Special education teachers often collaborate and/or co-teach w ✓ Solved

Special education teachers often collaborate and/or co-teach with general education teachers to support caseload students and ensure they are receiving the service minutes and modifications specified in their IEPs, so they can progress toward achieving their established goals. Some of the special education teacher’s primary responsibilities include identifying specific modifications that should be made for students with exceptionalities, supporting general education teachers and other IEP stakeholders in applying modifications, and providing support to general education teachers by collaborating and/or co-teaching to ensure the student’s needs are being met.

Review the “What’s Going On?” lesson plan in the topic Resource and the “Present Level of Academic Achievement and Functional Performance (PLAAFP).” Use the information from these topic Resources to complete the “Making Modifications and Collaborating to Meet Student Needs” template as directed.

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

Paper For Above Instructions

Collaboration between special education teachers and general education teachers is essential in fostering an inclusive educational environment where students with exceptionalities can thrive. This paper will discuss the modifications that can be made to lesson plans and strategies for effective collaboration and co-teaching that can be utilized to meet the diverse needs of students as exemplified in the “What’s Going On?” lesson plan and the Present Level of Academic Achievement and Functional Performance (PLAAFP).

The Importance of Modifications in Education

The Individuals with Disabilities Education Act (IDEA) mandates that all students with disabilities have access to a free and appropriate public education (FAPE) tailored to their individual needs (U.S. Department of Education, 2017). Modifications refer to changes in what a student is expected to learn. They may involve altering the content, teaching style, or assessment methods to ensure that students with exceptionalities can effectively engage with the curriculum (Friend & Cook, 2017).

Understanding the PLAAFP

The Present Level of Academic Achievement and Functional Performance (PLAAFP) section of an IEP is pivotal in establishing a clear understanding of a student’s current capabilities and needs. This section should provide a comprehensive overview of a student’s strengths, weaknesses, and the required accommodations and modifications necessary for their success (Kozleski & Suski, 2010). Understanding this information is crucial for special education teachers to collaborate effectively with general education teachers.

Identifying Effective Modifications

Based on the “What’s Going On?” lesson plan, several modifications can be implemented. For instance, if a student struggles with reading comprehension, the teacher may provide audiobooks or allow the use of graphic organizers to help the student process information (Heward, 2018). Visual aids can also be utilized to augment understanding, alongside simplified texts that maintain the lesson's objectives while being accessible to the student (Polloway et al., 2016).

Collaborative Strategies for Co-Teaching

Effective collaboration requires shared responsibility and a deep understanding of each educator's roles. Co-teaching models such as team teaching, station teaching, or parallel teaching can be employed, depending on the lesson goals and student needs. For instance, in a team teaching model, both educators may deliver instruction simultaneously, providing individualized support to students as needed (Murawski & Swanson, 2001).

Supporting General Education Teachers

Special education teachers play a critical role in supporting general education teachers by providing resources and strategies for modifications. This support can include sharing data from the PLAAFP to help general education teachers understand the specific needs and strengths of students (Hughes & Ruhl, 2008). Regular planning meetings between general and special education teachers can facilitate this ongoing collaboration, ensuring that modifications are being effectively implemented in the classroom.

Assessing the Outcomes of Modifications

Monitoring the effectiveness of the modifications implemented is essential. Assessment data should be regularly reviewed to determine whether the modifications are helping the student meet their goals within the IEP (Heward, 2018). By using formative assessments, educators can gauge student understanding in real-time and make necessary adjustments to instruction.

Fostering Communication Among Stakeholders

Communication is paramount not only between special education and general education teachers but also with parents and other stakeholders involved in the student's education (Zhang et al., 2012). Building strong partnerships with families can provide additional support for students at home, reinforcing the strategies utilized in the classroom.

Conclusion

In conclusion, the collaboration between special education and general education teachers is fundamental in meeting the needs of students with exceptionalities. By effectively modifying lesson plans, understanding the PLAAFP, and employing various co-teaching strategies, educators can create an inclusive environment conducive to learning. Ongoing communication and assessment further enhance the educational experience for students, allowing them to achieve their desired outcomes.

References

• Friend, M., & Cook, L. (2017). Co-Teaching in the Classroom: Working Together to Improve Student Learning. Pearson.
• Heward, W. L. (2018). Exceptional Children: An Introduction to Special Education. Pearson.
• Hughes, C. E., & Ruhl, K. L. (2008). Collaboration in Special Education: Effective Practices for Students with Special Needs. Pearson.
• Kozleski, E. B., & Suski, D. (2010). Developments in Inclusive Education. International Journal of Inclusive Education, 14(8), 719-734.
• Murawski, W. W., & Swanson, H. L. (2001). A Meta-Analysis of Co-Teaching Research: Where Are the Data? Remedial and Special Education, 22(5), 258-267.
• Polloway, E. A., Patton, J. R., & Payne, J. (2016). Strategies for Teaching Learners with Special Needs. Pearson.
• U.S. Department of Education. (2017). A Guide to the Individualized Education Program. Retrieved from [URL]
• Zhang, D., et al. (2012). The Parent-Teacher Relationship: Its Implications for Students’ Development and Academic Achievement. Educational Research Review, 7(2), 155-180.