Creating Collaborative Schools in the United States: A Review of Best Practices

Main Article Content

Caitlin J. Solone Bryan E. Thornton Jenny C. Chiappe Crystal Perez Molly K. Rearick Mary A. Falvey

Abstract

Collaboration is considered an essential characteristic for inclusive education to be effective and reflective of research-based best practices. General and special education teachers and related service personnel must work together and share goals, strategies, and physical space for students with and without disabilities to learn in inclusive settings. Teachers and parents must build trusting and collaborative partnerships in the delivery of inclusive education. Finally, students with and without disabilities must work together and support one another in building effective schools. We offer research-based strategies for and examples of effective collaborative relationships and outcomes from those relationships.

Downloads

Download data is not yet available.

Article Details

How to Cite
SOLONE, Caitlin J. et al. Creating Collaborative Schools in the United States: A Review of Best Practices. International Electronic Journal of Elementary Education, [S.l.], v. 12, n. 3, p. 283-292, jan. 2020. ISSN 1307-9298. Available at: <https://iejee.com/index.php/IEJEE/article/view/1091>. Date accessed: 15 july 2020.
Section
Articles

References

Allport, G. W. (1954). The nature of prejudice. Reading, MA: Addison-Wesley.
Baloche, L., & Brody, C. M. (2017). Cooperative learning: Exploring challenges, crafting innovations. Journal of Education for Teaching: International Research and Pedagogy, 43, 274-283. doi:10.1080/02607476.2017.1319513
Beninghof, A. M. (2012). Co-teaching that works: Structures and strategies for maximizing student learning. Indianapolis, IN: Jossey-Bass.
Blanchard, K., Ripley, J., & Paisi-Carew, E. (2015). Collaboration begins with you. Oakland, CA: Barrett-Kohler.
Blue-Banning, M., Summers, J., Frankland, H. C., Lord Nelson, L., & Beegle, G. (2004). Dimensions of family and professional partnerships: Constructive guidelines for collaboration. Exceptional Children, 70, 167-184. doi:10.1177/001440290407000203
Cameron, L., & Rutland, A. (2008). An integrative approach to changing children’s intergroup attitudes. In S. R. Levy (Ed.), Intergroup attitudes and relations in childhood through Adulthood (pp. 191-203). New York, NY: Oxford University Press.
Carter, E. W., & Kennedy, C. H. (2006). Promoting access to the general curriculum using peer support strategies. Research and Practice for Persons With Severe Disabilities, 31, 284-292. doi:10.1177/154079690603100402
Carter, N., Prater, M. A., Jackson, A., & Marchant, M. (2010). Educators' perceptions of collaborative planning processes for students with disabilities. Preventing School Failure: Alternative Education for Children and Youth, 54, 60-70. doi:10.3200/PSFL.54.1.60-70
Conroy, P. W. (2012). Collaborating with cultural and linguistically diverse families of students in rural schools who receive special education services. Rural Special Education Quarterly, 31, 24-28. doi:10.1177/875687051203100304
Conderman, G. (2018). Establishing parity in middle and secondary co-taught classrooms. The Clearing House: A Journal of Education Strategies, Issues and Ideas, 91, 222-228. doi:10.1080/00098655.2018.1524358
Delano, M. E., Keefe, L., & Perner, D. (2008). Personnel preparation: Recurring challenges and the need for action to ensure access to general education. Research and Practice for Persons With Severe Disabilities, 34, 232-240. doi:10.2511/rpsd.33.4.232
De Boer, A., Pijl, S. J., & Minnaert, A. (2012). Students’ attitudes towards peers with disabilities: A review of the literature. International Journal of Disability, Development and Education, 59, 379-392. doi:10.1080/1034912X.2012.723944
Endrew F. v. Douglas County School District RE-1, 137 S. Ct. 988 (2017).
Falvey, M. A. (2005). Believe in my child with special needs. Baltimore, MD: Brookes.
Fish, W. W. (2006). Perceptions of parents of students with autism towards the IEP meeting: A case study of one family support group chapter. Education, 127, 56-68. doi:10.3200/PSFL.53.1.8-14
Friend, M., & Cook, L. (2013). Interactions: Collaboration skills for school professionals (7th ed.). Boston, MA: Pearson.
Friend, M., Cook, L., Hurley-Chamberlain, D., & Shamberger, C. (2010). Co-teaching: An illustration of the complexity of collaboration in special education. Journal of Educational and Psychological Consultation, 20, 9-27. doi:10.1080/10474410903535380
Hagelman, E. (2013). Spccial education co-teachers’ perceptions: Collaboration, involvement in instruction and satisfaction. University of New Orleans Theses and Dissertations. 1741.
Individuals with Disabilities Education Act (2004). Sec. 300.321. IEP Team. Retrieved from https://sites.ed.gov/idea/regs/b/d/300.321
Individuals with Disabilities Education Act (2004). Sec. 300.34. Related services. Retrieved from https://sites.ed.gov/idea/regs/b/a/300.34
Johnson, D. W., & Johnson, R. T. (1975). Cooperative learning: The power of positive goal interdependence. University of Minnesota.
Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Bloomington, IN: Interaction Book.
Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory Into Practice, 38, 67-73. doi:10.1080/00405849909543834
Johnson, D. W., & Johnson, R. T. (2008). Social interdependence theory and cooperative learning: The teacher’s role. In R. Gillies, A. Ashman, & J. Terwel (Eds.), The teacher’s role in implementing cooperative learning in the classroom (pp. 10-37). New York, NY: Springer.
Kagan, S. (1992). Cooperative learning. San Juan Capistrano, CA: Resources for Teachers.
Kalambouka, A., Farrell, P., Dyson, A., & Kaplan, I. (2007). The impact of placing pupils with special education needs in mainstream schools on the achievement of their peers. Educational Research, 49, 365-382. doi:0.1080/00131880701717222
Kalyanpur, M., Harry, B., & Skrtic, T. (2000). Equity and advocacy expectations of culturally diverse families' participation in special education. International Journal of Disability, Development and Education, 47, 119-136. doi:10.1080/713671106
King, A. (2008). Structured peer interaction to promote higher-order thinking and complex learning in cooperating groups. In R. Gillies, A. Ashman, & J. Terwel (Eds.), The teacher’s role in implementing cooperative learning in the classroom (pp. 74-91). New York, NY: Springer.
King-Sears, Janney, R., & Snell, M.E. (2015). Collaborative Teaming (3rd ed.). Baltimore, MD: Brookes.
Kurth, J., Mastergeorge, A. M., & Paschall, K. (2016). Economic and demographic factors impacting placement of students with autism. Education and Training in Autism and Developmental Disabilities, 51, 3-12. Retrieved from https://www.jstor.org/stable/26420360
Larios, R., & Zetlin, A. (2012). Parental involvement and participation of monolingualand bilingual Latino families during individual education program meetings. Journal of Education Research, 6, 279-298. Retrieved from https://www.jstor.org/journal/jeducresearch
Le, H., Janssen, J., & Wubbels, T. (2018). Collaborative learning practices: Teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of Education, 48, 103-122. doi:10.1080/0305764X.2016.1259389
Lindsey, D. B., Thousand, J. S., Jew, C. L., & Piowlski, L. R. (2017). Culturally proficient Inclusive schools: All means all! Thousand Oaks, CA: Corwin Press.
Lipsky, D., & Gardner, A. (1989). Beyond separate education. Quality education for all. Baltimore, MD: Brookes.
Mastropieri, M. A., & Scruggs, T. E. (2001). Promoting inclusion in secondary classrooms. Learning Disability Quarterly, 24, 265-274. doi:10.2307/1511115
McDuffie, K. A., Mastropieri, M. A., & Scruggs, T. E. (2009). Differential effects of peer tutoring in co-taught and non-co-taught classes: Results for content learning and student-teacher interactions. Exceptional Children, 75, 493-510. doi:10.1177/001440290907500406
Mingus, M. (2010). Changing the framework: Disability justice. Resist Newsletter, 19, 1-2.
Morningstar, M. E., Shogren, K. A., Lee, H., & Born, K. (2015). Preliminary lessons about supporting participation and learning in inclusive classrooms. Research and Practice for Persons With Severe Disabilities, 40, 192-210. doi:10.1177/1540796915594158
Morningstar, M., Kurth, J., & Johnson, P. (2017). Examining national trends in educational placements for students with significant disabilities. Remedial and Special Education, 28, 3-12. doi:10.1177/0741932516678327
Murawski, W. W. (2006). Student outcomes in co-taught secondary English classes: How can we improve? Reading & Writing Quarterly, 22, 227-247. doi:10.1080/10573560500455703
Murawski, W. W., & Hughes, C. E. (2010). Response to intervention, collaboration, and co-teaching: A logical combination for successful systematic change. Preventing School Failure: Alternative Education for Children and Youth, 53, 267-277. doi:10.3200/PSFL.53.267-277
Murawski, W., & Spencer, S. (2012). Collaborate, communicate, differentiate!: How to increase student learning in today's diverse schools. Thousand Oaks, CA: Corwin.
Murray, F. B. (2002). Why understanding the theoretical basis of cooperative learning enhances teaching success. In J. S. Thousand, R. A. Villa, & A. I. Nevin (Eds.), Creativity & collaborative learning: The practical guide to empowering students, teachers, and families (pp. 175-180). Baltimore, MD: Brookes.
Nowicki, E. A., & Sandieson, R. (2002). A meta-analysis of school-age children's attitudes towards persons with physical or intellectual disabilities. International Journal of Disability, Development and Education, 49, 243-265. doi:10.1080/1034912022000007270
O'Brien, J., & Mount, B. (2015). Pathfinders: People with developmental disabilities and their allies building communities that work better for everybody. Toronto, Ontario, Canada: Inclusion Press.
Olson, A., Leko, M. M., & Roberts, C. A. (2016). Providing students with severe disabilities access to the general education curriculum. Research and Practice for Persons With Severe Disabilities, 41, 143-157. doi:10.1177/1540796916651975
Owens, J. (2015). Exploring the critiques of the social model of disability: The transformative possibility of Arendt’s notion of power. Sociology of Health & Illness, 37, 385–403. doi:10.1111/1467-9566.12199
Perez, C. M. (2017). Empowering Latino parents: Advocating for elementary aged children with autism spectrum disorder (ASD) (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (Order No. 10280061)
Pijl, S. J. (2005). Interventions for social integration: Training of social skills for students with disabilities in regular education (in Dutch). In B. F. van der Meulen, C. Vlaskamp, & K. C. van den Bos (Eds.), Interventions in special needs education (pp. 122-135). Rotterdam, The Netherlands: Lemniscaat B.V.
Remen, R. N. (1999). Helping, fixing or serving? Retrieved from https://www.uc.edu/content/dam/uc/honors/docs/communityengagement/HelpingFixingServing.pdf
Rillotta, F., & Nettelbeck, T. E. D. (2007). Effects of an awareness program on attitudes of students without an intellectual disability towards persons with an intellectual disability. Journal of intellectual and developmental disability, 32, 19-27. doi:10.1080/13668250701194042
Scorgie, K. (2015). Ambiguous belonging and the challenge of inclusion: Parent perspectives on school membership. Emotional and Behavioural Difficulties, 20, 35-50. doi:10.1080/13632752.2014.947098
Shogren, K. A., McCart, A. B., Lyon, K. J., & Sailor, W. S. (2015). All means all. Research & Practice for Persons With Severe Disabilities, 40, 173-191. doi:10.1177/1540796915586191
Slavin, R. (1983). When does cooperative learning increase student achievement? Psychological Bulletin, 94, 429-445.
Staples, K. E., & Diliberto, J. A. (2010). Guidelines for successful parent involvement: Working with parents of students with disabilities. TEACHING Exceptional Children, 42, 58-63. doi:10.1177/004005991004200607
Thousand, J. S., Villa, R. A., & Nevin, A. I. (2002). Creativity and collaborative learning: The practical guide to empowering students, teachers, and families. Baltimore, MD: Brookes.
Trainor, A. A. (2010). Educators’ expectations of parent participation: The role of cultural and social capital. Multiple Voices for Ethnically Diverse Exceptional Learners, 12, 33-50. doi:10.5555/muvo.12.2.01x3497585xtw067
Tremblay, P. (2013). Comparative outcomes of two instructional models for students with learning disabilities: Inclusion with co‐teaching and solo‐taught special education. Journal of Research in Special Educational Needs, 13, 251-258. doi:10.1111/j.1471-3802.2012.01270.x
United Nations. (2006). Convention of the rights of persons with disabilities and optional protocol. Retrieved from https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html
U.S. Department of Education. (2010). Free appropriate public education for students with disabilities: Requirements under section 504 of the Rehabilitation Act of 1973. Retrieved from https://www2.ed.gov/about/offices/list/ocr/docs/edlite-FAPE504.html
Valle, J. W. (2011). Down the rabbit hole: A commentary about research on parents and special education. Learning Disability Quarterly, 34, 183-190. doi:10.1177/0731948711417555
Villa, R. A., Thousand, J. S., & Nevin, A. (2010). Collaborating with students in instruction and decision-making. Thousand Oaks, CA: Corwin Press.
Walther-Thomas, C. S. (1997). Co-teaching experiences: The benefits and problems that teachers and principals report over time. Journal of Learning Disabilities, 30, 395-407. doi:10.1177/002221949703000406
Weichel, W.A. (2001). An analysis of student outcomes on co-taught settings in comparison to other special educaton service delivery options for students with learning disabilities. Dissertation Abstracts international, 62(07),2386 (UMI No. 3021407)
Zaretsky, L. (2004). Advocacy and administration: From conflict to collaboration. Journal of Educational Administration, 42, 270-286. doi:10.1108/09578230410525649
Zak, P. J. (2017). The neuroscience of trust. Harvard Business Review. Retrieved from https://hbr.org/2017/01/the-neuroscience-of-trust