The Regular Educator's Role in the Individual Education Plan Process

Fostering Collaboration in Inclusive Settings

“…However, given the well-documented barriers to successful collaboration, special educators in the inclusive model face a task that can be overwhelming (Mastropieri, 2001; McGrath et al, 2010). Research has shown that effective communication is one of the biggest hurdles in the collaborative effort and that attempts at overcoming these barriers need to focus on opening the lines of communication among professionals (Lamar-Dukes & Dukes, 2005; Voltz et al, 1994; Wallace et al, 2001; Weishaar, 2001). Whereas collaboration should be viewed as a continual process with many facets, the SESG approach is one tool that special educators can utilize to help them take the first step in fostering a collaborative environment.…”

“…One possible reason for the failure to implement student IEPs is that general educators are unfamiliar with the IEP paperwork. This could be attributed to the fact that general education teachers, primarily at the secondary level, instruct numerous students with disabilities over the course of one instructional day (Gross, 2000; Tennant, 2007; Weishaar, 2001). To further complicate matters, there is no one common format for presenting the information contained in the IEP.…”

“…Findings of a study by Voltz et al (1994) suggested that one way to improve the actual collaborative roles of general and special educators is to allow for specific times for collaboration. Furthermore, Weishaar (2001) suggested that one way for general education teachers to comply with federal law is to become familiar with IEPs of students with disabilities assigned to their classes. To accomplish this, special educators can provide teachers with a comprehensive list of students in their classes with IEPs at or prior to the beginning of the school year.…”

“…Office of Special Education Services, 2009). The collaboration of special education, general education teachers, and paraprofessionals—involving effective communication, cooperation, joint problem solving and planning, and finding solutions—has been thought to be crucial for the successful instruction of students with disabilities in general education classrooms (Lamar-Dukes & Dukes, 2005; Voltz, 1992; Voltz et al, 1994; Wallace, Shin, Bartholomay, & Stahl, 2001; Weishaar, 2001). However, collaboration with general educators and learning to work with paraprofessionals are two elements of the special educator’s duties that may prove to be challenging (Giangreco, 2003; Mastropieri, 2001; McGrath, Johns, & Mathur, 2010).…”