Inclusion Thoughts - please give yours!

The book, Collaborative Teaming, in my opinion is geared toward those beginning inclusion and teaming.  My thoughts are that we have inclusion in various forms, and that we do team, but not 100% in an academic way due to a lack of time. 

I value inclusion for a number of different reasons.  First, that is how I “grew up” as an educator.  In Montgomery County it was thrust upon us with little input from the staff.  However, I was most fortunate as I had great support and absolutely wonderful students – except for one very unstable parent.  I feel (don’t really know why) that most people believe I am for 100% inclusion.  So, for clarity, I will offer you my beliefs of inclusion.

I feel inclusion is a way to set up the “real world” in your classroom.  ALL PEOPLE  need to learn to be patient, tolerant, understanding, compassionate, and helpful if we are going to create a world that doesn’t discriminate against, but understands and appreciates our differences.

I feel inclusion helps those with disabilities live in the “real world” and feel accepted and valued.  All of us have disabilities!  Those who are “identified” in the schools, have disabilities challenging their success in school.  My challenges may not be school related, but may be relationship or socially challenging.

We need to support persons with identified disabilities by identifying their needs (as we do with non-identified students) setting expectations (as we do with non-identified students) and finding ways to prepare them academically so they can compete with all students in an academic setting (as we do with non-identified students).  Hmmm…so basically our job is to expect from, teach to, and learn from all children in our midst.

So how do we do this in our school?  My belief about inclusion is to examine each child and determine what academic setting is best for him or her.  The settings may look different for each child and each subject.  Inclusion may be appropriate for a student in regards to math, but not for language arts.  If we can support that decision with data and experience then I feel we have chosen the right educational setting.

I think I truly love inclusion because it provides an environment that is appreciative, respectful, and dedicated to all of its members – students, teachers, parents, community.  We are extremely fortunate in that we have such great teachers who, when placed together to do a job, produces over the top results.  We must always respect one another and believe in our hearts and head, that each of us brings to the table professionalism, wisdom, insight, and creativity.  I learn from you each day!  Without all or your knowledge, experience, insight, ideas, our school would not be the wonderful place it is!

So, in a nutshell, I believe that inclusion should happen as much as possible.  A number of teachers working collaboratively in a classroom, in an effort to propel all students, is always more powerful than one.  We can move mountains if we move them together!  But again, student needs must be examined and met in the best way possible!  And I respect the decisions we make as professionals in regard to our students’ individual needs if they are well thought out, discussed and agreed upon by all stake holders.

Overview of Collaborative Teaming

Collaborative teaming – two or more people working together toward a common goal. 

What’s our goal?  I do believe we need a common goal and I have faith, that together, we can develop it.  Actually a mission, vision, values, etc…My thoughts are that my mission is that all children learn.  My vision focuses on children being proficient readers and master mathematicians as they leave McHarg.  Proficient readers would be a student reading independently at level M.  Mastery of math would be adding and subtracting 2 digit numbers with and without regrouping.  Are those expectations too high?  What are your thoughts?

Collaborative teaming – Two or more people working together toward a common goal – sounds simple, but really not that simple.  Working can mean setting goals, identifying problems, assessing students’ needs and skills, exchanging info. , brainstorming, problem-solving, reviewing data, developing data driven instruction, reaching consensus, etc…

Working together means that positive interdependence exists among team members who agree to pool and share resources and rewards and to operate from a foundation of shared values – help each other, lend support.

According to the book Collaborative Teaming, by Martha E. Snell and Rachel Janney, Here is what the research says:

DeBoer and Fister (1995-96) defined six core characteristics of collaborative teaming:

• 1.      Collaboration is based on mutual goals determined by the entire team, which builds commitment from the beginning. 

• 2.     Collaboration requires parity among participants – equality among team members.  Each member’s contributions and role in decision making are valued!

• 3.     Collaboration depends on shared responsibility for participation and decision making, but is not identical for all members – must consider particular skills, work and team roles, etc…  Our participation does not look the same, but needs the same level of commitment!

• 4.     Collaboration requires shared responsibility for outcomes – successes and failures.

• 5.     Collaboration requires that participants share their resources – including information, skills, equipment, materials, etc… (I think this one is a little scary for some!)

• 6.     Collaboration is a voluntary relationship in which no one can be mandated to engage in – it is a learned/practiced skill. 

Transdisciplinary teams – teams that include members of multiple disciplines whose approach involves agreement that the multiple needs of students are interrelated and their coordination of effort is essential. 

Role release – Allowing yourself to be a teacher and provide your team member valuable information and insight as well as being a learner and listening to your team member to increase your own knowledge and enhance your skills.  For example… when needed, I can be the special ed. teacher to our students and my team member can take the role of classroom teacher.  It is so “freeing” to allow yourself to be both – a teacher, facilitator, leader, etc…  and a learner, listener, follower, etc..!  Be open minded to accepting new, different, creative ideas from others!

Dual focus of Teams:

To collaborate, teams need to maintain a dual focus – 1.  Keeping an eye on the goal (students) and keeping an eye on themselves (the team). 

The student(s):

• ·        Developing the schedule/program

• ·        Designing needed accommodations, adaptations, assessments, instruction

• ·        Ensuring consistency, coordination, quality among staff implementing the plan

• ·        Problem-solving issues

The team:

• ·        Understanding members roles and talents

• ·        Getting over the “I have to know everything” phenomenon

• ·        Exploring individual values in order to identify values common to the team

• ·        Communicating effectively – learning to communicate with team members

• ·        Addressing issues

• ·        Reaching consensus

• ·        Developing trust

Each chapter will now address the six components of collaborative teaming:

1.     Building team structure

2.     Learning teamwork skills

3.     Problem-solving and action planning

4.     Coordinating team action

5.     Teaching collaboratively

6.     Improving communication and handling conflict

Thanks for joining me!  Ellen

Collaboration

Hi everyone -  I am in the process of reading the book Collaborative Teaming by Martha Snell and Rachel Janney.   I am hoping to gain more information about teaming, collaborating and co-teaching.  I would like to include you in this journey by posting summaries from each chapter.  I am thinking that if I read a chapter a week, I can finish by the second week of August.  By then I am confident we will have learned a great deal about collaborating, together.  This is not mandatory, but voluntary.  Please feel free to comment after each chapter summary (good, bad, inquisitive, reflective, etc...).  I would love your feedback and insight.  I hope you are enjoying your summer and look forward to seeing everyone on the 15th of August!  Please keep a look out for Chapter 1 - "Overview of Collaborative Teaming."