The Power of Collaboration Between Special Education and General Education Teachers

Jun 22

Our general education teachers will always have students with IEPs in their class. It is incredibly important for them to have a thorough understanding of those children and their IEPs.

Unfortunately, that doesn’t always happen. When there is a breakdown in communication between our special education and general education teammates, our students are the ones that suffer. We know that IEPs are legally binding. The services, accommodations, and modifications written in them must be done. Not just in the special education setting, but in the general education setting also. As the case manager, we need to make sure our general education counterparts are in the know. We have to share the information they need to help their students be successful and support them. We are a team.

Let’s talk about three things you can do that will help to make sure you and your general education partner are working together and on the same page.

Ensure the whole IEP team is working together to develop realistic and functional services, accommodations, and modifications. When IEPs have too many goals or are too complicated and unrealistic, it can feel (and be) impossible to implement.
Make Sure The Gen. Ed. Teacher Has All The Info They Need: Completing the IEP At-A-Glance document as part of your wrap up procedure after holding an IEP meeting makes this super easy. All the information is clear and all in one place.
Regular Communication is absolutely necessary. Plan regular check-ins and stick to them. Add them to your calendar like you would for any other meeting. It can go a long way to ensure everyone is feeling heard and supported.

Our students have a better opportunity to learn and grow when IEPs are effective and functional, everyone knows what’s expected, and consistent collaboration happens.