Final – Article Example

Teacher Collaboration and Maps Meetings Teacher Collaboration Project Collaborative teaching and learning is critical in any education system in helping each teacher, both special education and general education, to competitively satisfy the needs of their respective students (Harry, 2008). Collaborative Maps meetings are suitable in the terms of convenience for any of the involved parties, and are also easier to coordinate. Joint planning and collaboration in collaborative teaching for both special and general education teachers assists the teachers in evaluating and understanding the needs of their respective students for successful teaching and learning. Both the students with special education needs and the general education students have their respective strengths and weaknesses, which determines the levels of education needs (Slonski-Fowler & Truscott, 2004).
Collaborative education and planning sessions act as professional development tools for both the special education and general education teachers through interactions and exchange of teaching ideologies (Harry, 2008). Planning sessions help in advancing effective communication for teachers and other professionals, in addition to improving interactions and relationships with their students, especially for the special education teachers (Falvey et al, 2002). As per the case of Fatima, effective communication and teaching helps the special education students in understanding their respective strengths and weaknesses, thereby helping them to cope with social stigma and understand that they can still achieve in the present and future (Klingner & Harry, 2006).
The allocation of duties and communication in planning sessions and Maps meetings helps in improving the professional consciousness in the teachers, in terms of their responsibilities and roles in ensuring educational success of their respective students (Griffin et al, 2008). Maps meetings are effective due to the inclusivity of social and physical environment, and are also easier to plan and conduct amongst diverse members through the use of technology. They are also convenient for almost all education levels for both special and general students within diverse cultures and languages (Damore & Murray, 2009).
Reference
Damore, S. & Murray, C. (2009). Urban Elementary School Teachers’ Perspectives regarding Collaborative Teaching Practices, Remedial and Special Education, Vol. 30 (4), pp. 234-244.
Falvey, M., Forest, M., Pearpoint, J. & Rosenberg, R. (2002). Building connections. In Thousand, J., Villa, R. & Nevin, A. (Eds.). Creativity and collaborative learning: The Practical Guide to Empowering Students, Teachers, and Families, Second Edition. pp. 29-54.
Griffin, C., Kilgore, K., Winn, J. & Otis-Wilborn, A. (2008). First-Year Special Educators’ Relationships with Their General Education Colleagues, Teacher Education Quarterly. Vol. 32(1), pp. 141-157.
Harry, B. (2008). Collaboration with Culturally and linguistically Diverse Families: Ideal versus Reality, Exceptional Children. Vol. 74, No. 3, pp. 372-388.
Klingner, J. & Harry, B. (2006). The Special Education Referral and Decision-Making Process for English Language Learners: Child Study Team Meetings and Placement Conferences, Teachers College Record, Vol. 108, No. 11, pp. 2247-2281.
Slonski-Fowler, K. & Truscott, S. (2004). General Education Teachers’ Perceptions of the Prereferral Intervention Team Process, Journal of Educational and psychological Consultation, Vol. 15(1), pp. 1-39.