down in Brown v. Board of Education, which struck down the concept of 'separate but equal,' can also be construed as applying to special
But with the increased importance of state standards in measuring student and school performance, it is crucial that the student's educators be mindful of the most appropriate methods of measuring the child's compliance and that the general educators and special educators increase their collaboration to meet these new challenges. For some special needs students, "alternate assessments were developed and implemented...In 2003, most...states used a portfolio or body of evidence
More importantly, our appreciative and participatory stance with our co-researchers has allowed us to witness and learn about the cutting edge of leadership work in such a way that is and feels qualitatively different from other research traditions we have used in the past, because it is built on valuing. Even though it is challenging at times (Ospina et al. 2002), our inquiry space is enhanced by our collaboration