A Realistic Look at the Research Base for Collaboration in Special Education

Evans, Susan

doi:10.1080/1045988x.1991.9944252

Cited by 13 publications

(7 citation statements)

References 15 publications

(9 reference statements)

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“…Although co-teaching should be highly collaborative, the latter term refers to how professionals and others interact in a variety of situations, including meetings, teams, and parent conferences. Narrowing the meaning of collaboration to apply to just the classroom setting detracts attention from the importance of collaboration across all contemporary school endeavors and belies the well-established knowledge base on this broader topic (e.g., Evans, 1991;Kochhar-Bryant, 2008).…”

Section: Unique Characteristics and Conceptual Confusionmentioning

confidence: 96%

Co-Teaching: An Illustration of the Complexity of Collaboration in Special Education

Friend

Cook

Hurley-Chamberlain

et al. 2010

Journal of Educational and Psychological Consultation

459

369

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Although collaboration among service providers has been a hallmark of special education almost since its inception, co-teaching, the sharing of instruction by a general education teacher and a special education teacher or another specialist in a general education class that includes students with disabilities, is a relatively recent application. As a result of recent federal legislation and related policy changes, co-teaching has evolved rapidly as a strategy for ensuring that these students have access to the same curriculum as other students while still receiving the specialized instruction to which they are entitled.Despite considerable enthusiasm expressed by those who write about co-teaching and those who implement it, co-teaching illustrates the complexity of conceptualizing and studying collaboration in special education. Most inquiry on co-teaching has emphasized co-teachers' roles and relationships or program logistics rather than demonstrating its impact on student achievement and other key outcomes, and far more literature exists describing coteaching and offering advice about it than carefully studying it.Contributing to the admittedly equivocal evidence base for co-teaching are factors such as the still emerging understanding of this special education service delivery vehicle, inconsistencies in definitions and implementation, lack of professional preparation, Correspondence should be sent to Marilyn Friend,

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Section: Unique Characteristics and Conceptual Confusionmentioning

confidence: 96%

Co-Teaching: An Illustration of the Complexity of Collaboration in Special Education

Friend

Cook

Hurley-Chamberlain

et al. 2010

Journal of Educational and Psychological Consultation

459

369

View full text Add to dashboard Cite

show abstract

“…Evans (1991) reviewed the research base for collaboration in special education and found that few studies are able to report changes in client (student) performance as a result of collaboration. However, studies do find that intervention plans (e.g., individualized education plans, or IEPs) are more likely to be carried out when they are developed jointly by the consultant and the consultee, that is, when facilitative rather than authoritative consultation skills are employed.…”

Section: Program Administrationmentioning

confidence: 99%

School-to-Work Transitions for Youth With Disabilities: A Review of Outcomes and Practices

Phelps

Hanley-Maxwell

1997

Review of Educational Research

124

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This review examined employment and postsecondary education outcomes for youth with disabilities leaving secondary schools, as well as studies of educational practices reporting high-quality outcomes. Analytical considerations included the current initiatives in educational reform that emphasize the improvement of career-related outcomes for all students and the inclusion of youth with disabilities in regular classes. While school-and employmentrelated outcomes for youth with disabilities continue to be problematic when compared with thosefor nondisabledyouth, two educational practices appear to consistently align with higher-quality outcomes for students. The promising practices that merit attention in improving programs and in advancing the knowledge base include school supervised work experiences and functionally oriented curricula in which occupationally specific skills, employ ability skills, and academic skills are systematically connected for students. The educational reform literature indicates that valued outcomes for all students are focusing more prominently on workplace and transition outcomes, and that educational practices supported with documented evidence from the secondary special education literature are viewed by many authors as promising directions for improving secondary education for all students.

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“…There has been much written about collaborative consultation in education, but less highquality research. There is, however, evidence that consultation can have positive effects on both teacher and student outcomes (see Evans, 1991;MacLeod, Jones, Somers, & Havey, 2001;Sheridan, Welch, & Orme, 1996).…”

Section: Instructional Coaching In Readingmentioning

confidence: 96%

Assessment-based instructional coaching provided to reading intervention teachers

2007

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The use of student assessment data is a key component of a model of instructional coaching, Student-Focused Coaching (Hasbrouck & Denton, 2005), designed to support student achievement by engaging reading teachers in a collaborative problem-solving process to modify instructional strategies with the goal of enhanced student outcomes. In this paper, we describe the role of student assessments in a technology-based implementation of the Student-Focused Coaching model provided to reading intervention teachers within a study of scalingup research-validated educational innovations. Examination of transcripts of teacher-coach interchanges in the technology-based implementation of StudentFocused Coaching supported the key role of assessment in that model, revealing that coaches frequently (a) answered teachers' questions related to assessment, (b) suggested that teachers implement specific instructional strategies based on assessment results, (c) engaged teachers in examining assessment results and observing students for specific purposes, and (d) provided feedback, especially encouragement, to teachers about students' progress based on assessment results. Further, these classes of interactions were observed between coaches and teachers in both a flexible intervention heavily dependent on teacher decision-making and in a highly prescriptive intervention program.

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A Realistic Look at the Research Base for Collaboration in Special Education

Cited by 13 publications

References 15 publications

Co-Teaching: An Illustration of the Complexity of Collaboration in Special Education

Co-Teaching: An Illustration of the Complexity of Collaboration in Special Education

School-to-Work Transitions for Youth With Disabilities: A Review of Outcomes and Practices

Assessment-based instructional coaching provided to reading intervention teachers

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