Fostering Collaboration in Inclusive Settings: The Special Education Students at a Glance Approach

Autor/in	Jones, Beth A.
Titel	Fostering Collaboration in Inclusive Settings: The Special Education Students at a Glance Approach
Quelle	In: Intervention in School and Clinic, 47 (2012) 5, S.297-306 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451211430113
Schlagwörter	Disabilities; Special Education; Cooperation; Individualized Education Programs; Special Education Teachers; Inclusion; Regular and Special Education Relationship; Mild Disabilities; Paraprofessional Personnel; Federal Legislation; Educational Legislation + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Co-operation; Kooperation; Individualized education program; Individualisierendes Lernen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Inklusion; Laienhelfer; Bundesrecht; Bildungsrecht; Schulgesetz
Abstract	Including students in the general education classroom successfully requires multiprofessional coordination. However, given the well-documented barriers to successful collaboration, special educators in the inclusive model face a task that can be overwhelming. Research has shown that effective communication is one of the biggest hurdles in the collaborative effort and that attempts at overcoming these barriers need to focus on opening the lines of communication among professionals. Whereas collaboration should be viewed as a continual process with many facets, the "special education students at a glance approach" (SESG) approach is one tool that special educators can utilize to help them take the first step in fostering a collaborative environment. The SESG was conceptualized based on best-practice research to help professionals overcome some of the known barriers to collaboration and thus facilitate more effective collaborative efforts between special education teachers, general educators, and paraprofessionals. The SESG consists of three forms: the "Beginning of Year" (BOY) form, the "End of Year" (EOY) form, and the "Inclusion Running Record" (IRR). The BOY and EOY forms can be used by special educators as a collaboration tool for dissemination of individualized education program (IEP) information to general educators. The IRR can be used to foster collaboration and to support paraprofessionals providing services for students with disabilities in general education settings. Of course, continued monitoring of student progress and collaboration among professionals throughout the school year are essential elements that need to accompany the use of these forms. However, the SESG approach provides an avenue for improved communication and, therefore, could impact future collaborative efforts between special educators, general educators, and paraprofessionals by helping to establish good working relationships. Furthermore, this approach is intended to facilitate improved IEP implementation on the part of the general educator and paraprofessional, which will, in turn, improve the instructional gains made by students with disabilities in inclusive settings. (Contains 7 figures and 1 note.) (ERIC).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 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	2017/4/10