My Philosophy Statement

Carmen Boyer

SPED 854

As a special education teacher, it is my responsibility to ensure students who have

exceptional learning needs are provided the environment, tools, and opportunities to learn. The

best way to assure the students are receiving services and supports that meet their needs for

academic growth is to collaborate with other people how have an interest in the student’s

success. Collaboration is more than just working with others. When practiced effectively, all

members of a collaborating team have significant roles and responsibilities. There are unique

challenges that come with authentic collaboration, but the benefits are rewarding.

Students who receive special education services have an individualized education

program (IEP) that includes goals they are focused on learning and how to best provide access

to the curriculum students who are not identified with a disability are receiving. Each IEP is

individualized to meet the needs of that specific student. As a teacher my knowledge of the a

student is based on the limited time I get to spend with the student at school. Their interactions

in different environments and with different people may demonstrate abilities I had not seen or

gaps I had not noticed. Collaborating with the people involved in the student’s life is crucial to

creating and executing a plan that holds high, yet attainable expectations specific to that child.

I think the people who are key to collaborating in special education are the people who

have an interest in the student’s success. It could be anyone who lives or works with the

student. This could include family members, other teachers, special providers, tutors, and

coaches. Family members are important because they have the most invested in the student’s

success. They have known the student the longest and will continue to be a part of the student’s

life after the student leaves my class. Each person sees the student from a unique perspective.

To help the student learn and grow socially, emotionally, intellectually, and academically, we will
all need to share our knowledge of and hopes for the student. We can then work cooperatively

in the best interest of the child.

Working collaboratively is the ideal situation, however, there are many barriers that can

get in the way. to authentic collaboration. The top three obstacles in my opinion are time, roles,

and trust. Time can be a barrier. Making time to meet and coordinating schedules of multiple

people can be a big challenge. Luckily, virtual meetings have alleviated that problem somewhat

for IEP meetings. However, it is my responsibility to schedule and hold regular meetings with

co-teachers, paraprofessionals, and assistant teachers. One of the unique characteristics of

collaboration that makes it so effective is that everyone contributes from their own strengths. By

meeting regularly each participant has multiple opportunities to share observations,

suggestions, and questions. When collaborating, everyone has equitable roles. Not all

coworkers and parents understand their equitable role in collaborating. The biggest challenge I

see in working collaboratively is assuring that Eeveryone in the group has equal power and

equal say. Some parents may be shy or intimidated by the school setting or being in a room with

multiple teachers. They may believe that teachers know what is best and simply agree with the

ideas that are shared. They may also have different communication orientation due to cultural or

linguistic Itdifferences. It is my responsibility to let themmake the know they are m feel valued

and to make sure they are being heard. Sometimes On the other side, sometimes general

education teachers feel they should not have much responsibility for the student’s progress if

the student is in special education. It is my responsibility job to make them aware that their

ideas matter equally. They have a better understanding of the classroom expectations and how

the student is or is not meeting them. Sharing equal power is not always understood, or

believed to be necessary, or easy to determine. Trust is a crucial element to collaborating, but

also very challenging to establish. It takes time, patience, respect, and honesty from all parties.

By meeting and communicating regularly, valuing and encouraging participation, trust can be

earned. Big things can happen when we know we are all on the same team working for the
same goal, the success of our student. It is also hard to determine if the power among those

involved is equal.

It is important for teachers and families of special education students to communicate and work

together. There are, however, key moments in a student’s life when collaboration is more

beneficial. First, when a student first enters the special education program, collaborating is

critical. Some teachers may not know the student as well as others do. Showing trust in them is

a wonderful way to begin the relationship. Another time when collaboration is more crucial is

when a student is transitioning to a new school or out of school. As the environment and

expectations change for the student, the more reliant the team will be on each other.