Collaborative Teaching involves pulling students with disabilities aside from the group or into a resource classroom where they work one-on-one or in small groups with a special education teacher and possibly with instructional assistants for part of the instructional day. Even when students are placed full-time in special eduation classrooms, teachers may communicate with each other to ensure students' programs include appropriate instruction. Separate settings are typically used with students who have more significant need for direct instruction. Collaborating and consulting with community pre-school staff involved with the inclusio of a child with disabilities is one of the most important roles of the special services team. In fact, it is not uncommon to feel that more than is spent interacting with adults and in team meetings than actually having direct contact with the child with disabilities. An important aspect of inclusion to remember is that soncultation with classroom staff is serving a very important purpose.



Table of Contents:

Introduction Collaboration for Special Education Co-teaching and Introduces Key Elements in the Collaborative Environment Emphasizes the Array of Differences in Professional Activities Develops Co-educators Verbal and Non-verbal Communication Skills Finding the Problems that Affect Student Learning and Behaviour Focuses on Avoiding Stress Co-teaching for Special Needs Students Partnerships for Students Special Needs Involves School Administrators as Partners in Collaborative Activities Role of Technology Consultation in Special Education Team Work for Special Needs Children