Improving Collaboration Between Special Education and General Education Teachers

Classroom support strategies are often labeled as “special interventions” and compliance-driven tasks for a select few. But that’s an oversimplification. Tools like speech-to-text, guided notes, and flexible deadlines aren’t optional add-ons and isolated fixes—they’re essential supports that can boost learning for everyone.

By shifting away from language and labels that tend to separate students, educators can help eliminate learning-related stigmas. This approach ensures that all students feel valued. And it helps create an environment where special education and general education teachers are able to collaborate more effectively.

Below are a number of strategies that are intended to encourage deeper communication and collaboration between special education and general education teachers, in service of integrating meaningful, inclusive practices into everyday learning.

Supports and Tips for All Teachers

Establish clear protocols and regular conversations: Kick off each unit or teaching topic—it could be a short story in English, a hydroponics experiment in science, or a lesson on linear equations in algebra—with collaborative planning sessions that bring together general education and special education teachers.

These planning sessions are best held during weekly professional learning community meetings that are led by instructional coaches or department leads. Teachers and case managers can also touch base at the beginning of units in a more informal one-on-one setting, in person or virtually, to make sure that student accommodations are built into lessons. In tandem, general education and special education teachers should look for easy-to-embed tools that fit into classroom routines and make inclusivity a natural part of instruction.

Keep talking: Special education teachers should work closely with general education teachers to ensure that supports aren’t viewed as “extras” and that students who need supports don’t feel singled out or pushed aside. This means an ongoing dialogue with general education teachers on strategies, making sure that they’re being implemented effectively and not causing disruptions for students or staff. Regular check-ins with general education teachers—email updates, classroom visits, etc.—ensure that supports for students evolve as necessary.

Embed additional flexibility into lesson design: Whenever possible, teachers should aim to create lessons that offer multiple ways for students to demonstrate understanding: writing, visuals, and oral presentations. Otherwise, support practices run the risk of coming across as infrequent afterthoughts.

Adopt a “micro-coach” approach: Teachers should aim for brief, informal check-ins with students as part of their daily routines. Ask questions like “How’s this working for you?” or “What might help you understand this better?” These micro-coaching moments allow for instant feedback. They also allow students to take charge of their learning, and create low-pressure opportunities for quieter students to speak up.

Consider a breadth of supports and tools: I recommend that general education and special education teachers try out a number of strategies in their classrooms.

• Flexible deadlines: Instead of simply extending due dates, give students assignments on the earlier side so they can work at their own pace. Provide a color-coded timeline that breaks tasks into smaller chunks, enabling students to self-monitor their progress. This also builds real-world time management skills, mirroring college and job expectations where long-term projects require planning ahead.
• Quiet testing areas and movement-integrated learning zones: Some students focus best in a low-distraction setting, like a quiet corner or an alternative space. And not every student learns best sitting still. I recommend creating “learning zones” with standing whiteboards, fidget stations, and/or a walk-and-talk discussion area where students can process information while moving. Movement helps students retain information and regulate focus, making it a great fit for both general education and special education settings.
• Notebook checks: This is an easy way to create meaningful, one-on-one moments, where teachers can engage with students by tracking their progress and identifying specific needs. Teachers can further empower student voices by asking open-ended questions that encourage students to share what works best for them.
• Think-pair-sketch: Instead of think-pair-share, students draw their thoughts before a discussion. This allows students to organize ideas in a low-pressure way before speaking. It also helps break up routine discussions.

Tips for General Education Teachers

There are a few inclusivity- and ownership-oriented strategies that are geared slightly more toward general education environments.

Normalize supports: Create a classroom culture where inclusive supports are as routine as using a calculator or putting on headphones during study time. Affirm to your students: “We all learn in our own ways; everyone is unique, and we use different tools to succeed.”

Make supports seamless: Offer multiple ways for students to showcase their learning. Instead of asking, “Who needs extra help?” try a more inclusive approach: “What do you need to do your best work?” A simple shift in language opens the door for engagement and benefits everyone in the classroom, regardless of their learning needs.

Encourage ownership: Have students take an active role in their learning by fostering reflective conversations. Ask questions like “How’s this working for you?” Or invite students to share what’s helping and what’s getting in their way. When students are struggling, utilize check-ins as opportunities to teach problem-solving and conflict resolution—let them express frustration, work through challenges, and find solutions. Instead of seeing struggles as roadblocks, students will begin to see them as chances to grow their own confidence.

Tips for Special Education Teachers

The following strategies are especially pertinent for special education teachers as they work with students to navigate their classes and prepare for life beyond high school.

Help students understand their supports: Middle and high school are pivotal times for special education students to understand their learning needs. Explanations like “This helps you show what you know without distractions” or “This gives you the chance to focus on the work and not the stress” make accommodations feel more like everyday, run-of-the-mill tools, rather than points of separation from other students.

Focus on self-advocacy: Push for students to explain their needs to others. Phrases as simple as “Here’s how I learn best” and “I do better when I can take my time with this” give students the confidence to advocate for themselves in college, in their careers, and beyond.

Support transitions: Preparing students for life after high school means helping them see accommodations as lifelong tools, not temporary fixes. Discuss with them how accommodations might look in college or the workplace, and reinforce the idea that asking for support is a strength, not a weakness.