ABSTRACT
Approximately twenty percent of students struggle in Language Arts and Reading, and only a small percentage will eventually qualify for special education services. The remainder will rely on services and supports provided in the general education classroom to meet their diverse academic and behavioral needs. The growth of the English as a Second Language population (also known as English Language Learners and simply English Learners) in U.S. schools as well as the continuing struggles of the students who are at risk for school failure makes meeting the needs of all students a difficult task that requires a team effort. The days when a teacher could close his or her classroom door and be the solo instructor responsible for the academic and behavioral success of the students have passed. The door is now open, and with that open door, the potential for and accountability for student academic and behavioral growth has increased. If it takes a village to raise a child, it takes the entire school and community to educate that child, especially a child with diverse learning needs. No one person can know all the right answers or teaching techniques to meet the range of needs found in a typical classroom. Teams must use a collaborative process with shared goals, dedication, and the commitment of professionals and parents to working together with a shared responsibility for the success of all students.
