peer replies

Chelsea - I believe, for a special education teachers, HLP 5: Interpret and Communicate Assessment Information with Stakeholders to Collaboratively Design and Implement Educational Programs is extremely important. Special education teachers do a lot of data tracking in multiple areas with students. But as we have learned, it is important that the information we gather can be reviewed and understood by the rest of the team. Each member of the team (family, sped teacher, gen ed teacher, and related service providers) has a unique set of expertise based on their role. Making sure that we get all perspectives together ensures that the team gets a complete and comprehensive picture of the student’s strengths and areas of need as well as assist with the educational planning process.

I think the most common example would be when a student is not making progress as expected towards an IEP goal. I experienced this working with an elementary student who received sped teacher minutes as well as indirect OT minutes. The student was diagnosed with ADHD and he was really struggling with off task and aggressive behaviors. To be honest, both the gen ed teacher and I were feeling at a loss. We felt like we had used all of our skills and he was making really inconsistent progress, he was all over the map so to speak. We decided a team discussion was needed. We met with OT, teachers, and parents. Parent shared at that time that they were trying out new and various doses of an ADHD medication. Having the OT’s input and the medication information from parents helped us to look at the situation from a different perspective, and also guided our assessment strategy. This experience was a really great example for me showing that, without the collaboration of the team and if I were only trying to “fix” things on my own, I wouldn’t have all the needed information to really support the student.

Collaboration isn’t always easy. Some barriers could include limited time, differing opinions about what supports are needed from team members, and difficulty with overwhelmed or frustrated families. Being respectful and responsive to varying opinions and strategies is key. Teachers should be sure to communicate all information clearly and make sure to give each team member all the information as well as the necessary time to review the information, including data, before the team meets. Our readings this week suggested providing assessment information ahead of time and possibly even using a “cheat sheet” so the information is chunked into easier to understand topics within the agenda. Sometimes, with limited time, members of the team (including myself) can find themselves blasting through the information to ensure all topics are covered, and not give enough time for everyone at the meeting to provide their input on what is being said, or spend the little bit of extra time to explain the information being communicated in easier to understand terms. Even with my belief that all team members’ input is valuable, I find myself having to remind myself to slow down and give everyone enough time and confidence to give their input.

Honestly, I think that one of the biggest components of successful collaboration is remembering that special education teachers aren’t the “fixers” that have all the answers. Each person on the team has valuable information to provide and using everyone’s input and perspectives together is what really gives the team a much better understanding of the student and supports their success in school and home.

Maggiee - I think the most important collaboration HLP is collaborating with families to support student learning and secure needed services. I believe this is the most important HLP for special educators because families are our student's biggest advocates. Families are going to know our students best, they are our biggest resource for us. There are also many families that are overwhelmed or confused, especially when a students disability is discovered. It is important for special educators to offer support and help guide families to resources and help them understand the process

There are many different ways special education teachers may need to collaborate with others at any given time. Special educators lead meetings with other groups often, especially IEP meetings. SPED teachers need to collaborate with service providers when designing IEP goals. For example, a special education teacher will collaborate with an Occupational Therapist when a student has indirect OT minutes withing their IEP. The special educator teacher and OT will work together to create options for the student to build on their skills related to OT.

There are a few possible barriers that special educators may come across when it comes to collaboration. Cultural backgrounds and differences can be a barrier when it comes to working with families. There are many different cultural practices in our world, any given practice may cause a collaboration barrier. There are families that believe a disability is looked down upon and may decline services. There are also barriers where families are not able to attend meetings or outside services appointments due to impacts at home. In cases like this teachers can help by providing resources to families and being flexible with rescheduling.

Milinda - I believe one of the most important collaboration HLPs for special educators is collaborating with families to support student learning and secure needed services. Especially in early childhood special education, families know their child better than anyone else and can provide information that we may not see during the school day. I think building a positive relationship with families and making sure they feel like an important part of the team can make a big difference in a student’s success. Collaboration should not just happen during an IEP meeting; it should be ongoing throughout the year.

In my role as an ECSE teacher, I collaborate regularly with classroom teachers, speech-language pathologists, other related service providers, and families. For example, a preschool student may have needs in communication, cognitive development, and social-emotional skills. The classroom teacher may see how the student functions during routines and with peers, while the SLP may have additional information about the student’s communication skills. I can bring information from my ECSE observations, assessments, and specially designed instruction. The family also provides an important perspective about what they are seeing at home. When everyone communicates and shares information, we can create goals and strategies that are more meaningful for the child and can be used across different environments.

One of the biggest barriers to collaboration is simply finding enough time. Teachers, families, and related service providers all have busy schedules, and it can be difficult to find times when everyone can meet. Communication can also be a barrier when team members have different perspectives or priorities for the student. I think teachers can overcome these challenges by communicating consistently, being flexible with how meetings take place, coming to meetings prepared, and making sure everyone has an opportunity to share their perspective. Most importantly, the team needs to remember that everyone has the same overall goal, helping the student be successful.