Welcome to an insightful discussion on how general education and special education teachers can collaborate effectively. This conversation, part of the Distance Learning series by Common Sense Education, features Monet Seward, a seasoned special education teacher from DeKalb County, Georgia. Monet shares her experiences and offers practical advice on fostering collaboration between educators to enhance student learning.
Monet Seward is a dedicated sixth-grade special education teacher specializing in math and science. She teaches in a resource setting, allowing her to adapt the curriculum to meet the needs of her students. Monet emphasizes the importance of discussing special education, especially in light of the increased attention it has received during the pandemic.
Monet highlights the need for special education teachers to be included in general education discussions. She recalls attending a math conference where only a few special education teachers were present, underscoring the segregation that often exists. Monet’s blog, “Rebirth of the Teacher,” reflects her journey back into the classroom and her commitment to sharing her unique perspectives.
Monet outlines several steps that general education teachers can take to collaborate effectively with their special education counterparts:
Monet shares her experiences with co-teaching, noting that successful partnerships require mutual respect and collaboration. In her first year, she had a positive co-teaching experience, but in other instances, she felt more like a behavior manager. It’s crucial for co-teachers to value each other’s expertise and work together to create a supportive learning environment.
Monet advises special education teachers to initiate conversations with school leadership about co-teaching expectations and support. Leadership plays a key role in setting the tone for collaboration. It’s also important for general education teachers to understand that learning disabilities do not equate to intellectual disabilities, and to value the insights of special education teachers in the planning process.
Monet emphasizes the importance of seeking knowledge and connections beyond one’s immediate environment. Engaging with educators from diverse backgrounds can provide fresh ideas and insights. Social media platforms like Twitter offer opportunities to connect with other educators and access resources that may not be available locally.
In conclusion, Monet Seward’s insights highlight the importance of collaboration between general and special education teachers. By recognizing each other’s expertise and working together, educators can create a more inclusive and effective learning environment for all students. Thank you for joining this discussion, and we look forward to more enriching conversations in the future.
Engage in a role-playing exercise where you and a peer take on the roles of a general education teacher and a special education teacher. Discuss a lesson plan and identify areas where collaboration can enhance student learning. This activity will help you understand the perspectives and expertise each role brings to the table.
Pair up with a classmate and observe each other’s teaching methods in a simulated classroom setting. Provide constructive feedback on how to adapt lessons for diverse learners. This will help you practice inviting observations and valuing insights from your peers.
Analyze a case study that highlights a successful co-teaching partnership. Identify the strategies used to foster mutual respect and collaboration. Discuss how these strategies can be applied in your own teaching practice to create a supportive learning environment.
Participate in a workshop focused on effective communication with school leadership. Learn how to advocate for co-teaching support and set clear expectations. This activity will empower you to initiate important conversations about collaboration in your future teaching roles.
Engage in a challenge to connect with educators from diverse backgrounds on social media platforms like Twitter. Share resources and insights gained from these interactions with your peers. This will help you appreciate the value of diverse perspectives in enhancing your teaching practice.
**Sanitized Transcript:**
Welcome everyone to Distance Learning with Common Sense. My name is Suthoughts, and I’m a Senior Program Manager for Common Sense Education. This conversation will be posted on the Common Sense YouTube channel in our Distance Learning playlist, and all the links and resources we’ll share today will be listed along with this video.
We are honored today to have Monet Seward with us. Monet, could you introduce yourself and tell us a little bit about what you do?
Hello everyone! I’m excited to be here today. My name is Mona Seward, and I am a sixth-grade special education teacher teaching math and science in DeKalb County, Georgia. I work in a resource setting, which means I have a smaller class with fewer students. We cover the same standards and curriculum as a general education setting, but we have the flexibility to go at a slower pace and adapt our methods for our students. I’m really excited to be here, especially as the pandemic has brought more attention to special education. It’s great that we’re discussing it in this platform, as more people are gaining information they previously didn’t have.
Absolutely! One of the things I noticed while preparing for this discussion is that you have a wealth of experience as a special education teacher, and you also have a significant presence on Twitter with thousands of followers who appreciate your insights. You also maintain a great blog. One blog post that caught my attention discussed how special education teachers can collaborate with general education teachers to benefit their students. Can you share more about that?
That blog post was inspired by a math conference I attended in Atlanta. When the presenters asked how many special education teachers were present, only four of us raised our hands. It made me realize how often special education teachers are segregated from general education discussions. We teach content, just in different ways, but we often don’t feel invited to those conferences.
I returned to the classroom in 2017 after a ten-year break, which is why my blog is called “Rebirth of the Teacher.” I wanted to express my feelings about coming back and sharing my different perspectives. Even during my time away, I engaged in educational discussions on Twitter while homeschooling, which gave me a unique viewpoint.
In your article, you mentioned some concrete steps general education teachers can take to collaborate effectively with special education teachers. What are some of those steps?
First, it’s important to recognize that special education teachers teach content just like general education teachers do. Sometimes, the discussions in our classrooms might not seem related to the content, but they are. We are highly qualified professionals, and our input should be valued in department meetings.
Second, general education teachers should feel free to ask us questions about strategies. For example, if a math teacher approaches me for advice, I can provide insights on how to adapt lessons for diverse learners.
Additionally, inviting special education teachers to observe general education classrooms can be beneficial. It allows us to see how you teach and helps us understand how to adapt those strategies for our students.
You mentioned co-teaching earlier. Can you share your experiences with co-teaching and what it looks like?
Interestingly, I wasn’t co-teaching this past year. In my first year of teaching, I had a great experience with a co-teacher, and we worked well together. We alternated teaching and supported each other in the classroom. However, in other situations, I felt more like a behavior manager than a co-teacher, which was frustrating.
It’s crucial for co-teachers to respect each other’s expertise and collaborate effectively. The classroom environment should reflect that both teachers are valued equally, which helps students understand that both teachers are there to support their learning.
What advice would you give to special education teachers to empower themselves in co-teaching situations?
Special education teachers should start conversations with leadership about what co-teaching should look like and what support they can expect. Leadership sets the tone for collaboration, and it’s essential to establish clear expectations and norms for co-teaching.
It’s also important for general education teachers to understand that learning disabilities do not equate to intellectual disabilities. Special education teachers are experts in their field, and their insights should be valued in the planning process.
As we wrap up, can you share why it’s important for educators to seek knowledge and connections outside their immediate environment?
Different perspectives are invaluable. Engaging with educators from various backgrounds can provide fresh ideas and insights. Social media platforms like Twitter can be great for connecting with other educators and accessing resources that may not be available in your local area.
Thank you, Monet, for sharing your insights today. It’s been a pleasure having you, and I feel like I’ve learned a lot. Thank you to everyone for joining us, and we hope to see you next week for another discussion. Have a great day!
Collaboration – The process of working together with one or more people to achieve a common goal, especially in an educational setting. – Effective collaboration between special education teachers and general education teachers can significantly enhance the learning experience for students with diverse needs.
Education – The process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits, typically in a formal setting like schools. – Education systems must adapt to include more inclusive practices to support students with disabilities.
Teachers – Individuals who provide instruction and guidance to students in an educational setting, often adapting their methods to meet diverse learning needs. – Teachers in special education programs often require additional training to effectively support students with disabilities.
Special – Designed or intended for a particular purpose, often referring to education tailored to meet the needs of students with disabilities. – Special education programs are crucial for providing personalized learning experiences to students who require additional support.
General – Relating to the standard or typical educational practices that apply to the majority of students. – Integrating special education students into general education classrooms can promote inclusivity and understanding among all students.
Learning – The process of acquiring knowledge or skills through study, experience, or teaching, which can be adapted to suit different educational needs. – Differentiated learning strategies can help address the unique challenges faced by students with learning disabilities.
Students – Individuals who are enrolled in an educational institution and are engaged in learning activities. – Students with disabilities often benefit from individualized education plans that cater to their specific learning requirements.
Strategies – Plans or methods developed to achieve a particular educational goal, often used to enhance teaching and learning processes. – Teachers employ various strategies to accommodate the diverse learning styles of their students.
Insights – Deep understanding or awareness of a particular aspect of education, often gained through experience or research. – Insights gained from educational research can inform the development of more effective teaching strategies for students with special needs.
Disabilities – Physical or mental conditions that may limit a person’s movements, senses, or activities, often requiring specialized educational approaches. – Students with disabilities may require assistive technologies to fully participate in classroom activities.
