Article Critique 2 edited
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Des Moines Area Community College *
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Course
252
Subject
Communications
Date
Feb 20, 2024
Type
docx
Pages
4
Uploaded by KidFreedomOyster34
Article Critique #2.
The article that I chose is titled, Teachers Working Together - Improving Learning Outcomes in the Inclusive Classroom – Practical Strategies and Examples and was written by Amy S. Lingo, Sally M. Barton-Arwood, and Kristine Jolivette. This article’s title caught my attention by breaking up the ideas that are discussed throughout the scholarly article. I actually chose to highlight key parts that were discussed on collaboration between educators and ways to implement them for my future self as an educator to refer back to.
It is important to read this content with an open mind and take in all of the ideas discussed. Collaboration between teachers and educators is very important in order for the community within the building to thrive–especially when looking at collaboration between general education and special education teachers. Both general and special education teachers have a unique relationship with their students and have so much to offer them each day. Now, collaboration between educators varies between co-teaching, problem solving collaboratively, consultation, as well as peer coaching. Regardless of how two educators collaborate, it is important to keep in mind the best interest of the students and how improvement can occur while
working together. The article highlights the importance of collaboration between educators both in the general education setting as well as the special education setting when comes to teaching in inclusive settings. The emphasis of the Individuals with Disabilities Education Act, also known as IDEA, focuses on collaboration of both teachers and how to support the needs of students and learners with disabilities. It is important to keep track of students’ progress in a way
that you can prove by using data and linking it back to strategies that are reliant on data. Data driven assessments used by both are a way for educators in both settings to track progress and monitor the content mastery and progress each student is making throughout the day, week,
month and school year. Implementing the accommodations or supports that need to be put in place for specific students is also another topic discussed in the article. The authors also discuss how using instructional design for learning and different teaching methods help collaboration between teachers as well. The scholarly article also included a chart that broke down different ways and ideas collaboration can and will occur, and it also discusses different roles played by teaching and implementation as well as the outcomes that occur from the collaborative work. The article also used different work samples and ideas. This collaborative work can be implemented and used in ways such as frequency, teaching of lessons, data collection, etc. By collaborating and using data collection methods, the general education teacher and special education teacher can make improvements and work together to fit the needs of their students. Collaboration should happen between all school staff in order for the building to mesh well and run the smoothest. It is important to keep in mind that collaboration is not always easy but is vital for students and educators as well (Lingo, A.S. Barton-Arwood, S.M. Jolivette K. 2011).
I personally had many important take away points from this specific article and want to start off by pointing out how the authors of this article discuss IDEA and NCLB, which, while no
longer in existence, I thought were important. They discussed how both of these were put into place to focus on improvements in academic outcomes of each student. It also highlighted how both of these are data driven and how educators used both. Now that NCLB no longer exists, ESSA is now used along with IDEA. Decision making is important when it comes to data in order to make instructional decisions for students. It is important for students to have access to the general education curriculum and make academic progress, as well. However, the article also
discusses how at times, there is more pressure put on students with disabilities in the general
education classroom. It then went on to highlight just how important collaboration between both the special education and general education teacher is.
I was able to make many connections to this article and the work that I have done previously as well as the work that I do now too. I am thankful I have been able to experience different classroom settings and supporting exceptional learners. I connected to the article specifically when they were discussing the importance of collaboration between all educators–
support staff included. I find the collaboration between the associate or paraeducator and the special education and general education teacher to be very important. The importance of the supports provided allow educators to contribute to the academic performance of the students they
support. The connection between IDEA and NCLB and how they each work(ed) to improve academic success in different ways even though NCLB is no longer. Now, ESSA–also known as the Every Student Succeeds Act– took the place of NCLB and contributes to some of the same ideas. I feel as though I can make numerous connections to this article and what was presented throughout. I found it interesting and really liked how they gave real examples of collaboration and how to implement it in the classroom with different learners (Lingo et al., 2011).
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Reference List
Lingo, A., Barton-Arwood, S., & Jolivette, K. (2011).
Teachers working together improving
learning outcomes in the inclusive classroom - practical strategies and examples
.
EBSCOhost. https://web-s-ebscohost.com.uiulibrary.idm.oclc.org/ehost/pdfviewer/