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Effective teaming requires effort from the
child's whole educational team. The Minnesota
Department of Children, Families and Learning
(2002) outlines a five step process to help guide
effective collaboration in order to make decisions
regarding the instruction of students with disabilities. First, the team reviews the standards, performance task, and curricular demands. Next, the
team discusses the learning needs of the student
and the availability of resources. This is a crucial
step because it gives professionals an opportunity to discuss the specific needs and concerns
relevant to the placement of a student as well as
modifications that the student will need to succeed. In step three, the team decides on accommodations for the student and determines responsibility for implementing them. During this
step, the team explores changes that will be implemented to the current curriculum to allow the
student to meaningfully participate in instruction.
Step four is to monitor, adjust, and provide feedback. The last step is for the team to clearly identify target goals, discuss how the student will be
evaluated, then evaluate the student using established criteria (Minnesota Department of Children,
2002). This collaboration ensures that all members of the team are utilizing the same accommodations, modifications, and techniques to meet
the individual needs of the child with deafblindness.
Effective teaming for a child who is deafblind requires a long-term commitment from the
child's family and educational team. Powell
(2002) discusses the meaning of collaboration as
working towards interdependence (giving and receiving help), sharing information, participating in
co-planning/teaching, creating a common vision
and shared purpose, and instilling a communitywide expectation of ongoing reflection and professional development. Despite the time and effort
that effective teaming requires, professionals tend
