Instead of the special education teacher and the general education teacher duplicating efforts for many children it has been shown that their efforts are better put to use in collaborating in their teaching efforts. Individuals cannot be effective team members unless they see themselves as being an important part of the team. An effective team should be viewed by others as having all individual members be contributors to the work of the team.
Research has shown that some children with disabilities learn best in inclusive classrooms. The process of getting children with diverse abilities and typically achieving students together often brings with it the need for general and special education teachers to collaborate. Collaboration between general and special education teachers has been shown to be an effective technique when carried out properly. It is thought that this approach to education can help improve instruction as educators pool their talents in order to be the most helpful to the children.
All of these authors agree that team collaboration and co-teaching is the most effective technique that can be used to education special needs students within the general classroom. It is felt that this method is the most effective technique for pooling the ideas and abilities of everyone involved and in reducing the amount of duplicate work that is being done. It is felt that involving individuals like paraprofessionals into the team setting only helps the teaching staff to better integrate the idea of collaboration into the classroom. Everyone who is involved in the students education should be included on the team in order to be successful.
Delvin, Patricia. (2007). Create Effective Teacher-Paraprofessional Teams. Intervention in School & Clinic. 44(1), p41-44.
Murawski, Wendy W. And Hughes, Claire E. (2009). Response to Intervention, Collaboration,
and Co-Teaching: A Logical Combination for Successful Systemic Change. Preventing School.