Collaboration and Resolution in a Special Education Class
Collaborative groups are basic to the provision of special education services. Professional collaboration eases the problem solving that is inherent to serving students with disabilities (Brownell, et al., 2006). Special education teachers and specialists possess knowledge and skills that are not resident in the population of general education teachers -- unless they have received training in special education techniques and strategies (Brownell, et al., 2006). The literature indicates that both general and special education teachers benefit from opportunities to collaborate, but sustainability research indicates that teachers benefit in different ways when they institute collaborative practice (Brownell, et al., 2006). Teachers who adapt to the demands of collaborative practice and adopt strategies that have been acquired through collaboration evidence differences in the following areas: Adapting instruction, curriculum, pedagogy, student-centered instruction, student management, and reflection on instruction (Brownell, et al., 2006).
Stakeholders in Collaborative Group
Three primary types of collaborative groups are important in the provision of special education services at the school level. One collaborative group is tied to the Individual Education Plan processes, with stakeholders of this group determined by the specialist services that are needed by the student with disabilities. Another type of collaborative group engages in planning for the entire population of stakeholders in any given school. The members of this collaborative group are generally heads of departments and those with particular outstanding knowledge that enables the best possible configuration of services and supports. The responsibilities of this group are to ensure that the systems, structures, and philosophies of the school provide support to the implementation of Individual Education Plans for children with disabilities, and also that these systems, structures, philosophies, and cultures do not hinder goal attainment or inadvertently create hardship or jeopardize the chance of students to be successful at their schools. The third type of collaborative group primarily serves teachers and specialists, who work directly with one another to modify...
The objective of the collaborative groups is to collectively articulate a mission and work to achieve it. In order to provide students with their highest possible levels of achievement that aligns with curriculum frameworks and state standards, the collaborative teams must collect, analyze, and act on a broad range of data and information. Moreover, the collaborative teams must figure out ways to improve
student achievement outcomes when the data does not demonstrate that the current approaches to instruction are obtaining the desired results. Collaborative teams of special and general educator must devise ways to use the state standards and the curriculum frameworks to design and develop assessment, curriculum, and instruction that effectively optimize achievement for all students with and without disabilities or special needs. Inquiry into practice and reflection about practice should be a collaborative endeavor that engages both special education teachers and general education teachers in efforts to continuously learn and develop as professionals. As a natural extension of these efforts, both professional educators in schools need to conduct outreach and collaborate with family members and members of the community. These outreach efforts need to focus on tailoring the school response,
teaching, and curriculum to local standards and needs, while ensuring that curriculum is aligned to state frameworks and standards.
Dealing with Conflict
Group discussions among collaborative team members sometimes get contentious and are often animated and somewhat chaotic. Members of the group may talk over each other and interrupt each other in the heat of the moment and the excitement of ideas. Wit good moderation, a collaborative group can serve as the springboard to great, new ideas. The objective of having a moderator is fundamentally to keep the group moving forward and on
target for their mission. This means that the moderator will encounter times when they use a heavier hand than they would like in order to ensure that all members of the group have an
equal opportunity to present or refute ideas.
Under the current system for dealing with underperforming schools,
conflict can be a result of the need for radical changes in…
