Module 5: Collaborations
Module 5 Outcomes
- MLO 5.1: Identify research-based approaches for effective, pro-active, and positive communication with parents and other service delivery team members to allow for involvement in IEP planning and execution. (InTASC 5i, 5k, 10l, 10m, 10n, 10o, 5q, 10p, 10q, 10r, 10t)
- MLO 5.2: Explain the role for all members of the assessment/IEP team and the importance of each team member to provide an equitable education plan for students with special needs. (InTASC 10l, 10m, 10n, 10o, 10p, 10q, 10r)
- MLO 5.3: Incorporate effective collaboration practices into the legal, ethical, and procedural requirements of the IEP process.
What is Collaboration?
Special Educators define Special Education Collaboration as the ongoing development of a positive relationship between one or more parents (or guardians) and school system personnel (e.g., educators, administrators, psychologists) to share decision-making for a student with special needs.
A general definition of “Collaboration” is to work together toward a common goal. When applied to relationships among parents, educators, and educational systems, the term can have a rich meaning. Driven by academic, cultural, and political influences, the word “Collaboration” is a reciprocal dynamic process that occurs among community systems (e.g., families, communities, partnerships), schools/classrooms, and individuals (e.g., parents, educators, administrators, psychologists) who share in decision making toward common goals and solutions related to students. This definition implies that parents and educators involved in Collaboration pool resources to create a relationship that benefits the student.
Parents offer what they know about their children’s academic and behavioral strengths and areas of need in the home and other non-school settings. In contrast, teachers provide their knowledge of students’ strengths and areas to work on in the classroom and other educational spaces. The collaboration process is guided by a primary emphasis on specific cooperatively predetermined outcomes for students, with mutually established academic and behavioral goals.
In Special Education, a Collaborative process that involves educators, parents, and other professionals who work together to support students with disabilities is necessary. The goal is to ensure that students with disabilities can access the resources and support they need to succeed in school.
Knowledge. The teacher understands the ways of knowing in his/her discipline, how it relates to other disciplinary approaches to inquiry, and the strengths and limitations of each approach in addressing problems, issues, and concerns.
Knowledge. The teacher understands the demands of accessing and managing information as well as how to evaluate issues of ethics and quality related to information and its use.
Knowledge. The teacher understands schools as organizations within a historical, cultural, political, and social context and knows how to work with others across the system to support learners.
Knowledge. The teacher understands that alignment of family, school, and community spheres of influence enhances student learning and that discontinuity in these spheres of influence interferes with learning.
Knowledge. The teacher knows how to work with other adults and has developed skills in collaborative interaction appropriate for both face-to-face and virtual contexts.
Knowledge. The teacher knows how to contribute to a common culture that supports high expectations for student learning.
Disposition. The teacher is constantly exploring how to use disciplinary knowledge as a lens to address local and global issues.
Disposition. The teacher actively shares responsibility for shaping and supporting the mission of his/her school as one of advocacy for learners and accountability for their success.
Disposition. The teacher respects families’ beliefs, norms, and expectations and seeks to work collaboratively with learners and families in setting and meeting challenging goals.
Disposition. The teacher takes initiative to grow and develop with colleagues through interactions that enhance practice and support student learning.
Disposition. The teacher embraces the challenge of continuous improvement and change.
