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states that it relies on multiple individuals and involves input from general education teachers,
special education teachers, families, and the student itself. When collaboration is missing from
even one of these areas, the team is not doing what is best for that student. They could be
missing key information from one area that adds a certain piece to the puzzle that is each child.
Teams are proven to me more effective than an individual. However, collaboration is so much
more than just talking with one another. It involves nonverbal cues, modes of communication,
and how often. It is an art that needs to be practiced frequently in order for one to become an
The key players involved in special education collaboration are the general education
teacher, special education teacher, administrators, the child involved, physical therapist,
child’s family. The general education teacher has a lens of what typical peers are doing, as well
as how the child compares to those peers. The special education teachers involved depend on the
child’s plan and if they involve a resource teacher, a speech language pathologist, and
occupational therapist, or another person in a specialized area. All personnel working with the
child should be included in the collaboration process. The administrators can offer a lens in
collaboration of ensuring different laws are being met, and an overall objective opinion of the
student. The child should be involved with collaboration, because overall, this plan is to help
them succeed. They should be made aware and asked opinions of preferences and other areas.
The family is also extremely important in the collaboration process, not only because they see
the child in a non-school environment, but because this is their child and they have the right and
An open platform, positive rapport, and an overall vision ensure successful collaboration
in special education. An open platform for all gives each individual a chance to communicate
and voice opinions, because everyone’s input matters. Each person sees the child at different
times, in different environments, and with different demands placed on them, so all of these are
different pieces of the puzzle needed to make an appropriate plan for them. Positive rapport
for all. A vision for the student ensures that all collaborators keep on track and are working
towards the same goal. These are achieved by all of these individuals joining as one with the
common goal of helping this child reach their maximum potential. This is reached by scheduling
frequent meetings to collaborate, having an open platform to share, and constantly sharing new
Potential barriers to successful collaboration in special education are when the above
three criteria are not being met. When there is not an open platform to share, positive report
between collaborators, and an overall vision for the student, it creates problems for all parties in
constantly admire the problem of us not having enough time to plan instruction together for
students. We cannot add minutes into a day, so this presents a barrier. Culture can also be a
potential barrier to successful collaboration. If one collaborator does not have the same culture or
values as another, there can be some definite miscommunications along the way. Both parties
will have to work to understand each other so this does not become a barrier. When any of these
items are missing, mistrust and lack of communication begin to form. This results in negative
energy towards different parties involved, and it does not result in doing what is best for the
child.
Running head: PERSONAL PHILOSOPHY STATEMENT 3
One way to collaborate in special education is to share progress of the child with all
parties involved. When everyone on the child’s team is aware of progress, or lack thereof, being
made, the appropriate steps can be taken to help the child the best they can. Another way to
collaborate in special education is to share ideas with members of the child’s team. When the
team shares data and ideas for helping the student together, it helps everyone have a united front
when working with the child. An example of this is when a child has a behavior concern, having
all adults working with the child providing the same, predictable response can help change the
There are many important time points in a student’s education where collaboration should
occur. The first one is right at the beginning of each year, the child’s team should meet and
discuss the previous year, and how the upcoming year should look for the child. Following that,
collaboration should occur often, informally and formally. There should never be a lack of
communication between team members, whether that is in formal meetings, or informal emails,
behavior tracking sheets, or phone calls. Teachers should constantly be looking to close this gap
so that communication is always clear and concise. Formal meetings that include everyone
should occur multiple times a year, including annual IEP reviews, conferences, and other outside
scheduled times to go over the child’s progress and next steps. An end of year meeting should
also occur, mapping out what the next school year looks like for the child. All members should
be involved in this communication. Meetings are not the only way to communicate, and this
could be done by email, text messaging, phone, and skype, amongst other ways, when
comparing.
Running head: PERSONAL PHILOSOPHY STATEMENT 4
Culture and power affect collaboration in special education in many ways. Culture is a
system of shared beliefs in order to understand each other and the world around them. This
means that every individual comes from a different culture and a different background, so work
must be done to understand each other’s culture to better understand them as people. When
people from different cultures collaborate, a certain level of empathy is involved to understand
where each person is coming from, their background knowledge, and their behavior. What one
individual values could be different than another. Culture affects the way you look at the world.
For example, if one individual values dependence and another values independence, their goals
will be different. That is where collaborating and communicating hold such a powerful place to
find common ground for the good of the child. Power also as an influence in collaboration. When
one person in the collaborative group sees themselves as higher or lower than another, it affects
their contribution to the group. When one is seen as more “powerful”, others are more likely to
listen to their contributions with more respect, instead of with a more analytic lens. Power has an
affect over any group an individual is involved in, including collaboration in special education.
individual has all of the answers. Teachers learn that students have reached their highest level of
pedagogy if they are able to teach other students what they know and take feedback. So, we have
to act like our students and be able to accept different viewpoints as well as giving others our
opinions in a productive manner. Even though there are challenges to this, it is our job to ensure