| Abstract |
An increasing number of students with disabilities are being included in the general; education classroom (Daane et al., 2000). Inclusion requires the collaboration between general; and special education. According to Cook and Friend (1991), collaboration should be voluntary,; focused on a common goal, be equal in amount of responsibility, and needs active; communication and participation.; In the general education classroom, the general education teacher delivers the tier one; instruction in a specific subject area. The special education teacher works with children to; provide specialized interventions including adaptations and modifications to the general; education curriculum. Instruction and interventions can take place in either a "push in," in a; general education classroom, or "pull out," in the resource room, model (Dawson, 2014). These; methods are used to provide students with disabilities a free and appropriate public education; (FAPE) and promote inclusion. In order for these models to be successful there needs to be; collaboration from both the general and special education teacher. General education teachers; must be prepared to educate and accept students with a variety of diverse needs within their; general education settings. All educators need to be well versed on how to best differentiate and; modify for all students, as well as become comfortable with collaboratively working with special; education teachers (Dawson, 2014).; The Individuals with Disabilities Education Act (IDEA) requires that all educators are; required by law to follow students' Individualized Education Programs. (IEP) "Public Law 94-; 142 makes teachers responsible and accountable for ensuring that each handicapped child with a; disability receives the required special education and related services outlined in the IEP" (Hayes; & Higgins, 1978, p. 267).; "Congress enacted the Education for All Handicapped Children Act (Public Law 94-142),; also known as the EHA, in 1975 to support states and localities in protecting the rights of,; meeting the individual needs of, and improving the results for infants, toddlers, children,; and youth with disabilities and their families. This landmark law's name changed to the; Individuals with Disabilities Education Act, or IDEA, in a 1990 reauthorization" (U.S; Department of Education, 2024).; This specifically designed instruction must be provided regularly as listed in the IEP; (Weishaar, 2001). IDEA requires teachers to collaborate with special educators, parents,; administrators, and the multidisciplinary team to design instruction (Rotter, 2014). This includes; accommodations and modifications to ensure that all students have equitable access to; appropriate curricula, more engaging lessons, and supportive resources to help students be; successful (Parrish, 2019).; Instruction in a general classroom does not have a one size fits all approach. "Because; any classroom with more than one student presents a range of learning needs, teachers struggle to; provide all students access; what works for some students will not work for others" (Berliner &; Biddle, as quoted in Brimijoin, 2005, p. 252). Students are provided with scaffolds and support; by the general education teacher to allow for multiple means of understanding and; representation, for example, manipulatives, number charts, audiobooks, visual aids, and graphic; organizers. Differentiating instruction is altering the learning environment or process to be; developmentally appropriate for each student. Differentiated instruction allows for variation in; content without losing sight of the curriculum to which all children are entitled (Levy, 2008).; The students are still learning the content and expressing their understanding of the content. This allows all students to feel confident in their work and makes their education equitable.; As both general and special education teachers are responsible for implementing the IEP,; they need to collaborate closely to ensure all accommodations and modifications are met; (Dawson, 2014). However, recently in my school I have observed that there have been several; cases where students with disabilities are not receiving all accommodations and modifications; discussed by the IEP team. The team needs to collaborate better. Collaboration is necessary for; successful implementations of IEPs. |
