SPED & General Ed Working Together: 8 Ways to Collaborate Effectively

SPED & General Ed Working Together: 8 Ways to Collaborate Effectively

Inclusion of students with disabilities into the same class has brought about teams of general education and special education teachers working collaboratively to combine their professional knowledge, skill sets and individual perspectives.  However, although these two entities share goals, decisions, instruction and responsibility for students, making the most of a team teaching structure can often be difficult, especially if one of the parties is hesitant to give up control.

8 Ways to Collaborate

Successful collaboration between the two teachers involves time, support, resources, monitoring, and EFFORT on both ends. Below are 8 ways the sped teacher and general education teacher can collaborate effectively within a school year to best meet the needs of their students.

At the very beginning of the year, you MUST take time to meet with the regular education teacher(s) of your students.

This is where you will share names, important information, IEP dates, schedules, etc. It gives the teachers enough information to get started but it is just that...a starting point to a year full of collaboration.

 Using a form similar to the one below gives the teacher something concrete to take with them that is not as overwhelming as a copy of an IEP.

A significant challenge of collaboration is frequent and regular communication.

My favorite piece of advice in all my years of teaching is "Clearly Communicate" and it has served me well throughout my career.

Having open lines of communication with the regular education teachers you work with is essential to the process. The needs of the students and the demands of the curriculum are in constant flux.  The two teachers must exchange information so that both are fully advised.

The means of this communication can be varied.  The use of technology allows us to communicate more expediently. However, I urge you to communicate in person as often as you can as the tone of the message can be misconstrued through an email or text.

 

Take note of your general education teachers' plan times and deliberately schedule times to talk about the student's progress, needs, behaviors, etc.  Use paras to cover you for these short meetings. If you don't get them on the books, they most likely won't happen and then when the time comes for the IEP, you will not have the detailed data you need.  

Meeting weekly is optimal, but at least meet with them in person monthly if not bi-monthly.

 

 

When you meet with the general education teachers, be respectful of their time.  You are not there to "co-blaborate".  There is a time and a place for chit-chat but this is not it.

Come with a short agenda about what will be discussed. Brainstorm ways to fix problems, give suggestions, be a good listener and follow-up with the conversation later either through an email or another meeting.

A form similar to this one gives you an outline of what to talk about.

We document enough. Is it really necessary to document when we talk to teachers too?

YES!

It doesn't have to be difficult but I highly recommend that you do it.  I have a binder that has a section for each student.  Simply hole punch your notes page from each time you meet with a teacher and stick it in the notebook.

You work in a position where it is your responsibility to convey the information of the IEP to the general education staff.  You are the primary provider for that child's education. If a parent or an administrator were to ever question you relating to collaborating with teachers, all you have to do is pull out the notebook.

Fingers crossed, you will never need the documentation. 

 

The ultimate goal of special education is to help the child be as independent as possible and make progress in the general education curriculum. 

The general education teacher has knowledge of:

  • The general education scope and sequence

  • How the student with disabilities performs in a general education context

  • How the student interacts with her peers

  • The pace of the class

  • Other students

  • The dynamics of the class

  • Approaches for teaching the class as a whole

It is important for general education teachers to know that their input is critical to the IEP both for present levels and goal development. 

Don't be afraid to ask their opinion on ideas for goals.  They will have a pretty good idea of what the child can and cannot do in comparison to their other students.

I don't know about you, but at my district we get professional development deluxe.  If we are interested in attending a training and it's within driving distance, we very seldom get told no. We just have to demonstrate how it will benefit our students.

General education teachers need that training just as much as, if not more than, we do.  They don't have the background we do to begin with.  They most likely only had one course in college called "Exceptional Children" that just barely touches on what to expect when you have a child with disabilities in your classroom.

Take your teachers with you to professional development trainings for behavior, Autism, and anything else you feel would be useful.

Or if you are feeling brave, put together your own PD for your school.

 

Generally speaking, the general education teacher is considered the content expert and the special education teacher is considered the expert on adapting that content. 

 When collaborating, both teachers should be comfortable with a give-and-take model of exchanging ideas. This may mean that colleagues make suggestions that cross over into another teacher's "area of expertise".

In addition, points of view regarding student's needs and how to meet those needs can differ drastically from teacher to teacher. Personal experiences, generational gaps, and knowledge of special education can influence one's opinions regarding services, goals, present levels, etc.,

Be cognizant about the way you handle differing opinions. Respect your colleagues' views as a professional. 

 

 

When you can work together collaboratively as a team, everyone, including and especially the student, benefits!

Thanks for learning with me!

 

 

Student Data Notebooks Caffeine Before Chaos

Student Data Notebooks Caffeine Before Chaos

Sped teacher binder Caffeine Before Chaos

Sped teacher binder Caffeine Before Chaos

31 Tips to Avoid Special Education Burnout

31 Tips to Avoid Special Education Burnout

The Statistic

I can assume you’ve heard it before.  Special education teachers have the highest  attrition, or “burn-out,” rate compared to other teaching positions. 50% of special education teachers leave their jobs within 5 years. Half of those who make it past 5 years will leave within 10 years. This equates to a 75% turnover rate every 10 years (Dage, 2006).

I’m not going to lie.  I have questioned my choosing of this profession on more than one occasion.  It gets to me.  The never-ending paperwork, the stressful meetings where parents cry, the extreme behaviors, and the hours and hours spent prepping.  I have considered switching positions to be an Instructional Coach. I have even gone as far as asking the superintendent to move me to an Interventionist position (of which I was denied.)

But in the end, I did it!! I didn’t become a statistic.  After 25 years, I know, beyond a shadow of a doubt, that being a special education teacher is what I am meant to be. I might have lost a little of my sanity along the way, but I never lost sight of my ‘why’.

Your WHY

I can remember the exact moment in time when I realized what God had been trying to tell me my whole life.

I read somewhere that we don’t get burned out because of WHAT we do.  We get burned out because we forget WHY we do it. It’s possible that you chose this profession, but it is more likely that this profession chose you!  We are rare creatures with beautiful hearts and the strongest of wills.  God chose us to work with these special little ones for a reason.

Write down your why and purposefully pull it out and read it every so often to keep you grounded.

Cry it out

So how do we get through it?  How do we make it so we don’t cry every night or dread every morning.  I know it’s hard but it is possible.  

The first thing you have to do is to tell yourself...

It's okay to cry. 

Crying is not a weakness.  It is a coping mechanism.  But cry it out and get on with it.  Don't wallow in self-pity too long or you'll begin to think it's okay to stay there and it absolutely isn't.  It's not healthy for you, it's not fair to your family and it doesn't help your students.  

Be Proactive

I can usually tell when I'm spiraling downward.  I lose my patience quicker, I snap at family members, I'm unorganized and I get that painful knot underneath my shoulder blade.  Be proactive when you get to feeling "off" and take some measures to prevent a meltdown.

Talk to yourself like you would talk to someone you love. 

Don't beat up on yourself for having negative feelings about this job.  Remind yourself that you picked a tough profession and you knew going into it that there would be days like these.

Write down 3 things you appreciate about yourself. 

We don't give ourselves enough kudos.  Get that pen and paper out and remind yourself why you are so special.

Schedule a "No Plans" day. 

This can be a weekend or just take a mental health "sick" day.  Use this day to do NOTHING but  rest and relax. I promise, things will be fine without you and you will feel renewed and ready to come back.

 Spend time with friends.

Sometimes all you need is to vent to a good friend.  Or don't even vent.  Just catch up and let your mind take a break from your stressful life.  Listen to someone else's problems for a while and realize everyone has stress.

Get organized.

Our brains crave structure.  It's how they make sense of the world around them.  Use this to your advantage by making lists of things that you need to get done.  Get a yearly calendar filled out with when to send home meeting notices and when IEPs are due.  Buy a teacher binder with calendars, SPED forms and other organizational tools.  There are lots of these on TPT.  You can get mine HERE.

Leave a positive note for yourself.

Tuck it into your desk drawer so you will see it every so often.  Hide one in a book.  Put one in the front of your IEP binder so that you see it each time you open it.

Spend time outdoors.

Nature has a calming effect.  Spending time outside is important for a healthy mind, body and spirit. Gardening can be relaxing (for someone who isn't me).  I like to just sit in the sun and soak in the vitamin D.

Take naps.

This is important especially if you aren't getting enough sleep at night. I love naps but don't ever seem to have the time to drift off completely.  Instead, I stay in my car for about 15 minutes after work before going inside the house with no music, no cell phone and no school thoughts.  It's my idea of a nap and it works!

Treat yourself to something you don't normally

Grab an ice cream cone after work.  It's okay to splurge every once in a while.

Print out an inspiring note and tape it to your computer

Have a favorite quote that speaks to you?  Have an affirmation given to you by a coworker or boss?  Tape that baby somewhere where you'll see if often.

In the Thick of It

Meltdowns can happen at any time.  It's not like you can plan for one.  Being proactive with yourself helps but sometimes you don't know it's coming. When that happens, there are things you can do to help you get through it.

Take 5 minutes to just sit and breathe. 

Take a timer, go to an empty room or the bathroom and just sit there.  Add more time if you need.  Take deep breaths and regulate yourself.

Accept being "Good Enough". 

No one is perfect.  Not even the person who looks like they've got their crap together is perfect.  Kids don't want perfect.  They want and need you...in all your "okayness".  

Give yourself permission to say NO.

One of my BIGGEST mistakes throughout the years is not saying no often enough.  You can't be on every committee.  You can't be everyone's mentor.  You can't cover everyone's duty. You can't fix everyone's technology issues.  It's okay to say no.

Avoid saying "I ought to" or "I should" to yourself.

Quit beating yourself up.  You don't have be SuperTeacher all the time.  I really don't like that term "I should have".  Well you didn't and that's ok.  Accept the choices you made and make a different one next time.

Ask for help.

Be willing to share how you are feeling with others.  Asking for help should not be seen as shameful.

Accept your mistakes.

Give yourself some grace and realize mistakes are a way of helping you make progress and learn.

Write down 5 things you are grateful for.

Remembering the abundant things in our lives reminds us that this moment in time won't last forever and that life is so much more than this little setback.

Step into another teacher's classroom just to watch children.

I love kids. The look on their faces when they learn something new always brightens my day.  Sometimes it's good to step out of a sped classroom, get a change of scenery and see what is going on across the hall.

Stop the glorification of BUSY.

Why do we always feel we have to be doing something?  It is good to take a break from the hustle.

Take a walk outside.

Walk out to the playground.  Walk around the school.  Step outside and let the sun shine on you.  It might be all you need to get through the rest of the day.

Don't compare what you feel inside to how others appear outside.

Everyone, and I mean everyone, has their off days.  Don't let them fool you.

Ask yourself what you would do for a friend in a tough situation.

And then do that for yourself.  

Coping Skills

So you took preventative measures but you still had a meltdown.  Been there.  Done that.  After you have recovered from the self pity party, it's time to get back on the horse.  Use these techniques to regroup.

Read a book.

I'm not talking self-help or educational books.  I'm talking about getting lost in a love story or a mystery.  Books are a convenient escape from reality.

Turn off your phone and spend time with family.

No really.  I'm serious.  Put.  The.  Phone.  Away.  Be present in your life.

Take a bubble bath (with or without wine).

I'm not encouraging drinking alcohol as a method of stress relief but I'm also not discouraging it.  Sometimes a good glass of wine and a hot bubble bath is just what the doctor ordered.

Have a dance party to your favorite music.

I'm not gonna lie.  I do this. I'm a product of the 80's and I love to dance so a little Madonna or Bon Jovi is my choice.  But it can be anything.  Just get those endorphins up.  I promise, it will put a smile on your face.

Watch some mindless television.

No thinking needed.  Just sit and giggle.

Watch a funny movie.

Laughter is good for the soul.

Small amounts of retail therapy never hurt anyone.

Me! Me! Me!  This is my go to choice when I need a little pick me up.  I don't spend a lot but a new shirt or some cute earrings always makes me feel better.

Bottom line

So that's it...my 31 suggestions for keeping the gray out of your hair and the fire in your soul. 

I want  you to stay in the field of special education.  But the bottom line is.... it's entirely up to you.  If you let the little things get you down, you won't have the will to fight for the kids who need fought for the most.

 

Train Your Paraprofessionals about Accommodations & Modifications

Train Your Paraprofessionals about Accommodations & Modifications

Just like everything else, your paraprofessionals most likely have not received any formal training about what accommodations and modifications are.  I truly believe that providing intentional training on this topic is a must for any special education program.  

Make time to sit down with your paras and explain the differences between the two.  Provide them with a visual of examples for different settings and subjects.  Below you will find information to help guide you with your training.

 

 

Accommodations Vs Modifications

Accommodations & Modifications by subject

Accommodations & Modifications by type

Remember...

  • Providing accommodations & modifications listed on the IEP is mandatory by Federal law

  • Always communicate with the regular education teacher and special education teacher about any accommodations you think would be beneficial to make that are not on the IEP 

  • Use the least obtrusive support first

  • Use age appropriate materials and activities

  • Maximize student participation

  • Facilitate positive and valued interactions with peers

  • Promote independence in the students

If you are interested in training your paraprofessionals in a comprehensive manner, you can find my para handbook and my para training powerpoint below.  Thanks for learning with me!

 

 

Paraprofessional Handbook
Paraprofessional Training Powerpoint

Paraprofessional Interview Questions

Paraprofessional Interview Questions

Special education teachers know they cannot run an effective program without the assistance of a good paraprofessional...or 2.  (Or 8 in my case).

If you are lucky enough to be included in the interview process, you want to be prepared.  Your administrator will most likely lead the interview but you want to be able to ask good questions when the time comes.  It is important that the prospective para knows what he/she is getting themselves into and you need to be able to effectively weed out the ones who wouldn't be a good fit.  This person will become your right hand, if not your left so you want to get a good one. 

Below you will find the questions I ask during an interview.

 

  • What is your background with individuals who have special needs?

  • What do you feel would be your roles & respsonsibilities as a paraprofessional?

  • What kinds of things would you intentionally do to prove you are a part of a team?

  • What qualities do you have that would make you effective in this position?

  • What makes you the best fit for this position?

  • What is your philosophy on intentional behaviors vs. a behavior that is a result of a disability?

  • How would you handle a stressful behavior such as biting, kicking, spitting, etc.?

  • What would you do if a student began screaming, throwing things or tearing materials up?

  • Would you be able to remain calm in stressful situations?

  • Are you able to accept feedback on your job performance?

  • How do you plan to support your supervising teacher?

  • What do you see as your role with the regular education teachers in the building?

  • Tell about a time you had difficulty with a co-worker and how was it resolved?

  • What is your definition of confidentiality?

  • How would you handle a situation of a teacher wanting to discuss a student while waiting in line at the copy machine?

  • How do you feel about posting pictures of students on social media?

  • How would you handle a situation where a teacher identified a student as having special needs to another adult who did not have a 'need to know'?

  • Are you able to accept feedback on your job performance?

  • How do you plan to support your supervising teacher?

  • What do you see as your role with the regular education teachers in the building?

  • Tell about a time you had difficulty with a co-worker and how was it resolved?

  • Are you comfortable assisting with toileting needs?

  • Are you comfortable assisting with feeding needs?

  • What would you do if a child ran from you?

  • What would be your reaction to a student having a seizure within the classroom?

  • Are you willing to follow a schedule and are you willing to be flexible when that schedule changes?

  • Are you comfortable lifting students to aide in mobility?

  • Are you able to accept feedback on your job performance?

  • How do you plan to support your supervising teacher?

  • What do you see as your role with the regular education teachers in the building?

  • Tell about a time you had difficulty with a co-worker and how was it resolved?

  • If an administrator walked in the classroom where you were scheduled for inclusion, what would they see you doing?

  • What are some methods you intend to use to help you stay calm in stressful situations?

  • Where do you see yourself in the next 5 years?

So there you have it....My go-to questions when interviewing paraprofessionals.  You can find the 1 page printable to keep in your teacher binder in my resource library.

 

Free Resource Library

The Secrets to Working with Paraprofessionals

The Secrets to Working with Paraprofessionals

Want to know the secrets to a running a highly successful special education department?   Highly successful paraprofessionals. 

If you are anything like me, you didn't realize when you went to college to be a special education teacher that you would wind up being a BOSS straight out of the gate.  It's not something I received any training on.  Sure I knew I would have paraprofessionals in my classroom, but I didn't sign up to be in charge of adults...I just wanted to teach children.
It took years for me to learn this but Paraprofessionals are the glue that holds everything together in a successful special education department.  It's true. I’m not lying. They are my saving grace Every. Single. Day. We work as a team to make sure everything runs smoothly. We laugh together.  We cry together. And...well...sometimes we drink together. 
But friends, this TEAM I speak of...  It doesn't just happen by chance. You have to be deliberate in making it happen.  A strong team is not developed overnight. It is built over time with respect and value of all the paraprofessionals in your classroom.  It is built with open and honest communication. It is built by clearly communicating your expectations in a professional yet loving manner.

But HOW??

Ok...you get it.  Building a team is important.  But, if you’re anything like me, you are still asking yourself...How? How do I even start to build a team?
I’m so glad you asked.  I have been doing this Boss thing for a long time and I have made countless mistakes.  I’ve let issues go that needed addressed just because I didn’t want to deal with it.  I once let a para completely re-organize my cabinets because she didn’t like the way I organized and I didn’t have the guts to stand up to her.  I have let negativity seep into my department by not clearly communicating. So one summer,  I made a commitment to myself that I would not go through another school year without taking intentional action.  I developed a plan of how I wanted my year to go and guess what?  It was Amazing!  One of the very best years I’ve had with paras. So let’s break it down into 10 easy to follow steps.

 

Step 1: Clearly communicate your expectations

This is #1 for a reason.  If you do not clearly communicate your expectations from day 1, things can get off track in a hurry.  I have very high expectations for my paras, yet they are not unreasonable or difficult to follow. I suggest you write all your expectations down on paper, go over them before a para is hired and ask if they feel they will be able to meet these expectations.  Once they begin work, review your expectations again and have them sign off on each one. Review them as necessary and use the documentation during evaluations or when problems arise.

Step 2: Define Roles & Responsibilities

Everyone wants to know their responsibilities in a job.  The roles and responsibilities of the teacher versus a paraprofessional should be clearly explained at the beginning of a working relationship and visited again if those roles get confused. Give the paras a written document defining the duties the para MAY perform and the duties they MAY NOT perform. This helps to develop an open line of communication for when roles get confused.

Step 3: Give them a place to call home

Doesn’t everyone want to feel as though they belong in the space in which they work? Paraprofessionals often feel less important because they don’t have a desk or a designated area to call home.  Create a space within your classroom that they can call home and where they can leave their purses, coffee and notebooks.  Use whatever works for your space...a spare teacher or student desk, a closet, bookshelf or cubbie.  

Step 4: Provide them lesson plans

Paraprofessionals, while they are highly important, are not teachers.  They have not received the training you have to write lesson plans, nor are they knowledgeable about the ins and outs of an IEP.  It is your job to provide them with the specific lesson plans of each child or group of children they work with. This includes any specific behavior plans.  Write them and give to them in advance so they have time to look over them and ask any questions.

Step 5: Provide them with Training

Paraprofessionals, while they are highly important, are not teachers.  They have not received the training you have to write lesson plans, nor are they knowledgeable about the ins and outs of an IEP.  It is your job to provide them with the specific lesson plans of each child or group of children they work with. This includes any specific behavior plans.  Write them and give to them in advance so they have time to look over them and ask any questions.

Step 6: Evaluate their performance

Everyone needs to know how they are performing at their job. Paras are no different.  Some districts have specific requirements/forms for evaluating classified staff, but in my opinion paras need to be evaluated a lot more often than once a year.  In my department, we evaluate once every 9 weeks and more often if there is an issue that needs addressed. We use a rubric created specifically for special education paras.  It allows regular classroom teachers to have input on performance in an inclusive setting.

Step 7: Give Feedback

It is not enough to evaluate someone and give them a sheet of paper.  Paras need specific feedback about what is going well and what needs improved upon.  There needs to be opportunities for dialogue about how things are going, what training needs they may have or schedule conflicts that might have come up.  Communicating on a regular basis is a hughe key in having an effective team approach.

Step 8: Value their input

Paraprofessionals, while they are very important, are not teachers.  They have not received the training you have received to write lesson plans, nor are they knowledgeable about the ins and outs of an IEP.  It is your job to provide them with the specific lesson plans of each child or group of children they work with. This includes any specific behavior plans.  Write them and give to them in advance so they have time to look over them and ask any questions.

Step 9: Give them choices

At the beginning of every school year, I have my paras complete a survey asking for input on what types of things they like to do and what things they shy away from.  For example, not everyone likes going on field trps. Some paras have no problem with toileting and vomit which others would rather not engage in those tasks. Younger students might be somebody’s jam while the older kids scare the heck out of them. I know...I know...It’s not always possible to make everyone happy all the time, but letting them have little wins helps create a sense of Team which goes a long way in having a productive working environment.  
If you only have 1 para, being a team player yourself will help build trust.  Never ask your paras to do something you are not willing to do yourself.
It is not enough to evaluate someone and give them a sheet of paper.  Paras need specific feedback about what is going well and what needs improved upon.  There needs to be opportunities for dialogue about how things are going, what training needs they may have or schedule conflicts that might have come up.  Communicating on a regular basis is a hughe key in having an effective team approach.

Step 10: Keep them busy

I cannot stress this enough!  I am not a chit-chatty kind of person.  I’m the kind of person who intentionally stays away from work rooms and other locations where teachers gather to gossip.  I have found when paras don’t have enough things to keep them busy, they end up visiting with other paras or teachers within the building and this creates a breeding ground for negativity and provides opportunities for confidentiality to be broken.  I make it an expectation that if a teacher doesn’t need them for whatever reason, that they are to check in with me to see what can be done. Have a back-up plan of what your paras are expected to do during down time.


I hope you have found these tips to be helpful and am excited for you to use them in your classrooms.  Thanks for learning with me!