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Running head: COLLABORATION
REFECTIVE JOURNAL 5:- Collaboration
Meera Mehtaji
VCU
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COLLABORATION
As more and more students with special needs are provided services within the
mainstream classroom, there is a need to have both the general education, and special education
teacher in these classrooms. This has drastically changed the classroom dynamics, as there are
two teachers, who plan and execute lessons on a daily basis. Ideally, in a collaboration
classroom, both the general education teacher as well as the special education teacher delivers
instruction. The content is co- planned, and co- delivered by these teachers. However, this
requires both teachers to have adequate training, planning time and understanding. Thus, we find
different forms of collaboration being practiced within classrooms.
In the current placement, there are two collaboration classrooms within the 4th grade
classes. The special education teacher has two aids. The three special education teachers rotate
between the two classes to provided services. The general education teacher teaches the whole
class while the, special education teacher pulls out students, and assist the students in the content
area. The special education teacher does not provide instruction to the whole class. She is not an
active part of the planning process either, the special education teacher’s role is more supporting
the lesson as planned by the general education teacher.
As a student – teacher I realize this is not an ideal setting, as most students are
immediately aware of the difference between instructions. The special education teacher
provides adaptations to the lesson on the spot, based on the student’s immediate needs. Though
the special education teacher has the lesson plans in advance, there are no adaptations made to
the content that is provided to the students with special needs. Thus, sometimes the special
education teacher has to reteach the entire lesson in small groups, as the students miss the
content that was taught in the general education classroom. The special education has to have
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COLLABORATION
had a lot of experience, as my cooperating teacher, to be able to answer questions on the content
without prior notice.
As a student teacher, I found it difficult to adapt to changes without prior notice. I would
take the content from the general education teacher in advance and adapt the notes. This helped
me familiarize myself with the content as well. On the other hand, there were time when just
providing students with the work bank on the same page or on a separate page did the trick. The
students who received services sit at the back of the class, it is difficult for them to follow, and
keep up with the other students, having a word bank helps them to keep up with the class.
As a student teacher, I realized that collaboration is a fine art that requires a subtle
understanding that exists between two teachers. My cooperating teacher is well aware of the
class dynamics that exist within the two classes. The general education, and the special education
teacher have a subtle understanding that exists between them. It was initially difficult for me to
comprehend these nuances. There was an unspoken understanding that exits between the two
teachers. This understanding, I realized comes with time and experience. There was no power
struggle between the two teachers, thus the special education teacher is able to, effectively
provide the required services to the student.
As a student teacher, I have learnt that collaboration is an intricate strategy that depends
on effective communication, and planning. As always, there is a difference between theory, and
practical experience. However, the ultimate purpose of this method is providing students with
disabilities, the required services in the LRE. Thus enabling them to mainstream with their
peers, and be a part of the extra-curricular and co-curricular activities. Collaborative classrooms
also provide opportunities for incidental learning, and peer tutoring. Students with disabilities
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have more opportunities to interact, and work with same age peers thus developing their
affective domain. As teachers, we have to learn the fine art of balancing this delicate equation
that exists between two individuals that have a cumulative effect on their students’ learning
curve.