Language development, articulation, and self-expression for example, are excellent skills that students should acquire over time for future success in life. However, not all students will master these skills at the same frequency and level of proficiency. As a result, many of these students will have an Individual Educational Plan to compensate their lacking. Murawski, & Spencer, (2011) report “Most educators already know that IDEA mandates that special education decisions be determined by teams” (chap.3). Further, the purpose of team decision is to create collaboration. The primary role of the team is the curriculum design based on curriculum design for learning (UDL) and differentiated instruction (DI). The Universal Design for Learning
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Activities or learning tasks highlights how students’ learning experiences will be used as formative assessment opportunities. The activities or tasks provide information about how teachers will gradually release the responsibility to the students. Equally to the collaboration between general and special teachers, teachers should establish a collaboration tie with parents. Parent-teacher collaboration enhances the opportunities for students to be successful in their academic education and in life. However, one common obstacle in creating parent teacher collaboration is the language barrier. Whenever language barrier arises, it can lead to misunderstandings, confusion, and sometimes frustrations. To compensate, the IDEA Act stipules “Regarding the participation of a parent whose native language is other than English in IEP Team meetings, the IDEA regulations require each public agency to take whatever action is necessary to ensure that the parent understands the proceedings of the IEP Team meeting, including arranging for an interpreter” (IDEA 2004). When parent noticed the teacher’s interest in his or her child’s well-being, they become open and willing to establish connections and work in collaboration with
Activities or learning tasks highlights how students’ learning experiences will be used as formative assessment opportunities. The activities or tasks provide information about how teachers will gradually release the responsibility to the students. Equally to the collaboration between general and special teachers, teachers should establish a collaboration tie with parents. Parent-teacher collaboration enhances the opportunities for students to be successful in their academic education and in life. However, one common obstacle in creating parent teacher collaboration is the language barrier. Whenever language barrier arises, it can lead to misunderstandings, confusion, and sometimes frustrations. To compensate, the IDEA Act stipules “Regarding the participation of a parent whose native language is other than English in IEP Team meetings, the IDEA regulations require each public agency to take whatever action is necessary to ensure that the parent understands the proceedings of the IEP Team meeting, including arranging for an interpreter” (IDEA 2004). When parent noticed the teacher’s interest in his or her child’s well-being, they become open and willing to establish connections and work in collaboration with