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Collaboration

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Special Education Teacher-- The interview summary for the special-education teacher happens to be of a teacher from the same district as where the parent child attends school, and has actually been a teacher of the parent’s child. The teacher is also very concerned about collaboration, co-teaching, and consultation because in so many instances, as the teacher indicated, they have been used as very general terms and there has not been following through with children. This teacher told me many times over that when these terms are used that she often becomes skeptical because they have been too general for the kinds of students that she works. She becomes skeptical because it often is a belief that very general strategies or accommodations can improve the learning level of the students she serves.

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Special Education Teacher-- The interview summary for the special-education teacher happens to be of a teacher from the same district as where the parent child attends school, and has actually been a teacher of the parent’s child. The teacher is also very concerned about collaboration, co-teaching, and consultation because in so many instances, as the teacher indicated, they have been used as very general terms and there has not been following through with children. This teacher told me many times over that when these terms are used that she often becomes skeptical because they have been too general for the kinds of students that she works. She becomes skeptical because it often is a belief that very general strategies or accommodations can improve the learning level of the students she serves.

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District Level Administrator-- The interview summary for the school district administrator is also from the same district as the parent and the special-education teacher. It was obvious when interviewing this administrator that the administrator has had a wide range of experience over many years in special-education, and has lived through the concepts of collaboration, co-teaching, and consultation. This administrator has so much experience that he was part of a state team who developed the collaboration and co-teaching model for the state system approximately eight or nine years ago. As you can see from the detailed chart, is also is also skeptical about collaboration co-teaching in consultation because, as he indicated, as well as the special-education teacher, that they have been interpreted as somehow improving the achievement level of students who need very specialized instruction.The feeling of the special-education administrator was that co-teaching is a good idea if the district can afford it, meaning that first specialized instruction should be provided for students to remediate the disability to the best level possible, and that regular education teachers should be implementing more specific strategies than they do. Then if there is time in the schedule and money the district has, then do coteaching. The administrator indicated that in too many districts co-teaching and consultation is implemented as the only form of special-education service delivery, and that does not meet the intent of the IDEA law. More importantly, indirect and general modes of service provision do not allow the child to make progress in the general education curriculum.

# data[].attributes.subject
District Level Administrator-- The interview summary for the school district administrator is also from the same district as the parent and the special-education teacher. It was obvious when interviewing this administrator that the administrator has had a wide range of experience over many years in special-education, and has lived through the concepts of collaboration, co-teaching, and consultation. This administrator has so much experience that he was part of a state team who developed the collaboration and co-teaching model for the state system approximately eight or nine years ago. As you can see from the detailed chart, is also is also skeptical about collaboration co-teaching in consultation because, as he indicated, as well as the special-education teacher, that they have been interpreted as somehow improving the achievement level of students who need very specialized instruction.The feeling of the special-education administrator was that co-teaching is a good idea if the district can afford it, meaning that first specialized instruction should be provided for students to remediate the disability to the best level possible, and that regular education teachers should be implementing more specific strategies than they do. Then if there is time in the schedule and money the district has, then do coteaching. The administrator indicated that in too many districts co-teaching and consultation is implemented as the only form of special-education service delivery, and that does not meet the intent of the IDEA law. More importantly, indirect and general modes of service provision do not allow the child to make progress in the general education curriculum.

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Parent-- The interview summary for the parent of a special-education child is very interesting because it points out the sophistication of the parent with regard to collaboration, co-teaching, and consultation. This parent has a child in special-education who has autism and is very needy. Therefore, the mother is astute and has been an advocate for her child for seven or eight years that the child has been in school. She is very familiar with collaboration, co-teaching, and  consultation because these terms have been used with regard to her child. At each point along the way in the interview she made it clear that collaboration, co-teaching, and consultation are are used too much as general terms, and take away from the explicit instruction that her child should be receiving. Therefore, this parent was and is skeptical about collaboration, co-teaching, and consultation because they have often been used as substitutes for many teachers not utilizing the explicit instruction that her child needs

# data[].attributes.subject
Parent-- The interview summary for the parent of a special-education child is very interesting because it points out the sophistication of the parent with regard to collaboration, co-teaching, and consultation. This parent has a child in special-education who has autism and is very needy. Therefore, the mother is astute and has been an advocate for her child for seven or eight years that the child has been in school. She is very familiar with collaboration, co-teaching, and  consultation because these terms have been used with regard to her child. At each point along the way in the interview she made it clear that collaboration, co-teaching, and consultation are are used too much as general terms, and take away from the explicit instruction that her child should be receiving. Therefore, this parent was and is skeptical about collaboration, co-teaching, and consultation because they have often been used as substitutes for many teachers not utilizing the explicit instruction that her child needs