Collaborating with Colleagues to Increase Student Success

Friend, Marilyn; Barron, Tammy

doi:10.4324/9781003148609-3

Cited by 2 publications

(3 citation statements)

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“…To address gaps in knowledge, it is recommended practitioners leverage the expertise of their colleagues through professional collaboration. Yet, collaboration is more than simply working together and requires development of critical competencies such as communication and group problem solving skills (Friend & Barron, 2022). In order to develop these skills, pre-service practitioners need opportunities for practice such as through fieldwork experiences (Ricci et al, 2017).…”

Section: Ipp Strengthens Implementation Of Inclusive Practicesmentioning

confidence: 99%

Lessons learned through interprofessional education: exploring collaboration with elementary education, special education and communication sciences and disorders pre-service professionals

Bowers,

Young,

Speight

2024

SUP

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PurposeInterprofessional practice (IPP) is one way to structure collaborations to more effectively meet the complex needs of students in educational settings. This article explores the lessons learned when one research team implemented interprofessional education (IPE) experiences in partnership with a public elementary school and pre-service professionals from elementary education, special education and communication science and disorders.Design/methodology/approachThis reflective article explores the lived experiences of researchers and partners who completed an IPE experience within one professional development school’s site. Researcher anecdotes are included to support the viewpoints shared.FindingsIt was discovered that IPE experiences are essential to facilitate meaningful collaborations for pre-service professionals to learn with and from one another; however, this requires time, preparation and is most effective when teacher mentors and university professors lead with vulnerability and model flexibility. Investment in IPE is challenging but worth the effort when learning outcomes are realized.Originality/valueSpecific details regarding the structure of this experience are shared as well as future directional goals for programs hoping to implement IPE in their professional practice programs.

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Section: Ipp Strengthens Implementation Of Inclusive Practicesmentioning

confidence: 99%

Lessons learned through interprofessional education: exploring collaboration with elementary education, special education and communication sciences and disorders pre-service professionals

Bowers,

Young,

Speight

2024

SUP

View full text Add to dashboard Cite

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“…Collaboration is important for all educators regardless of the setting. However, in the case of teaching students with EBD in an inclusive setting, collaboration amongst many professionals both in and out of schools is vital (Friend & Barron, 2019). Collaboration must occur between all key stakeholders, such as family members, administrators, special and general education teachers, paraprofessionals, counselors, school psychologists, physicians, social workers, social agencies, and others.…”

Section: Collaborationmentioning

confidence: 99%

“…Inclusion of students with EBD requires intensive on-going training for co-teachers. After experiencing the inclusion of students with EBD in general education classes, teachers and administrators reported that inclusion was possible with sufficient training and coaching (Bettini et al, 2020; Friend & Barron, 2019). However, researchers have found that pre-service teachers receive minimal training, if any at all, in basic classroom management strategies, evidence-based practices for classroom management (Freeman et al, 2014), and in specific strategies to work with students demonstrating specific and severe behaviors (Flower et al, 2017).…”

Section: Barriersmentioning

confidence: 99%

Practice-to-Research: Responding to the Complexities of Inclusion for Students with Emotional and Behavioral Disorders with Recommendations for Schools

et al. 2022

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School administrators are instructional leaders responsible for ensuring high quality inclusive education for all students including those with disabilities. In this article, the authors review legal mandates, discuss inclusion of students with emotional and behavioral disorders (EBD) in practice, and obstacles to effectiveness. Recommendations are provided to assist administrators in maintaining high quality inclusive education for students with EBD by addressing the following barriers: (a) administrator preparation and training; (b) prioritization; (c) common philosophy, vision, and mission; (d) funding and resources; (e) teacher training and coaching, (f) effective practices and (g) effective co-teaching. While experts continue to debate the inclusion of students with EBD, school administrators have moved on and are leading inclusive practices in schools. Barriers must be addressed prior to instating a fully inclusive model or face loss of staff and failure of students with EBD. As such, the authors propose a model of practice to research, in which strategies are recommended for current practice to overcome the identified barriers with available research. With implementation of the recommendations in this article, it is highly probable that students with EBD can be successful in inclusive settings.

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Collaborating with Colleagues to Increase Student Success

Cited by 2 publications

References 0 publications

Lessons learned through interprofessional education: exploring collaboration with elementary education, special education and communication sciences and disorders pre-service professionals

Lessons learned through interprofessional education: exploring collaboration with elementary education, special education and communication sciences and disorders pre-service professionals

Practice-to-Research: Responding to the Complexities of Inclusion for Students with Emotional and Behavioral Disorders with Recommendations for Schools

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