Collaboration. 2010 Pearson Education, Inc. All Rights Reserved. 2 Collaboration refers to ongoing participation of two or more individuals who are.

Collaboration

© 2010 Pearson Education, Inc.All Rights Reserved.2

Collaboration refers to “ongoing participation of two or more individuals who are committed to working together to achieve common goals” (Walther-Thomas, Korinek, McLaughlin, & Williams, 2000, p. 5).


Collaboration is Based on parity Mutual goals Shared participation, decision

making, and accountability Shared resources and expertise Emergent


Working in Teams Inclusion support teams Individual student needs teams Teacher assistance teams

Working as a Co-Teacher General and special educators working

collaboratively to share responsibility for instructing a diverse group of students in a single classroom.


Key Components of Effective Collaboration Collaboration is a skill that should be a

natural part of teachers’ repertoire. Key components include:▪ Prepare for collaboration▪ Define roles▪ Achieve role parity▪ Address key considerations when collaborating▪ Evaluate the collaborative relationship frequently


Communication Skills and Successful Collaboration Communication is the most important

skills for effective collaboration. Steps include:▪ Listen▪ Develop verbal communication skills▪ Address nonverbal communication


Teacher Assistance Teams provide assistance to other teachers. ▪ Team members read the referral▪ The team meets with the teacher▪ The team brainstorms possible solutions▪ The referring teacher selects several solutions▪ The referring teacher selects a recommendation for

classroom use▪ The team and the teacher discuss goals for

determining success▪ The teacher provides feedback during follow-up


Co-Teaching Determine common goals Discuss the strength both teachers bring to the

classroom Define roles and responsibilities for both co-

teachers Participate in professional development Develop a plan for classroom management Develop a master plan for instruction and a

format for daily lessons Create a common planning time for co-teachers


Working with Paraprofessionals Welcome and acknowledge the

paraprofessional Orient the paraprofessional to the school Provide training related to assigned activities Plan a schedule with the paraprofessional Communicate effectively with the

paraprofessional Supervise the paraprofessional appropriately


Working with Families Get to know parents as individuals Try to understand, respect, and take into

account the parent’s perspective Determine the types of involvement that

will work for particular parents Design, implement, and evaluate

collaboratively with parents


Structured interventions used with students before eligibility for special education is determined. The purpose is: To determine if a struggling student might be

able to improve performance if provided more concentrated instruction.

To provide an alternative means of documenting whether a student really needs special education instead of, or in addition to, formal tests.


Lists the educational goals for students with special need, the special education and related services the student is to receive, the educational placement, and other important information.

A statement of: The student’s present level of performance. Measurable annual goals.


Continued… Special education and related services and

supplementary aids and services the extent of participation in the general

education classroom Participation in state or district wide

assessment Projected dates for beginning/ending services How progress will be measured


Developed for students considered a person with a disability under the Rehabilitation Act or ADA.

Ensures that schools respect the civil rights of students with disabilities who are entitled to an accommodation so they can participate in school.


Contributing to IEPs Recognize the importance of your role Become familiar with the terms, forms, and

procedures Be prepared for the IEP meeting Involve students in the IEP session Leave with a clear understanding of your

role and that of others Respect confidentiality


Procedures for Developing a 504 Plan Identify the student who may require a 504

Plan Identify the 504 Plan Coordinator Participate on a 504 planning committee Develop the 504 plan Inform key persons of the content of the plan Set a review date, review and revise the plan

if needed

Collaboration. 2010 Pearson Education, Inc. All Rights Reserved. 2 Collaboration refers to ongoing participation of two or more individuals who are.

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