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