StudentShare
Contact Us
Sign In / Sign Up for FREE
Search
Go to advanced search...
Free

Collaboration among general education teachers and special education teachers - Book Report/Review Example

Cite this document
Summary
This research is being carried out to evaluate and present a comprehensive suggestion to the specialized educators with one-stop twenty ways in which to approach the complicated nature of consulting and supporting general teachers in inclusive classrooms…
Download full paper File format: .doc, available for editing
GRAB THE BEST PAPER91.5% of users find it useful
Collaboration among general education teachers and special education teachers
Read Text Preview

Extract of sample "Collaboration among general education teachers and special education teachers"

Collaboration amongst general education teachers and special education teachers must be developed in light of the increasing number of special students attending general education classes, but special educators need to determine the extent of collaboration. However, they comprise of referring and care to the general learning tutors and para-educators, plus direct and indirect services to students. General educators should take advantage of the resourcefulness of the special education teachers and other related service providers and paraprofessionals on how to work with students with special needs in an integrated classroom. Every special educator has a unique task to provide information in order to guide general educators on how to teach students in an integrated classroom. They should purely perform functions related to enabling special students fit in an integrated classroom and avoid technicalities such as preparing lesson plans. However, special educators might assist general educators with the IEP or probably customize each for a particular situation. Dover (2005) suggests twenty ways to consult and support students with special needs in inclusive classrooms the essay below shall explore each of the suggestions to understand the concept deeply, the twenty ways are spelt out below: The first way, the author points out that there should be written schedules, under it, the special educators should design a work plan noting important issues such as lunch break times, arrival and departure times of the teachers they are collaborating with. This acts as a guide when locating other assistants such as the paraeducators. Secondly, the special educator should meet with others to review key student program information, this is crucial as it assist the special educator together with other stakeholders in reviewing and developing IEP to suit the unique demographic needs of the special students in the class room. Third, personalization key student information should be given priority, as it goes a long way in customization of IEP goals selectively for every student and it must cater for a personal need including accommodation and modifications. Fourth, the special educator should inquire from the general teachers and paraeducators specific question rather than general question about the students. Monitoring each individual student and the facet of their studentship by inquiring from teachers and paraeducators specifics details of the student life how they are performing regarding classroom activities and class expectations. Fifth, the special teacher should listen to the experiences, needs and concerns of teachers and paraeducators, sharing of information amongst the professionals helps in providing the best service to the students. Sixth, the special educator should dig deeper and try to determine precisely, how the teachers are employing their instructions to the students. Seventh, the special education teacher should strengthen and support classroom teacher and paraeducators cooperation, by giving out best practices suggestions. Eighth, it is important that they review student work together, by doing so; they brainstorm over performances, analyses, additional support, instructions and accommodation and develop possible interventions. Ninth, classrooms and instructional materials should be reviewed, and when possible offer suggestion on the best materials or tools to used when providing instructions to the students. Tenth, the special educator should appraise materials that are to be used for testing and assessing the students, and if not appropriate, they should offer modifications and suggestions for upgrade. They should also spearhead in assisting study aids and guides that are necessary for the students. Plans may be necessary for the special education teacher to help, such as scheduling a time for the student to come to a resource room to have a test read aloud or answers written by a scribe. Eleventh, they should guide the teachers in prioritizing instructional goals. From time to time teachers may require advice and support in carrying out specific lesson or unit objectives or when reviewing them in the order of importance to the students. Twelfth, the author suggests that if the special educator notices that some may be receiving minimal special assistance, they need to be pulled aside for individual conferencing and delivery of the necessary messages. Such students, the authors prefer at least once every two weeks conferencing; thirteenth, the author proposes, that the special educators need to acquire and distribute business cards with tangible numbers to both the students and teachers. This is in order to be easily contacted and to let them know one’s location. Fourteenth, identify weak students, thereafter increase, and intensify student support time; alternatively, the student may temporarily be given increased tests, assignments, and involving them occasionally within the precincts of the resource room. Fifteenth, the special educator should take time and perform an observation in the inclusive class, to determine their behavior and performance therein. Sixteenth, they must take cognizance of the classroom environment, critically analyzing the instructional materials in the classroom, the procedures and expectation in a bid to develop documentation and in depth understanding of the academic environment and its suitability to the students with special needs. The following needs to be appraised; class groups, books, computers, rooms, reading and writing culture development, assignments and home works. Seventeenth, the special educator, should not only act in the periphery, but should also offer direct assistance to the teachers. Eighteenth, the author suggest, that the special educator can occasionally, replace the paraeducator involved in direct support to an inclusive classroom. Predicting that such a move would enable the special educator to gain direct information about the students and the class and this enhances better services to the students and the teacher. Nineteenth, they should take time and observe how the paraeducators are performing their duties, citing lunch times and in the community. Additionally, they should offer commendations, comments, and recommendations to the paraeducators, or the teachers working with them, aimed at increasing paraeducator effectiveness and efficiency. Finally, the special educator must conduct interviews and provide teachers and paraeducators them with basic forms such as progress sheets. Asserting that the essence of consultation is not to put those forms in the box or mailing them and the surest way of getting sufficient feedback is through a face-to-face consultation. Conclusion The article provides a comprehensive suggestion to the specialized educators with a one stop twenty ways in which to approach the complicated nature in consulting and supporting general teachers in inclusive classrooms. The twenty ways are exhaustive and accommodate diverse circumstances that might arise, however, more research must be undertaken to include every frontier not covered in this manual. The ways range include ways in which the special educator can offer an in classroom assistance to actual monitoring of the progress of the students. The ways also aid in providing a general classroom teacher to teach confidently an inclusive class with both regular students and those with specialized needs. Reference Dover, W, F. (2005). 20 ways to consult and support students with special needs in inclusive classrooms. Intervention In School and Clinic. 40(1), 32-35. Read More
Cite this document
  • APA
  • MLA
  • CHICAGO
(“Collaboration among general education teachers and special education Book Report/Review”, n.d.)
Retrieved from https://studentshare.org/education/1481393-consult-and-support-students-with-special-needs-in-inclusive-classrooms
(Collaboration Among General Education Teachers and Special Education Book Report/Review)
https://studentshare.org/education/1481393-consult-and-support-students-with-special-needs-in-inclusive-classrooms.
“Collaboration Among General Education Teachers and Special Education Book Report/Review”, n.d. https://studentshare.org/education/1481393-consult-and-support-students-with-special-needs-in-inclusive-classrooms.
  • Cited: 0 times

CHECK THESE SAMPLES OF Collaboration among general education teachers and special education teachers

Consultation and Collaboration

hellip; In addition, collaborative consultation also defines the use of a counselor or special educator with the ability to offer advice to and consult with general education teachers when they are requested (Coleman & Yeh, 2008).... Consultation and Collaboration in a School Setting Name: Institution: CONSULTATION AND COLLABORATION IN A SCHOOL SETTING Consultation and collaboration refers to the school counselor, psychologist, or special education teacher acting as an expert who advises the general education teacher....
5 Pages (1250 words) Research Paper

The Significance of Inclusive Classroom

Finally, general education teachers became involved in the process to include special needs children in general education classes.... Including special education student in general education classes has sparked much debate over many years as laws have been developed to ensure that special needs children are given the same opportunities as all other children.... With the federal funding and support to train personnel in special education, the number of degrees rewarded for such personnel increased from 5,341 to 14,144 master degrees and the number of preparation programs also grew from 40 to 698 colleges and universities (Kleinhammer-Tramill and Fiore 221)....
14 Pages (3500 words) Essay

Inclusion Programs Issues

While giving much weight to the smooth running of the class, the legal support available for a parent to get his/her kid continued in the regular class room must also have to be considered without causing any damage to the general education process.... Co-teaching is a model in which a team of teachers get themselves involved in the development of heterogeneous learners.... This essay talks about inclusion which has been considered as a viable route to impart appropriate education to the children with disabilities....
9 Pages (2250 words) Essay

General Education Teachers Preparedness to Teach Special Education Students

Currently, training programs emphasize on general, mainstream and special education teachers.... general education teachers should be prepared to meet all the needs of students regardless of their abilities.... One of the most effective methods of training general education teachers is using collaborative methods.... This essay declares that effective educators require both special education and general education training....
4 Pages (1000 words) Essay

How the Primary & Secondary School Teachers Can Effectively Control Classroom Misbehavior

The paper "How the Primary & Secondary School teachers can Effectively Control Classroom Misbehavior" highlights that students with learning difficulties have specific needs related to cognitive problems, physical or sensory impairments, behavioral abnormalities or emotional difficulties.... educational system which is primarily composed of the students, the parents, and the primary and secondary school teachers.... After briefly discussing the general facts on classroom management, the major factors that could possibly increase the students' misbehaviour inside the classroom including: (1) the size of the classroom; (2) differences in learning capabilities of each student within the classroom; (3) Medical or Genetic Factors; (4) school teachers' inability to develop an outstanding classroom environment that could increase the students' curiosity in learning; and (5) other factors: boredom in class or frustration in learning will be thoroughly discussed....
15 Pages (3750 words) Research Paper

Inclusive Classroom Project

From the findings, the school only has four special education teachers.... The inclusion program is necessary since its major purpose is to allow students with disability to be included in the normal classrooms in the entire period and have extra time with their special education teacher in the resource center to give them special care and attention that such students require to improve on their areas of weaknesses.... hellip; One will find that there are teachers and co-teachers taking particular subjects in a classroom....
7 Pages (1750 words) Essay

Co-Teaching in the Content Areas - Successes, Failures, and Challenges

ven though collaboration among the providers of service has always been a hallmark in the deliverance of special education since the start, co-teaching, instruction sharing by general education teacher and the special education one or a specialist in general education class including the students with disabilities is seen as a recent and relative application.... (85) assert that despite the considerable enthusiasm that is expressed with the ones writing about co-teaching and the ones implementing, co-teaching always illustrates the complexity of studying and conceptualizing special education collaboration....
21 Pages (5250 words) Case Study

Adaptations the Teacher Makes to Accommodate Disabled Students Learning Activities

… The paper “Adaptations the Teacher Makes to Accommodate Disabled Student's Learning Activities” is an exciting variant of a case study on education.... The paper “Adaptations the Teacher Makes to Accommodate Disabled Student's Learning Activities” is an exciting variant of a case study on education.... To enhance Nathan's writing skills, the teacher will encourage him to use adaptive devices such as erasable pens, pencil grips, special pen holders, and/or color-coded or raised lines....
6 Pages (1500 words) Case Study
sponsored ads
We use cookies to create the best experience for you. Keep on browsing if you are OK with that, or find out how to manage cookies.
Contact Us