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

1 Overview of Collaborative Teaming

About the Authors

Margaret E. King-Sears, Ph.D. is Professor in the Division of Special Education and disAbility Research at George Mason University, where she has taught since 2005.

Rachel Janney, Ph.D. is an independent scholar and consultant who has worked with children and adults with disabilities in various capacities, including special education teacher and author.

Melissa Ainsworth, Ph.D. began her career teaching high school English before switching to special education.

Leighann Alt, M.A. is a special educator who has taught students with a range of disabilities since 1997.

Kimberly Avila, Ph.D. is an experienced teacher of students with visual impairments and a Certified Orientation and Mobility Specialist.

Colleen Barry, M.Ed. has taught students with autism at preschool and elementary levels and is a Board Certified Behavior Analyst.

Michelle Dunaway, M.Ed. has taught middle and secondary students with mild to moderate disabilities for over 8 years.

Rachel Hamberger, M.Ed. is a Board Certified Behavior Analyst who has taught preschoolers with autism for 7 years.

Catherine Morrison, M.Ed. teaches students with mild to moderate disabilities at the high school level in Hawaii.

Julia Renberg, M.Ed. has taught general middle school science in Florida and team-taught chemistry in Virginia.

Karen King Scanlan, B.S.N., RN, CCRN, is a Certified Critical Care Registered Nurse and a clinical nurse coordinator in an ICU.

Philip Yovino, M.Ed. is a general education teacher who has been co-teaching an inclusive third-grade class since 2006.

WHY IS COLLABORATION SO IMPORTANT IN SCHOOLS TODAY?

Quality teaching is the result of a collaborative culture that empowers teachers to team up to improve student learning. Today’s classrooms are filled with diverse students requiring a collaborative approach among teachers and professionals. Special education laws, including the Individuals with Disabilities Education Act (IDEA), underscore the need for collaboration in schools to meet the diverse needs of learners.

Collaboration Is Essential to Inclusive Education

Collaborative teaming is central to inclusive schooling. It involves planning and implementing educational programs and supports through collaboration, ensuring that all students with disabilities are integrated and provided the necessary resources to succeed.

Seven Critical Characteristics of Inclusive Education

  1. All students are welcome in their local schools.
  2. The school culture reflects values of equality, democracy, and high expectations.
  3. Students are full members of age-appropriate classes.
  4. Students with disabilities receive necessary supports and adaptations.
  5. Administrators encourage shared leadership and collaboration among staff.
  6. Students work on shared learning experiences with individualized goals.
  7. The school fosters motivation and support among staff.

What Inclusion Is and Is Not

Inclusion is:

Inclusion is not:

Best Practices for Schoolwide Systems of Support

Effective schoolwide systems are linked to academic achievement and reduced rates of special education referrals. Key principles include:

  1. Unified systems to enhance achievement, rather than separate special and general education strategies.
  2. Use of least intrusive supports.
  3. Judging learning needs based on performance data, not disability classifications.
  4. Services are portable and available in all settings.

Successful implementation requires collaboration among various educational stakeholders and ongoing professional development.