Collaboration in Special Education (Essential Elements of Collaboration…
Collaboration in Special Education
collaboration is that it is “a style for direct interaction between at least two co-equal parties voluntarily engaged in shared decision making as they work toward a common goal”
how you work with others.
the choice of using collaboration or not
based on Parity
the contributions of all participants are equally valued
shared responsibility for key decisions
shared accountability for outcomes
all participants have contributed to planning and implementing a strategy and fully accept the outcomes of those decisions, whether they are positive or a cause for concern.
in the context of IDEA
everyone involved in designing, implementing, and monitoring the learning of these students has a contribution to make.
Participation of general education teachers on most IEP teams
Increased parent involvement
Required conflict resolution efforts when disagreements occur
Emphasis on educating students in the least restrictive environment
Consultative special education services
Essential Elements of Collaboration
Personal Belief System
collaboration requires results in positive outcomes for both students and teachers.
facial expressions, posture, and other nonverbal signals, the words we use
empathize with the other person
ask questions that are specific
leave emotions behind
get rid of distractions
react to the ideas not the person
get the main points
do not argue mentally
use the difference in rate
describe the actions and behaviors not the person
don't be quick to respond but try and figure out more information so you know how to best handle the situation.
a set of steps that are followed using effective communication in order to accomplish the mutual goal of collaboration
Create a climate for problem solving.
Identify the problem.
Assess the potential solutions.
Implement the intervention.
Evaluate the intervention outcome.
Programs and services
Applications of Collaboration for schools
two or more interdependent individuals with unique skills and perspectives who interact directly to achieve their mutual goal of providing students with effective educational programs and services
quality of outcomes
recoomending strong interventions
clarity of goals
needs are being met
monitoring of behaviors
One teach, one observe
Small group aside from large group
one teach one assist
how to chose:(a) the needs of the students, (b) factors related to teachers, (c) the specific curricular material to be taught, and (d) practical matters such as the classroom’s physical space and the availability of shared planning time.
a voluntary process in which one professional assists another to address a problem concerning a third party
teachers meet and talk and then address the third party (student) together.
Parents and Family
This collaboration is essential to help the child be successful
consider: socioeconomic status, race/ethnicity and primary language, grade level, nature and severity of the disability.
Build a partnership with parents
Issues related to collaboration in special education
working with Para-educators
Time; given and time shared, willingness to collaborate, busy educators
No value unless it is used to achieve goals.
it is powerful when used appropriately.