430113
13JonesIntervention in School and Clinic
© Hammill Institute on Disabilities 2012
ISC47510.1177/10534512114301
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Collaboration Forum
Kimberley Paulsen, Associate Editor
Fostering Collaboration in Inclusive Settings:
The Special Education Students at a Glance Approach
Beth A. Jones1
Keywords
general and special education, collaboration, processes, collaboration, for students with mild disabilities, inclusion,
paraprofessionals
Perhaps now more than ever, “successful special educators
[have to be] masters of collaboration” (Fisher, Frey, &
Thousand, 2003, p. 46). The recent push for inclusion is one
reason for an increased need for collaboration (Eccleston,
2010; Voltz, Elliott, & Cobb, 1994). For example, students
with disabilities are now spending the majority of their time
in the general education setting, with 59% being served in
general education at least 80% of their day (U.S. Office of
Special Education Services, 2009). The collaboration of
special education, general education teachers, and parapro-
fessionals—involving effective communication, coopera-
tion, joint problem solving and planning, and finding
solutions—has been thought to be crucial for the successful
instruction of students with disabilities in general education
classrooms (Lamar-Dukes & Dukes, 2005; Voltz, 1992;
Voltz et al., 1994; Wallace, Shin, Bartholomay, & Stahl,
2001; Weishaar, 2001). However, collaboration with gen-
eral educators and learning to work with paraprofessionals
are two elements of the special educator’s duties that may
prove to be challenging (Giangreco, 2003; Mastropieri,
2001; McGrath, Johns, & Mathur, 2010).
Intervention in School and Clinic 47(5) 297­–306
© Hammill Institute on Disabilities 2012
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The dissemination of information to general education
teachers comprises one facet of the special education teacher’s
collaborative role. This can encompass providing in-service
training, sharing professional literature, and providing
checklists to facilitate the identification of students with
disabilities (Cannon, Idol, & West, 1989; Voltz, 1992;
Voltz et al., 1994). Because the Individuals With Disabilities
Education Improvement Act of 2004 (IDEIA; 2004) makes
it clear that the individualized education program (IEP) is
not the exclusive responsibility of the special educator and
the successful inclusion of students with disabilities depends
upon the active involvement of general educators in the IEP
process, the dissemination of IEP information to general
educators could be one area in which special educators aiming
to further collaborative efforts between general education
1
Texas A&M University–Commerce, TX, USA
Corresponding Author:
Beth A. Jones, Texas A&M University–Commerce, 228 Henderson Hall,
Commerce, TX 75429 (e-mail: beth_jones@tamu-commerce.edu)
298 Intervention in School and Clinic 47(5)
and special education could improve their procedures
(Cook & Schirmer, 2003; Heufner, 2000; Lee-Tarver,
2006).
The collaborative role of special education teachers also
encompasses working with and supervising paraprofes-
sionals. For example, the 2010–2011 Occupational Outlook
Handbook reported that in 2008 there were over 1.3 million
full- and part-time paraprofessional positions. In addition, a
10% increase is expected by the year 2018 (Bureau of Labor
Statistics, 2010). Consequently, novice and experienced
special education teachers alike may have the responsibility
of supervising paraprofessionals’ work (McGrath et al.,
2010; Morgan & Ashbaker, 2001). Supervising paraprofes-
sionals requires both administrative and management skills,
and educators need to be able to communicate effectively,
coordinate schedules, match paraprofessionals’ strengths to
assigned duties, set goals, establish plans, support parapro-
fessionals in providing instruction, and offer frequent feed-
back (Wallace et al., 2001). Special education teachers may
become overwhelmed with these responsibilities and find it
difficult to know how to work collaboratively with parapro-
fessionals (McGrath et al., 2010).
Special Education
Students at a Glance
The special education students at a glance approach
(SESG) was conceptualized based on best-practice research
to help professionals overcome some of the known barriers
to collaboration and thus facilitate more effective collab-
orative efforts between special education teachers, general
educators, and paraprofessionals. The SESG consists of
three forms: the Beginning of Year (BOY) form, the End of
Year (EOY) form, and the Inclusion Running Record
(IRR). The BOY and EOY forms can be used by special
educators as a collaboration tool for dissemination of IEP
information to general educators. The IRR can be used
to foster collaboration and to support paraprofessionals
providing services for students with disabilities in general
education settings.
Beginning and End of Year Forms
The responsibilities of general education teachers related to
students with disabilities in inclusionary settings include
the design and implementation of curricula, specifically, in
accordance with the IEP that was developed by the IEP
team. When there is a failure to implement IEPs to both the
letter and spirit of the law, the consequences can include an
inappropriate education for the student, negative teacher
evaluations, due process hearings, and even personal law-
suits. Due process hearings can be costly, both monetarily
and emotionally, and school districts can ultimately be
ordered to compensate for lost services. Additionally, general
education teachers who fail to implement student IEPs
can also be personally assessed compensatory and punitive
damages.
One possible reason for the failure to implement student
IEPs is that general educators are unfamiliar with the IEP
paperwork. This could be attributed to the fact that general
education teachers, primarily at the secondary level, instruct
numerous students with disabilities over the course of one
instructional day (Gross, 2000; Tennant, 2007; Weishaar,
2001). To further complicate matters, there is no one com-
mon format for presenting the information contained in the
IEP. That is to say, the IDEIA mandates the required com-
ponents of the IEP, but not the manner in which it is pre-
sented or in how much detail (IDEIA, 2004). Thus, students
transferring from district to district, as well as out of state,
come with paperwork that sometimes looks drastically dif-
ferent from what teachers are accustomed to.
Findings of a study by Voltz et al. (1994) suggested that
one way to improve the actual collaborative roles of general
and special educators is to allow for specific times for col-
laboration. Furthermore, Weishaar (2001) suggested that
one way for general education teachers to comply with fed-
eral law is to become familiar with IEPs of students with
disabilities assigned to their classes. To accomplish this,
special educators can provide teachers with a comprehen-
sive list of students in their classes with IEPs at or prior to
the beginning of the school year.
The SESG: BOY form is intended to (a) provide a format
conducive to quick referencing, (b) facilitate student track-
ing, and (c) ensure that teachers are adequately familiar
with the services each student requires. Specifically, the
effective use of this form requires the special education
teacher to make appointments with all general education
teachers who will serve included students in their class-
rooms. This should occur at the beginning of each school
year, preferably during staff development training prior to
the inception of instruction, or each time a new student with
disabilities transfers in. During this time, the special educa-
tion teacher reviews the student’s IEP with the general edu-
cation teacher and watches as the general educator
transcribes the most crucial information to the one-page
SESG: BOY form (see Figures 1 through 3). This form
merely provides a format for the teacher to summarize all of
the key elements of the IEP in a concise manner. Therefore,
no decision making should occur regarding the appropriate-
ness of accommodations and all accommodations, and ser-
vices marked on the SESG: BOY form should be reflected
in the actual IEP. Additionally, because this form is intended
to be a shortened version of the IEP, the accommodations
indicated on this one-page form were deemed necessary for
the general education setting by the IEP team and must be
implemented by the general education teacher. It is possible
that the special educator could assist in the implementation
of accommodations, but that would be done on a
Jones 299

John Doe ISD

Individual Educaon Program

Jane Doe
Student Name _______________________ 5
Grade ______
____ Duraon Dates _______________
8/15/118/14/12

Student Eligibility Learning Disabled, Speech Impairment

Determinaon of Services to be Provided:

Subject Service Grade Time/Frequency Classroom Inclusion

Provider Assignment of Services Accommodaons Support
Reading/Language Special Special 250 min./week
Arts Educaon Educaon
Mathemacs Regular Regular 1, 2, 5, 6, 7, 11
Educaon Educaon
Science Regular Regular 1, 2, 5, 6, 7, 9, 10, 1 hour/week
Educaon Educaon 11, 12, 13, 14, 15
Social Studies Regular Regular 1, 2, 6, 7, 9, 10, 1 hour/week
Educaon Educaon 11, 12, 13, 14, 15
PE Regular Regular 8, 9, 10
Educaon Educaon
Elecves Regular Regular 2, 8, 9, 10, 11
Educaon Educaon
Speech Therapy Special Special 30 sessions/
Educaon Educaon semester

Accommodaons:
1. Reduce/modified exams without 8. Short instructions
reduction in TEKS 9. Teacher check for understanding
2. Opportunity to respond orally 10. Repeat and explain instructions for
3. Provide correctly completed samples clarification
4. Reduced/modified assignments 11. Extra time for oral responses
without reduction of state standards 12. Study sheets/preview/summaries
5. Read math problems aloud 13. No penalty for spelling
6. Oral exams/open book exams 14. Tape recorded/highlighted materials
7. Small group exam administration 15. Copy of class notes

IEP Minutes/Deliberaons:
The IEP Team met to review Jane’s progress. The IEP goals were drafted, and the schedule of services
were determined. Jane’s parents reported that they would like to see a focus on improving Jane’s
organizational skills. Jane will participate in state and district assessments, with accommodations. The
IEP Team reached consensus.

Figure 1. Sample individualized education program (IEP). The IEP, developed by the IEP team, is used to determine services that
should be indicated on the beginning of year form.

case-by-case basis. In the event that a general education
teacher found the required accommodations to be unsuc-
cessful or unnecessary, he or she would need to communi-
cate that information to the special education teacher and
possibly call an IEP meeting to make changes to that par-
ticular student’s program. It is recommended that the spe-
cial education teacher initiate this type of progress
monitoring with the general education teacher, at the same
interval that he or she completes IEP progress reports, by
setting up an appointment or inquiring via e-mail as to the
effectiveness of required accommodations.
The use of the SESG: BOY form serves to ameliorate
general education teachers’ unfamiliarity with special edu-
cation paperwork and lack of knowledge regarding where
to find pertinent information. Additionally, it provides the
special education teacher an opportunity to witness the
review of each student’s records. The SESG: BOY form
also allows the teachers to leave with a one-page summary
of all of the services that are to be provided to a particular
student, a quick reference that they can utilize throughout
the school year. Of course, every time revisions are made
to individual student IEPs, another meeting between the
300 Intervention in School and Clinic 47(5)

Student: __________________ Teacher: _____________________ Date: ____________

Special Educaon Students at a Glance:

Beginning of Year Form

Please place an “X” beside the accommodaons that are REQUIRED for this student
Reduce/modified exams without reduc on of Extra me for oral responses
state standards Consider effort/parcipaon as part of grade
Opportunity to respond orally Study sheets/preview/summaries
Provide correctly completed samples No penalty for spelling
Reduced/modified assignments without Tape recorded/highlighted materials
reduc on of state standards
Large print materials
Read math problems aloud
Colored overlays
Oral exams/open book exams
Altered format of materials-How?
Extra me for comple ng assignments
Retake tests if grade lower than ____ Copy of class notes
Small group exam administraon Clearly defined limits
Reducon of state standards through IEP Frequent eye contact/proximity control
Exempon from reading before peers Behavior Intervenon Plan
Emphasis on major points Private discussions regarding behavior
Grading based on parcipaon/social skills Supervision during transions
acquision
Frequent reminders of the rules
Short instrucons
Augmentave communicaon device
Teacher check for understanding
Word processor
Repeat and explain instrucons for clarificaon
Other: ___________________________
Assignment notebook
Visual or auditory aides Other: ___________________________
Peer tutoring/peer working arrangement
(s)

Resource Subject(s)/Time(s)/Grading:

Inclusion Support/Related Services:

Pernent Info from the IEP Minutes

Figure 2. Blank beginning of the year form. IEP information should be transcribed to this form by the general education teacher as the
special educator explains required accommodations and services.

general educator and special educator would need to occur
in order to transfer the updated information in the IEP to a
new SESG: BOY form (see Note 1).
Likewise, at the conclusion of the school year, the spe-
cial education teacher can request that general education
teachers complete the SESG: EOY Review worksheet (see
Figures 4 and 5) as part of their checkout procedures. The
form provides an avenue for teachers to offer insight regard-
ing effective instructional strategies that can be passed
along to the student’s next teacher, in order that they not
reinvent the wheel. Teachers are asked to give any hints
about what they wish they would have known on the first
Jones 301

Jane Doe
Student: __________________ Mr. Smith/Science
Teacher: _____________________ 8/16/11
Date: ____________

Special Educaon Students at a Glance:

Beginning of Year Form
Please place an “X” beside the accommodaons that are REQUIRED for this student
X Reduce/modified exams without reducon of
state standards
Opportunity to respond orally
Provide correctly completed samples
X Reduced/modified assignments without
X Extra me for oral responses
Consider effort/parcipaon as part of grade
X Study sheets/preview/summaries
X No penalty for spelling
X Tape recorded/highlighted materials
reducon of state standards
Large print materials
X Read math problems aloud
Colored overlays
X Oral exams/open book exams
Altered format of materials-How?
Extra me for completing assignments
Retake tests if grade lower than ____ X Copy of class notes
X Small group exam administra
on Clearly defined limits
Reduc
on of state standards through IEP Frequent eye contact/proximity control
Exemp
on from reading before peers Behavior Intervenon Plan
Emphasis on major points Private discussions regarding behavior
Grading based on par
cipa
on/social skills Supervision during transions
acquisi
on
Frequent reminders of the rules
Short instruc
ons
Augmentave communicaon device
X Teacher check for understanding
Word processor
X Repeat and explain instruc
ons for clarifica
on
Other: ___________________________
Assignment notebook
Visual or auditory aides Other: ___________________________
Peer tutoring/peer working arrangement
(s)

Resource Subject(s)/Time(s)/Grading:

R/LA 250 minutes/week

Inclusion Support/Related Services:

1 hour/week

Speech Therapy

Pernent Info from the IEP Minutes

Parents requested that we work on organizaonal skills.

Jane will take state/district assessments, with accommodaons.

Figure 3. Completed beginning of the year form. An example of how to use the information on the sample IEP to complete the
beginning of year form.

day of the school year about working with that student, for a future teacher to know that instruction was not suc-
what did not work, the reason(s) particular approaches were cessful when presented in a lecture format or that the
not successful, and the accommodations they felt were the student best demonstrated his or her learning in visual rep-
most helpful to the student. For example, it would be helpful resentations rather than in written work. The special education
302 Intervention in School and Clinic 47(5)

Student: ___________________ Teacher: _____________________ Date: ____________

Special Educaon Students at a Glance:

End of Year Review
Please place an “X” beside the accommodaons that you find most helpful for this student.
Reduce/modified exams without reduc on of Extra me for oral responses
state standards Consider effort/parcipaon as part of grade
Opportunity to respond orally Study sheets/preview/summaries
Provide correctly completed samples No penalty for spelling
Reduced/modified assignments without Tape recorded/highlighted materials
reduc on of state standards
Large print materials
Read math problems aloud
Colored overlays
Oral exams/open book exams
Altered format of materials-How?
Extra me for comple ng assignments
Retake tests if grade lower than ____ Copy of class notes
Small group exam administraon Clearly defined limits
Reducon of state standards through IEP Frequent eye contact/proximity control
Exempon from reading before peers Behavior Intervenon Plan
Emphasis on major points Private discussion regarding behavior
Grading based on parcipaon/social skills Supervision during transions
acquision
Frequent reminders of the rules
Short instrucons
Augmentave communicaon device
Teacher check for understanding
Word processor
Repeat and explain instrucons for clarificaon
Other: ___________________________
Assignment notebook
Visual or auditory aides Other: ___________________________
Peer tutoring/peer working arrangement

Things I have tried with this student that did NOT work and WHY:

What I wish I had known from day 1 for working with this student:

Addional Helpful Hints:

Figure 4. Blank end of the year form. As part of standard checkout procedures, general educators complete this form on any
students with disabilities that were included in their classroom in the preceding year.

teacher can keep a file of these completed forms and pass
them on to the next year’s general education teacher at the
beginning of the year meeting previously discussed.
Inclusion Running Records
Research indicates that both teachers and paraprofessionals
themselves feel a need for professional development for the
instructional assistants, citing a mismatch between respon-
sibilities and training and a lack of adequate guidance as
driving forces (Idol, 2006; McGrath et al., 2010). Giangreco
(2003) suggested that classroom teachers, special educa-
tors, and paraprofessionals should hold meetings explicitly
for the purpose of outlining plans for including students
with disabilities in lessons and various activities. Therefore,
the special educators’ first responsibility with regard to
Jones 303

Jane Doe
Student: ___________________ Mr. Smith/Science
Teacher: _____________________ 5/30/12
Date: ____________

Special Educaon Students at a Glance:

End of Year Review
Please place an “X” beside the accommodaons that you find most helpful for this student.
X Reduce/modified exams without reducon of
state standards
Opportunity to respond orally
Provide correctly completed samples
X Reduced/modified assignments without
reducon of state standards
X Read math problems aloud
X Oral exams/open book exams
Extra me for compleng assignments
Retake tests if grade lower than ____
X Small group exam administraon
Reducon of state standards through IEP
Exempon from reading before peers
Emphasis on major points
Grading based on parcipaon/social skills
acquision
Short instrucons
Teacher check for understanding
Repeat and explain instrucons for clarificaon
Assignment notebook
Visual or auditory aides
Peer tutoring/peer working arrangement
X Extra me for oral responses
Consider effort/parcipaon as part of grade
Study sheets/preview/summaries
No penalty for spelling
X Tape recorded/highlighted materials
Large print materials
Colored overlays
Altered format of materials-How?
X Copy of class notes
Clearly defined limits
Frequent eye contact/proximity control
Behavior Intervenon Plan
Private discussion regarding behavior
Supervision during transions
Frequent reminders of the rules
Augmentave communicaon device
Word processor
Other: ___________________________
Other: ___________________________

Things I have tried with this student that did NOT work and WHY:
Requiring Jane to write wrien responses to chapter focus quesons
Jane becomes frustrated with the reading level of the textbook, and she has great difficulty formulang
wrien responses.

What I wish I had known from day 1 for working with this student:
Jane seems to have a very fragile self-concept, and she does not like being singled out or looking
different from her peers.

Addional Helpful Hints:

I found that Jane was really movated by the opportunity to earn free me.

Figure 5. Completed end of the year form. An example of how a general education teacher might complete the end of year form to
provide useful information to the next year’s teacher.

working with their paraprofessionals would be ensuring
that these preplanning meetings occur in order to help
clarify roles and define learning goals for individual students.
The SESG: IRR (see Figures 6 and 7) would then be
used as a way of monitoring the provision of inclusionary
services and involves the special education teacher’s
requiring each paraprofessional with inclusionary duties to
complete a form on each student they work with, each
week. The paraprofessionals, in effect, keep a log indicating
that they delivered services; what day and time services
were delivered; whether the student was absent, present, or
tardy; if the student was prepared with the appropriate
304 Intervention in School and Clinic 47(5)

Student Name _______________________ Grade ________ Inclusion Staff______________

Total Inclusion Time on IEP by Subject____________________________________________

Special Educaon Students at a Glance:

Weekly Inclusion Running Record
Date Time Time Teacher A­endance Had Homework/ Inclusion Acvity During
In Out Materials? This Class
Monday

Date Time Time Teacher A­endance Had Homework/ Inclusion Acvity During
In Out Materials? This Class
Tuesday

Date Time Time Teacher A­endance Had Homework/ Inclusion Acvity During
In Out Materials? This Class
Wednesday

Date Time Time Teacher A­endance Had Homework/ Inclusion Acvity During
In Out Materials? This Class
Thursday

Date Time Time Teacher Aendance Had Homework/ Inclusion Acvity During
In Out Materials? This Class
Friday

Total Inclusion Time for This Week:

Math ______________ Social Studies ______________ Science ______________
Reading/Language Arts ______________ Other ___________

Figure 6. Blank inclusion running record. Inclusion staff completes this form weekly to document inclusionary activities of all students
with disabilities in general education settings.

materials; what instructional activity was engaged in during
the inclusion time; and the total amount of inclusion support
for that week. At the conclusion of each week, as their job
duties, the special education teacher can ask paraprofes-
sionals to file their completed logs by student in a desig-
nated, central location. It is important to note that this form
could also be utilized by other members of the special edu-
cation team, such as special education teachers themselves,
as a form of reflective journaling that would help uncover
patterns in student and/or teacher performance.
IRRs serve to hold paraprofessionals accountable for
their respective assignments. In addition, this form provides
an avenue for “spot checks” regarding what is occurring in
general education classrooms and provides documentation
that can be taken to IEP meetings. It is the intention that the
completed SESG: IRR forms be routinely reviewed and ref-
erenced when completing IEP progress reports. If included
students are participating in lessons appropriately in the
general education setting, then the special education teacher
merely uses the completed forms for documentation of ser-
vices provided and no change is made to the programming.
However, if it becomes apparent to the special educator
that, over time, students are not engaged in lessons, consis-
tently are not prepared with the appropriate materials, or are
Jones 305

Jane Doe
Student Name _______________________ Grade ________
5 Inclusion Staff______________
Mrs. Johnson
Total Inclusion Time on IEP by Subject____________________________________________
1 hour /week for science (Smith) and social studies (Thomas)

Special Educaon Students at a Glance:

Weekly Inclusion Running Record
Date Time Time Teacher A­endance Had Homework/ Inclusion Acvity During
In Out Materials? This Class
Monday

8/19 1:15 1:45 Smith Present Missing materials Read about water cycle

8/19 2:30 2:45 Thomas Present Yes Helped Jane get her
assignments wrien down
Date Time Time Teacher A­endance Had Homework/ Inclusion Acvity During
In Out Materials? This Class
Tuesday

8/20 2:15 2:45 Thomas Absent Helped small group of

students instead

Date Time Time Teacher A­endance Had Homework/ Inclusion Acvity During
In Out Materials? This Class
Wednesday

8/21 1:15 1:45 Smith Tardy Yes Helped with water cycle
experiment
8/21 2:15 2:45 Thomas Present Yes Made list of states and
capitals by region
Date Time Time Teacher A­endance Had Homework/ Inclusion Acvity During
In Out Materials? This Class
Thursday

8/22 2:15 2:45 Thomas Present Missing Helped complete

homework homework (label map)

Date Time Time Teacher Aendance Had Homework/ Inclusion Acvity During
In Out Materials? This Class
Friday

8/23 1:15 1:45 Smith Present Yes Illustrated steps in water

cycle

Total Inclusion Time for This Week:

Math ______________ Social Studies ______________
1 hour 15 min. Science ______________
1 ½ hours

Reading/Language Arts ______________ Other ___________

Figure 7. Completed inclusion running record. An example of how the weekly log of inclusionary services is completed to reflect
activities in the general education classroom and to document that all inclusion time mandated by the sample IEP has been provided.

not being included by the general educator, the special edu-
cator should set up a meeting with the general educator to
address the area(s) of concern. Again, it may become neces-
sary to call an IEP meeting to make formal changes to the
student’s program.
Conclusion
Including students in the general education classroom suc-
cessfully requires multiprofessional coordination (Eccleston,
2010; Voltz, 1992; Voltz et al., 1994). However, given the
306 Intervention in School and Clinic 47(5)
well-documented barriers to successful collaboration, special
educators in the inclusive model face a task that can be over-
whelming (Mastropieri, 2001; McGrath et al., 2010).
Research has shown that effective communication is one
of the biggest hurdles in the collaborative effort and that
attempts at overcoming these barriers need to focus on open-
ing the lines of communication among professionals (Lamar-
Dukes & Dukes, 2005; Voltz et al., 1994; Wallace et al.,
2001; Weishaar, 2001). Whereas collaboration should be
viewed as a continual process with many facets, the SESG
approach is one tool that special educators can utilize to help
them take the first step in fostering a collaborative environ-
ment. Of course, continued monitoring of student progress
and collaboration among professionals throughout the school
year are essential elements that need to accompany the use of
the forms discussed here. However, the SESG approach pro-
vides an avenue for improved communication and, therefore,
could impact future collaborative efforts between special
educators, general educators, and paraprofessionals by help-
ing to establish good working relationships. Furthermore,
this approach is intended to facilitate improved IEP imple-
mentation on the part of the general educator and paraprofes-
sional, which will, in turn, improve the instructional gains
made by students with disabilities in inclusive settings.
Acknowledgments
The author would like to express her sincere gratitude to Drs.
Jennifer Schroeder and Kashunda L. Williams for their time and
efforts in editing.
Declaration of Conflicting Interests
The author(s) declared no conflicts of interest with respect to the
authorship and/or publication of this article.
Funding
The author(s) received no financial support for the research and/or
authorship of this article.
Note
1. Complimentary copies of both the SESG: BOY and EOY forms
are available from the corresponding author upon request.
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About the Author
Beth A. Jones, PhD, is an assistant professor of special educa-
tion at Texas A&M University–Commerce. Her current interests
include collaboration, curriculum/teaching strategies, behavior
management, and visual impairments.