Consultation, Collaboration, and Teamwork for Students with Special Needs

Purpose of Instruction Provide a foundation to construct a

practical framework for implementing a collaborative, consultative, or teamwork approach to meeting the needs of all students in your school.

Historical Perspective Teachers are use

to functioning autonomously in their classrooms. In the past asking for assistance often would be viewed as incompetence.

Collegiality Teachers need

structure, training, practice and feedback on how to work together in a collegial manner for the good of all students. Education needs to develop a collaboration ethic.

Appropriate Education PERIOD

We need to talk about the educational needs of the students PERIOD.

We need to stop talking “special education” vs. “general education”

“Special Education” automatically sets the tone for lower expectations.

Collaboration/Consultation Sharing of expertise Do not claim to be

the experts Listen well Learn from others Help individuals,

schools recognize their own skills

Help students achieve highest levels of success and independence

Collaborators Confer Contribute Instruction is enhanced

by diversity of values, experience, abilities, and interests.

Seek win/win solutions Needs of students

come before the needs of the adults.

Obstacles for Successful Collaboration Resistance from

administrators Resistance from

colleagues Resistance from

parents.

Crucial Elements of Effective Collaboration Services

Communication Cooperation Coordination

5 Factors of Successful Inclusive Schools

#1 Visionary Leadership

positive view towards students with disabilities positive view regarding the abilities of teachers

and families. Instructional emphasis: ALL staff are responsible

for ALL students. Educators share responsibility for achievement

and behavior. Emphasis on community of learners, high

standards, role flexibility, and flexible learning environments.

#2 Collaboration Teachers are encouraged to

collaborate on all levels for all issues. Collaboration among teachers is common. True team work is in existence between grades and levels.

#3 Refocused Use of Assessment

Use more authentic assessment measures or outcomes-based education (OBE)

Use assessment data to drive instruction Curriculum-based Assessment

portfolio assessments teacher-made tests Criterion referenced tests Curriculum-based measurement

#4 Supports for Students and Staff Systematic staff development (annual

planning) Flexible planning time for special educators

and general educators Special Resources are used efficiently across

programs instructional assistants curriculum adaptation integrated therapy services peer supports technology assistive devices

#5 Effective parental involvement Parents are welcomed, respected,

and integral to the school

KDE Collaborative Model Daily interaction

between general and strategic teachers as well as administrators from the school and district level, parents, and related service personnel.

Strategic Teachers Skilled training in one

or more specialized areas (e.g. behavior management, social skills, speech therapy, giftedness) who use those skills to assist in the development and implementation of instructional strategies.

Characteristics of Collaborative Schools Mutual trust Open communication Joint effort in problem

solving Pooling of personnel

resources Shared responsibilities

in the selection, implementation and evaluation of instructional strategies.

Each member provides expertise

Each member participates in the implementation of preventive strategies and or problem resolutions.

Appropriate Activities for a Collaborative Teacher Consult with regular,

gifted, vocational, special education, special area teachers, administrators, support services and parents.

Collect formative/summative data on instructional programming to solve problems or identify problems.

Maintain on going progress data.

Modify instructional strategies

Model teaching strategies and assist with transitioning of skills from class to class.

Coordinate and support students transitioning from class to class.

Modify and/or adapt curriculum, materials, strategies, or environmental settings.

Deliver instruction. Grade/write instructional

plans

Collaborative Arrangements

Dyads: 2 teachers work together with on grade level or in one content area

Grade Level Teams: special education teacher is teamed with one grade level and works on instructional planning

Content Teams:SPED works with teachers in one content area

Split Level Teams: SPED teacher works with 2 grade levels or across multiple content areas.

Multiple Collaborative Arrangements

Student needs first Staffing needs/team needs Flexibility in planning and delivery Different assignments or lessons

may require different types of collaboration

Administrator Responsibilities

Resources Support Flexible planning

time Priority status for

classes/student schedules

Joint planning time Open communication

Role of the Special Educator Primary role is to be responsible for

the services that are indicated on each student’s IEP. It is the special education teachers responsibility to ensure that students with disabilities are receiving the specially designed instruction and related services as prescribed on their IEP.

Role of the General Education Teacher The general education teacher

remains the lead teacher for the content of the course. She/he provides direction for instruction and content emphasis. She/he works with the special education teacher to plan how they will develop, implement, deliver and assess the core content to the students.

Critical Factors for Success Flexibility

Scheduling, teaching, methodologies, grading and instructional time

Training Conflict resolution,

effective problem solving Time

Common Planning time

Schedule Priority for classes,

students, itinerant staff

Support Administrator,

teachers, central office Planning & Problem

Solving Agenda Minutes Consensus

Resources Personnel, materials,

professional development