In Teachers Working Together: How to Communicate, Collaborate, and Facilitate Positive Behavior in Inclusive Classroom written byChan Evan and Stacy L. Weiss; they discusses different challenges educators face while trying to collaborate with their special education or general education counterpart; while at the same time offering suggestions for how teacher can work together more effectively. The key to a successful classroom is collaboration and communication. However this is not always the easiest thing to do. With the expectations and routines being difficult for some students to grasp, individualized interventions being difficult to follow through with, and a massive lack of time in the typical school day finding time to communicate …show more content…
They suggest planning short but meaningful meeting with your counterpart, requesting the same planning periods or duties, or emailing/ text messaging each other (Evans, C., & Weiss, S. L.). All of these would be very helpful in conveying simple messages to one another about whatever may need to be discussed. They also place an emphasis on conversations concerning a student’s Individualized Education Program. Discussing what a student needs to know to success in the classroom and in what time frame they need to know it in is so important for each students success. If both teachers have not properly communicated, then no one is really harmed other than the student. To ensure that a student is not harmed by the lack of communication educators need to be consistently communicating before, during, and after an Individual Education Program meeting. To facilitate the transition the student may be facing, the article gives tips on how to give visual cues, different forms of prompts, and activity reinforces. Regularly doing all of these things will help to make an inclusive classroom the best that it can be for all of the students …show more content…
Weiss is an article describing their concerns for educators and the struggles they face, while also trying to combat this by providing different strategies to make the most of the time teachers and students have throughout the day. Over all, I found this article to be very helpful in showing me the different ways that special educators and general educators can collaborate and how they can effectively use their time management skills to be able to have the most amount of time
“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
When I first entered the classroom I noticed how different this elementary school was from my own. It is the only other elementary school I have been in other than the one I attended. This allowed me to get a better understanding on how every school is unique and different from the next. When I first met Joel I noticed how happy and talkative he is. Right away we had a conversation and he never wanted to stop talking. While we would try to read he would get easily distracted, but not because he did not know the words more since he could not stay focused. I realized this is because he is a kindergartener and has not had too much experience with reading on his own. I can tell that he will be able to get into reading once he focuses more on the
What do we do with children with disabilities in the public school? Do we include them in the general education class with the “regular” learning population or do we separate them to learn in a special environment more suited to their needs? The problem is many people have argued what is most effective, full inclusion where students with all ranges of disabilities are included in regular education classes for the entire day, or partial inclusion where children spend part of their day in a regular education setting and the rest of the day in a special education or resource class for the opportunity to work in a smaller group setting on specific needs. The need for care for children with identified disabilities both physical and learning continues to grow and the controversy continues.
Educators can have strong feelings on the subject because having special needs students in a regular classroom can have a large impact on the classroom community. Those who believe in inclusive classrooms realize that, to be successful, it requires allot of classroom management and differentiated instruction, but feel the benefits are worth the work involved. Those who do not believe in inclusion feel that it leads to “l...
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.
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 ...
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...
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
In this essay I will reflect upon the inclusive learning environment, i intend on reflecting this by researching, reading, extending my own knowledge and a recent exemplar visit. The main issues i have chosen to cover throughout this essay are inclusion, children’s learning and the environment. Issues i will also cover are Special Educational Needs (SEN), Every Child Matters (EMC), Diversity and legislations. I intend on doing this by arguing, analyzing and discussing the inclusive learning environment. Inclusive learning environments can be varied from the school environment to the home environment. Both having a significant impact to a child’s learning. The environment within schools needs to be stimulating, creative and enjoyable for all children to learn in. Effective classroom organization, interaction between both staff and children are essential to the inclusive learning environment.
As a new teacher preparing to embark upon what I hope will be a long-lasting, rewarding career in education, I want to create an inclusive, stimulating and collegial climate in my classroom. I plan to make sure that all my students feel valued, and contribute actively to the knowledge, interactions, learning and interests shared by the class. However, I appreciate that as a new, inexperienced teacher I could encounter or unintentionally create barriers that undermine my vision of an inclusive classroom. Although systems will operate in any school setting that can help or hinder inclusive practices, I believe it is my responsibility to ensure that every student in my care has high aspirations, and experiences success at school regardless of the school context.
Mazurek, K. & Winzer, M.A. (Eds.). (1994). Comparative Studies in Special Education. Washington, DC: Gallaudet University Press.
Special education is such a broad and sensitive topic to talk about as well as the several issues that come with the Special education topic. And although there are a variety of issues, such as: special education children being accepted, segregated from their peers, the financial ability to support many special education programs, and the fact that a lot of teachers are not properly certified and do not know how to handle special needs children; there are also many resolutions. Special education Awareness, peer understanding, support from the local and state government, proper teacher certification, and most importantly social unity and understanding amongst peers are all a part of this controversial issue and they will also help maintain and resolve the growing concerns in the Special education programs and the children.
Perry described the co-teacher’s role in the classroom as a continuum (2005). The form of collaboration that requires the least interaction with colleagues include methods such as project-based learning and sequential teaching, where one colleague creates the lesson, and the other delivers it (Aliakbari & Bazyar, 2012); whereas a higher level of collaboration might include “planning, teaching, and evaluating” together (Perry 2005). In other words, the teachers must work together to create a course in which they agree upon common goals, objectives, and outcomes. The composition of instructors in the team taught classroom depends on these course goals, objectives, and outcomes. For example, one common team teaching practice used in classrooms that focus on social justice education is to form teams comprised of racially diverse instructors (Garran, Aymer, Gelman, & Miller 2015; Ouellett & Fraser,
In addition to having a reciprocal relationship with one's students, it is vitally important for teachers to form partnerships with fellow educators. Solid communication among teachers will promote the sharing of ideas and methods and provide a network of support. By working as an educational team, teachers will continue to develop their craft and give the best education possible to their students.
Behavior is one of the biggest challenges teachers will face, especially in inclusive classrooms. There are many techniques and strategies to help the teacher support all of his/her students to help guarantee a successful classroom.