Running Head: MY PHILOSOPHY OF COLLABORATION IN SPECIAL EDUCATION

My Philosophy of Collaboration in Special Education

Rebecca Lopez
Sped 854
University of Kansas

2
MY PHILOSOPHY OF COLLABORATION IN SPECIAL EDUCATION

Abstract:
In this paper, you will find a detailed description of my personal beliefs about collaboration in
special education. I talk about the importance of collaboration, as well as who should be
involved in the collaboration process. You will also find some potential challenges with the
collaboration process, including scheduling conflicts and differences in cultural expectations.

3
MY PHILOSOPHY OF COLLABORATION IN SPECIAL EDUCATION

Because individuals with disabilities are entitled to access to general curriculum in a leastrestrictive environment (Cook & Friend, 2010), collaboration with all indnviduals involved in the
process, including educators, parents, family members, the student, school staff, etc., between the
general education and special education teachers is critical. Without collaboration between these
individuals, the students receiving services are going to be unable to thrive and make growth
academically.
It is essential in collaboration to have many key players involved. In my opinion, the general
education teacher, special education teacher, school psychologist, counselor, para-pro, SLP, OT,
and school principal should be involved. Most importantly, the student should be involved. Too
often, we find that students are merely test rats in the education world. When students are
receiving services for IEPs, I see meetings time after time that include the special education
teacher, general education teacher, and a parent. In this meeting, the special education teacher is
telling the parent what should be done to help the child. The parent signs some paperwork, and
the meeting is complete. I believe that effective and powerful collaboration entails a much
deeper process, where the student is present and is able to share what his/her strengths and
weaknesses are. The student is involved in deciding what may work and what may not work to
enhance and aid in his/her learning. Before a meeting occurs where goals are discussed, it is
most important to take time getting to know everyone involved. Get to know the family
members, and let them get to know you on a personal level. If this is a priority, the goals will
naturally become a priority as well.

4
MY PHILOSOPHY OF COLLABORATION IN SPECIAL EDUCATION

Individuals who are collaborating together need to have one common goal. The goal must be
specific and important enough to maintain that shared commitment (Cook & Friend, 2010). A
shared goal is important because it keeps the team members focused on achieving what needs to
be achieved. Like Margaret Mead said, never doubt that a small group of thoughtful,
committed citizens can change the world. If that small group of individuals hasve the same
goal in mind, there is no doubt that they will be able to meet any challenge that comes their way.

Of course, with everything in life there are challenges that will occur. Some potential barriers
include schedules. All of the aforementioned team members who should be involved in the
collaboration process have individual schedules of their own. Having sSo many staff members
from one location needing to be in one place at one specific time, including family and the
student, is extremely difficult to achieve. Oftentimes, some members of the team arent able to
make the meetings. This would alter the power and effectiveness of the teams goal. There is the
visible and invisible issue of power. For example, a para-pro may feel that he/she does not have
much to contribute to a meeting when compared to a veteran educator or a school counselor.
Looking at families, all families come from different cultures and backgrounds. Some families
may believe that they have a strong role in their childs education, while others may feel that the
power of decision-making should be left in the hands of individuals who are more educated.
This can be challenging, because ultimately the input from family members is crucial. Take time
to get to know these family members and team members, so that everyone will feel valued. .
In conclusion, collaboration in special education is crucial. Although it can only exist in
voluntary situations and it is not always easy to do, due to time and schedule conflicts, and

5
MY PHILOSOPHY OF COLLABORATION IN SPECIAL EDUCATION

cultural differences, when a common goal is shared among all team members, the team will have
the ability to help the student being focused on meet their goals. Having a supportive attitude
about collaboration, knowing about different cultural and community differences and how those
differences will affect collaborating, and understanding the importance of finding a way to
receive input from all team members will all help ensure student success.

References
Friend, M & Cook, L. (2010). Interactions: Collaboration Skills for School Professionals.
Pearson Education, Inc.