Collaboration between a general education teacher and a special education teacher is important to a student 's academic success inside the classroom. Students who require special services need general education teachers and special education teachers to be in sync on all matters education. This coordination by both teachers will give each student the best possible chance at a quality learning experience. Accomplish collaboration can be difficult because of varying reasons. Findings by Eccleston (2010) suggests that successful collaboration combines four traits. Those traits are being thoughtful, knowledgeable, compassionate, and having leadership skills (Eccleston, 2010). Even though both teachers have their own pedagogies, earnestly implementing …show more content…
34). This definition of collaboration is important because it insists that more than one person be involved in the learning process. Special education teachers are important because they are more experienced in helping students with exceptionalities. These teachers are the ones that test students and make decisions as to whether or not services should be rendered. Specialist conduct meetings and analyze test results to provide an informed judgment as to whether or not a student should receive services. Once a student has been selected to receive special services, information has to be relayed to the general education teacher. And this type of communication is better received when done in person. “The personal contact between caring stakeholders is more immediate than a written message that can be put off for later convenience or avoided until urgent” (Eccleston, 2010). Through technology, it has become increasingly easier to not meet face-to-face. To increase efficiency, both teachers should make a conscientious effort to have face-to-face …show more content…
As it relates to special education, modeling is beneficial for general education teachers. Most general education teachers do not receive the same specialized training as specialists. That being said, special education teachers have a duty of supplying the general education teacher with unknown information. This can be achieved through teacher mentoring. Teacher mentoring is a strategy to increase retention and bolster teacher quality, particularly in hard-to-staff areas such as special education (Moses, 2011). Special education positions are becoming increasingly scarce and it is imperative that the current special educators actively help general education teachers understand the policies of special education. At issue is whether practices in both special and general education teacher mentoring follow formal policies (Moses, 2011). This means that there are questions about the regulation of the mentoring process. To begin, special educators should make efforts to convey a message of collaboration to general education teachers. When conveying information, specialists should use empathic listening skills and have an authentic desire to help (Eccleston, 2010). Listening efforts should be put forth to make certain that all parties are heard and no person is
“From a holistic constructivist perspective all children simply engage in a process of learning as they can in a particular subject area; how much and exactly what they learn will depend upon their background, interest, and disabilities” (Stainback and Stainback, 1992, pg.72). Inclusion and Full Inclusion you’re getting the best of both worlds. With two teachers who collaborate. Which means” to work together with another person or group in order to achieve or do something”www.merriamwebster.com. Using teachers that are well qualified, understand the students, and meeting the needs of every student. Working together as one, to achieve and meet their goals and objectives. Romans 8:28 says” And we know that all things work for the good to them that love God, to them who are called according to His purpose”wwwbiblegateway.com. We as educators are called for a high level of accountability to teach everyone. Whether its inclusion or full inclusion, giving them the right tools to succeed in life. By getting knowledge which is power to achieve and be successful to make it this life. As an instructional assistant in the public school system, working with students who have disabilities. We have days that are more trying and challenging than
Standard 1.1 discusses how special education teachers need to understand how language, culture, and family background influences the learning of students with exceptionalities. Standard 4.3 discusses how teachers should collaborate with other teachers and parents to use multiple types of assessment information in making decisions. Standard 5.5 discusses the transition plans they have to implement in collaboration with the students, families, and teachers. Standard 6.3 discusses how teachers understand that diversity is a part of families, cultures, and schools, and that they can interact with the delivery of special education services. Standard 7.0 discusses the collaborations that teachers need to start having with families, educators, and related service providers. 7.3 discusses the promotion of collaborations for the well-being of the individuals with exceptionalities. These standards show what the teacher is beginning to do with the families that have a child with
Osceola School District administration team is starting to implement a new plan to support the classroom instruction. The district administrators are focusing mainly in the subgroups of special education (ESE) and English language learners (ELL). In my work-site, the human resources allocated to both of those programs are usually disconnected of the regular education or content classroom. There is no communication between the regular teacher and the special education specialist. Part of the district superintendent plan is to provide the specialists with professional development in content, for them to support the regular class instruction. Additionally, the specialist must provide support as “team teaching” in the mainstream clas...
Collaboration in the world of education has become an increasingly popular method of addressing a variety of school issues, such as curriculum design, behavioral plans, professional development and management of resources. One of the areas in which collaboration is becoming more popular is co-teaching in special education, where special education teachers and general education teachers share the planning and instruction responsibilities for inclusion classrooms (Friend & Cook, 2010). As academic standards for the education of students with disabilities are held to the same standards as their typical peers due to the No Child Left Behind Act and the Individuals with Disabilities Education Act, the co-teaching model has been increasingly implemented to meet those needs. Most research has shown co-teaching to be effective in the inclusion classroom, though there are a few studies which have refuted its significance and identified reasons for problems in implementing a successful co-teaching program.
One obstacle that I believe many special needs students and families will face is understanding and dealing with the disability itself. Speaking from experience, this process can take time to understand and accept. This is where a special education teacher plays a significant role, assisting the student and family with information and support for understanding the student’s disability, facilitating education programs, and most importantly hope and progress for a bright future. Another obstacles that students with disabilities may face, is social interaction and acceptance. It is vital that all special education teachers and programs, try to incorporate strong social connections with their regular education peers and other community members and
In order to help students develop these meaningful relationships there must first be a base of communication and collaboration between teachers, parents and paraeducators who all share a stake in supporting and empowering students with and without disabilities. Downing and Peckham-Hardin found that both teachers and parents cited communication and working as a team were essential for truly inclusive education. Some of the most important components of this communication and team work ...
Two years ago, I embarked on a journey that would teach me more than I had ever imagined. As a recent college graduate, I was thrilled to finally begin my teaching career in a field I have always held close to my heart. My first two years as a special education teacher presented countless challenges, however, it also brought me great fulfillment and deepened my passion for teaching students with special needs. The experiences I have had both before and after this pivotal point in my life have undoubtedly influenced my desire to further my career in the field of special education.
The most important is the student’s instructional level or Zone of Proximal Development. There is a fine line between independent, instructional, and frustration level. Lessons should be differentiated so that all students are challenged. To meet the needs of all students, it may be necessary to collaborate with the special education teachers and the ESOL teachers. Teachers should be facilitators of student learning.
The students in our classrooms, both special education and general education classrooms, require individualized education to reach their full potential. Each child’s potential is different just as each child’s road to reach it is different. Our job as teachers is to be there for the student’s to help them reach their potential through their own unique way.
I have been a Special Education Para-Educator for eleven years now. My decision to do this was based on the needs of my family and kids. When my last child was born, the doctors did not think that he would make it. He had a heart malfunction and was born with RSV and Von Villibrantds disease (which I did not find out until he was three); those factors lead me to want to work with special education kids, knowing that I could make a difference.
The administrator that I spoke to wrote in a fax "the Special Education classes are transitioning into study skills classes so the teacher can provide additional help and support for the student to succeed in the regular class environment. During the four or five periods, when the teachers and instructional aides do not have students assigned to them, they are providing support for their students in the regular education classroom. The level of support is directly related to two factors: 1) What the student needs to be successful. 2) What the teacher needs to help the student succeed. So the support provided by the teacher may be provided daily in the regular education classroom, in the form of helping the student take notes, monitoring behavior, doing a lab activity, etc. The support may also take the form of weekly program checks with the regular education teacher, modifying and/or adopting curriculum, or teachers meeting informally to talk."
Training should be implemented on IEP’s and modifications and accommodations for general education teachers. General education teachers should also be trained on utilizing the special education teachers experience in modifying, accommodating, and differentiated instruction. We are a team and the goal we are working for is for all of our students on our campus to be successful, general education and special education students.
Special education has undergone immense changes through the years. Research and studies on the debate of whether or not inclusion is appropriate for special education students is just beginning to cultivate. The question has always been, what is best for these students? Schools and teachers are becoming leaders in the exploration of new paths, in search of new teaching styles and techniques. Mainstreaming or inclusion at the middle school and high school level, which is educating students with special needs in regular classes with their non-disabled peers, has proven to be beneficial for the special education students cognitive and social developmental needs. It can not only benefit the handicapped student but all students in the classroom.
There is so much to know about special education that is separate from teaching in a traditional classroom. One thing that has really stood out to me is how many acronyms and terminology these teachers need to know. IEP, LRE, IDEA, FAPE, IFSP, and that is just to name a few (DREDF, 2017). Special education teachers, really need to be knowledgeable about a ton of things. Not only all of the terminology associated with special education, but about disabilities and the best way to go about educating a child with disabilities. When working with children in special education, there will be students of all ages with all kinds of disabilities and different ability levels that you are teaching. It is important to know about each child’s disabilities, what they should be learning and how they should be learning it. There may be times that are challenging education students with disabilities, but when a teacher properly educates themselves on all the aspects of special education and the resources out there for them, it may help make your classroom run more smoothly and easier to
Special Education is the education of students with special needs in a way that addresses the students’ individual differences and needs. And it is a specially designed instruction that meets the needs of students with disabilities as they attend to school, it also includes related services and supplementary aids and services. It helps every student with disabilities to have a chance to learn and showcase their own talent and intelligence. Without these students, Special Education wouldn’t be an organization or community who are willing to help these students with disabilities to learn and to attain their needs.