Rethinking the Relationship Between Consultation And Collaborative Problem-Solving

Pugach, Marleen C.; Johnson, Lawrence J.

doi:10.17161/foec.v21i4.7511

Cited by 28 publications

(11 citation statements)

References 17 publications

(24 reference statements)

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“…teacher and other team members in coordinating activities and instruction for the child with disabilities," and "Access to a consultant to provide assistance with behavior management and materials adaptation." Many authors advocate the use of multidisciplinary teams and discuss the roles of special educators and consultants in assisting general education teachers in making curriculum adaptations, accommodating physical differences in the classrooms, and teaching a range of children (Pugach & Johnson, 1993;Reeve & Hallahan, 1994;Simpson & Myles, 1993). Although changes are required for teachers to work in collaborative relationships, the teachers in these samples indicated that it was key to successful programming for inclusion.…”

Section: Discussionmentioning

confidence: 99%

Teachers' Perceptions of the Supports Critical to the Success of Inclusion Programs

Werts

Wolery

Snyder

et al. 1996

Journal of the Association for Persons with Severe Handicaps

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Two mail surveys, one with a follow-up, were conducted to determine i f consensus existed among general and special education teachers on (a) the conditions and supports that are critical to including children with substantial disabilities in general education classrooms and (b) problems faced in implementing inclusive education. The data were collected in three stages. The first stage was a questionnaire sent to teachers in Pennsylvania who had experience including children with moderate to severe disabilities in general education classrooms. Through two openended questions, they were asked to identify critical supports for inclusion and major problems they faced when including children with disabilities. For the second stage, the same respondents were asked to rate the importance of the categories of supports and to rate the significance of the problems they faced. The results indicated that training, support from a team of professionals, and having help in the classroom were mentioned by a large portion of the respondents. The third stage involved a national sample of elementary, general education teachers responding to the openended questions. The respondents in the national sample (teachers who may or may not have been involved in a supported program of inclusion) identified the same three supports more often than other supports.

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Section: Discussionmentioning

confidence: 99%

Teachers' Perceptions of the Supports Critical to the Success of Inclusion Programs

Werts

Wolery

Snyder

et al. 1996

Journal of the Association for Persons with Severe Handicaps

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“…Third, each professional may view educational responsibilities and missions differently. Fourth, as Pugach and Johnson (1988) believe, a "topdown approach exists, in which general educators typically are characterized as needing assistance and specialists as typically being sources of assistance" (p. 2). Viewing the special educator as the individual most apt to help the general educator develop strategies for integrated special needs students often inhibits the relationship between the two professionals (Pugach & Johnson, 1988) and creates resistance to consultation in general education personnel (VasquezChairez & MacMillan, 1989).…”

Section: Strengths and Limitationsmentioning

confidence: 99%

Meeting the Challenge of Consultation and Collaboration

et al. 1997

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The roles of special educators as consultants and collaborators have long been established and supported. The rationale for these roles is also well documented. Many models--consultative, collaborative, and teaming--have been suggested in the literature; sometimes, these models exhibit similar goals, competencies, and processes. Because of intensified pressures to collaborate, successful implementation of collaborative and team efforts requires that special educators expand their roles as interactive professionals. The purpose of this article is to define and describe the consultation, collaboration, and teaming models that have been implemented, discuss their strengths and limitations, delineate how these models contribute to interactive teaming, outline key features of the interactive team, and provide some guiding principles for successful implementation.

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“…Others (e. g., Pugach & L. J. Johnson, 1988) contend that collaboration can only be achieved when general educators, staff assumed to truly have parity, help one another without special education intervention. Both perspectives are addressing the critical issue of equal status among participants.…”

Section: Paritymentioning

confidence: 99%

“…This should enhance the possibility of collaboration, and is, in fact, the basis for structured problem-solving approaches recommended for general education teachers serving students with apparently intractable learning and behavior problems (Barth, 1986; Pugach & L. J. Johnson, 1988).…”

Section: Professionalismmentioning

confidence: 99%