The Challenge of Implementing Collaboration between General and Special Education

Abstract

Although the literature distinguishes between expert and collaborative interpretations of consultation, in practice it is difficult for specialists to relinquish their “expert” status in a consulting relationship. While collaborative models of consultation appear to be gaining favor, achieving real partnerships between special education and classroom teachers is a much greater challenge than is often realized. This article describes differences between consultation and collaboration and makes the argument that collaboration deserves far greater attention in current attempts to redefine relationships between specialists and teachers in the schools.