Best Practices for Professional Collaboration

1. Related Staff and Services

1.1. Related staff is anyone who may indirectly work with the student. This can be through transportation, therapists, doctors, counselors, etc. Related staff provide support and input by:

1.2. Consultating and monitoring behaviors and programs in and out of the classroom.

1.3. Collaborating with team members on how to meet goals in the classroom setting.

1.4. Determining appropriate evaluations

2. Administrators

2.1. Administrators should be involved in the inclusion process as an active team member and a liaison between school and family. Administrators should be supportive and be proactive in the inclusion settings by doing the following:

2.2. Accept and promote positive relationships for students with disabilities.

2.3. Allow for adequate planning time among collaborative teachers.

2.4. Provide access to resources for parents and educators on how to facilitate a positive inclusion setting.

3. Families

3.1. Families should be included in the inclusion setting to provide support both at home and at school. Parents can be included by participating in the following:

3.2. Providing relevent information to the team such as social histories, medications taken, and behaviors at home.

3.3. Participating in IEP team decisions

3.4. Keeping a line of communication open with the teacher through reports, conferences, e-mails, etc.

4. Special Education Teachers

4.1. In order for inclusion classrooms to be effective the special education teacher must be a key player. They can actively participate by:

4.2. Including students with special needs in the general education curriculum.

4.3. Ensuring appropriate accommodations and modifications are given in the classroom for students who are identified as having special needs.

4.4. Work directly with the general education teacher to promote positive co-teaching.

5. Local Education Agencies

5.1. LEA's provide students (ages birth through 21) with special needs access to appropriate services. This is ensured through programs such as the following:

5.2. Early intervention programs

5.3. Transportation to outside schools for specialized services

5.4. Therapies such as speech and language, occupational, and physical.

6. General Education Teachers

6.1. General education teachers are often at the core of the team. They interact with the students daily and act as the center of the team and actively participating by:

6.2. Collaborating with special education teachers on lesson plans.

6.3. Monitoring progress of interventions implemented in the classroom.

6.4. Communicating with all team members on a regular basis regarding what is and is not effective in the classroom.

7. References

7.1. Karten, T.J. (2011). Inclusion strategies &interventions. Bloomington, IN: Solution Tree Press.

7.2. Lee, H. (n.d.) Collaboration: a must for teachers in inclusive educational settings. Retrieved from: http://iris.peabody.vanderbilt.edu/infoBriefs_local/shure/collaboration.pdf

7.3. NICHY. (1995) Planning for inclusion. Retrieved from: http://nichcy.org/wp-content/uploads/docs/nd24.pdf