What GenEd and SpecEd Need to Know About Each Other

About Collaboration Among Regular & Special Education Teachers 

http://everydaylife.globalpost.com/collaboration-among-regular-special-education-teachers-13906.html

With the new federal push to improve outcomes for Special Education students, GenEd will be asked to participate more fully in the development and execution of services for Special Education.

Behind the Headline: States’ Special Education Services Face Tighter Oversight by the Obama Administration

http://educationnext.org/behind-headline-states-special-education-services-face-tighter-oversight-obama-administration/ 

What do both GenEd and SpecEd need to know to create an efficient collaboration?

First, I suggest GenEd do a little homework on the Special Education system, and the types of needs they will most frequently encounter in their classrooms or at the school site.

What do General Education Teachers Need To Know About Special Education?

http://www.schoolpsychologistfiles.com/2008/11/what-do-general-education-teachers-need-to-know-about-special-education.html 

Types of Learning Disabilities

http://www.ncld.org/types-learning-disabilities 

And, SpecEd needs do a little research, too, checking out their school sites participation in Common Core (or other standards adopted) in order to write copacetic goals and objectives into the IEP. The best goals and objectives are ones that are already being taught in the general instruction, with as little need for adaptation to service the student as possible. When students need assistance outside of class or the schoolday, what tutoring or help classes do the school offer? Find out the teachers' schedules, office hours, and style of teaching. Be sure to relate your schedule.

Resources for Writing IEPs Aligned to Common-Core Standards

http://blogs.edweek.org/edweek/speced/2013/12/resources_for_writing_ieps_ali.html?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+OnSpecialEducation+(Education+Week+Blog%3A+On+Special+Education)

Sharing Your Google Calendar with Others

http://cis220fall13.wordpress.com/2013/10/11/sharing-your-google-calendar-with-others/

Collaborating on a daily basis, in the same room, requires a great deal of communication. You don't have to be best friends to collaborate, but you do need to be professional. There are several methods of collaboration in the classroom. Together GenEd and SpecEd teachers choose the best plan for the lesson.

Collaboration Between General and Special Education Teachers

https://www.teachervision.com/teaching-methods/resource/2941.html

Collaboration between General and Special Education Teachers. ERIC Digest.

http://eric.ed.gov/?id=ED409317

Each teacher is a professional, highly qualified in an area of expertise. I would suggest SpecEd teachers only do direct instruction of a GenEd class if they hold credentials in that specific area, and GenEd teachers absorb information and advice from the SpecEd teacher on the Special Needs student's detailed program (as in the IEP) and input from the parents. The school experience of a Special Needs student is very fluid, possibly including health issues, emotional balance, and input from parents at least on a weekly basis. GenEd and SpecEd really need to communicate!

GenEd and SpecEd Communication

Collaborative Teaching: Bridging the Gap Between General and Special Education Instruction  http://questgarden.com/105/51/2/100712065245/process.htm

Communication during busy schools days is vital and tricky. As GenEd and SpecEd collaborate in a class, both experts are gleaning information from their specific perspectives. These two views can reap a bountiful harvest of success for all the students. The expertise combines, forming a living, thriving academic experience.  

GenEd Keeping records--so valuable! Every classroom teacher keeps attendance records, grades, and discipline records, which are communicated to the office annd to the parents. But when do the Special Education teachers become aware of this important information? The office and the teachers together need toforulate asystem so the Special Education teacher, who is a prime liason to the parents, has timely information about the students. Discipline, in particular, needs to be communicated to the SpecEd teacher immediately.Your records will be important input at IEP meetings when discussing current academic performance. Have a hard cop for the SpecEd teacher's file and the parents.

SpecEd Keeping records--so valuable! No matter the grade, there frequently are students that may have an unidentified learning disability, emotional disability, or physical ailment that a SpecEd teacher may help pinpoint. That could lead to the Special Education process, or the School Nurse. The expectation is for all students to succeed, and when there are bumps in the learning road, having other experts in the class can help smooth things out. 

When parents contact the teacher--whether GenEd or SpecEd--let the other teacher know what's up. Have each other's back. Be supportive of parents together. If it seems serious, include the administration or District level SpecEd staff in on it. The IEP team is called a team for a reason. We all play for the same side, our goal being success for the student.

Schedules--SpecEd needs to develop an efficient system of scheduling so all members of the IEP team have a heads up when the meetings will be. Special Education is very fluid, and this scheduling information can change quickly. Flexibility is the name of the game. But most SELPAs and Districts give a general list to each teacher, so there are initial expectations of annual and triennual IEPs. There can be addendums and behavior plans added any time. The communication to parents is formulated, but communication to teachers, other professionals involved with the student, and admin needs to be most likely more than one method. I suggest email as well as hard copy in schoolsite teacher/admin boxes, ponied to the district, or mailed to other support staff. Don't make them guess. If meetings are cancelled, the same process or a phone call. all of our time is so very valuable, it is important to be sensitive to that.

Be nice, be thoughtful. You don't have to be best friends to collaborate, but you do really need to be professional. Teaching is very demanding, and teaching Special Education in any scenario is somewhat more complicated. So, SpecEd teacher, remember that GenEd teacher's work just got a lot more complicated with your students on their classlist and you in their class collaborating. And GenEd teacher, understand the SpecEd teacher's job is very complex, and he/she now needs to handle you, too. Be courteous, the kids are glad to see that. Be flexible, it takes time to find a rhythm. Be honest. Take time to communicate what can be better, or just different. If you feel like a Grumpy Cat some days, tell each other, be a support. You're only human, even if you're being asked to perform as a Superhuman every day.

 

What GenEd and SpecEd Need to Know About Each Other

About Collaboration Among Regular & Special Education Teachers 

http://everydaylife.globalpost.com/collaboration-among-regular-special-education-teachers-13906.html

With the new federal push to improve outcomes for Special Education students, GenEd will be asked to participate more fully in the development and execution of services for Special Education.

Behind the Headline: States’ Special Education Services Face Tighter Oversight by the Obama Administration

http://educationnext.org/behind-headline-states-special-education-services-face-tighter-oversight-obama-administration/ 

What do both GenEd and SpecEd need to know to create an efficient collaboration?

First, I suggest GenEd do a little homework on the Special Education system, and the types of needs they will most frequently encounter in their classrooms or at the school site.

What do General Education Teachers Need To Know About Special Education?

http://www.schoolpsychologistfiles.com/2008/11/what-do-general-education-teachers-need-to-know-about-special-education.html 

Types of Learning Disabilities

http://www.ncld.org/types-learning-disabilities 

And, SpecEd needs do a little research, too, checking out their school sites participation in Common Core (or other standards adopted) in order to write copacetic goals and objectives into the IEP. The best goals and objectives are ones that are already being taught in the general instruction, with as little need for adaptation to service the student as possible. When students need assistance outside of class or the schoolday, what tutoring or help classes do the school offer? Find out the teachers' schedules, office hours, and style of teaching. Be sure to relate your schedule.

Resources for Writing IEPs Aligned to Common-Core Standards

http://blogs.edweek.org/edweek/speced/2013/12/resources_for_writing_ieps_ali.html?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+OnSpecialEducation+(Education+Week+Blog%3A+On+Special+Education)

Sharing Your Google Calendar with Others

http://cis220fall13.wordpress.com/2013/10/11/sharing-your-google-calendar-with-others/

Collaborating on a daily basis, in the same room, requires a great deal of communication. You don't have to be best friends to collaborate, but you do need to be professional. There are several methods of collaboration in the classroom. Together GenEd and SpecEd teachers choose the best plan for the lesson.

Collaboration Between General and Special Education Teachers

https://www.teachervision.com/teaching-methods/resource/2941.html

Collaboration between General and Special Education Teachers. ERIC Digest.

http://eric.ed.gov/?id=ED409317

Each teacher is a professional, highly qualified in an area of expertise. I would suggest SpecEd teachers only do direct instruction of a GenEd class if they hold credentials in that specific area, and GenEd teachers absorb information and advice from the SpecEd teacher on the Special Needs student's detailed program (as in the IEP) and input from the parents. The school experience of a Special Needs student is very fluid, possibly including health issues, emotional balance, and input from parents at least on a weekly basis. GenEd and SpecEd really need to communicate!

GenEd and SpecEd Communication

Collaborative Teaching: Bridging the Gap Between General and Special Education Instruction  http://questgarden.com/105/51/2/100712065245/process.htm

Communication during busy schools days is vital and tricky. As GenEd and SpecEd collaborate in a class, both experts are gleaning information from their specific perspectives. These two views can reap a bountiful harvest of success for all the students. The expertise combines, forming a living, thriving academic experience. 

GenEd Keeping records--so valuable! Every classroom teacher keeps attendance, grades, and discipline records, which are communicated to the office and to the parents. But when do the Special Education teachers become aware of this important information? The office and the teachers together need to formulate a system so the Special Education teacher, who is a prime liason to the parents, has timely information about the students. Discipline, in particular, needs to be communicated to the SecEd teacher immediately. Your records will be important input at IEP meetings when discussing current academic performance. Have a hard copy for the SpecEd teacher's file and the parents.

SpecEd Keeping records--so valuable! No matter the grade, there frequently are students that may have an unidentified learning disability, emotional disability, or physical ailment that a SpecEd teacher may help pinpoint. That could lead to the Special Education process, or the School Nurse. The expectation is for all students to succeed, and when there are bumps in the learning road, having other experts in the class can help smooth things out. 

When parents contact the teacher--whether GenEd or SpecEd--let the other teacher know what's up. Have each other's back. Be supportive of parents together. If it seems serious, include the administration or District level SpecEd staff in on it. The IEP team is called a team for a reason. We all play for the same side, our goal being success for the student.

Schedules--SpecEd needs to develop an efficient system of scheduling so all members of the IEP team have a heads up when the meetings will be. Special Education is very fluid, and this scheduling information can change quickly. Flexibility is the name of the game. But most SELPAs and Districts give a general list to each teacher, so there are initial expectations of annual and triennual IEPs. There can be addendums and behavior plans added any time. The communication to parents is formulated, but communication to teachers, other professionals involved with the student, and admin needs to be most likely more than one method. I suggest email as well as hard copy in schoolsite teacher/admin boxes, ponied to the district, or mailed to other support staff. Don't make them guess. If meetings are cancelled, the same process or a phone call. all of our time is so very valuable, it is important to be sensitive to that.

Be nice, be thoughtful. You don't have to be best friends to collaborate, but you do really need to be professional. Teaching is very demanding, and teaching Special Education in any scenario is somewhat more complicated. So, SpecEd teacher, remember that GenEd teacher's work just got a lot more complicated with your students on their classlist and you in their class collaborating. And GenEd teacher, understand the SpecEd teacher's job is very complex, and he/she now needs to handle you, too. Be courteous, the kids are glad to see that. Be flexible, it takes time to find a rhythm. Be honest. Take time to communicate what can be better, or just different. If you feel like a Grumpy Cat some days, tell each other, be a support. You're only human, even if you're being asked to perform as a Superhuman every day.

What GenEd and SpecEd Need to Know About Each Other

About Collaboration Among Regular & Special Education Teachers 

http://everydaylife.globalpost.com/collaboration-among-regular-special-education-teachers-13906.html

With the new federal push to improve outcomes for Special Education students, GenEd will be asked to participate more fully in the development and execution of services for Special Education.

Behind the Headline: States’ Special Education Services Face Tighter Oversight by the Obama Administration

http://educationnext.org/behind-headline-states-special-education-services-face-tighter-oversight-obama-administration/ 

What do both GenEd and SpecEd need to know to create an efficient collaboration?

First, I suggest GenEd do a little homework on the Special Education system, and the types of needs they will most frequently encounter in their classrooms or at the school site.

What do General Education Teachers Need To Know About Special Education?

http://www.schoolpsychologistfiles.com/2008/11/what-do-general-education-teachers-need-to-know-about-special-education.html 

Types of Learning Disabilities

http://www.ncld.org/types-learning-disabilities 

And, SpecEd needs do a little research, too, checking out their school sites participation in Common Core (or other standards adopted) in order to write copacetic goals and objectives into the IEP. The best goals and objectives are ones that are already being taught in the general instruction, with as little need for adaptation to service the student as possible. When students need assistance outside of class or the schoolday, what tutoring or help classes do the school offer? Find out the teachers' schedules, office hours, and style of teaching. Be sure to relate your schedule.

Resources for Writing IEPs Aligned to Common-Core Standards

http://blogs.edweek.org/edweek/speced/2013/12/resources_for_writing_ieps_ali.html?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+OnSpecialEducation+(Education+Week+Blog%3A+On+Special+Education)

Sharing Your Google Calendar with Others

http://cis220fall13.wordpress.com/2013/10/11/sharing-your-google-calendar-with-others/

Collaborating on a daily basis, in the same room, requires a great deal of communication. You don't have to be best friends to collaborate, but you do need to be professional. There are several methods of collaboration in the classroom. Together GenEd and SpecEd teachers choose the best plan for the lesson.

Collaboration Between General and Special Education Teachers

https://www.teachervision.com/teaching-methods/resource/2941.html

Collaboration between General and Special Education Teachers. ERIC Digest.

http://eric.ed.gov/?id=ED409317

Each teacher is a professional, highly qualified in an area of expertise. I would suggest SpecEd teachers only do direct instruction of a GenEd class if they hold credentials in that specific area, and GenEd teachers absorb information and advice from the SpecEd teacher on the Special Needs student's detailed program (as in the IEP) and input from the parents. The school experience of a Special Needs student is very fluid, possibly including health issues, emotional balance, and input from parents at least on a weekly basis. GenEd and SpecEd really need to communicate!

GenEd and SpecEd Communication

Collaborative Teaching: Bridging the Gap Between General and Special Education Instruction  http://questgarden.com/105/51/2/100712065245/process.htm

Communication during busy schools days is vital and tricky. As GenEd and SpecEd collaborate in a class, both experts are gleaning information from their specific perspectives. These two views can reap a bountiful harvest of success for all the students. The expertise combines, forming a living, thriving academic experience. 

GenEd Keeping records--so valuable! Every classroom teacher keeps attendance, grades, and discipline records, which are communicated to the office and to the parents. But when do the Special Education teachers become aware of this important information? The office and the teachers together need to formulate a system so the Special Education teacher, who is a prime liason to the parents, has timely information about the students. Discipline, in particular, needs to be communicated to the SecEd teacher immediately. Your records will be important input at IEP meetings when discussing current academic performance. Have a hard copy for the SpecEd teacher's file and the parents.

SpecEd Keeping records--so valuable! No matter the grade, there frequently are students that may have an unidentified learning disability, emotional disability, or physical ailment that a SpecEd teacher may help pinpoint. That could lead to the Special Education process, or the School Nurse. The expectation is for all students to succeed, and when there are bumps in the learning road, having other experts in the class can help smooth things out. 

When parents contact the teacher--whether GenEd or SpecEd--let the other teacher know what's up. Have each other's back. Be supportive of parents together. If it seems serious, include the administration or District level SpecEd staff in on it. The IEP team is called a team for a reason. We all play for the same side, our goal being success for the student.

Schedules--SpecEd needs to develop an efficient system of scheduling so all members of the IEP team have a heads up when the meetings will be. Special Education is very fluid, and this scheduling information can change quickly. Flexibility is the name of the game. But most SELPAs and Districts give a general list to each teacher, so there are initial expectations of annual and triennual IEPs. There can be addendums and behavior plans added any time. The communication to parents is formulated, but communication to teachers, other professionals involved with the student, and admin needs to be most likely more than one method. I suggest email as well as hard copy in schoolsite teacher/admin boxes, ponied to the district, or mailed to other support staff. Don't make them guess. If meetings are cancelled, the same process or a phone call. all of our time is so very valuable, it is important to be sensitive to that.

Be nice, be thoughtful. You don't have to be best friends to collaborate, but you do really need to be professional. Teaching is very demanding, and teaching Special Education in any scenario is somewhat more complicated. So, SpecEd teacher, remember that GenEd teacher's work just got a lot more complicated with your students on their classlist and you in their class collaborating. And GenEd teacher, understand the SpecEd teacher's job is very complex, and he/she now needs to handle you, too. Be courteous, the kids are glad to see that. Be flexible, it takes time to find a rhythm. Be honest. Take time to communicate what can be better, or just different. If you feel like a Grumpy Cat some days, tell each other, be a support. You're only human, even if you're being asked to perform as a Superhuman every day.

What GenEd and SpecEd Need to Know About Each Other

About Collaboration Between Regular & Special Education Teachers 

http://everydaylife.globalpost.com/collaboration-among-regular-special-education-teachers-13906.html

With the new federal push to improve outcomes for Special Education students, GenEd will be asked to participate more fully in the development and execution of services for Special Education.

Behind the Headline: States’ Special Education Services Face Tighter Oversight by the Obama Administration

http://educationnext.org/behind-headline-states-special-education-services-face-tighter-oversight-obama-administration/ 

What do both GenEd and SpecEd need to know to create an efficient collaboration?

First, I suggest GenEd do a little homework on the Special Education system, and the types of needs they will most frequently encounter in their classrooms or at the school site.

What do General Education Teachers Need To Know About Special Education?

http://www.schoolpsychologistfiles.com/2008/11/what-do-general-education-teachers-need-to-know-about-special-education.html 

Types of Learning Disabilities

http://www.ncld.org/types-learning-disabilities 

And, SpecEd needs do a little research, too, checking out their school sites participation in Common Core (or other standards adopted) in order to write copacetic goals and objectives into the IEP. The best goals and objectives are ones that are already being taught in the general instruction, with as little need for adaptation to service the student as possible. When students need assistance outside of class or the schoolday, what tutoring or help classes do the school offer? Find out the teachers' schedules, office hours, and style of teaching. Be sure to relate your schedule.

Resources for Writing IEPs Aligned to Common-Core Standards

http://blogs.edweek.org/edweek/speced/2013/12/resources_for_writing_ieps_ali.html?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+OnSpecialEducation+(Education+Week+Blog%3A+On+Special+Education)

Sharing Your Google Calendar with Others

http://cis220fall13.wordpress.com/2013/10/11/sharing-your-google-calendar-with-others/

Collaborating on a daily basis, in the same room, requires a great deal of communication. You don't have to be best friends to collaborate, but you do need to be professional. There are several methods of collaboration in the classroom. Together GenEd and SpecEd teachers choose the best plan for the lesson.

Collaboration Between General and Special Education Teachers

https://www.teachervision.com/teaching-methods/resource/2941.html

Collaboration between General and Special Education Teachers. ERIC Digest.

http://eric.ed.gov/?id=ED409317

Each teacher is a professional, highly qualified in an area of expertise. I would suggest SpecEd teachers only do direct instruction of a GenEd class if they hold credentials in that specific area, and GenEd teachers absorb information and advice from the SpecEd teacher on the Special Needs student's detailed program (as in the IEP) and input from the parents. The school experience of a Special Needs student is very fluid, possibly including health issues, emotional balance, and input from parents at least on a weekly basis. GenEd and SpecEd really need to communicate!

GenEd and SpecEd Communication

Collaborative Teaching: Bridging the Gap Between General and Special Education Instruction  http://questgarden.com/105/51/2/100712065245/process.htm

Communication during busy schools days is vital and tricky. As GenEd and SpecEd collaborate in a class, both experts are gleaning information from their specific perspectives. These two views can reap a bountiful harvest of success for all the students. The expertise combines, forming a living, thriving academic experience. 

GenEd Keeping records--so valuable! Every classroom teacher keeps attendance, grades, and discipline records, which are communicated to the office and to the parents. But when do the Special Education teachers become aware of this important information? The office and the teachers together need to formulate a system so the Special Education teacher, who is a prime liason to the parents, has timely information about the students. Discipline, in particular, needs to be communicated to the SecEd teacher immediately. Your records will be important input at IEP meetings when discussing current academic performance. Have a hard copy for the SpecEd teacher's file and the parents.

SpecEd Keeping records--so valuable! No matter the grade, there frequently are students that may have an unidentified learning disability, emotional disability, or physical ailment that a SpecEd teacher may help pinpoint. That could lead to the Special Education process, or the School Nurse. The expectation is for all students to succeed, and when there are bumps in the learning road, having other experts in the class can help smooth things out. 

When parents contact the teacher--whether GenEd or SpecEd--let the other teacher know what's up. Have each other's back. Be supportive of parents together. If it seems serious, include the administration or District level SpecEd staff in on it. The IEP team is called a team for a reason. We all play for the same side, our goal being success for the student.

Schedules--SpecEd needs to develop an efficient system of scheduling so all members of the IEP team have a heads up when the meetings will be. Special Education is very fluid, and this scheduling information can change quickly. Flexibility is the name of the game. But most SELPAs and Districts give a general list to each teacher, so there are initial expectations of annual and triennual IEPs. There can be addendums and behavior plans added any time. The communication to parents is formulated, but communication to teachers, other professionals involved with the student, and admin needs to be most likely more than one method. I suggest email as well as hard copy in schoolsite teacher/admin boxes, ponied to the district, or mailed to other support staff. Don't make them guess. If meetings are cancelled, the same process or a phone call. all of our time is so very valuable, it is important to be sensitive to that.

Be nice, be thoughtful. You don't have to be best friends to collaborate, but you do really need to be professional. Teaching is very demanding, and teaching Special Education in any scenario is somewhat more complicated. So, SpecEd teacher, remember that GenEd teacher's work just got a lot more complicated with your students on their classlist and you in their class collaborating. And GenEd teacher, understand the SpecEd teacher's job is very complex, and he/she now needs to handle you, too. Be courteous, the kids are glad to see that. Be flexible, it takes time to find a rhythm. Be honest. Take time to communicate what can be better, or just different. If you feel like a Grumpy Cat some days, tell each other, be a support. You're only human, even if you're being asked to perform as a Superhuman every day.

GenEd and SpecEd Communication

Collaborative Teaching: Bridging the Gap Between General and Special Education Instruction  http://questgarden.com/105/51/2/100712065245/process.htm

Communication during busy schools days is vital and tricky. As GenEd and SpecEd collaborate in a class, both experts are gleaning information from their specific perspectives. These two views can reap a bountiful harvest of success for all the students. The expertise combines, forming a living, thriving academic experience. 

GenEd Keeping records--so valuable! Every classroom teacher keeps attendance, grades, and discipline records, which are communicated to the office and to the parents. But when do the Special Education teachers become aware of this important information? The office and the teachers together need to formulate a system so the Special Education teacher, who is a prime liason to the parents, has timely information about the students. Discipline, in particular, needs to be communicated to the SecEd teacher immediately. Your records will be important input at IEP meetings when discussing current academic performance. Have a hard copy for the SpecEd teacher's file and the parents.

SpecEd Keeping records--so valuable! No matter the grade, there frequently are students that may have an unidentified learning disability, emotional disability, or physical ailment that a SpecEd teacher may help pinpoint. That could lead to the Special Education process, or the School Nurse. The expectation is for all students to succeed, and when there are bumps in the learning road, having other experts in the class can help smooth things out. 

When parents contact the teacher--whether GenEd or SpecEd--let the other teacher know what's up. Have each other's back. Be supportive of parents together. If it seems serious, include the administration or District level SpecEd staff in on it. The IEP team is called a team for a reason. We all play for the same side, our goal being success for the student.

Schedules--SpecEd needs to develop an efficient system of scheduling so all members of the IEP team have a heads up when the meetings will be. Special Education is very fluid, and this scheduling information can change quickly. Flexibility is the name of the game. But most SELPAs and Districts give a general list to each teacher, so there are initial expectations of annual and triennual IEPs. There can be addendums and behavior plans added any time. The communication to parents is formulated, but communication to teachers, other professionals involved with the student, and admin needs to be most likely more than one method. I suggest email as well as hard copy in schoolsite teacher/admin boxes, ponied to the district, or mailed to other support staff. Don't make them guess. If meetings are cancelled, the same process or a phone call. all of our time is so very valuable, it is important to be sensitive to that.

Be nice, be thoughtful. You don't have to be best friends to collaborate, but you do really need to be professional. Teaching is very demanding, and teaching Special Education in any scenario is somewhat more complicated. So, SpecEd teacher, remember that GenEd teacher's work just got a lot more complicated with your students on their classlist and you in their class collaborating. And GenEd teacher, understand the SpecEd teacher's job is very complex, and he/she now needs to handle you, too. Be courteous, the kids are glad to see that. Be flexible, it takes time to find a rhythm. Be honest. Take time to communicate what can be better, or just different. If you feel like a Grumpy Cat some days, tell each other, be a support. You're only human, even if you're being asked to perform as a Superhuman every day.

What GenEd and SpecEd Need to Know About Each Other

About Collaboration Among Regular & Special Education Teachers 

http://everydaylife.globalpost.com/collaboration-among-regular-special-education-teachers-13906.html

With the new federal push to improve outcomes for Special Education students, GenEd will be asked to participate more fully in the development and execution of services for Special Education.

Behind the Headline: States’ Special Education Services Face Tighter Oversight by the Obama Administration

http://educationnext.org/behind-headline-states-special-education-services-face-tighter-oversight-obama-administration/ 

What do both GenEd and SpecEd need to know to create an efficient collaboration?

First, I suggest GenEd do a little homework on the Special Education system, and the types of needs they will most frequently encounter in their classrooms or at the school site.

What do General Education Teachers Need To Know About Special Education?

http://www.schoolpsychologistfiles.com/2008/11/what-do-general-education-teachers-need-to-know-about-special-education.html 

Types of Learning Disabilities

http://www.ncld.org/types-learning-disabilities 

And, SpecEd needs do a little research, too, checking out their school sites participation in Common Core (or other standards adopted) in order to write copacetic goals and objectives into the IEP. The best goals and objectives are ones that are already being taught in the general instruction, with as little need for adaptation to service the student as possible. When students need assistance outside of class or the schoolday, what tutoring or help classes do the school offer? Find out the teachers' schedules, office hours, and style of teaching. Be sure to relate your schedule.

Resources for Writing IEPs Aligned to Common-Core Standards

http://blogs.edweek.org/edweek/speced/2013/12/resources_for_writing_ieps_ali.html?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+OnSpecialEducation+(Education+Week+Blog%3A+On+Special+Education)

Sharing Your Google Calendar with Others

http://cis220fall13.wordpress.com/2013/10/11/sharing-your-google-calendar-with-others/

Collaborating on a daily basis, in the same room, requires a great deal of communication. You don't have to be best friends to collaborate, but you do need to be professional. There are several methods of collaboration in the classroom. Together GenEd and SpecEd teachers choose the best plan for the lesson.

Collaboration Between General and Special Education Teachers

https://www.teachervision.com/teaching-methods/resource/2941.html

Collaboration between General and Special Education Teachers. ERIC Digest.

http://eric.ed.gov/?id=ED409317

Each teacher is a professional, highly qualified in an area of expertise. I would suggest SpecEd teachers only do direct instruction of a GenEd class if they hold credentials in that specific area, and GenEd teachers absorb information and advice from the SpecEd teacher on the Special Needs student's detailed program (as in the IEP) and input from the parents. The school experience of a Special Needs student is very fluid, possibly including health issues, emotional balance, and input from parents at least on a weekly basis. GenEd and SpecEd really need to communicate!

GenEd and SpecEd Communication

Collaborative Teaching: Bridging the Gap Between General and Special Education Instruction  http://questgarden.com/105/51/2/100712065245/process.htm

Communication during busy schools days is vital and tricky. As GenEd and SpecEd collaborate in a class, both experts are gleaning information from their specific perspectives. These two views can reap a bountiful harvest of success for all the students. The expertise combines, forming a living, thriving academic experience. 

GenEd Keeping records--so valuable! Every classroom teacher keeps attendance, grades, and discipline records, which are communicated to the office and to the parents. But when do the Special Education teachers become aware of this important information? The office and the teachers together need to formulate a system so the Special Education teacher, who is a prime liason to the parents, has timely information about the students. Discipline, in particular, needs to be communicated to the SecEd teacher immediately. Your records will be important input at IEP meetings when discussing current academic performance. Have a hard copy for the SpecEd teacher's file and the parents.

SpecEd Keeping records--so valuable! No matter the grade, there frequently are students that may have an unidentified learning disability, emotional disability, or physical ailment that a SpecEd teacher may help pinpoint. That could lead to the Special Education process, or the School Nurse. The expectation is for all students to succeed, and when there are bumps in the learning road, having other experts in the class can help smooth things out. 

When parents contact the teacher--whether GenEd or SpecEd--let the other teacher know what's up. Have each other's back. Be supportive of parents together. If it seems serious, include the administration or District level SpecEd staff in on it. The IEP team is called a team for a reason. We all play for the same side, our goal being success for the student.

Schedules--SpecEd needs to develop an efficient system of scheduling so all members of the IEP team have a heads up when the meetings will be. Special Education is very fluid, and this scheduling information can change quickly. Flexibility is the name of the game. But most SELPAs and Districts give a general list to each teacher, so there are initial expectations of annual and triennual IEPs. There can be addendums and behavior plans added any time. The communication to parents is formulated, but communication to teachers, other professionals involved with the student, and admin needs to be most likely more than one method. I suggest email as well as hard copy in schoolsite teacher/admin boxes, ponied to the district, or mailed to other support staff. Don't make them guess. If meetings are cancelled, the same process or a phone call. all of our time is so very valuable, it is important to be sensitive to that.

Be nice, be thoughtful. You don't have to be best friends to collaborate, but you do really need to be professional. Teaching is very demanding, and teaching Special Education in any scenario is somewhat more complicated. So, SpecEd teacher, remember that GenEd teacher's work just got a lot more complicated with your students on their classlist and you in their class collaborating. And GenEd teacher, understand the SpecEd teacher's job is very complex, and he/she now needs to handle you, too. Be courteous, the kids are glad to see that. Be flexible, it takes time to find a rhythm. Be honest. Take time to communicate what can be better, or just different. If you feel like a Grumpy Cat some days, tell each other, be a support. You're only human, even if you're being asked to perform as a Superhuman every day.

What GenEd and SpecEd Need to Know About Each Other

About Collaboration Among Regular & Special Education Teachers 

http://everydaylife.globalpost.com/collaboration-among-regular-special-education-teachers-13906.html

With the new federal push to improve outcomes for Special Education students, GenEd will be asked to participate more fully in the development and execution of services for Special Education.

Behind the Headline: States’ Special Education Services Face Tighter Oversight by the Obama Administration

http://educationnext.org/behind-headline-states-special-education-services-face-tighter-oversight-obama-administration/ 

What do both GenEd and SpecEd need to know to create an efficient collaboration?

First, I suggest GenEd do a little homework on the Special Education system, and the types of needs they will most frequently encounter in their classrooms or at the school site.

What do General Education Teachers Need To Know About Special Education?

http://www.schoolpsychologistfiles.com/2008/11/what-do-general-education-teachers-need-to-know-about-special-education.html 

Types of Learning Disabilities

http://www.ncld.org/types-learning-disabilities 

And, SpecEd needs do a little research, too, checking out their school sites participation in Common Core (or other standards adopted) in order to write copacetic goals and objectives into the IEP. The best goals and objectives are ones that are already being taught in the general instruction, with as little need for adaptation to service the student as possible. When students need assistance outside of class or the schoolday, what tutoring or help classes do the school offer? Find out the teachers' schedules, office hours, and style of teaching. Be sure to relate your schedule.

Resources for Writing IEPs Aligned to Common-Core Standards

http://blogs.edweek.org/edweek/speced/2013/12/resources_for_writing_ieps_ali.html?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+OnSpecialEducation+(Education+Week+Blog%3A+On+Special+Education)

Sharing Your Google Calendar with Others

http://cis220fall13.wordpress.com/2013/10/11/sharing-your-google-calendar-with-others/

Collaborating on a daily basis, in the same room, requires a great deal of communication. You don't have to be best friends to collaborate, but you do need to be professional. There are several methods of collaboration in the classroom. Together GenEd and SpecEd teachers choose the best plan for the lesson.

Collaboration Between General and Special Education Teachers

https://www.teachervision.com/teaching-methods/resource/2941.html

Collaboration between General and Special Education Teachers. ERIC Digest.

http://eric.ed.gov/?id=ED409317

Each teacher is a professional, highly qualified in an area of expertise. I would suggest SpecEd teachers only do direct instruction of a GenEd class if they hold credentials in that specific area, and GenEd teachers absorb information and advice from the SpecEd teacher on the Special Needs student's detailed program (as in the IEP) and input from the parents. The school experience of a Special Needs student is very fluid, possibly including health issues, emotional balance, and input from parents at least on a weekly basis. GenEd and SpecEd really need to communicate!