behavioral, and cognitive impairments (58). Another positive change made in the classrooms was that the entire room was labeled with words and pictures to match. Teachers, parents, administrators, students, and the whole community must get involved in classroom collaboration in order for progress to take place. Also, as shown in these articles, the lasting effects need to be considered. Although the three articles suggested different strategies to collaborate and include everyone, all of them defined the reform as a necessity to the school system. There are two types of teams: disciplinary and student-centered. Forest, Marsha, Jack Pearpoint. They suggested using new and exciting educational concepts such as cooperative and adult education, whole language and phonics, computer technology, and critical thinking (1). Gable and Manning believed that teacher, grade-level, subject area, and multi-classroom collaboration is necessary to effectively achieve a total integration of the special and general education (220).
Learning from different cultures has helped me create new traditions for me and my family. The labeling enabled all the children, no matter what their capabilities, to learn to read and make decisions quicker about which center they wanted to participate. Without a joint effort, the integration of special and general education programs will cease. June 1996: 4 pgs. Since most public schools have not fully enacted any of these methods, it is unclear which strategy will prove to be the most beneficial. Indirect collaboration takes place usually before or after school or during a common teacher preparation period. The disadvantages would be the individuals who do not see the good in cultural experiences and act prejudice. Children Blossom in a Special and General Education Integration Program. Usually two or three teachers will help each other devise a plan to help accommodate a child who is having difficulty in class. As each member of the team shares his or her perspective, incorporates unique skills, and raises each distinct voice, collaboration occurs at its finest level. Personal responsibility in a group helps in the effective fulfillment of the goal set by the group. All of us have unique characteristics, looking for the same thing, respect: How does personal responsibility influence the work and success of a group?
Disciplinary teams include multidisciplinary, interdisciplinary and trans-disciplinary teams, which are made up of groups of teachers working together to make decisions about students (32-34 whether it be about deciding if the student is in need of special education services (multidisciplinary and trans-disciplinary or about the. Teacher collaboration and inclusion is beginning to be encouraged by many of the education journals and more information is accessible to help move this idea in a positive direction.