We’ve each been invited to this present moment by design. Our lives
are joined together like the tiles of a mosaic; none of us contributes
the whole of the picture, but each of us is necessary for its completion.
(Casey & Vanceburg)
All students in classroom communities can benefit from a team of educators, which includes Special Education Assistants (SEAs) and teachers working together in ways that promote meaningful learning and a sense of belonging for all students. In today’s inclusive classrooms it is quite common for general education teachers and special education teachers to work alongside SEAs. The purpose of this document is to provide information and tools for teachers and SEAs to engage in effective collaboration. In doing this, the resources available are maximized for all students’ participation and learning within a general education classroom. Even though teachers and SEAs are in the same classroom together, they are often working in isolation of one another. Problems arise as a result of this practice. Too often the most challenging students in our schools are supported by staff members with the least amount of training or information. It is critical to keep in mind that SEAs are not certified teachers. They require guidance from teachers to work effectively with students. When support and guidance are absent from the teacher/SEA relationship, results often include:
SEAs having unclear roles in the classroom,
SEAs being left to determine student expectations and classroom rules,
SEAs feeling devalued,
SEAs having little information about specific students and strategies to address their needs,
SEAs not knowing the IEP goals of students,
SEAs supporting students in ways that foster dependence on adults and isolation from peers.
It is the responsibility of all educators to address these dilemmas so that meaningful collaboration between SEAs and teachers is the norm. In addition, the use of collaborative practices, including consistent communication and support for SEAs, facilitates the implementation of more effective inclusive services for students.
The information in this document will hopefully facilitate the appropriate inclusion of all students in general education so that their full academic and social potential can be reached. The following information is organized by underlying beliefs and indicators of best practice from current educational research and literature.
Assessment Tool:
Best Practices for Working Together in the Classroom
Directions: Identify the extent to which your team uses these best practices for collaboration among Special Education Assistants (SEAs) with special educators and regular education teachers. Put an X in the appropriate boxes. Indicate in the last column if the item is a priority for your team.
Best Practice
/ no, we don’t do this right now / sometimes, but not consistently / yes,consistently / This item is a priority for our team.
/ Guideline #1: All adults in the classroom are valued members of the instructional team.
a.SEAs are welcomed and respected in the classroom.
b.Tasks that are routine and communicate authority (e.g., taking attendance, writing on the chalkboard) are shared among adults.
c.Spaces are created for SEA belongings in the general education classroom.
d. Before beginning their assignments, tours of the classroom(s) and school are provided to SEAs.
e. SEAs are addressed in the same manner in which teachers are addressed (e.g., Ms. Jones)
f. SEAs are asked for their input and perspective on classroom decisions.
g. SEAs are shown appreciation through kind gestures such as comments, notes.
h. SEAs are introduced to students, families, and staff as a member of the instructional team.
i. Names of all adults who work with students in the classroom are displayed on the door.
j. SEAs are listed as part of the teaching team when general communications are distributed to students and parents.
Best Practice
/ no, we don’t do this right now / sometimes, but not consistently / yes,consistently / This item is a priority for our team.
/ Guideline #2: Roles and expectations of adults in the instructional team are collectively delineated to assure clarity.
a. Team members meet, discuss and define roles at the beginning of their work together, as well as throughout the year.
b. Shared expectations are established for student behavior and learning such as classroom rules, learning outcomes, IEP goals, etc.
c. Collaboration is modeled for students and colleagues to demonstrate that the adults function as a team.
d. Back-up plans are established for absences, unexpected situations, extremely challenging behavior, testing, field trips, etc.
e. All adults work with all students – especially those who are most challenging – so that planning and instruction can involve multiple perspectives.
f. The special education teacher rotates into the daily/weekly schedules of students who work with SEAs in order for the special education teacher to work directly with all students on the caseload.
/ Guideline #3: Certified teachers guide and monitor the work of SEAs.
a. Special education teachers initiate meeting with SEAs on a regular basis to discuss important information (e.g., lesson plans, student information, modifications, etc.) and SEAs have time in their schedules dedicated to these meetings
b. Special education teachers take the initiative in providing consistent, daily written directions, plans, and materials to SEAs.
Best Practice
/ no, we don’t do this right now / sometimes, but not consistently / yes,consistently / This item is a priority for our team.
c. Teachers model, demonstrate, and teach new techniques, strategies, or lessons to SEAs prior to implementation.
d. Teachers observe and provide feedback to SEAs regarding their work with students
e. Teams determine systems of communication for use between meetings (e.g., communication notebooks, email, etc)
/ Guideline #4: All necessary information about students is available to all members of the team – Including SEAs.
a. All team members have direct access to individual education programs (IEPs), behavioral intervention plans (BIPs), and other information that may guide support for SEAs.
b. SEAs are provided opportunities for reviewing and learning how to interpret IEPs.
c. All team members reinforce the confidentiality of students’ records.
/ Guideline #5: All adults promote student independence through the use of natural supports
a. When SEA support is deemed necessary, a plan with specific support strategies and ways to fade this support is written and implemented.
b. Adults facilitate interactions between students with and without disabilities.
c. SEAs and teachers practice fading techniques.
9-11-04