Collaborative Teaming to Support Students at Risk and Students with Severe Disabilities in General Education Classrooms

TLDR

The study examined whether a collaborative general‑education/special‑education teaming process improves academic and social participation for six students in mainstream classrooms. Teams of general‑ and special‑education teachers and parents created individualized Unified Plans of Support—combining academic adaptations and communication/social supports—for each student and their classmate, and the plans were implemented collaboratively and evaluated through behavioral observations and team interviews. Consistent implementation of the support plans was linked to gains in academic skills, classroom engagement, peer interactions, and student‑initiated interactions for all six students.

Abstract

This study investigated the effectiveness of a general education/special education collaborative teaming process on the academic and social participation of six students in general education classrooms. Three of the students experienced severe disabilities. The other three were considered academically at risk. Each student was supported by an educational team that included general and special education personnel and the students' parents. Each team developed and collaboratively implemented individualized Unified Plans of Support for one student at risk and a classmate with disabilities, consisting of academic adaptations and communication and social supports. The effectiveness of the support plans was evaluated through behavioral observations and team interviews. Intervention outcomes suggested that for each of the six students consistent implementation of the plans of support by team members was associated with increases in academic skills, engagement in classroom activities, interactions with peers, and student-initiated interactions.