Abstract

Despite the Individuals with Disabilities Education Act directives, collaboration and consultation remain seemingly difficult to achieve. Even with federally mandated or implied cooperative practices, educational professionals cite numerous logistical barriers to effective partnerships with school-based colleagues, families, and community agencies. For example, among educators and related services personnel, a lack of time is the most commonly cited reason for not engaging in collaboration and consultation. However, finding ways in which to collaborate and consult with members of the school-based team is imperative for the educational well-being of students, federal directives notwithstanding. With the advent of increased accountability, ways in which to ensure quality educational experiences for students are receiving additional notice. As such, effective collaboration and consultation practices have become enormously important in efforts to support students’ learning. The efforts of school-based professionals, including special educators, speech-language pathologists, and other specialists, are becoming increasingly noted, as the movements of such professionals serve to support (or not) the achievements of students with disabilities.