Forging Stronger Special Ed and General Ed Collaboration
General Education - Special Education Collaboration Is Important, But Elusive
If students with mild and moderate disabilities are going to be successful after graduation and ready for college, career and what life will bring, then it’s going to take greater collaboration between general education and special education. Neither group on its own can do all that students need.
Most students with mild to moderate disabilities spend most of their day with their general education teacher. They spend 30, 45 maybe 90 minutes a day with special educators. It’s not realistic to imagine that an hour or so of help each day will meet all SWD’s needs. Despite the importance of general education staff in the life of students with mild to moderate disabilities, far too many classroom teachers aren’t doing enough. It’s not because they don’t care deeply about all their students, however. There are three reasons for this. By understanding the reasons, it’s easier to craft a solution.
Many Gen Ed Staff Feel They Lack The Skills And Confidence To Serve Students With Special Needs
Based on interviews with more than 1,000 classroom teachers across 30 states, the message is clear. It’s not that they don’t want to do more to help SWD, it’s they aren’t sure what to do. These teachers often note that they received no training or course work on the topic when in college, graduate school or from the district. They see that many SWD struggle in their class which is further proof that they aren’t effective. This is true for both academic needs and behavioral challenges. They believe (or at least hope) that special educators will have more success than they will.
Gen Ed Staff Need The Gift Of Time To Provide Intervention
Even when classroom teachers have the skill and will, they often lack the time during the day to help SWD catch up. They are racing through the core curriculum. Many feel they don’t have a minute to tell an extra story or insert a fun activity. When will they have time to reteach, pre-teach and address skill gaps from prior years. These teachers see special educators in the resource room as having the time that’s needed to better serve SWD.
Too Many Folks Think Special Educators Alone Can Meet All The Needs Of SWD
Unintentionally, many common special education practices re-enforce the notion that only a special educator can and should help students with special needs. Push in and co-teaching sends the message that special education certification is more valuable in helping a student master reading or math than being an expert teacher of reading or having content expertise in math. Even a special education paraprofessional is deemed more helpful than a classroom teacher. What message does it send that a SWD leaves the classroom during reading to work on reading with a paraprofessional? It says to many that even a special ed person who isn’t a certified teacher is more appropriate to help than they are!
Three Specific Actions To Improve Gen Ed – Special Ed Collaboration
How do we turn the tide? Here are three ideas that can help.
Provide Pedagogical Coaching
If the number one obstacle to classroom teachers doing more to meet the needs of SWD is that they aren’t sure what to do, then districts need to teach them how. Many are eager to learn. Who is best suited to show them the way? Special educators, of course. Special ed teachers are trained on how to scaffold, chunk instruction, modify homework, use graphic organizers and other pedagogical strategies. Best of all, these strategies help all students, not just SWD.
Research has shown that the best way to build teacher capacity is through instructional coaching. If one or two special educators in each school could spend a few hours a week as pedagogical coaches to classroom teachers, gen ed staff will step up and do more. Both students and staff will benefit.
Divide And Conquer Behavior Management
Classroom teachers need to have the skills to meet the academic challenges of nearly all students and they need to be able to address routine behavioral challenges as well. That said, it’s unreasonable that classroom teachers will have the expertise to address tier 3, the most challenging, behaviors. In too many schools, classroom teachers are asked to help with tier 1, 2 and 3 behaviors and in turn, many seek out special educators to handle all things behavior. By asking them for too much, gen ed staff retreats. A more reasonable split of responsibilities will encourage classroom teachers to do more, but not more than should be expected.
Dispel Myths
The last step to forging deeper collaboration is to dispel the myth that its illegal for general education staff to play a bigger role in the education of SWD. Sadly, in many schools both gen ed staff and special education staff believe that the law requires SWD to receive extra help and services only from special educators. This is not true and flies in the face of Least Restrictive Environment requirements, but it is widely believed.
By understanding the barriers to classroom teachers doing more for SWD and taking specific steps to remove these barriers, a powerful gen ed – special ed team can transform student lives.