ABSTRACT
CROSS-GRADE LEVEL COLLABORATION A wide array of philosophies, teaching approaches, and personalities likely exist among the teachers within any school building. The previous chapters discussed the processes schools follow to identify and support students with disabilities using the RTI and IEP processes. Understanding the characteristics of both high and lowincidence disabilities, and key ways to support students with these disabilities in the classroom, is critical to student success. A common vocabulary and set of understandings regarding “disability” are important components of the identification, assessment, and instruction process for supporting students with disabilities across the grade levels. Collaboration across grade levels to support transitions from grade to grade needs to be a primary consideration when teachers collaborate with one another.
