Teacher Collaboration Essay Research Paper Included — страница 2

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normally have a problem accepting children who are disabled, it is the adults around them that do. The author s suggest that inclusion should not be used as a label for disabled children, rather it should be used to celebrate the differences of each child. In Gable and Manning s report, the suggested approach was based much more on the role of the teacher, rather than the role of the child as proposed by the report of Schoen, Auen, and Arvanitis. Gable and Manning believed that teacher, grade-level, subject area, and multi-classroom collaboration is necessary to effectively achieve a total integration of the special and general education (220). Well-organized cooperative teaching methods were suggested, as well as calling for a school change that would encourage community

involvement. Schoen, Auen, and Arvanitis suggested an innovative program, independent or group activities, and peer support to bring the general and special educations together. The special education teacher observed the preschool room her students would be going to and collaborated with the teacher in order to help her design a schedule similar to a typical preschool schedule. The observation helped her to prepare her students, so that they would be comfortable in their new environment and in turn be successful. Newsletters, parent information sessions, and open houses were held to inform parents and students about the new approach to education (61). Forest and Pearpoint view inclusion as the responsibility and participation of everyone. They suggested using new and exciting

educational concepts such as cooperative and adult education, whole language and phonics, computer technology, and critical thinking (1). They believe that everyone should be educated to include each other and suggest that the exclusion of people, especially teenagers, leads to gangs, suicide, and violence because they are desperate to be included. Finally, Forest and Pearpoint demand community involvement, especially in schools, to celebrate diversity and teach the children to accept everyone. Since most public schools have not fully enacted any of these methods, it is unclear which strategy will prove to be the most beneficial. While schools cannot be solely responsible for enacting the collaboration in classrooms, they can alert the need for parents, politicians, and

television networks to pull together in a concentrated effort to reform the school system. The knowledge that many children blossom and become more accepting through special and general education should be enough to gain the needed support. Since this reform is also a political goal, schools should receive ample support from the President, Congress, and every state governor. If this support is not received the politicians must be held responsible. Also since many disabled children have normal siblings in the home, parents must join the effort for success to be an option. Parents need to be strong role models and express to their children that everyone is unique and that it is good to be different. It is the responsibility of everyone to bring out the strong points of every child.

While the successes of Schoen, Auen, and Arvanitis approaches incorporate typical classrooms, revised lesson plans, language interaction, and loads of attention which is something the children look forward to. These strategies seem to stress long term effects, which are ultimate goals in integrating special and general education. Gable and Manning s strategies offer a sense of shared decision-making and create a climate in which all students are successful. Forest and Pearpoint also stress that inclusion is not something that we have to agree on; instead, it celebrates our diversity and differences with respect. Once everyone realizes that teacher collaboration is needed, our children will definitely blossom and begin to celebrate their differences. Hopefully, education journals

and articles will continue to address the needed reforms and offer solutions to educators across the nation. As the Young Children, Childhood Education, and Internet articles proposed, schools need to initiate reforms with the support of the parents, community, and politicians. Without a joint effort, the integration of special and general education programs will cease. Also, as shown in these articles, the lasting effects need to be considered. Schools may choose to use the tactics introduced in the Childhood Education Journal to address the immediate reform and use the approaches from the Young Children Journal to be used continuously in the classrooms. The views of Forest and Pearpoint s article can be included in every classroom regardless of whether the class includes