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Must we collaborate? Examining cultural contexts.

Article Excerpt
Abstract

Given the significant role that collaboration plays in special education, educators must examine the model of collaboration they adopt when establishing and sustaining relationships with diverse families. A "one size fits all" model of collaboration embodied by the increasingly favored "teaming model" is not culturally responsive and does not support a family centered approach to establishing meaningful collaborative relationships. The concept of cultural reciprocity is revisited within a framework of collaborative practices with diverse families.

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"The switch from consultation to collaboration came when the role of the special educator evolved from that of the expert to one of a collaborator, or joint problem solver" (Cramer, 1998, p. 28). But what if some parents don't want to be a part of a joint problem solving system?

A central feature in the Individuals with Disabilities Education Act (IDEA) is the notion that parents and educators need to seek meaningful collaborations in order to produce more effective and relevant programs for students with disabilities. Friend and Cook (2003) emphasize that IDEA, in fact, mandates collaboration in the form of parental participation at multiple stages including all eligibility, placement and service decisions as well as their right to be regularly informed about their child's progress. This was recently highlighted in the National Education Association's IDEA Reauthorization Recommendations which emphasized that IDEA should: "Ensure that parents are full partners in their child's education" and specifically:

NEA considers active parent participation as critical for student success. When parents, teachers, administrators and related service providers work and plan together, focused on matching the educational environment and appropriate supports with the learning needs of students with disabilities and those without, the IEP process yields programs and services that maximize the success of every child (NEA, 2003)

Fishbaugh (1997) offers a number of definitions for collaboration including the consultative model (expert informs novice), the coaching model (dual advising among peers), and the teaming model (equal ownership of the problems and solutions). The teaming model, however, appears to be the favored and expected approach to collaboration under National Education Association's IDEA Re-authorization Recommendations and from our own observations, across many special education communities. Given this call to increase parental participation in their children's educational programs, it is imperative that we examine the impact of culture and parental views on the collaborative and participation. Specifically, what if parents don't want to be a part of a...