Return to Newsletter | Revised 2-20-02

Bureau for Students with Physical & Health Impairments On-Line Newsletter

Collaborative Teaching in the Inclusive Classroom  by Jennifer Tumlin, OI Teacher

Whether you teach in a self-contained OI program or you are an itinerant teacher, chances you will be collaborating with regular education teachers on a regular basis. The support needs of students with OI are incredibly diverse, but equally diverse are the experience levels of the regular education teachers where OI students are often placed. Therefore, strong collaborative practices on your part can lead to a more successful experience for the student and regular education teacher. Listed below are some suggestions to strengthen your collaborative skills as well as organizational suggestions for improving classroom experiences before class begins and during class. Specific areas that necessitate communication between teachers are also highlighted.

Prior to the semester or grading period beginning:

• At the beginning of the school year, begin developing a rapport with the regular education teachers. You never know when you might be working with them. 

• Plan ahead of time if possible. Prior to the student entering the class, obtain a copy of the syllabus and trouble shoot for activities and assignments that will need "significant modifications" or even alternative activities.

• Make an appointment with the teacher and thoroughly explain and review the student's needs. Even if this means catching the teacher in the hall for a couple of minutes during pre-planning, be sure to do this. Make sure the teacher is aware of the physical needs (field of vision, placement of materials, hearing range, ROM, positioning, etc.) as well as instructional needs.

• Let the teacher know how much support the student will receive from the OI program (paraprofessional in class, weekly check-ups from the OI teacher, etc.). Also let the teacher know when you will be accessible to discuss progress or additional needs of the student.

• If there will be an OI teacher or paraprofessional in the class with the student, discuss expectations of that person. This will help avoid confusion later such as doubling up on or leaving out important tasks.

• Provide the teacher with a hard copy of the student's modifications. Attach a note explaining additional needs specific to the student or clarifying the level of support or assistance the student will need. Encourage the teacher to keep the modifications and your explanation letter in his/her grade book or another accessible, high use area for easy referral. Additionally, emergency plans (fire evacuation plans, seizure plan, if applicable) should be incorporated in this letter.

During the semester or grading period:

• Keep in mind that teachers have different organization systems as well as teaching styles and personalities. Remain as flexible as you can and adjust to their style when possible without sacrificing your own style.

• Get materials ahead of time for scanning and modification purposes. Fro example, of a student needs extraneous lines or information removed from a busy worksheet, try to get a copy the day before. If that's not possible, make sure you're prepared with your white-out pen! Or, if the student would be able to participate more independently by scanning a worksheet, try to get it ahead of time and have it in the computer ready to go when the worksheet is passed out. Having the student participate at the same time as the rest of the class will open up many more opportunities for participation.

• Provide the teacher with information and suggestions on the student's ability to partially participate in case full participation is not possible.

• Communicate on a regular basis with the teacher. Make yourself accessible.

•  If the student has communication needs, discuss best approaches. For example, it might be preferable to ask the student yes/no questions, or the teacher might just need to allow enough time for the student to answer. Sometimes, proximity of the student to teacher helps with communication needs. Reinforce to the teacher not to be afraid to ask the student to repeat the response.

• Give the teacher suggestions on ways to encourage and elicit participation.

• Involve a variety of personnel: OT, PT, SLP, Nurse, APE instructor. They can be invaluable in strategizing in their specific areas.
• Keep in mind that the student might need additional time or instruction in a pull-out class to reinforce concepts, complete assignments, or improve study skills. Plan accordingly.

• Familiarize the regular education teacher with the assistive technology and AAC the student uses.

• Communicate clearly the student's needs. Example: the student's need for a rest break, restroom break, leaving a few minutes early, need for additional textbook for home, the need for enlarged tests/worksheets, use of computer for input and/or output.

    Additional Organizational Suggestions:

• Make a list of all of your students' schedules, teachers' names, room numbers, and their planning periods or lunch periods (or the best time to access them).

• Decide who will responsible for communicating with the parent. Sometimes it's preferable for the OI teacher; other times, it's more appropriate for the regular education teacher to make contact.

Although all of these suggestions don't work with all teachers all the time, keep them in mind to use whenever possible. With a little extra effort ahead of time and maintenance throughout the class, many problems can be prevented. Also, the more inclusive-friendly you are, the more positive response you will get in the future with other inclusive opportunities.

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