100-word response
Stephanie
I tend to view collaboration in a positive way – thinking of the relationships I’ve built, teams I’ve work with, projects and events we’ve developed and implemented. Collaboration makes more possible, and broadens our perceptions and understandings of our students, professions, and purpose. However, collaboration isn’t always without challenge. When considering multiple ideas, needs, personalities, at times they can clash. Collaboration requires time and effort be spent actively listening and being open-minded, and in some instances, stepping a bit outside of your comfort zone. All things considered, collaboration is essential in education and benefits both teachers and students alike.
Being in support of collaboration goes hand in hand with being in support of inclusion and the belief that we can learn better together than alone. We’ve learned that “effective models of inclusive education not only benefit students with disabilities, but also create an environment in which every student, including those who do not have disabilities, has the opportunity to flourish” (ISN, 2015). Inclusion requires teachers consider and implement a variety of ways for students to learn and be assessed, which we now commonly refer to as differentiated instruction. This not only meets the needs of our students with disabilities, but also supports a diversified learning experience for all students. In differentiating instruction, we can help students to identify learning styles that best suit their education. We can ensure that all students have opportunities to shine and experience success in the classroom setting.
Additionally, the behavioral supports that are provided through inclusion can help to support both individual students and the school community as a whole. Consistent behavioral supports through inclusion are “essential for the success of students with emotional or behavioral disabilities in the general education environment… and… also help to establish high expectations throughout the school community as a whole” (ISN, 2015). Inclusive classrooms have both short and long term benefits, too. Research shows that not only do students grasp skills more effectively, they also have “also have increased positive self-esteem and diverse, caring friendships” (Understood, 2019).
Just as collaboration isn’t without challenge, inclusion in the classroom can present obstacles as well. In providing students with disabilities access to a general education classrooms with full access to the curriculum and their content area teachers, we don’t want to separate them from their necessary special education supports as provided by their special education teachers. This challenge is often met through collaboration between the content teachers and special educators who work together to meet the needs of all students. A common method of this type of collaboration is co-teaching, in which both teachers work together in the same classroom to deliver instruction and accommodations simultaneously. While co-teaching has the potential to be highly effective, it can present its own challenges related to planning, scheduling, and communication (Scruggs & Mastropieri, 2017).
With a collaborative and inclusive academic experience, students learn that differences are what make us special, and not something we should try to change or hide. Our differences are something to celebrate – as we each have our own strengths to bring to the table. Asking questions and learning from others is how we grow and develop, not only socially but academically as well.
