Fostering Collaboration in Inclusive Settings

Jones, Beth A.

doi:10.1177/1053451211430113

Cited by 8 publications

(5 citation statements)

References 13 publications

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“…It is further characterized by use of carefully planned and implemented instruction that considers different team member’s perspectives (Downing, 2010). Furthermore, collaborative relationships among colleagues also involve regular communication with each other and the student’s parents regarding student progress and problem solving (Brinkmann & Twiford, 2012; Downing, 2010; Mortier et al, 2010), dissemination and gathering information (Jones, 2012), and sharing resources (Hamilton-Jones & Vail, 2014).…”

Section: Methodsmentioning

confidence: 99%

Teachers’ Views of Their Preparation for Inclusive Education and Collaboration

Zagona

Kurth

MacFarland

2017

Teacher Education and Special Education: The Journal of the Tea

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There is a need to advance inclusive education for students with significant disabilities, and one way to support this effort is to ensure educators have expertise in, and are prepared to implement, inclusive practices. We surveyed and interviewed general and special education teachers to understand their experiences and preparation to demonstrate skills associated with inclusive education and collaboration and identify the factors that may contribute to their preparation. There was a relationship between educators' preparedness for inclusive education and whether they have taken university courses or had special training on inclusive education. Analysis of interviews with a subset of participants supported this finding and provided a deeper understanding of the educators' preparation and experiences in implementing inclusive practices for students with significant disabilities.

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Section: Methodsmentioning

confidence: 99%

Teachers’ Views of Their Preparation for Inclusive Education and Collaboration

Zagona

Kurth

MacFarland

2017

Teacher Education and Special Education: The Journal of the Tea

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“…Another possible factor contributing to the failure to implement BIPs with fidelity is the lack of collaboration between special and general educators in the inclusive classroom (Jones, 2011). The most commonly cited reason for poor implementation of BIPs is the general educators' unfamiliarity with the plan.…”

Section: Roles and Expectationsmentioning

confidence: 99%

“…Without collaboration, teachers report feeling overwhelmed and isolated by the heavy responsibility of a BIP (Allday et al, 2011). To combat this, it is recommended that regularly scheduled school team meetings occur to not only discuss the progress of the BIP (Crone & Horner, 2003), but to offer staff additional training, practice, and opportunities to ask questions (Jones, 2011). It is through this purposeful collaboration that essential decisions may be made with regard to the BIP, and it also serves as a way to illuminate areas of strengths and weaknesses among the team (Blood & Neel, 2007; Jones, 2011).…”

Section: Building Capacity For Supportmentioning

confidence: 99%

“…To combat this, it is recommended that regularly scheduled school team meetings occur to not only discuss the progress of the BIP (Crone & Horner, 2003), but to offer staff additional training, practice, and opportunities to ask questions (Jones, 2011). It is through this purposeful collaboration that essential decisions may be made with regard to the BIP, and it also serves as a way to illuminate areas of strengths and weaknesses among the team (Blood & Neel, 2007; Jones, 2011). While meetings may be brief, referring back to role delineation and data collection responsibilities may help the team maintain focus and BIP fidelity.…”

Section: Building Capacity For Supportmentioning

confidence: 99%

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Improving Outcomes of Behavioral Intervention Plans

Walker

Barry

2017

Intervention in School and Clinic

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According to federal mandates, if a student’s behavior impedes their learning or the learning of others, the individualized education program team is required to address this with a functional behavioral assessment (FBA). The intent of the FBA is to determine the function, or reason, of the impeding behavior for the development of a behavioral intervention plan (BIP). The BIP process is a team-based approach that includes goals and interventions that result in positive behavior change. Procedural fidelity, or compliance with the plan, is of utmost importance to success of this process. Unfortunately, such integrity is often lacking, particularly when teachers carry the responsibility of implementing BIPs in the classroom. Therefore, capacity building within the school team is imperative to increase implementation fidelity of BIPs. This article provides practitioners with the tools to organize the monitoring and implementation of BIPs in classroom settings.

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“…Shared ownership of these goals may lead to implementing the communication goals more successfully. Effective interaction among all adults on the Individualized Education Program (IEP) team is essential to successful instruction so that all team members and communicative partners understand the importance of the shared strategy (Beukelman & Mirenda, 2013; Jones, 2012). Both general education and special education teachers receive information throughout the year regarding upcoming trainings.…”

mentioning

confidence: 99%

Examining the Role of Paraeducators When Supporting Children With Complex Communication Needs: A Multiple Case Study

Cole-Lade

Bailey

2019

Teacher Education and Special Education: The Journal of the Tea

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The purpose of this study was to examine the roles of paraeducators in educational teams who supported young children with complex communication needs (CCNs). Participants included members of three teams which included general and special education teachers, paraeducators, speech and language pathologists (SLPs), and parents. An instrumental, multiple case study, qualitative research design was used to better understand paraeducators’ distinct roles and their varying levels of participation as members of their educational teams. Emergent cross-case themes included, first, the varying degrees to which teams worked collaboratively with the paraeducator and, second, the different roles the paraeducators fulfilled based on team members’ expectations. Findings indicated that the degree to which the three teams included the paraeducator as an integral team member varied from minimal to fully integrated. The fully integrated team worked collaboratively to best support the child. The paraeducator’s role and experience on each team was based on the educational team member’s expectations and the support the paraeducator received from the team.

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Fostering Collaboration in Inclusive Settings

Cited by 8 publications

References 13 publications

Teachers’ Views of Their Preparation for Inclusive Education and Collaboration

Teachers’ Views of Their Preparation for Inclusive Education and Collaboration

Improving Outcomes of Behavioral Intervention Plans

Examining the Role of Paraeducators When Supporting Children With Complex Communication Needs: A Multiple Case Study

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