1
Overview of Collaborative Teaming
FOCUSING QUESTIONS
ā¢ What are the characteristics of collaboration and collaborative teaming?
ā¢ Why is collaborative teaming important in schools today?
ā¢ What are the differences between multidisciplinary and transdisciplinary teaming?
ā¢ What are the types of structures teams use?
ā¢ How do roles change when professionals collaborate?
ā¢ What are the benefits and challenges of collaborative teaming?
COLLABORATIVE TEAMS
The teachers in these vignettes engage in multiple types of collaboration as they go about the tasks involved in teaching students with and without disabilities within typical classrooms and shared learning activities. Some students have differentiated learning goals; some need supports for special sensory, physical, or behavioral needs; still others bring with them unique cultural and linguistic characteristics. This book describes how teachers from general and special education backgrounds can collaborate with each other and with other school staff, students, and families to effectively include all students. Their joint work can include several types of teaming efforts, including those designed to 1) prevent students from requiring special education services, 2) develop studentsā IEPs, and 3) provide ongoing support for those students. Teams also may collaboratively deliver classroom instruction and receive consultative support from other professionals.
The previous edition of this book (Snell & Janney, 2005) primarily focused on student-level teamsāgroups of people organized to address the learning priorities and related needs of individual students identified to receive special education (York-Barr, 1996). This topic is still addressed in detail in Chapters 2ā4. This edition, however, looks more deeply at services indirectly delivered through collaborative consultation (see Chapter 5) and direct services delivered through collaborative teaching (see Chapter 6). This book is meant to be a guide for educators from general and special education backgrounds who are serving or planning to serve students with a range of abilities and disabilities in inclusive classrooms. In addition, it can be a useful resource for anyone working with an educational team (e.g., related services personnel, administrators, family members). We assume that our readers work in schools where teachers and support staff from general education and special education are jointly responsible for students through various formal and informal types of collaborative teamingābut not necessarily through full-time co-teaching. We also assume that this collaboration is determined by the needs of the students.
The members of collaborative teams apply their complementary skills and knowledge, along with effective teamwork skills, to enhance all studentsā academic and social success. Collaboration in schools entails joint planning, decision making, and problem solving, and collaboration occurs in a variety of formal and informal group configurations. These collaborative efforts are made possible by belief systems that value shared responsibility for student success, the development of effective team structures and processes, and strong support from administrators who guide the development of a school context that supports those values and processes (Cook & Friend, 2010).
The range of supports that teams can plan for and provide is not limited to establishing success in schoolwork. Team-generated supports can have many different functions, such as
ā¢ Reducing barriers to participation in school activities
ā¢ Facilitating social interactions among students
ā¢ Building peer support
ā¢ Encouraging (then using) the contribution of ideas by family members
ā¢ Embedding related services into the school day
ā¢ Replacing problem behavior with skills
ā¢ Designing plans to ease studentsā transitions between grades and schools and into jobs or college
Likewise, teams take many forms to accomplish these functions.
The ensuing chapters address the essential components of collaborative teaming and the structures within which it occurs. Chapter 2 addresses building a teamās organizationāits membership, distribution of responsibilities, and ways of operatingāand the substantial roles that building administrators play when schools utilize collaborative teaming as they prepare for, initiate, and maintain inclusive education. Chapter 3 delves into the skills and processes team members need to effectively and efficiently work together, including basic communication skills and skills to deal with areas of disagreement and conflict. Chapter 4 describes various problem-solving and action-planni...