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Across-Program Collaboration to Support Students With and Without Disabilities in a General Education Classroom

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We conducted a program evaluation of a multicomponent intervention using general education/special education collaborative teaming to increase the academic achievement and social participation of students with and without disabilities. A team of general, special, and bilingual educators, parents, and an outreach consultant developed Unified Plans of Support (UPS) for three students whose academic performance was substantially below grade level and whose social participation was limited. Effectiveness of the support plans was evaluated through multiple data sources including behavioral observations, team interviews, and analyses of student work samples. Evaluation outcomes suggested that consistent implementation of the plans of academic and social support by members of the UPS Team was associated with increases in academic skies, self-confidence and assertiveness, social interactions with classmates, and demonstrations of pride in academic accomplishments. The implications of across-program and across-school collaboration are discussed, as well as the need for future research on models of resource reallocation to meet the needs of all students in general education classrooms.

Keywords: collaborative teaming; curricular adaptatio; inclusive education; parent participation; social support

Document Type: Research Article

DOI: http://dx.doi.org/10.2511/rpsd.26.4.240

Affiliations: San Francisco State University.

Publication date: December 1, 2001

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  • Research and Practice for Persons with Severe Disabilities is now published in association with SAGE Publications. For new issues please visit: rpsd.sagepub.com
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