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Collaboration in Special Education (Essential Elements (Communication…
Collaboration in Special Education
Understanding Collaboration
Characteristics
Involves Shared Responsibility for Key Decisions
Requires a Mutual Goal
Includes Shared Responsibility for Outcomes
Collaboration is Based on Parity
Requires Sharing Resources
Collaboration is Voluntary
Is Emergent
Collaboration in the Context of IDEA
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
Personal Belief System
Communication Skills
Effective Communication Strategies
Habits to Avoid
Interaction Processes
is 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.
Generate alternatives.
Assess the potential solutions.
Implement the intervention.
Evaluate the intervention outcome.
Programs and Services
Supportive Context
Applications of Collaborations for Schools
Teams
Understanding Team Concepts
A team in education consists of 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
Team Effectiveness
Special Education Teams
Co-Teaching
One Teach, One Observe
Parallel Teaching
Station Teaching
Alternative Teaching
Teaming
One Teach, One Assist
Selecting a Co-Teaching Approach
Consultation
a voluntary process in which one professional assists another to address a problem concerning a third party,
Collaboration with Parents and Families
Families and Collaboration
Parents may have had negative experiences when they were in school, so they may be reluctant to come to school and are uncomfortable interacting with school professionals.
Some parents who live in poverty or who have come to the United States from another country may view educators as authority figures to whom they must listen. As a result, they may not share information or offer their point of view.
Parents may encounter logistical problems in getting to school for meetings and conferences. Some lack transportation, some need child care, and some cannot leave their jobs to come to school during the times educators usually wish to meet.
Some parents are confronted with language barriers in schools and misunderstandings that arise from cultural differences.
Schools may not make parents feel welcome. Educators may ask them to wait for a lengthy period of time for a meeting to begin or may schedule meetings at inconvenient times, and they may inadvertently ignore or minimize concerns that parents raise concerning their children.
If parents’ beliefs or actions are in conflict with those of school professionals, some educators conclude the parents are not good parents or that they do not care, and so they may make only a minimal effort to interact with them.
Some educators are intimidated by parents, particularly those who are knowledgeable about special education and who insist on particular programs or services or who have obtained legal counsel. As a result, they may limit communication with these parents.
Communication from school to home may focus on negatives about the child rather than on balancing those negatives with positives.
Professionals and parents may develop stereotypes of each other, and they may act on those stereotypes instead of on objective information.
Building Partnerships with Parents
Issues Related to Collaboration in Special Education
Working with Paraeducators
Time For Collaboration
Effectiveness