Collaborative Teaming to Support Students at Risk and Students with Severe Disabilities in General Education Classrooms

Hunt, Pam; Soto, Gloria; Maier, Julie; Doering, Kathy

doi:10.1177/001440290306900304

Cited by 127 publications

(78 citation statements)

References 28 publications

(25 reference statements)

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“…But teachers also struggle with the presence of another adult in the classroom (French, 2001;Ghere & York-Barr, 2007;Gunter et al, 2005;Howes, 2003), and are confused about how to utilise teacher aides to support learning (Giangreco & Broer, 2005;Hunt, Soto, Maier, & Doering, 2003).…”

Section: 'Trouble' With Teacher Aidesmentioning

confidence: 99%

“…Fundamental attitudinal change involves examining personal belief systems about teaching and learning, but more importantly beliefs about difference and disability and how these beliefs inform teaching and learning (Carrington, 2000). This type of reflective process can only take place through a collaborative process of team building through which all members of the students' support network meet regularly to reflect on underlying assumptions and inclusive practices which ensue from these assumptions (Ainscow et al, 2004;Cremin, Thomas, & Vincett, 2005;Fox, Farrell, & Davis, 2004;Hauge & Babkie, 2006;Hunt et al, 2003;Kugelmass, 2004;van Kraayenoord, 2003).…”

Section: Reform Number 3: Professional Development and Training For Imentioning

confidence: 99%

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Inclusive education reform in Queensland: implications for policy and practice

Bourke

2010

International Journal of Inclusive Education

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Key words: Inclusive education; Education policy; Support personnel; Professional developmentIn Queensland, Australia, the school system is being reformed to be more 'inclusive'.However the enthusiasm for 'inclusive education' in Queensland seems to be waning amongst practitioners, and the 'confusion, frustration, guilt and exhaustion' that has emerged with teachers and support practitioners in the UK, is emerging amongst support practitioners and teachers in Queensland. This article argues that this is happening because inclusive education reforms that intend to provide an equitable education for all students regardless of cultural, physical, social/emotional and behavioural differences, are being introduced, but these policies, procedures and stuructures continue to label, isolate and segregate students within schools in the way in which segregated special education facilities did in the past. As well, new policies and structures are being introduced without practitioners having the time and support to critically examine the underlying assumptions about disability, difference and inclusion that underpin their practices.These reforms need to be reviewed in terms of their effectiveness in achieving their 'inclusive' goals, i.e. in terms of the impacts that these reforms are having on the students themselves, and on the educational practitioners who support the students. IntroductionRecently Slee (2006) explored the history of inclusive education reform using the imagery of 'crossroads.' Reflecting on the paradigmatic crossroads identified over 10 years ago by Clark, Dyson & Milward (1995, p. v), Slee noted that inclusive education reform has taken a particular path that has led to a re-badging of 'special education' as 'inclusive education' in policy and educational discourses, rather than a completely different path that interrogates how educational classification systems govern a "descending order of human value" (Slee, 2006, p. 112). Baker (2002, p. 663) agrees that, rather than addressing underlying issues about difference, disability and exclusion, a "transmogrification" has occurred through which " a new eugenics" has emerged, and this continues to contribute to labeling and segregation of students.Students with disabilities and learning difficulties continue to be identified in terms of medical or psychological deficits, as either not within the 'normal' range or standards of academic achievement or social-emotional control, or slow to achieve such standards. Once identified, such students are in need of intervention programs within schools in order to achieve the prescribed standards. But as Baker (2002) argues, these standards are an arbitrary construct of those who decide what constitutes 'normal.' For students so identified and categorised by some who adopt an inclusion discourse, an equitable education seems to equate to identification and categorisation of deficits, and educational adjustments and resourcing to address these deficits, so that students can meet standards of academic achi...

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Section: 'Trouble' With Teacher Aidesmentioning

confidence: 99%

Section: Reform Number 3: Professional Development and Training For Imentioning

confidence: 99%

Inclusive education reform in Queensland: implications for policy and practice

Bourke

2010

International Journal of Inclusive Education

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“…Because collaborations amongst team members can improve consumer outcomes of individuals with disabilities (see Hunt et al 2003), guidelines for navigating nonbehavioral treatments may be useful. Guidelines would likely help BCBAs systematically address nonbehavioral treatments while simultaneously maintain relationships with professionals from other disciplines.…”

Section: Introductionmentioning

confidence: 99%

Maintaining Professional Relationships in an Interdisciplinary Setting: Strategies for Navigating Nonbehavioral Treatment Recommendations for Individuals with Autism

Brodhead

2015

Behav Analysis Practice

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Due to an increase in research and clinical application of behavior analysis with individuals with autism spectrum disorder (ASD), one setting a Board Certified Behavior Analyst (BCBA) may work within is an interdisciplinary setting, where multiple disciplines collaborate to improve the outcomes of individuals with ASD. In some cases, nonbehavioral colleagues could recommend nonbehavioral treatments, setting the occasion for the BCBA to offer an alternative treatment to or question the nonbehavioral treatment. However, excessive questioning or critiques of nonbehavioral treatments by the BCBA may unintentionally erode professional relationships between the BCBA and their nonbehavioral colleagues. Because an erosion of professional relationships may occur when a BCBA questions a nonbehavioral treatment, a decision-making model for determining whether or not the proposed nonbehavioral treatment is worth addressing may be useful. The purpose of this paper is to outline such a decision-making model in order to assist the BCBA in assessing nonbehavioral treatments while maintaining an ethical balance between professional relationships and the well-being and safety of the individual with ASD. Such a model could assist the BCBA in becoming familiar with the proposed treatment, understanding the perspective of the nonbehavioral colleague and assessing the negative impacts the treatment could have on the individual with ASD. With this information, the BCBA will be in a better position to decide whether or not addressing the nonbehavioral treatment is worth the possibility of eroding a professional relationship.

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“…Email: kathleen.mortier@ugent.be process to develop "Unified Plans of Support" (UPS) for students with significant intellectual disabilities who were full-time students in general education classrooms. The collaborative process was based on a model developed and implemented by Hunt et al (2003Hunt et al ( , 2004. For the purposes of this study, the UPS model was conceived of as a community of practice.…”

Section: Introductionmentioning

confidence: 99%

Communities of practice in inclusive education

Mortier

Hunt

Leroy

et al. 2010

Educational Studies

Self Cite

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The data in this paper represent the experiences and perspectives of parents and teachers who worked as communities of practice, designing support plans for the inclusion of three students with intellectual disabilities in general education classrooms. Their reflections, obtained through interviews and questionnaires, show how they constructed relevant knowledge to support these children with special educational needs in their class. The findings show the potential benefits of partnerships and local knowledge in addressing the educational challenge of inclusion

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Collaborative Teaming to Support Students at Risk and Students with Severe Disabilities in General Education Classrooms

Cited by 127 publications

References 28 publications

Inclusive education reform in Queensland: implications for policy and practice

Inclusive education reform in Queensland: implications for policy and practice

Maintaining Professional Relationships in an Interdisciplinary Setting: Strategies for Navigating Nonbehavioral Treatment Recommendations for Individuals with Autism

Communities of practice in inclusive education

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