Improving Collaboration in Inclusive Schools
From the August 2002 Education newsletter.


"We need to think that everyone is our child and our responsibility," says June Downing, a professor of special education at California State University— Northridge. "Teachers need to give up their sense of control over their space and become comfortable sharing the learning environment."

What Teachers Need

To encourage more collaboration between general and special educators, Dr. Downing recommends that principals make sure teachers have adequate time to meet and plan. Principals or even parent volunteers can take over classes for brief periods to allow teachers the time to meet during the school day. Aside from making collaboration easier, such meetings help all teachers develop a sense of ownership, says Dr. Downing. "Everyone owns the challenge, buys into it, and helps come up with creative solutions."

Administrators should make sure that general educators understand the expectations for each student with disabilities. "The perception is that students will all have to learn the same thing, and that's frightening for general educators," Dr. Downing explains.

Just as important, adds Dr. Downing, is the availability of supports. "Districts need to make sure that supports are there for a child and that teachers have the supports they need, such as time, materials, and equipment. Teachers feeling supported is critical."

Recognizing Accomplishments

One important step that administrators can take to encourage more collaboration between general and special educators, says Dr. Downing, is to make such skills a priority in faculty evaluations. "If an evaluation includes how faculty are collaborating and meeting the needs of students with disabilities, that shows [the teachers] that it's important in the school."

Dr. Downing also reminds administrators to recognize teachers for their efforts. "Praise people with notes in their mailboxes and letters in their personnel file. Those in charge need to make sure collaboration is valued."

Dr. Downing is the author of Including Students with Severe and Multiple Disabilities in Typical Classrooms, Third Edition, a resource for teachers on teaching strategies and instructional adaptations for students with disabilities in inclusive classrooms and Teaching Communication Skills to Students with Severe Disabilities, a guide to facilitating communication skills in students with multiple disabilities.