2.5: Collaboration with Teams

In addition to collaborating with individuals, teachers and clinicians collaborate on teams, specifically on multidisciplinary teams (MDTs) that require the meaningful involvement of students and families. Effective teams clearly define each member’s role and responsibilities, set clear goals defined by students’ needs, and value each team member’s expertise (Friend & Cook, 2013). For example, a middle school student with a learning disability is enrolled in general education courses during the school day. Therefore, her teachers need to collaborate to ensure they are all familiar with the accommodations she needs and how to implement them. This team of teachers would meet regularly to review how this student is progressing academically.

Another example might be an elementary school student with an intellectual disability and a communication disorder who spends a significant portion of the school day with his special education teacher and paraprofessional. The special education teacher and paraprofessional collaborate with the general education teacher and other specialized teachers (e.g., physical education teacher) to ensure the student is included as often as possible with his peers. In addition, a speech–language pathologist works with the student twice weekly and communicates with the special education teacher and paraprofessional about appropriate interventions. The special education teacher and paraprofessional also collaborate daily to meet the student’s needs. Each quarter, the team meets to review the student’s progress (Smiley et al., 2022).

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Friend, M., & Cook., L. (2013). Interactions: Collaboration skills for school professionals (7th ed). Pearson.

Smiley, L. R., Richards, S.B., & Taylor, R. (2022). Exceptional students: Preparing teachers for the 21st century (4th ed.). McGraw Hill.