Question

Describe efficient, collaborative strategies that incorporate sharing and implementing confidential IEP information with a general education teacher.

Answer 1

Kids with delayed skills or other disabilities might be eligible for special services that provide individualized education programs in public schools, free of charge to families. A child who has difficulty learning and functioning and has been identified as a special needs student is the perfect candidate for an IEP. Reasons may be:

• learning disabilities
• attention deficit hyperactivity disorder (ADHD)
• emotional disorders
• cognitive challenges
• autism
• hearing impairment
• visual impairment
• speech or language impairment
• developmental delay
• physical disabilities

The Individuals with Disabilities Education Act requires that at least one regular education teacher be represented on the team “if the child is, or may be, participating in the regular education environment.”

, The regular educator also helps in determining which “supplementary aids and services, program modifications, and support for school personnel” are needed to help the child:

1. progress toward attaining the annual goals;

2. be involved in and make progress in the general education curriculum;

3. participate in extracurricular activities and other nonacademic activity.

4. The regular education teacher may also tell the rest of the team what he or she needs to help the child understand the general curriculum and achieve the goals listed in the IEP.

• When students are identified to receive special education services, they have the same rights and deserve the same quality of education as general education students—not just in theory but in daily action. Education has reached a point where the line between special education teacher and general education teacher should be completely blurred. Collaboration both kinds of instructors is integral in achieving this. ?

1. Co-teaching strategies are employed, and these classrooms typically have both a general ed and special ed teacher. Inclusive classrooms typically integrate students who are classified as having mild to moderate disabilities. The co-teaching approach is often referred to as collaborative team teaching (CTT) or integrated co-teaching (ICT).

2. To be successful, communication and partnership are critical. Between co-teachers, mutual appreciation and respect for each other’s teaching style and time starts the partnership off in the right direction.

One Teach, One Observe: Exactly as it sounds, one teacher observes specific student characteristics while the other teaches.

Supportive Co-Teaching: In this model, one teacher takes the primary role. The other supports an individual or groups of students, helps students maintain focus, gathers observational data, and provides classroom management.

Station Teaching: Here, the content is divided, and each teacher works with small groups of students. The students rotate to each instructor through stations featuring different content.

Team Teaching: Using this strategy, co-teachers collaborate and teach alongside one another as a team. They share responsibility for planning, teaching, and assessing the progress of all students in their class.

Co-teaching can offer flexibility and modifications to instruction that work to the advantage of all students. With proper time, planning, and teamwork, co-teaching can be a key element of a successful special education program, as well as a rich and inclusive general education program.