In practical terms, parity or reciprocity involves professionals' standing on an equal footing and showing an ability to learn from each other. Parity does not exist when the special education teacher is viewed as the knowledge giver, bestowing his or her expertise on the regular education teacher, nor does it exist when the special education teacher serves merely as an aide for the regular education teacher. Also vital in successful collaborative relationships is the ability to work with others in a professional manner. Team members should be able to provide their expertise while still maintaining reciprocity. In addition, professionalism requires an ability to give and receive feedback that is specific, immediate, appropriate, and focused on behaviors and not people, as well as an ability to handle disagreements between team members appropriately.
Experience can also contribute to the effectiveness of collaboration.
As they gain experience in collaborating, regular education and special education teachers should develop an understanding of what each is best able to contribute to the process. The special education teacher will come to understand what happens inside the regular classroom, and the regular education teacher will come to understand the ways in which the special education teacher can help students with special needs. In too many school systems today, there is very little professional contact between special education and regular education teachers. A football coach would never field a team if only half of his players came to practice. Additionally, he would not use a team in which the line had learned different plays from the backfield.