Related Experiment Videos
Meeting the challenge of consultation and collaboration: developing interactive teams
S S Coben1, C C Thomas, R O Sattler
1Special Education Department, Slippery Rock University, PA 16057, USA.
Journal of Learning Disabilities
|July 1, 1997
Summary
Special educators must enhance their roles as interactive professionals to effectively implement consultation, collaboration, and teaming models. This article explores these models, their benefits, and guiding principles for success.
Area of Science:
- Education
- Special Education
- Professional Development
Background:
- The established roles of special educators as consultants and collaborators are well-supported and documented.
- Various consultative, collaborative, and teaming models exist in the literature, often sharing similar objectives, competencies, and processes.
Purpose of the Study:
- To define and describe implemented consultation, collaboration, and teaming models.
- To discuss the strengths and limitations of these models.
- To outline key features of interactive teams and provide implementation principles.
Main Methods:
- Literature review of consultative, collaborative, and teaming models in special education.
- Analysis of model components, including goals, competencies, and processes.
- Synthesis of findings to delineate contributions to interactive teaming.
Main Results:
- Identified commonalities and differences among various consultative, collaborative, and teaming models.
- Highlighted the necessity for special educators to expand roles for effective collaboration.
- Outlined essential features of successful interactive teams.
Conclusions:
- Successful implementation of collaborative and team efforts requires special educators to act as interactive professionals.
- Understanding the strengths and limitations of different models is crucial for effective practice.
- Guiding principles are essential for successful implementation of interactive teaming in special education.