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Summary: The Experience Of Collaboration In Special Education

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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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Knowing their needs is important to adapt the practices and to respect them as individuals. According to the author (Raymond, 2012), the perception of the students about the services they receive determine the outcome of the education efforts. For that, the teachers ' role is to guarantee that the student does not feel inferior, unequal, wich would be the negative conotation of the special education placement (Raymond, 2012). Instead of focusing on their difficulties, teachers should focus on reducing the gaps with more inclusive

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The problems and capacities of students with disabilities are also made more fully appreciated via this teamwork. I agree with this statement as it recognizes the interconnectedness of diversity in the classroom and highlights the value of an all-encompassing system of

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The idea “being with” includes conveying “you are not alone,” enduring with, not burdening, and being accessible” (Gemmill, William, Cooke, & Grant, 2012). This displays a powerful message to the family being there at all costs (Gemmill et al., 2012). In this scenario the child was dying but by allowing the family in, during this critical time, one knew personally and professionally that this was the right thing to do. This was done through attempting to save his life, I never left his side. By being emotionally present and connected to the patient and to the family, “that no matter how bad the circumstances might be, we don 't abandon them” (Swanson, 1998, para.18).

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These pressures leave the general education teacher “focused on teaching content and less on teaching individual students(Vaughn & Bos, 2015, p. 119)”, or as Mrs. Cynova states “general education teachers focus on the class and sometimes forget about the special needs of some of our students.” Mrs. Cynova believes designated mutual time to collaborate would help remind the general education teacher about the level of understanding of special education students and the accommodations and modifications necessary for their success. The interview brought to light other issues general education teachers take for granted like the lack of task analysis breakdown and how a last minute change of plans can have a negative impact on the special education student. Therefore, she is a huge advocate of special education teachers actively participating in subject area PLCs to ensure general education teachers are aware of and planning for the special needs student.

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In my current role at BSS, I work in a fully inclusive school environment among students with disabilities, their families and teachers. I presently have a case load consisting of 15 students with a range of disabilities, including intellectual impairment, autism and hearing impairment. In this setting I work collaboratively with 6 teachers all at differing levels of collaboration. My collaboratively practises with these teachers range from differentiating curriculum to targeted group instruction especially for students on individual curriculum plans (ICP). My work in the area of special education has been limited, however in this time I have learnt how to work collaboratively with students, families and teachers.

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Build Systems of Data Collection: Countries must invest in collecting accurate data on the degree to which students with disabilities have access to general education, including the amount of time actually spent in general education classrooms. This data can be used to identify schools and communities in need of support in better educating and including their students with disabilities. Provide Educators with a Robust Program of Pre-Service and In-service Preparation on Inclusive Education: First, attitudes matter a great deal and attitudes among educators are often negative, and those attitudes can carry over into the classroom and the school. Teachers and school leaders need opportunities to both confront these attitudes and to see how successful inclusion can work. Secondly, educators must learn classroom techniques that can help students

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The general education and special education teacher supported students in this inclusive classroom by setting clear expectations and classroom management systems at the beginning of the year. The special education teacher spoke briefly about the importance

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Logan, I have to agree with you on when a general education teacher works together with a special education teacher, the general education teacher is able to understand more in depth the needs of students with special needs and why modifications are important to being implemented to helping students achieve higher performance. Some general education teachers have never worked with students with special needs; therefore, they need guidance and support to learning new methods to include within the classroom. Another important strategy that general education teachers often forget is learning more about the students who they are servicing and how to better accommodate them in the classroom so that they don’t feel left excluded compared to other

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The number of special education students has risen and the achievement gap between the general education population and special education population has increased. Administrators, teachers and related service providers are concerned about the proper supports that are given to these students. There are specific supports required to help students be successful in the classroom and to have them reach the fullest potential. Districts currently offers the special education programs which service the students with minimal to extensive needs. Schools offer small group/adjusted classes, co-taught classes, and related services for your more typical struggling learners who often obtain the grade level curriculum in the general education setting.

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The authors are collaborative in the evidence and the solution one most importantly being “Provide more inclusive environments for students with disabilities and provide additional training to lead and regular teachers.” (Council). In creating more of an enclosed environment, in Atlanta they took this step to make sure that over identification was not taking place in special ed. This gave them more one-on- one time with students. This also helps train teachers in what they need to look for in a disability.

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955 Words | 4 Pages

Thesis: To master the job of a Special Education teacher, it is important to have the right skills such as teaching, communicating, and patience. Organizational Pattern: Topical Introduction Attention Getter: According to brainyquote.com, Magic Johnson once said, “All kids need is a little help, a little hope, and somebody who believes in them”. Relevance: A Special Education teacher is someone that works with children with a variety of disabilities.

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1549 Words | 7 Pages

Still, special education is one responsibility that we cannot afford to get wrong. Instruction can play a significant part in their prospective outcomes. Therefore we need to develop a well-defined philosophy regarding special education that considers the laws, your beliefs, and feelings related to working with students with exceptionalities. To become a better educator, I have developed my own personal philosophy with those considerations

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1489 Words | 6 Pages

Henry Ford once said, “Coming together is a beginning; keeping together is progress. Working together is success” (Brainy Quote). From here, the concept of inclusive education, including students with and without learning disabilities as peers in the same classroom, originated. The aim of this type of education is to get students with learning disabilities involved in the society. Teachers and fellow students will also provide help for students with disabilities; in this way, students with learning disabilities will be motivated to study as they feel that they are a part of a group instead of being isolated in special places.

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1352 Words | 6 Pages

According to Ripley, S. (1998), traditionally, special education teachers worked with students in a self-contained environment as well as the general education teachers worked in a room alone. However, overtime, learning disabled students more and more are being included in regular education classes. Therefore, the need for collaboration between the regular education teacher and the special education teacher continues to grow. Today, many schools are setting up cooperative teaching programs that team a special education teacher with a team of regular education teachers in order to reach all students and have them all benefit from the same lesson plans. The special added exception is that the learning-disabled students have the extra benefit of having someone who specializes in

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Their roles is to plan, coordinate, schedule, and evaluate curriculum and instructional outcomes within a secure, positive, and enriched inclusive classroom environment. Their main responsibility is to provide instructional schedule and long range plan information. On the other hand, special education teachers have to design their lessons plans to fit each of the individual’s needs. Their main role is to provide instruction and support which facilitate the participation of students with disabilities in special education classrooms, but also in regular education classrooms. Their principal responsibility is to serve as case managers and be responsible for the development, implementation, and evaluation of their students.

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