Collaborating with Special Education Assistants

written by John Harper


Best Practice Guidelines for Collaborating with Special Education Assistants (SEAs) in Supporting Students with Disabilities 

Principals and teachers have the responsibility to provide support and training to SEAs. The best practices listed below are based on the following guidelines:

  • All adults in the classroom are valued members of an instructional team.
  • Roles and expectations of adults in the instructional team are collectively delineated to assure clarity.
  • Certified teachers guide and monitor the work of SEAs.
  • All necessary information about students is available to all members of the team – Including SEAs.
  • Principals actively promote the involvement of SEAs in the school community.

Special education case managers* engage in the following practices**:

  • Rotate into the daily/weekly schedules of SEAs in order for the special education teacher to have first hand knowledge of the students’ programs.
  • Initiate communication (e.g., meetings, email) with SEAs on a regular basis to discuss information relevant to student programs.
  • Provide consistent, daily written directions, plans, and materials to SEAs.
  • Model, demonstrate, and teach new techniques, strategies, or lessons to SEAs prior to implementation.
  • Observe and provide feedback to SEAs regarding their work with students.
  • Ensure that copies of students’ IEPs and other relevant information are readily accessible to SEAs and provide opportunities for SEAs to review this information

Principals engage in the following practices:

  • Invite SEAs to participate in school training activities that relate to their assignments.
  • Invite SEAs to participate in staff meetings and other school information meetings as appropriate.
  • Observe and meet regularly with the SEAs regarding job performance, and use this information when completing a job performance evaluation.
  • Create opportunities for SEAs to meet together in order for them to help and support one another.
  • Provide guidance in the development of a school-wide contingency plan for staff to implement when special education teachers or SEAs are absent.
  • Assist teachers and SEAs in following the provisions of the Collective Bargaining Agreement (CBA).

* Special education case managers have the primary responsibility for supporting SEAs. Regular education teachers may also engage in these practices as members of collaborative teams.

** See Best Practices for Working Together in a Classroom: Special Education Assistants & Teachers for additional information. This document is available at the Educational Services web site (http://dww.madison.k12.wi.us/es/SpecEd/sea/Best_pract_wrk_togthr.doc)