Jose Ybarra
SERP 497E
Spring 2016
Collaboration between Special and General 2
Abstract
This paper is a look at collaboration between special education teacher and general educations.
Along with the complications and benefits collaborating with each other brings. Using these
articles, a better picture on collaboration between the two will hopefully be developed. Three
major articles were reviewed and dissected to bring to light this subject even more. These
included 6 Steps to Successful Co-Teaching from nea.org, Collaboration Between General and
Connections from special connections.ku.edu and Creating Collaborative Teams for Special
Education Classrooms from specialeductionguide.com Each of these articles each have a view on
Introduction
Collaboration between teachers has always been seen as ordeal, however the greater
ordeal has been when two very different teaching styles such as special education and general
education collide. Collaboration by definition is the action of working with someone to produce
or create something. This can occur in the workplace, schools or even with friends. But in this
paper it will be viewed more specifically in the eyes of education. Collaboration between special
and general education teachers is seen as nothing to the masses because they think a teacher can
work with anyone no problem. However, that is wrong because in education collaboration is seen
as a marriage since you spend most of your day and life at school when you are an educator.
Collaboration between Special and General 3
their school administrators, by the school system, and by the community. It involves time,
This quote shows that collaboration is not a simple thing as many regular people think
however as it states it is still possible. In this paper it will be discussed why collaboration
between special education and general education teachers is important as well as answer some
questions. Those questions include what are the proper ways for general education and special
education teachers more positive or negative? Also what are the complications and benefits of
special and general education teachers collaborating? For this project I dived into different
Purpose
The goal of the research that was done is to show that collaboration between special and general
education teachers is not only possible but very reliable as well. In this paper. From the
researched papers/articles its been revealed that to achieve collaboration it is actually they very
simple and reasonable answers. These answers overall include communication, reliability,
accountability and trust between the two different teachers. While these may seem like a simple
list of answers the overall problem can be the egos of the teachers, simply put one or both
teachers may feel the need to have more authority in the classroom compared to the other. But
even if the teachers cant truly overcome this road block they must understand one thing and that
Collaboration between Special and General 4
is to put the needs of the students above all else, especially a petty argument over who will be the
main teacher. The reason for this is because collaboration is a tool not only for the teachers but
for the students to learn when they become adults and work with any and every one. That is the
purpose of this project to show collaboration between general and special education teachers
may not be perfect but it can be achieved for the students benefit.
Literature Review
Collaboration between special education and general education teachers has been an ongoing
discussion whether it is or can be successful in anyway. One of the articles from Marston
(nea.org) showed 6 steps to developing a successful co-teaching between special and general
education teachers. In each of the articles they talk about a different number of necessary steps
for a successful collaboration four from Special Education Guide (Crawford, 2015) and three
from University of Kansas (Dieker). However, the best visualization of this is in the Five Step
Process (Sharpe and Hawes, 2003). This process begins with reviewing the standards for the
students by both special and general education teacher discussing how to go about this. Then
with talking about what are the needs for the students, afterwards is deciding on
accommodations. Then to monitor and provide feedback where provides an opportunity for the
collaborative team to determine who will be responsible for monitoring the effectiveness of the
accommodation. (ncset.com). Then lastly to evaluate the students to understand the student and
create the perfect plan for the student. In one of the articles Mrs. Crawford talked about her
experience from the side lines compared to teaching where she said The most important thing I
learned was that special education doesnt work without purposeful collaboration between all
Collaboration between Special and General 5
stakeholders. Students with individualized education programs (IEPs) who stay in class grow
more than kids who are constantly pulled out of the general education setting to meet some
arbitrarily set goal created to meet the requirements of an antiquated special education system.
(Crawford 2015). Each of these papers show that with collaboration that these ideas can work but
Methodology
While no testing was done due to conflict of time for the people I would have
administered these testing on the different articles did extinguish some information on whether
are not these work. As stated earlier there were many different ideas on how to create a perfect
collaboration between special education and general education teachers, however there were
some that felt to be the greater than some of the others. These included confidence in partner's
skills because if you didnt trust them as a person you could at least trust their skills as an
educator who wished only greatness for the students. Adding to trusting their skills is the creation
of learning and teaching environments where each person's contributions are valued. Along with
that is designing perfect learning environments for both the educators and students that require
active involvement between both. Also the teachers need to develop effective routines to
collaboration over time. While this can work it is said though that participants in collaborative
programs agreed that the time required for planning does not decrease during the year, but the
Results
While researching I was able to find that while some teachers may not have a great
understanding or want to work together they do want to be there to help their students in the end.
For example, when working together some of their students with disabilities can develop a better
self-image for themselves, as well as becoming less critical and more motivated of themselves,
and be able to recognize their own academic and social strengths. Along with that the staff have
also reported professional growth, personal support, and also enhanced teaching
motivation. Along with that everyone from teachers and students can develop a stronger sense of
self, a new appreciation of their own skills and accomplishments, and all learned to value
themselves and others as unique individuals. This occurs because collaboration is bringing ideals
of each teacher into a union, like a marriage, because youll be with that person at work longer
Conclusions
possible it just requires the attempt to understand one another, create a relationship between each
other and understand the students come first. But in order for the teachers to be truly successful
these are the necessary steps to take for collaboration to work, first is knowing your strengths
and weaknesses as a teacher and team member of the class. Second is maintaining a growth
mindset and an open mind. Third is to believe that all students can succeed not will succeed.
Fourth is sharing your time and vision with each other in case someone has a problem they dont
understand or to work off each other to create a new idea. Fifth is to have consistent
Collaboration between Special and General 7
communication to help one another as well as make the time to interact with each other more
often than just before/after school. Fifth is formulate a plan of action and act as a unified team
not as individuals. And last is to take risks sometimes in order to grow because if you dont take
a chance whether it is to try someones idea, listen to an opinion or something else you will never
References
Collaboration Between General and Special Education Teachers. (n.d.). Retrieved April 10, 2016,
from https://www.teachervision.com/teaching-methods/resource/2941.html
Collaboration/Cooperative Teaching | Special Connections. (n.d.). Retrieved April 10, 2016,
fromhttp://www.specialconnections.ku.edu/?q=collaboration/cooperative_teaching
Creating Collaborative Teams for Special Education Classrooms. (2015). Retrieved April 10,
2016, fromhttp://www.specialeducationguide.com/blog/special-education-collaboration/