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Summary: The Experience Of Collaboration In Special Education

451 Words2 Pages

The role of the special educator in the 1990s was as the collaborator. Due to some general educator’s inability to accurately differentiate and accommodate students with disabilities, general education teachers in the 1990s collaborated with special education teachers allowed for students to remain in the general education classroom, while receiving special education services. “collaborative arrangements may be selected and adapted to complement the instructional requirements of specific students, teachers, course contents, or classrooms. These collaborative arrangements can be orchestrated to benefit individuals, small groups, or the entire class.” (Arllen & Gable, 1996) Due to the Least Restrictive Environment, the special educator’s delineation …show more content…

(welch)The Individuals with Disabilities Education Act of 1997 required every state to have in effect policies and procedures to ensure a free appropriate public education for all students with disabilities. Before IDEA, too many children were denied access to education and opportunities to learn. (Celebrating thirty-five years of access, accountability, achievement) In the article, The IDEA of Collaboration in Special Education: An Introspective Examination of Paradigms and Promise, Welch explores the extent to which special educators are expected to collaborate with other colleagues and families using the tenets of IDEA as a context. Prior to the reauthorization of the 1997 Individuals with Disabilities Act, general education teachers experience with students with disabilities was little. Inclusion and Least Restrictive Environment were mentioned regarding the placement of special education students throughout the 1990s. According to Minke, Bear, Deemer, etc. (1996) the number of children with disabilities educated in regular classrooms grew due to two interrelated reform efforts in special education. (p. 152) The Regular Education Initiative and full inclusion, were two inclusion movements that felt strongly that students with disabilities should be included in regular classrooms. Therefore, special education teachers work to provide interventions and support to students in the general education setting.

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