Chapter 3: Building Partnerships through Collaboration
Chapter-At-A-Glance
Instructor’s Overview and Outline
Chapter 3 introduces students to their active role in the education of students with disabilities and other
special needs, and the collaborative relationships they can form with special education teachers, related
services personnel, other colleagues, and parents. The chapter stresses that the quality of the working
relationships among professionals and between professionals and parents can in large part determine the
effectiveness of students’ instructional programs. The chapter explores teaming, consultation, co-
teaching, and working with parents and paraprofessionals.
A. What are the basics of collaboration?
1. Characteristics of collaboration
a. Collaboration is voluntary
Learning Objectives
Instructor’s Resources
Media Resources
Define and explain the role of
collaboration
affects general education
teachers and inclusion, and
o Co-teaching
o Teaming
o Consultation
Activities #3, 4, 5, 9, 13
o Co-Teaching Connection
o New Conversations
Key Terms & Concepts
o Collaboration
o Characteristics of collaboration
o Prerequisites for collaboration
Activities # 1, 2, 9
o Center for Effective Collaboration
and Practice (CECP)
http://cecp.air.org/
Outline responsibilities in
collaborating with
paraprofessionals
Key Terms & Concepts
o Working relationship with
paraprofessionals
o Collaborating with paraprofessionals
Activities #8, 9, 10
o The National Resource Center for
o Paraprofessionals (NRCP)
o www.nrcpara.org
o Wikispaces Classroom
http://paraprofessionalsguide.wikis
paces.com/
2. Prerequisites for collaboration
a. Reflecting on your personal belief system
b. Refining your interaction skills
c. Contributing to a supportive environment
B. What applications of collaboration foster inclusion?
1. Shared problem solving
a. Discover a shared need
b. Identify the problem
2. Co-teaching
a. One teach, one observe
3. Working on a team
4. Consultation
5. The complexity of professional collaboration
C. How can you work effectively with parents?
1. Understanding the perspective of family members
2. Parents’ reactions to their child’s disability
a. Family-centered practices
3. Collaborating with parents
a. Home-school communication
b. Parent conferences
D. How can you work effectively with paraprofessionals?
1. Understanding your working relationship with paraprofessionals
3. The complexity of working with paraprofessionals
E. Wrapping it up
2. Back to the cases
Learning Objectives
1. Define and explain the role of collaboration.
2. Explain how collaboration affects general education teachers.
4. Identify ways to effectively work with parents.
5. Outline responsibilities in collaborating with paraprofessionals.
Key Terms and Concepts
Collaboration
Consultation
Activities and Discussion Questions
1. To help students understand how essential shared problem solving is for professional educators,
have them analyze how it might occur during the prereferral or intervention assistance team
2. Although students frequently indicate that they understand the concept of brainstorming in
problem solving, many times they have difficulty completing a brainstorming activity. If
3. To illustrate the challenges and opportunities of co-teaching, have students pair together to plan a
that is to be co-taught. Have them identify which of the models of co-teaching they are using.
4. Guest speakers: Co-teaching is a topic that often is best described by demonstration. If possible,
invite experienced co-teachers to class to discuss their experiences, particularly the needed
5. Poll the students to determine which method of co-teaching presented in the textbook they most
prefer. Create T-charts for each method, and have students quickly list/brainstorm pros and cons
of each. Did one get more “pros” or more “cons”? Discuss possible reasons for this.
6. Handout 3-1 can be used to extend students’ understanding of parent reactions to their children’s
disabilities and their expectations for teachers working with them. Students could use this set of
7. Stage a mock parent conference in class. The individual acting as the parent should express
concerns about the child’s education, should ask questions about the teacher’s instructional
8. Handout 3-2, Working with Paraprofessionals, includes suggestions for classroom teachers for
effectively interacting with support staff. It could be used to encourage student thinking about
why problems sometimes occur between paraprofessionals and teachers. These problems include
9. Handout 3-3 includes sample dilemmas that general education teachers might face in their
professional interactions. It can be used as a culminating activity for the chapter in which groups
10. If your students have opportunities to visit schools, ask them to shadow and interview one or
11. Home-School Communication: Ask students to create a Welcome to School newsletter for
12. Home-School Communication: Ask students to create a web site for parents (as if they were a
13. Discuss the role of consultation in education. How many of the students indicate that is a role
they would enjoy? What pros and cons can they imagine with that role? Have them generate
examples where consultation can be effective (if they have specific examples from their own
experience or observations, ask them to share).
Web Links
Instructor Resources
Web Based Content Resources
Additional Readings
Broer, S. M., Doyle, M. B., & Giangreco, M. F. (2005). Perspectives of students with intellectual
disabilities about their experiences with paraprofessional support. Exceptional Children, 71, 415–
430.
Causton-Theoharis, J. (2009). The paraprofessional’s handbook for effective support in inclusive
classrooms. Baltimore: Paul H. Brookes.
Clark, S. & Byrnes, D. (2012). Through the Eyes of the Novice Teacher:Perceptions of Mentoring
Support. School of Teacher Education and Leadership Perceptions of Mentoring Support.
Teacher Development, 16(1)43-54.
Dabkowski, D. M. (2004). Encouraging active parent participation in IEP team meetings. Teaching
Exceptional Children, 36(3), 34–39.
Doyle, M. B. (2008). The paraprofessional’s guide to the inclusive classroom: Working as a team (3rd
ed.). Baltimore: Paul H. Brookes.
Fisher, M. & Pleasants, S. (2012). Roles, responsibilities, and concerns of paraeducators:
Findings from a statewide survey. Remedial and Special Education, 33, 287-297.
