Abstract
This study investigated the effectiveness of a general education/special education collaborative teaming process on the academic and social participation of six students in general education classrooms. Three of the students experienced severe disabilities. The other three were considered academically at risk. Each student was supported by an educational team that included general and special education personnel and the students' parents. Each team developed and collaboratively implemented individualized Unified Plans of Support for one student at risk and a classmate with disabilities, consisting of academic adaptations and communication and social supports. The effectiveness of the support plans was evaluated through behavioral observations and team interviews. Intervention outcomes suggested that for each of the six students consistent implementation of the plans of support by team members was associated with increases in academic skills, engagement in classroom activities, interactions with peers, and student-initiated interactions.
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