importance of collaboration in schools.pdf

Teachers’ Guides to Inclusive Practices

Collaborative Teaming

Third Edition

by Margaret E. King-Sears, Ph.D. Rachel Janney, Ph.D. and Martha E. Snell, Ph.D.

Contents

About the Forms About the Authors Acknowledgments

1 Overview of Collaborative Teaming
Collaborative Teams
Why Is Collaboration So Important in Schools Today?
Collaboration and Collaborative Teaming
Service Delivery Models and Methods
Components of Collaborative Teaming
Benefits and Challenges of Collaborative

About the Authors

Margaret E. King-Sears, Ph.D.: Professor in the Division of Special Education and disAbility Research at George Mason University, where she has taught since 2005. Her research interests include co-teaching, self-management, and universal design for learning.

Rachel Janney, Ph.D.: An independent scholar and consultant who has worked with individuals with disabilities as a special education teacher, researcher, and author.

Melissa Ainsworth, Ph.D.: Former high school English teacher turned special educator, she teaches in the Graduate School of Education.

Leighann Alt, M.A.: A special educator who has taught students with a range of disabilities in inclusive classrooms.

Kimberly Avila, Ph.D.: Teacher for students with visual impairments and a Certified Orientation and Mobility Specialist.

Colleen Barry, M.Ed.: Board Certified Behavior Analyst and teacher specializing in autism.

Michelle Dunaway, M.Ed.: Teacher for middle and secondary students with disabilities, with a focus on inclusive practices.

Rachel Hamberger, M.Ed.: Board Certified Behavior Analyst and preschool supervisor in an inclusive preschool.

Catherine Morrison, M.Ed.: High school special educator in Hawaii, focusing on self-management and inclusive classrooms.

Julia Renberg, M.Ed.: Educator with experience in general middle school science and special education.

Karen King Scanlan, B.S.N., RN, CCRN: Clinical nurse coordinator in an intensive care unit.

Philip Yovino, M.Ed.: General education teacher focusing on meeting the diverse needs of students.

Why Is Collaboration So Important in Schools Today?

Quality teaching results from collaborative efforts among teachers. The complexity of each student's learning needs necessitates teamwork. Legislation like the Individuals with Disabilities Education Improvement Act (IDEA) emphasizes collaboration in the special education process, underscoring the role of general and special educators, parents, and administrators in effective educational planning.

Overview of Collaborative Teaming

Collaborative teaming is foundational for inclusive education. It ensures that educational programs and supports for individual students are thoughtfully integrated within general education environments. Inclusion transcends mere placement; it involves transforming educational practices to support all students effectively.

Table 1.1. Seven critical characteristics of inclusive education

  1. All students are welcome in their neighborhood schools.
  2. The school culture reflects values of equality, democracy, and collaboration.
  3. Students participate in age-appropriate classes in natural proportions.
  4. Teaching is tailored to promote collaboration among students.
  5. Administrators support staff in achieving a shared mission.
  6. Teachers foster partnerships for individualized learning experiences.
  7. The school values and supports family involvement.

Table 1.2. What inclusion is and is not

Inclusion is

Inclusion is not

Best Practices for Schoolwide Systems of Support

Integrated, responsive systems for student support are linked to academic success and lower special education referrals. Key elements include unified support systems, least intrusive interventions, and using student performance data—rather than disability classifications—to assess educational needs. Effective collaboration within these frameworks is essential for fostering inclusive environments.