Sped 854 M1 Personal Philosophy Statement

FIGUEROA-L-SPED854-M1-PHILOSOPHY
A number of people are responsible for the success of students, especially those in our
special education system. In order for this success to happen, continued collaborative support
should take place regularly. Collaboration is a means of creating partnerships where the parties
involved work together toward a common vision. Collaboration is a significant part of the
process for it enables team members to take into account all important resources for setting IEP
goals, developing a plan of action for appropriate services, and monitoring progress.
As each student is unique, the key members involved in collaboration can vary. First and
foremost, a childs parent has an extensive amount of information that is necessary for these
collaborative meetings. Some of this information includes the students background: financial
situation, culture, family dynamic, and/or any lifestyle changes. These pieces may allow the
other parties to get a better understanding of the students they are servicing.
The general education teacher, special education teacher, and administrator are other,
definite, members needed for effective collaboration. Depending on the areas of need, there may
be other members necessary for these collaborative partnerships. An example might include a
speech therapist.
These collaborations can and should occur in different ways. For one, organized meetings
with all members should be held when students are being evaluating for special education
services and while setting IEP goals and effective interventions. Organization is a key factor for
successfully collaborating during this time. Data, informal and formal, observations, and any
other valuable information should be shared during this time. Again, parent input is also a critical
factor.

Another form of collaboration can occur between the special education teach and the
general education teachers. These meetings can be both informal or formal depending on the
situation. Collaboration for these parties might just be a quick check-in or a time for reviewing
data for planning purposes. There should be regular times set aside for creating a plan of
individualization.
Though collaboration sounds great in theory, there are barriers that cause it to be
challenging. One barrier is scheduling times appropriate for each team member. It is no secret
that educators and other professionals have their hands full, and working parents often have
difficulty leaving their work or other life demands aside.
Another barrier is the ability to work as a team. For example, parents may feel
powerless in the meetings as if they should just listen rather than input. Each member has a
wealth of information that may help lead to effective collaboration, but their roles should not be
taken lightly.
Also, lack of dedication and passion toward our students success may cause an issue.
Collaboration should be purposeful. For these partnerships to be effective, members must hold
themselves and each other accountable for providing effective services to our students with
disabilities.
As briefly mentioned before, times for collaboration can occur during many times.
Parents should continuously be collaborating with the teachers. When a student is entering the
special education program is especially important for each member to participate fully with
effective communication. Collaboration between general education teachers and special
education teachers should be on-going and at least weekly. Other times may include grading
periods or when intervention adjustments may need to be made.