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Collaboration Between General Educators and Special Educators.

I will present information as to why collaboration between general educators and special educators is beneficial to both the teachers and students.
by

Garrett Herthum

on 4 April 2011

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Transcript of Collaboration Between General Educators and Special Educators.

Collaboration Between Special Educator and General Educator Cooperative Teaching Both general and special educators are simultaneously present in the general classroom, maintaining joint responsibilities for specified education instruction that is to occur within that setting. Research Low-achieving students showed academic and social skills improvements. All students gained a greater understanding of differences and acceptance of others. All developed 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.

In the article Collaboration between General and Special Education Ripley states that, "students with disabilities develop better self-images, become less critical and more motivated, and recognized their own academic and social strengths." The Biggest Change to share the goals
decisions
classroom instruction
responsibility for students
assessment of student learning
problem solving
classroom management
"our" class

Parent Voice "I have seen tremendous growth over that past year going from a completely self-contained classroom to a mainstream classroom."
* more friends
* more socially active
* a higher self-esteem
* more confident
* raised self-efficacy The Regular Education Initiative In 1985 Madeline Will, assistant secretary for the U.S. Office of Special Education and Rehabilitative Services suggested that both special and general education be reorganized with the goal of forming a partnership that would provide effective instruction in the students. This was the “birth” of the Regular Education Initiative (REI). It's purpose was to merge general and special education into one inclusive system mainstream most students with mild and moderate disabilities in general education
and improve the academic achievement of students with mild and moderate disabilities. By: Garrett Herthum Solution A solution that I came up with after discussing this topic with teachers and administrators is professional development. I asked teachers for their input, if they were given the opportunity to participate in professional development classes about co-teaching would they- the majority of them said yes. They said it would be of great interest to them.
“The professional development programs should therefore include three broad aspects: academic and knowledge development of the teachers, physical well being of teachers, and lastly the mental and psychological well-being of the teachers” (T. Vasumathi, 2010, p. 4).
For the academic portion of the program it should enable teachers to develop expertise in subject content, teaching strategies, uses of technologies, and other essential elements in teaching to higher standards.
Physical and health aspectsshould focus on the health of the teachers thereby enabling teachers to lead a healthy life.
Learning how to understand and manage stress and burn out of teachers is the key role in the mental and physiological aspects of this program.

Another solution to cooperative teaching would be having teachers that are thinking about co-teaching go and visit other classrooms or building where co-teaching is taking place. This way teachers’ are able to see hands on for themselves what co-teaching is about.
“Supports can take in a variety of forms, from observation of the novice’s teaching, to co-planning, to discussing beliefs about teaching and learning” (L. Washburn-Moses, 2010, p. 3).

Teacher mentoring: In a study done by, L. Washburn-Moses, he concluded that teacher mentoring programs had effective components such as the following:
“Frequent face-to-face contact between mentor and mentee, similar positions of mentor and mentee, a non-evaluative role of the mentor, an understanding of the mentoring process on the part of both parties, and a type of support that matches the novices’ needs. In particular, novice teachers in special education appear to find emotional, procedural, curricular, and instructional information from a teacher with a similar assignment most beneficial” (2010).
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