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Collaboration is vital in special education now more than ever and this is due in part to
multiculturalism and personal beliefs within our society. Trends are also changing as people
become empowered to live better lives thanks to ongoing and current research that allows
parents, teachers, family and friends to communicate with those with disabilities. One such
instance of technology is the use of ipads and tablets that are now being used in the classroom to
enable communication with students who are non-verbal. On a personal note, I have a niece with
autism (a very sever case) and my sister often worries about what kind of life is possible for her.
Entering her first year of school, she is spending time during the school day to learn to
communicate better and adapt to social skills within the confines of the school environment.
While my sister has valid concerns, I have shared with her some of my own personal stories as a
classroom teacher who has successfully taught students with disabilities. That said, there are
many teachers in the classroom who are sincere in putting forth their best effort to education all
children.
I truly believe that teachers must continuously examine and reflect on his or her teaching
practices, be ready to confront prejudges whether we believe that we have them or not, and then
willing to admit as lifelong learners we must make a commitment to learn about our students as
well their backgrounds, culture, and personal beliefs. As I mentioned before, I have taken great
pride in teaching students with disabilities, but there was once an occasion when I had to ask
myself if I was truly making provisions for my students with special needs because of mandates
or did I really believe that I was providing the same level of quality instruction as with the rest of
the students. Sadly, I had to admit that the answer was no, because I did not know anything
about the backgrounds of my students with special needs. Moreover, I knew absolutely nothing

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about their parents, their likes and dislikes, and special moments and experiences other students
were willing to share with me such as their soccer games or dance competitions.
I believe that collaboration is important in special education because like the old African proverb
states, It takes a village to raise a child. Realizing that to educate students with special needs,
teachers must work together to empower each other so that they can shape instruction to meet the
needs of the students. In addition, it is important to realize that students with special needs must
be afforded the same opportunities as students without disabilities.
Every year our school district participates in a solo and ensemble festival at the middle school
level and this student expressed that he wanted to play a solo. I made special arrangements with
his grandmother to have him stay after school so that I could work with him and she would come
in to listen so that she could reinforce what he was taught at home. It was during this time that I
learned about this student and what he needed from me to be successful in the classroom. This
student went on to play his solo and earned an Excellent rating at the festival. We were all so
proud of him and so were his teachers, family and friends.
In summary, collaboration is the continued interacting and networking between teachers, family,
and friends. But first, it is the act of making the effort and setting aside time to discuss and then
plan for success. The act of collaboration cannot be hurried and it is vital for all stakeholders to
engage in continuous research in the quest for successfully education those with special needs.
Lastly, the teacher should have a willingness to learn about the student, getting to know
something about him or her personally with questions that include but are not limited to their
hopes and dreams, specific skills and talents, family background or history if any, and above all,

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what the student needs from the teacher to be successful. Stakeholders should and must include
any and everyone in the school building whether classified or certified.