Syracuse University

The Power of Partnering Up:

Collaborations Between the Library Media Specialist and a
Special Educator in Baker Street High School

Elizabeth Griffin
IST 564: Library Services to Students with Disabilities
Professor Marilyn Arnone
October 2nd, 2016
Assignment 1

Introduction
Collaboration between librarians and special educators is essential to ensuring that all students
have equal access to library resources. The library is supposed to be a resource for students and
this is especially true for students with disabilities. Law dictates that libraries must provide
certain services so that education is accessible to all. Not only must the facilities be accessible to
all, but so must library services, the collection, and technology (Joyce, 2006). One of the best
ways to bring students with differing abilities into the library is through connecting and working
with the special educators. These collaborations open up a variety of opportunities.
Perhaps the biggest takeaway from the various resources was the importance of sharing
expertise. Special educators bring an understanding of their students specific needs and what the
environment needs to be like in order for their students to be most successful while the librarian
brings the knowledge of the resources available to the library and new ideas that may make
learning easier (Farmer, 2009). Through communication and planning, the special educator and
the librarian share their expertise, thus creating a collective expertise that ultimately benefits
students (Jones, Zambone, Canter, & Voytecki, 2010).
There are obstacles to overcome when it comes to collaborating. One such obstacle is that both
the librarian and the special educator need to understand that their roles are complimentary and
one is not more important than the other (Jones et al, 2010). If this is not understood, it can be
difficult for the collaborative experience to be a successful one. The librarian and the special
educator must also clearly define what it is they expect of each other and what whose
responsibilities are in relation to the project they are working on (Joyce, 2006). If you do not
clearly define who is responsible for what, it can lead to confusion and an unsuccessful program
that causes more harm than good.
Collaboration between the library and special education classrooms have additional hurdles to
overcome in order to ensure the programs or lessons are beneficial for students, but that should
not be a limitation. One suggestion is that the librarian and special educators work together to
develop activities that are interesting before then focusing on in-depth lessons (Blaum & Bryant,
2004). They went on to recommend that you do not hold students back due to preconceived
notions of what they can or should do (Blaum & Bryant, 2004). As important as it is to simply
work together to provide these programs, activities, and lessons, it is more important that no bias
limit the possibilities and opportunities.
Collaborations between the library and special education classrooms are completely possible so
long as there is communication and the focus is on the students. As libraries are safe spaces for
all students, it seems only natural that librarians do whatever it takes to provide students with
special needs with the same opportunities as they do for all students. Partnering with the
educators who know them best seems like the clear choice to see it happen.

Site Description
Baker Street High School serves approximately 600 students in grades 9 through 12 with varying
needs and abilities. The student population is predominately white and nearly half the student
population is economically disadvantaged. Students are distributed relatively evenly amongst the

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different grades. Additionally, students are regularly performing either slightly below or equally
with the state average when it comes to state tests. Class sizes average around 20 students per
class.
The library is located in the center of the school with one primary entrance and two additional
exits. The library is set up with stacks along the sides of the large room with computers and work
space in the middle. There is also a computer lab located adjacently to the library that is used
primarily for library purposes and for library instruction. The special education classrooms are
centered in one wing of the school located relatively closely to the library. These classrooms and
teachers serve approximately 40 students with more serious developmental disabilities. The
administration of Baker Street High School is very supportive of different programs and
encourages collaboration whenever possible so long as it is beneficial for the students.

Interviewee Description
Mr. Holmes School Media Specialist
Mr. Holmes is the librarian in Baker Street High School. He received a degree from the State
University of New York at Albany in Library and Information Science as a School Media
Specialist. Prior to working at Baker High Street School, Mr. Holmes spent a few years working
in schools in the Albany area. He has served as the librarian in Baker Street High School there
for eleven years and has seen many changes within the media center. While he has worked there,
new programs have been started that allow for students to gain familiarity working with a variety
of technologies. Additionally, Mr. Holmes serves as a chairperson on the District Literacy
Initiative committee and as part of the school districts professional development committee. Mr.
Holmes has served as the gaming club team advisor and has developed an elective for all
students interested in gaming and coding. He plans to continue serving the students of Baker
Street High School and bringing them new opportunities they may not have otherwise while
continuing to develop curriculum for new electives. Lastly, Mr. Holmes proudest achievement is
being the father to two girls and introducing them to the magic and possibilities of libraries.
Ms. Watson Special Education Teacher
Ms. Watson received her masters degree in special education from the State University of New
York at Potsdam. A native to the area, Ms. Watson returned home when she was looking for a
new job and happened upon Baker Street High School right as the previous special education
teacher was set to retire. Ms. Watson has now served as one of the special education teachers in
the high school for two years and is excited to start her third. At times, she still feels like the new
kid in school but the environment has been welcoming and encouraging since the beginning. Ms.
Watson has said that the most rewarding part of her day is seeing the excitement on her students
faces whenever they have learned something new. As shes still newer to the district, she has yet
to branch out much beyond Baker Street High School but she someday hopes to developing an
after school club that is more inclusive to both students with differing needs and the rest of the
students within the school. Through branching out more, Ms. Watson feels that there will be even
less of a stigma attached to being a special education student in the high school.

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Findings
Throughout each conversation, Mr. Holmes and Ms. Watson revealed several interesting
takeaways about the perception of librarians and special education teachers and the collaborative
nature of their school. The key findings are as follows:
Mr. Holmes School Media Specialist
1. The initial perception when Mr. Holmes started was that the library was a dumping
ground and not all teachers made an effort to plan prior to arriving with their class. In
time, that has changed significantly.
2. Successful collaborations are dependent on the relationships between the librarian and the
teacher.
3. It is really important for the teachers to understand their students strengths and
weaknesses well because it helps the librarian shape the lesson to be as applicable and
relevant as possible. Librarians do not always see a student everyday so any insights they
can have about that students are really important.
4. Collaborating with special education teachers specifically is often more challenging but
the gratitude from the teachers and the students makes the effort all the more rewarding.
Ms. Watson Special Education Teacher
1. It can be difficult for special educators to collaborate with other educators at times but if
you are in the right school environment, it makes it much easier to navigate. Schools that
value collaboration and educators that have a passion for seeing all students succeed will
find ways of making these more difficult collaborations work.
2. Some special education classrooms are easier to collaborate with than others. Depending
on the students needs, which vary from classroom to classroom, some educators will
have a much easier time collaborating. The more complicated a students disability is, the
more thought and planning must go into collaboration to ensure that it is beneficial or the
student. The students needs always come first.
3. Collaborating with the library and librarian is very important for special education
classrooms. The library is full of resources that can really make the learning process
easier for students with differing abilities so it is important for students to learn early in
their education that they can go to the library and to the librarian for access to these
resources.
4. Working in special education and with special needs students is some of the most
rewarding and fulfilling work you can do. Ms. Watson claims she may be biased in this,
but she came back to it often and her love for what she does shined through.
Mr. Holmes discussed the initial struggle to develop a collaborative relationship with the teachers
of Baker Street High School. At one point he said It was tough at first in regards to developing
these relationships. We had some older teachers who had a clear idea of what they wanted to
use the library for and it took a while to change their minds so they would see what a resource
the library and I could be. He went on to say that in more recent years, with new teachers

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beginning, he has seen a definite shift in the perception of the library. Some of his most
memorable collaborations have been with the special education students. Theres always a
deeper level of excitement in their eyes when theyre in the library, Mr. Holmes said. Working
with high school students, they arent always as excited to be here, but that isnt the case when
youre working with these classrooms. Every year, the special education students get a refresher
into the resources available to them in the library. Ms. Watson and other educators in the
department work together to develop small projects for the students and Mr. Holmes works hard
to make them happen. One project he mentioned was helping students find appropriate books for
their skills which they would later present to the class. Theres never a dull moment, Mr.
Holmes recalled.
Ms. Watson, on the other hand, seemed very excited about the prospect of collaborations. I
havent collaborated too much while Ive been here, she began, but the dialog has been there
and other teachers have been really willing to offer advice and help. She went on to discuss how
the first collaboration she approached was with the librarian and how she tries to work with him
as much as possible. First, it started with a conversation. I wanted to know what resources were
available for my students and I was happy to find such a variety. Mr. Holmes and a previous
special education teacher had taken the time to add to the librarys collection of assistive
technologies and resources suited for the students the special education class typically served.
When Ms. Watson arrived, she wanted to be as familiar with these resources as possible so she
could keep them in mind while developing individual plans and projects for her students. From
that, it grew into something larger where students are assigned small projects and do them in the
library using the resources available. This reinforces the lessons about these resources and gives
them a chance to work outside their classroom. Ms. Watson discussed this collaboration with
pride before adding and this is only the beginning.

Conclusion
Collaboration is clearly the key to having successful programs that benefit the students as much
as possible. Conversation and planning on both ends is especially important, and even more so
when working with special education programs. The librarian does not always see a student
every day so they may not be aware of the adjustments that need to be made to help that student
be as successful as possible. Through planning and communication, you can overcome these
challenges much more easily. Shared knowledge was highlighted both in the research and in the
library. While the collaborations can be limited, these programs can grow and develop over time
as relationships between special educators are strengthened and developed. New opportunities
and technological advancements are brought to schools every year and it is important that
students with special needs be considered when this happens. Collaborations between the
librarian and content teachers will always be a work in progress thanks to the advancements in
education, but the same is true for working with special educators as well. Both Mr. Holmes and
Ms. Watson expressed how it is even more rewarding to see students with special needs succeed.
It is important that these students never be overlooked as everyone benefits from these
collaborations; most significantly the students.

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Interview Questions
Interview with Mr. Holmes
Where did you go to school to get your Library Science degree?
Is that where you learned techniques to collaborate with teachers?
Did you also learn to collaborate with special education teachers at that time?
Can you talk about some of your different collaboration experiences both with general
education teachers and special education teachers?
Do you think the school environment allows for collaboration? Are teachers willing to
collaborate with you?
What are some of your professional goals?
What are some of your proudest career experiences?
Interview with Ms. Watson
Where did you get your teaching degree?
While you were there, did you learn techniques to collaborate with classroom teachers or
school librarians?
Can you talk about some of your different collaboration experiences both with general
other teachers and school librarian?
Do you think the school environment allows for collaboration? Are other teachers willing
to collaborate with you? Is the school librarian?
What are some of your professional goals?
What are some of your proudest career experiences?

References
Blaum, D., & Bryant, C. (2004). Happily Ever After: A Tale of Collaboration between the
Library Media Center and Special Education. Knowledge Quest, 33(2), 34-35.
Farmer, L. (2009). School Library Media Specialist Collaboration with Special Education
Personnel in Support of Student Learning. Evidence Based Library and Information
Practice, 4(2), 37-55.
Jones, J. L., Zambone, A. M., Canter, L. L. S., & Voytecki, K. (2010). The forgotten partners in
special education: Teacher-librarians. Teacher Librarian, 37(4), 65-69.
Joyce, A. D. (2006). Media centers and special education: Introduction to the special
issue. Intervention in School and Clinic, 42(2), 67-77.

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