The Hidden Reality of Collaboration in Special Education

Student support = collaboration

Family support = collaboration

Support oneself = collaboration

SEN Teacher’s Job = collaboration

But, many times Collaboration ≠ sanity !!!

In the special education sector, everything in our lives and our students’ lives revolves around this concept; it is not just some buzzword, it is the job itself. Unless we collaborate, there is no truly ‘knowing’ the student. There is no making meaningful plans in the classroom, no IEP, and honestly, no role at all; it is the nucleus of our cells.

Perhaps, the oldest skill to co-exist, and yet the toughest. I often find myself wondering why it feels so difficult, although working together is the most essential and fundamental element of our existence on this planet, of living together.

As schools move towards truly inclusive practices, collaboration is the medium through which these flow. From a student’s lens, this might look like

• My SPED teacher will have a pillow and a fidget toy for me.
• When my main teacher is giving instructions, they can stand by me and help with my work if I do not understand.
• Both of them will talk to my parents about the wonderful things that I can do, and a few for which I might need some extra help.

All of it means -talking, discussing, debating, agreeing, respectfully disagreeing- crucial, but definitely not simple human tasks.

In environments with established process flows, procedures and transparency, this is a relatively easier task since the setting has already defined the requisites, boundaries and expectations. However, in institutions or departments wherein these are still emerging or developing, ‘collaboration’ can become one of the most intimidating experiences for someone. Many of us quietly carry some heavy questions in our minds:

*Will they think I don’t know my job?

• Will this be reported to leadership?

Technology has helped, no doubt. Shared understanding with the luxury of access, accommodation and modification in one’s own time and space ( to a large extent), a silent supportive partner. But will these alone suffice without the human element? There is no dearth of philosophies and professional training on building culture, transparency in the world, and working together in teams. Yet in reality, many SEN Teachers feel they are getting into a battlefield with no preparation, no tools and no real support.

The paradox is striking. Working together is the soul of SEN education, but trying to hold everything together, I often find myself falling apart. In the middle of this, the one question that is silently staring at me is, “Now, where is the student ?”