An Introduction A successful, long-term collaborative teaching arrangement necessitates a paradigm shift that lends itself to a shared ownership and commitment by professionals to educate all students. There must be flexibility in defining the roles and responsibilities of team members to establish trust and to foster confidence with other professionals. The ... Clinical Forum
Clinical Forum  |   October 01, 1992
An Introduction
 
Author Affiliations & Notes
  • Monica L. Ferguson
    Fairbanks North Star Borough School District, Fairbanks, Alaska
Article Information
School-Based Settings
Clinical Forum   |   October 01, 1992
An Introduction
Language, Speech, and Hearing Services in Schools, October 1992, Vol. 23, 361-362. doi:10.1044/0161-1461.2304.361
 
Language, Speech, and Hearing Services in Schools, October 1992, Vol. 23, 361-362. doi:10.1044/0161-1461.2304.361
A successful, long-term collaborative teaching arrangement necessitates a paradigm shift that lends itself to a shared ownership and commitment by professionals to educate all students. There must be flexibility in defining the roles and responsibilities of team members to establish trust and to foster confidence with other professionals. The team members also must have a willingness to take risks, to try new ideas, to establish new directions in teaching. Any lasting change requires a long-term commitment. Adopting this approach is not an event; it is a process of change that evolves over time.
So what does all this mean on Monday morning? Have you ever wished you could be a fly on the wall and observe how a successful collaborative program works? Program designs are as individual as those who participate in their development; there is no single correct program.
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