CPSE 460
Collaborating with School and Family
Brigham Young University
Department of Counseling and Special Education
Semester & Year:
Fall 2009
Course Credit:
3 semester hours
Room & Time:
JSB 175
Mondays 3:00-5:50
Instructor:
Mary Anne Prater, Ph.D.
340E MCKB
422-1592
prater@byu.edu
Teaching Assistant: Casey Pehrson
Office Hours:
By appointment
Course
Description:
Foundations in collaborating with school professionals, para-professionals, and
families of children with disabilities.
Prerequisites:
Admission into the special education program.
Textbook:
Friend, M., & Cook, L. (2009). Interactions: Collaboration skills for school
professionals (6th ed.). Prentice Hall.
Special Education Programs
Mission Statement
We maximize the potential of diverse learners with individualized educational needs to elevate their
quality of life. We accomplish this by supporting the mission and aims of a BYU education as we
integrate teaching, research, and service. We specifically:




Prepare competent and moral educators who select, implement, and evaluate researchbased effective teaching practices and appropriate curriculum for learners with special
needs.
Prepare master special educators who provide collaborative leadership to foster the moral
development and improve learning and social competence of exceptional children with
challenging behaviors.
Add to the knowledge base of special education and related disciplines through research.
Serve and advocate for learners with individualized educational needs and others who support
them.
Learning Objectives Related to this Course

Candidates work effectively with parents, professionals, paraprofessionals, and others in the
school and community to help students with disabilities achieve their IEP goals.
Course Objectives: After completion of this course, students will be able to:
1. Define and address issues related to collaboration and other models of working together
including:
a. Teams
b. Consultation
c. Team teaching
2. Demonstrate understanding of collaborating with the following:
a. Other professionals
b. Paraeducators
c. Families
3. Understand and demonstrate appropriate interpersonal skills including:
a. Program solving
b. Communication
c. Using statements
d. Asking questions
e. Handling difficult interactions
Course Expectations
1.
2.
3.
4.
5.
6.
Honor Code: Students are expected to adhere to the BYU Honor Code, and dress/grooming
standards.
Preparation: Students are expected to be prepared for each class by completing assignments
and readings prior to class.
Participation: Students are expected to attend each class period and to actively participate in
classroom presentations, collaborative learning groups, and classroom discussions. Students
who are absent from class will miss the opportunity for learning as a group.
Written Work: Written reports are expected to be professional: proof-read your report at least
once prior to submitting it. Reports should be free of spelling, grammatical, and typographical
errors. Handwritten reports should be legible.
Assignments: All assignments are due at the beginning of class on the day assigned. Late
assignments will be accepted, but points will be deducted. It is expected that all written work
reflect the efforts of the individual student (except for cooperative learning group projects).
Identical work submitted by two or more students will be regarded as plagiarism. Furthermore,
attributing another author’s work for one’s own (e.g., not citing references accurately, not
providing sources for clip art) is also considered plagiarism, and warrants disciplinary action. It
is each student’s responsibility to know what is and is not considered to be plagiarism.
Personal Responsibility: Students are expected to check the course information or course
syllabus for clarification regarding assignments prior to contacting the professor. Students are
also responsible for contacting other students to access information missed due to tardiness or
absence.
Assignments, Quizzes and Final Exam
Assignments
1. FIVE Questions from the Textbook: Students will complete 5 questions from the end of the
chapters in the textbook. One question from the first 8 chapters has been preselected from which
students may select 5. The specific questions are listed by chapter number and question number in
the schedule section. For each question, your response should be a type-written, double-spaced page
paper (minimum = 2 full pages; maximum = 4 full pages). Write your response as a coherent
discussion rather than as only direct responses to the questions or sub-questions. At the top list the
chapter from which the question came. Although you may select which 5 questions to submit, the
responses are due the week that topic will be discussed as listed on the schedule. A rubric attached
to the syllabus outlines the criteria that will be used to evaluate the responses. (25% of final grade)
2. Communication Skills Action Plan: Students will submit a completed Communication Skills
Action Plan that includes a minimum of 4 goals, one for each of these skills: interpersonal
communication (Chpt. 9), using statements (Chpt. 10), asking questions (Chpt. 11), and difficult
interactions (Chpt. 12). A sample action plan will be disseminated later in the semester. (20% of final
grade)
3. Quizzes: Eleven quizzes will be administered. The quizzes will consist of 2 components: an
individual quiz and a small group quiz. The questions will come from the textbook and in-class
presentation. Students may select their top 9 quizzes to use toward their grade. QUIZZES CANNOT
BE MADE UP OUTSIDE OF CLASS. (40% of final grade)
4. Final Exam: A final exam will be administered that will consist of questions taken from the quizzes.
(15% of final grade)
Grades
100 – 95% = A
94 – 90% = A89 - 87% = B+
86 – 83% = B
82 – 80% = B79 – 77% = C+
76 – 73% = C
72 – 70% = C
69 – 67% = D+
66 – 63% = D
62 – 60% = D-
Preventing Sexual Harassment
Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in
an educational program or activity that receives federal funds. The act is intended to eliminate sex
discrimination in education and pertains to admissions, academic and athletic programs, and
university-sponsored activities. Title IX also prohibits sexual harassment of students by university
employees, other students, and visitors to campus. If you encounter sexual harassment or genderbased discrimination, please talk to your professor; contact the Equal Employment Office at 801-4225895 or 1-888-238-1062 (24-hours), or http://www.ethicspoint.com; or contact the Honor Code Office
at 801-422-2847.
Students With Disabilities
Brigham Young University is committed to providing a working and learning atmosphere which
reasonably accommodates qualified persons with disabilities. If you have any disability which may
impair your ability to complete this course successfully, please contact the University Accessibility
Center (422-2767). Reasonable academic accommodations are reviewed for all students who have
qualified documented disabilities. Services are coordinated with the student and instructor by the SSD
Office. If you need assistance or if you feel you have been unlawfully discriminated against of the
basis of disability, you may seek resolution through established grievance policy and procedures. You
should contact the Equal Employment Office at 422-5895, D-282 ASB.
Statement on Diversity
The McKay School of Education and Brigham Young University are committed to preparing students
to serve effectively in a diverse society. In this course students will learn methods and material that
may be adapted to various settings and contexts. Students are expected to demonstrate the
knowledge, skills, and dispositions to effectively apply the course content when working with
individuals and groups with varying abilities and backgrounds.
Schedule
Date
8/31
Topic
Introduction to the Course
Assignments Due
9/7
Labor Day
Rest from your labors
9/14
The Fundamentals of Collaboration
9/21
Interpersonal Program Solving
9/28
Teams, Perspectives and Issues
10/5
Consultation
10/12
Co-Teaching
10/19
Paraeducators
10/26
Practical Matters
11/2
Families
11/9
Interpersonal Communication
11/16
Using Statements
11/23
Asking Questions
11/30
Difficult Interactions
12/7
Catch-up Week
Read Chapter 1
Chapter 1: #6 (optional)*
Read Chapter 2
Chapter 2: #5 (optional)*
Quiz #1 (Chapter 1)
Read Chapters 3 & 13
Chapter 3: #2 (optional)*
Quiz #2 (Chapter 2)
Read Chapter 4
Chapter 4: #3 (optional)*
Quiz #3 (Chapters 3 &13)
Read Chapter 5
Chapter 5: #2 (optional)*
Quiz #4 (Chapter 4)
Read Chapter 6
Chapter 6: #5 (optional)*
Quiz #5 (Chapter 5)
Read Chapter 7
Chapter 7: #4 (optional)*
Quiz #6 (Chapter 6)
Read Chapter 8
Chapter 8: #1 (optional)*
Quiz #7 (Chapter 7)
Read Chapter 9
Quiz #8 (Chapter 8)
Read Chapter 10
Quiz #9 (Chapter 9)
Read Chapter 11
Quiz #10 (Chapter 10)
Read Chapter 12
Quiz #11 (Chapter 11)
Communication Skills Action Plans
12/16
Final Exam
*Complete 5 of 8
Rubric for Evaluating the Textbook Questions
Conceptual Level
4. Evaluation Level – The
student presents an evaluative
judgment of the issue including
evidence based on the
processes of comparison,
discrimination, interpretation,
summarization, and conclusion.
3. Analysis or Synthesis Level
– The student breaks the
concepts into parts and
discusses interrelationships then
brings the parts together into a
different, original, or new whole.
2. Comprehension or
Application Level – The student
grasps the meaning of the
material and interprets it through
paraphrasing and/or providing
examples. Also demonstrates
the ability to apply rules,
methods and theories in new
situations.
1. Knowledge Level – The
student recalls knowledge of
facts and theories.
Accuracy and Thoroughness
4. The discussion is accurate,
comprehensive and thoroughly
supported.
Writing
4. The essay is clearly
organized (e.g., introduction,
discussion, and conclusion).
No more than 1 grammatical
and/or spelling error.
3. The discussion is accurate
and most of the important
relevant issues are addressed
and well supported.
3. The essay is organized with
few to no grammatical and/or
spelling errors.
2. Most relevant issues are
addressed. The information
provided is generally accurate
and documented.
2. Some organization is
evident. Few grammatical
and/or spelling errors exist.
1. A few relevant issues are
addressed. A number of
inaccuracies exist. Some
documentation is provided.
1. Poor organization. Multiple
grammatical and/or spelling
errors.