High Leverage Practices for Inclusive Classrooms

James McLeskey, Lawrence Maheady, Bonnie Billingsley, Mary T. Brownell, Timothy J. Lewis, James McLeskey, Lawrence Maheady, Bonnie Billingsley, Mary T. Brownell, Timothy J. Lewis

• Verlag: Routledge
• Jahr: 2022
• ISBN:
  9781000555578
• Auflage: 2
• Thema: Education
• Thema: Inclusive Education

High Leverage Practices for Inclusive Classrooms, Second Edition offers a set of practices that are integral to the support of student learning, and that can be systematically taught, learned, and implemented by those entering the teaching profession. In this second edition, chapters have been fully updated to reflect changes in the field since its original publication, and feature all new examples illustrating the use of HLPs and incorporating culturally responsive practices. Focused primarily on Tiers 1 and 2—or work that mostly occurs with students with mild to moderate disabilities in general education classrooms—this powerful, research-based resource provides rich, practical information highly suitable for teachers, and additionally useful for teacher educators and teacher preparation programs.

Section 1
Collaboration High Leverage Practices

Bonnie Billingsley

DOI: 10.4324/9781003148609-2

Developing positive and productive collaborative relationships with professionals and families is an essential teacher responsibility as they work toward supporting positive educational outcomes for students with disabilities in inclusive environments. Effective collaboration allows for varied expertise and perspectives about a student to be shared among teachers, administrators, related services personnel, and families, as they engage in the day-to-day work of supporting each student’s learning and well-being. Effective collaboration ensures that student’s learning experiences are planned, taught, assessed, and enhanced in ways that support positive student outcomes.

Becoming an effective collaborator requires self-awareness and an understanding of what collaboration means, what happens during effective collaboration, and how well students are responding to instruction. The chapters in the section “Collaboration High Leverage Practices” address the why, what, and how of three interrelated areas: (1) collaborating with colleagues to increase student success, as teachers and paraprofessionals coordinate their efforts to plan, co-teach, and assess student learning; (2) leading effective meetings with professionals and families, with a focus on instructional decision-making meetings and Individual Educational Plans (IEPs); and (3) collaborating with families to support students’ learning and secure needed services across home and school environments. The chapters in this section focus on what effective collaboration means within these three contexts and provide detailed examples of effective collaboration.

Specific collaborative content is emphasized across the three chapters. First, collaborative interactions are enhanced when professionals use respectful and effective communication skills to promote positive relationships and build trust among professionals and families. Effective collaborators are aware of the importance of both verbal and non-verbal communication as they interact with others. They encourage others to share their perspectives and listen carefully to understand what others are saying. These respectful and effective communication skills are especially important when there are interpersonal challenges or differences of opinion, which will inevitably occur during collaborative relationships. Second, effective teachers take time to learn about the professionals and families with whom they work, and they use what they learn to interact with and respond thoughtfully to others. For example, families’ and professionals’ perspectives and beliefs often vary, given their unique characteristics (e.g., language, ethnicity, race, socioeconomic background, family structure, and communication preferences) and experiences. It is essential that teachers develop an understanding of the families and students with whom they work, as teachers in the US are primarily White and female, while students of color are the majority. Finally, becoming an effective collaborator is a life-long endeavor; thus, teachers need to be aware of and continue to hone their collaborative skills. For example, teachers should consider seeking ongoing guidance, training, and support in using culturally responsive practices that enhance communication and support positive partnerships. The resources and references at the end of each chapter support extended study about collaboration.

1 Collaborating with Colleagues to Increase Student Success

Marilyn Friend¹ and Tammy Barron

DOI: 10.4324/9781003148609-3

Introduction

If you are a special educator or preparing to be one, collaboration is an essential part of your responsibilities. Although teaching students with disabilities so they learn and thrive is the reason you are in the profession, your success depends on your skills for working with all the many other adults involved in educating these students. You might collaborate with general education colleagues through co-teaching or regularly scheduled meetings to discuss students’ needs. In addition, you might partner with paraeducators and other special education teachers to design specialized instruction and to monitor its effectiveness. You also are charged with effectively communicating with parents and all the other members of students’ individualized education program (IEP) teams. Further, because you are part of a larger school community, you are expected to collaborate in department- or grade-level teams and other general school initiatives.

Keep in mind, though, that interacting with others does not guarantee collaboration. Rather, collaboration is how professionals work together.¹ It requires parity or a clear sense of value for each member’s contribution, a mutual goal, shared responsibility for key decisions, joint accountability for outcomes, and pooled resources.² Thus, when educators actively work to invite each team member to contribute ideas or all professionals agree to implement an intervention with fidelity, even if they do not completely agree on its likely success, collaboration occurs. In contrast, if one team member dictates what he thinks others should do without valuing their input or showing an awareness of differing points of view, collaboration is not likely to ensue.

Several factors explain the importance of collaboration for special education in today’s schools. First, many provisions in the Individuals with Disabilities Education Act (IDEA) can be carried out only through collaboration. These include the teamwork involved in assessment and decision-making; the requirement for the provision of services in the least restrictive environment, often general education; and the joint efforts that occur during transition from school to post-school options, or when hospitals, the courts, or other agencies play a role in a student’s education. In addition, research supports collaboration. For example, positive achievement outcomes for students with disabilities generally are associated with unwavering administrative leadership in a highly collaborative school culture.³ Similarly, studies of collaborative endeavors, such as co-teaching and consultation, often demonstrate a positive impact on student achievement of academic and behavioral goals.⁴

If you are wondering why collaboration is the first high leverage practice addressed, even before assessment and instruction, the answer is straightforward. As illustrated in the examples above, collaboration is part of almost everything a special educator does. With strong skills for working with others, students have increased opportunities to receive an exemplary education. Without collaboration, it is nearly impossible to ensure that students with disabilities will reach their potential.

Narrowing the Focus

Collaboration is a broad topic, and this chapter emphasizes several of the most frequently needed skills special educators should develop and refine. In addition, two applications of collaboration are explored: (a) co-teaching, the service delivery option in which a general and a special educator share classroom responsibilities for all or part of the school day; and (b) interactions with paraprofessionals.

Chapter Overview

1. Describe collaboration skills special educators are most likely to need as they work across settings, grade levels, and programs or services.
2. Explain the key structures and actions that support professional collaboration for co-teaching teams, including co-planning.
3. Analyze special educators’ interactions with paraprofessionals, including distinguishing situations that call for collaboration from those that require a more directive approach.

Universal Collaboration Elements

Collaboration is multi-dimensional. It begins with steadfast personal commitment, that is, a deeply held belief that the shared efforts of professionals generally are exponentially more powerful than those carried out in isolation. However, a commitment to collaboration is not sufficient. It must be accompanied by (a) skills for communicating with others, and (b) the ability to efficiently and constructively complete the beginning-to-end steps of collaborative processes. Each is briefly described in the following sections.

Communication Skills

Communication skills are the building blocks of collaboration. That is, the words professionals use (or avoid using) and the way they are said can have a profound impact on professional interactions.⁵ They can facilitate clear understanding and convey respect and openness, or they can lead to confusion and defensiveness. The following are examples of essential communication skills that can foster collaboration.

Listening

Proficient listening is an active process integral to constructive communication. First, the listener takes in the information being shared, perhaps mentally repeating it to maintain attention and remember what is said. In addition, the listener conveys to the speaker, without interrupting, that listening is occurring. This often is accomplished by nodding or using vocalizations such as “Uh-hmmm.” Listening, though, also involves demonstrating understanding, typically through paraphrasing. Ms. Johnson says,

Isaiah seems to be struggling more and more each day. Although he used to talk with peers and participate in class discussions, lately he has been increasingly withdrawn...