The State of the Art of Collaboration on Behalf of Students With Disabilities

Cook, Lynne; Friend, Marilyn

doi:10.1080/10474410903535398

Cited by 92 publications

(57 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Sharing common philosophies about educating pupils with disabilities seems to be an important element of successful common planning (Carter et al 2009). There are indications that pupil achievement is enhanced in schools that can be identified as collaborative, and where all teachers share a collective responsibility for the performance of all pupils, including pupils with disabilities (McLaughlin 2002;Goddard, Goddard, and Tschannen-Moran 2007;Cook and Friend 2010). As pointed out by McLaughlin (2002) collaboration means more than just helping an individual pupil be present in the classroom.…”

Section: Introductionmentioning

confidence: 93%

Special education and general education – coordinated or separated? A study of curriculum planning for pupils with special educational needs

Nilsen

2016

International Journal of Inclusive Education

View full text Add to dashboard Cite

The central issue of this article is the coordination between special and general education in curriculum planning for pupils with special educational needs. The focus is on individual education plans (IEPs) in special education and work plans in general education. This is also viewed in relation to how special and general education teachers cooperate on planning. The analysis is based on a qualitative interview study with special and general education teachers in four primary and lower secondary schools in two municipalities. A clear pattern is shown in the study, where curriculum planning for special and general education is not very coordinated and cooperation between special and general education teachers is often very limited. Thus, curriculum planning within special and general education appears to be more separated than coordinated. The two groups of teachers appear to adopt traditional and partly separate roles, and tend to plan individually rather than together. Responsibility for the education of pupils with special needs seems to be more divided than shared. ARTICLE HISTORY

show abstract

Section: Introductionmentioning

confidence: 93%

Special education and general education – coordinated or separated? A study of curriculum planning for pupils with special educational needs

Nilsen

2016

International Journal of Inclusive Education

View full text Add to dashboard Cite

show abstract

“…Collaboration, leadership and family engagement are strongly linked to effective inclusive schooling (Cook and Friend 2010). However, making collaboration possible can be difficult, due to reasons such as SES, educational level, professionals acting in isolation or disagreements between them.…”

Section: European Journal Of Special Needs Education 145mentioning

confidence: 98%

From thinking to practice: school staff views on disability inclusion in Turkey

Sakız

Woods

2014

European Journal of Special Needs Education

View full text Add to dashboard Cite

This paper presents outcomes of a qualitative interview study conducted in four Turkish primary schools that had been identified by the Ministry of Education as engaging in the inclusion of disabled students. The main purpose of the study was to examine school staff views on inclusion in their schools. Data were collected through semi-structured interviews with four class teachers and four school counsellors. Findings from the thematic analysis of the interview transcripts suggested that: (a) school staff held positive beliefs towards educating disabled students in regular schools and believed in the contribution of this to both disabled students and their non-disabled peers; (b) special educational paradigms existed in mainstream schools and shaped professional practice; (c) there was a lack of conceptual and methodological knowledge of inclusion among stakeholders, indicating a need for awareness raising and development; (d) disabled students were far from being fully included within classroom practice; (e) there was a lack of collaboration among school staff, inadequate family engagement and a strong need for effective school leadership in inclusion; and (f) there were individual efforts by the school staff to develop inclusive practices. Findings of this study will be useful in guiding current practice to support inclusion in contexts, like Turkey, where it is at an early stage of maturation. It is also filling a gap in providing first-hand accounts and perspectives of practitioners implementing reforms in difficult circumstances.

show abstract

“…Collaborations between BCBAs and related service providers could improve educational outcomes and increase treatment fidelity (Kelly and Tincani 2013). Specific collaborative practices include working as a team to address client goals (Cook and Friend 2010) and understanding the individual strengths each professional brings to the interdisciplinary team (Dallmer 2004). As a result, clients who attend a collaborative interdisciplinary setting would have the opportunity to receive well-rounded services that best meet their individual needs.…”

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

View full text Add to dashboard Cite

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.

show abstract

The State of the Art of Collaboration on Behalf of Students With Disabilities

Cited by 92 publications

References 21 publications

Special education and general education – coordinated or separated? A study of curriculum planning for pupils with special educational needs

Special education and general education – coordinated or separated? A study of curriculum planning for pupils with special educational needs

From thinking to practice: school staff views on disability inclusion in Turkey

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

Contact Info

Product

Resources

About