The Quick Collaborative Meeting: Promoting Success in an Inclusive Setting

Autor/inn/en	Black, Kristine; Hill, Pamela
Titel	The Quick Collaborative Meeting: Promoting Success in an Inclusive Setting
Quelle	In: TEACHING Exceptional Children, 53 (2020) 2, S.114-120 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Black, Kristine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059920919128
Schlagwörter	Inclusion; Meetings; Teacher Collaboration; Special Education Teachers; Regular and Special Education Relationship; Access to Education; Communities of Practice; Students with Disabilities; Intervention; Cooperative Planning; Educational Legislation; Equal Education; Federal Legislation + Suchen Sie Ihr Suchwort? Inklusion; Meeting; Tagung; Lehrerkooperation; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Education; Access; Bildung; Zugang; Bildungszugang; Community; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	Legislation has paved the way for students with disabilities to be afforded the same educational opportunities as students without disabilities (Individuals with Disabilities Education Improvement Act, 2004), leading to the importance of collaboration between special and general education teachers so that students receive effective instruction. The law requires students with disabilities to have access to the general education curriculum and to receive their services in the least restrictive environment. Collaboration provides successful student access to general education with the general educator and the special educator working together for student achievement of common instructional or behavioral goals. The quick collaborative meeting is a form of a professional learning community (PLC), as the collegial learning provides opportunities to produce instructional practices that promote changed learning outcomes for students with disabilities (Darling-Hammond & Richardson, 2009). As part of a PLC between two teachers, quick collaboration includes characteristics of a larger PLC. To ensure that students learn targeted skills, the teachers select a purpose or problem, decide on a plan, and respond to student learning needs based on an examination of data (DuFour, 2004). The collaboration is timely and creates effective interventions that teachers want to use in their classrooms; that is, the interventions are social valid. Leveraging the characteristics of a PLC creates a culture of collaboration when the educators work together. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01