Wie können Lehrkräfte mit Sonderpädagoginnen und Sonderpädagogen zusammenarbeiten, um den Erfolg aller Schülerinnen und Schüler zu gewährleisten?

Regular communication between teachers and special education instructors is crucial. Teachers and special education instructors can collaborate through co-teaching. (Individualised Education plan)Teachers should work closely with them to understand the goals and accommodations outlined in each student's IEP. Teachers can benefit from professional development opportunities focused on inclusive practices and strategies Special education instructors can provide valuable insights and resources in these training sessions. Differentiated Instruction: Teachers and special education instructors should collaborate on creating and implementing differentiated instruction strategies that cater to the diverse learning needs of all students.

Your overview of the various co-teaching models—such as one teach, one assist; station teaching; parallel teaching; alternative teaching; and team teaching—provides a valuable foundation for our partnership. I appreciate the insight into the advantages and disadvantages of each model and the recognition that they require distinct levels of collaboration and communication.

I get it. Teachers have a certain number of instructional minutes and curriculum to get through, and we don’t want kids to fall behind academically, especially children who already may have lagging academic skills. So, the natural temptation is to focus on academics and compliance of academic tasks, even when our children are under the stress of social isolation and the pandemic. But stressed-out brains don’t learn well. We can learn from previous experiences with stressful events that displaced students. After Hurricane Katrina, students struggled when schools quickly focused on academic remediation. But when schools focused first on their social and emotional well-being, students were more likely to get caught up on the work.

While a special educator focuses on adapting materials for students with specific needs, the regular teacher can manage the overall classroom dynamics.

-In my experience, the most effective way for students to generalize their newly learned skills or standards is to incorporate everything into the daily routine as much as possible. The integration of skills at multiple different levels takes planning and collaboration between all team members in and out of general education setting. -The way to achieve this collaboration is with management tools. Utilizing the same kind of organization as a project manager utilizes, can greatly enhance the progress in the programming. Verbal, face-to-face communication isn’t always possible in the fast-paced classroom environment. Educators and all stakeholders should leverage technology tools available —as much as possible!

Teachers can team up with special education instructors by communicating regularly about student progress and needs, collaborating on lesson planning to accommodate diverse learning styles, sharing strategies for differentiation, providing additional support in the classroom when necessary, and working together to create a positive and inclusive learning environment for all students.

The good news is, educators can be a daily dose of buffering care for children with special needs, just by connecting on a personal level with their students. When students (and indeed adults) feel safe, seen, and supported, they experience more positive emotions, which boosts cognitive resources for learning. And, yes, there are ways to engender genuine moments of connection, even on Zoom. Here are three resources that will get children ready for learning by building connection first: Edutopia’s How to “Maslow Before Bloom” and Jennifer Gonzales’ podcast: Creating Moments of Genuine Connection Online. Greater Good in Education is a go-to for quick, research-based SEL activities .

There is a short phrase that I often think about when trying to accomplish this effective, shared communication and it is, “narrow the focus!” If we can be very clear about goals, and learning objectives we will be able to create clearer pathways and roles and responsibilities.

Collaborating with teachers works wonders. One you model the skill for the children and two both of you know the tasks and roles clearly and work towards the same goal. While planning together, the content could also be differentiated based on the needs of the class. Additionally, the modifications, groups etc could be planned before hand for a smooth lesson.

As a marketing specialist collaborating with professors around the world, fostering successful partnerships involves meticulous planning and preparation. Together, we create a harmonious educational approach that caters to the diverse needs of students globally. For instance, we coordinate course content adjustments and support strategies, ensuring that students from different cultural backgrounds benefit from a cohesive and effective learning experience.

One of the challenges for students with special needs is that their support is more disjointed and remote. This is why building out a team of support is even more critical than ever before. Whether or not students with disabilities have a formal plan in place, such as a 504 accommodation plan or an Individual Education Plan (IEP) in special education, collaboration among other educators, support staff, and especially parents is key

Shared or common planning time is extremely difficult to obtain in most fast-paced learning communities. However, we have so many new technologies like web conferencing, project management platforms, and learning management systems that our collaboration has never been easier! The key is consistency and organization. The project management platforms are particularly helpful, in that they set timelines and ratings on work completed. There needs to be a visual way to quickly hold all stakeholders accountable to the tasks that enhance and advance the programming.

If you are an individual teacher who is struggling to support diverse learners in your classroom, consult with your school psychologist, special education team, and counseling support staff. These team members are on the forefront of emerging best practices and can consult with you to come up with innovative ways to ensure that kids feel connected, engaged, and supported.

Most importantly though, connect with the parents! Parents are doing the best they can with the tools and skills they have at home, under stressful circumstances. When educators partner with parents, especially now, when the parent is the primary source of support during the day, that’s where the real change can happen for our students. It’s my sincere hope that no parent ever feels like the parent I saw on Zoom who had given up. This is the new normal for now. The landscape is constantly changing, so we must take measures to adapt, in the best way we can, with the tools we have available .we can figure out ways to ride out the waves together.