The IDEA of Collaboration in Special Education: An Introspective Examination of Paradigms and Promise

Welch, Marshall

doi:10.1207/s1532768xjepc0902_2

Cited by 12 publications

(8 citation statements)

References 27 publications

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“…The requirement of support from the school leadership for successful collaboration to occur among teachers has been noted many times in the literature (Welch, ; Suntisukwongchote, ) and such support was observed at Woodland HS. In addition, a broad vision for the school community, shared values and collaboration and teaming were evident at this school.…”

Section: Resultsmentioning

confidence: 95%

“…The collaborative consultation model is frequently mentioned in the literature and appears to be the most effective for support teachers. Even though research into its effectiveness has not produced unequivocally positive results, promise was shown in research in the 1980s and 1990s (Welch, ). Despite this, there is evidence that special education and learning support teachers rarely use this model with school personnel (Suntisukwongchote, ).…”

Section: Research In Service Delivery Models: Consultationmentioning

confidence: 99%

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Assisting secondary support teachers to work in the recommended service delivery model: introducing the concept of a subculture of learning support

Todd¹

2012

Support for Learning

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The original concept of a subculture of learning support in secondary schools developed from a study of 'Support Teachers, Learning Difficulties' in New South Wales, Australia. The study examined the influence of school culture on the service delivery model used by these support teachers in three case studies, one of which is reported in this article. Both research and policy recommend consultation and co-teaching with a minimum of withdrawal of students with learning difficulties for intensive instruction. To employ the recommended service delivery model it was found that support teachers need to be immersed in a subculture of learning support within the school, which involves interacting with others who share similar values and beliefs about the education of students with learning difficulties. If such a subculture does not exist the support teacher must play a major role in its development. The use of the recommended service delivery model will enhance the education provided for students with learning difficulties.

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Section: Resultsmentioning

confidence: 95%

Section: Research In Service Delivery Models: Consultationmentioning

confidence: 99%

Assisting secondary support teachers to work in the recommended service delivery model: introducing the concept of a subculture of learning support

Todd¹

2012

Support for Learning

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“…Collaboration between general and special educators, a defining feature of the learning consultant model, is an inherent component of federal legislation regarding special education service delivery (per the Individuals With Disabilities Education Act of 2004) and a vital piece to operationalizing inclusive practices in classrooms (Frattura & Capper, 2007a;Mostert, 1996;Sheridan et al, 1996;Vernon-Dotson, 2008;Wade, 2000;Welch, 1998Welch, , 2000. By structuring special education service delivery through collaborative relationships of general and special educators, schools are better able to meet the requirement of the No Child Left Behind Act such that students are educated by highly qualified teachers in math, reading, and language arts (Bowden Carpenter & Dval, 2007;Yell et al, 2006).…”

Section: The Learning Consultant Model As a Best Practicementioning

confidence: 99%

Leadership Dynamics Promoting Systemic Reform for Inclusive Service Delivery

Scanlan¹

2009

Journal of School Leadership

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This article presents a multicase study of two systems of schools striving to reform service delivery systems for students with special needs. Considering these systems as institutional actors, the study examines what promotes the understanding and implementation of special education service delivery within a system of schools in a manner that strengthens the capacity of schools to welcome students with special needs. Key findings illustrate how central office support and relationships across horizontal, vertical, and diagonal dimensions mediate efforts to reorient organizations, establish policy coherence, provide instructional leadership, and maintain the focus on reform. The article concludes with implications across school sectors for policies and practices that promote inclusive service delivery for students with special needs. Effectively and inclusively serving students with special needs is a compelling and elusive goal of school leaders. This pursuit is typically an isolated endeavor of individual school leaders working to reform a specific school rather than an effort undertaken by colleagues working across a system. As such, these pursuits can create pockets of innovative practice in individual schools, often largely dependent on key leaders at the school. This article examines an alternative to this: leadership dynamics within and across schools in systems striving to improve service delivery for students with special needs. Special needs is used as an umbrella term encompassing students with diagnosed disabilities and those facing undiagnosed barriers to school success. This study compares and contrasts two school systems, answering the question, What promotes the understanding and implementation of the learning consultant model within a system of

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“…Although collaboration between general and special education teachers is essential (Rainforth & England, 1997), special educators may be unsure of the appropriate collaborative roles and tasks. Special education services and teacher practices often offer isolated, direct instruction to students (Welch, 1998). Collaboration activities associated with successful inclusive settings by special education personnel include consultation and support to general education teachers and paraeducators, as well as a mixture of direct and indirect services to students (Wallace, Anderson, & Bartholomay, 2002).…”

Section: Wendy Fetner Dovermentioning

confidence: 99%

Consult and Support Students With Special Needs in Inclusive Classrooms

Dover

2005

Intervention in School and Clinic

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Develop written schedules. Record teacher planning times, lunch times, and even school arrival and departure times for all teachers and therapists with whom you work. This will serve as your "road map" when you set out in search of others. Include a schedule of paraeducators or instructional assistants as well as times they could be available or accessible.Meet with others to review key student program information. Information may include IEP goals and objectives, present levels of performance, and explore accommodations and modifications. Be sure to check for understanding, answer any questions, and collect, as well as provide, any new and additional information regarding students and their progress.Personalize key student information. Select and discuss student IEP goals and objectives, as 3. 2.1.

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The IDEA of Collaboration in Special Education: An Introspective Examination of Paradigms and Promise

Cited by 12 publications

References 27 publications

Assisting secondary support teachers to work in the recommended service delivery model: introducing the concept of a subculture of learning support

Assisting secondary support teachers to work in the recommended service delivery model: introducing the concept of a subculture of learning support

Leadership Dynamics Promoting Systemic Reform for Inclusive Service Delivery

Consult and Support Students With Special Needs in Inclusive Classrooms

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