Consultation and Collaboration
SPED 4022/5022
Spring 2014
COE Mission:
We prepare teachers, leaders, and
counselors who
embrace equity, inquiry
and innovation.
Professor: Emily A. Nusbaum, Ph.D.
Office: Columbine 3005
COE Student Resource Office
Office Hours
8:00am-5:00pm M-F
Contact
education@uccs.edu
Phone: 719-255-4996
Fax:
719-255-4110
Phone: (719) 255-4106
E-mail: enusbaum@uccs.edu
Office Hours: T 2:30-4:30; Th 2-4; by appt.
Required Textbook:
Collins, K.M. (2003). Ability Profiling and School Failure. New
York: Routledge. 2nd Edition
Columbine Hall
1420 Austin Bluffs Parkway
Colorado Springs, CO 80918
Additional Resources (or Recommended Textbooks):
Please see the syllabus and week-by-week details for additional
readings and resources. All additional materials will be added to
the course BB site.
http://www.uccs.edu/~coe/
**You will be required to utilize texts and resources, both
provided by the instructor and researched on your own, to
complete course work. Details and expectations will be
discussed in class. I am also always available for further
clarification and discussion.
Course Format: This course consists of lectures, use of audio
and visual media, readings from required text and
supplementary journal articles, classroom discussions, student
presentations, and in-class small group activities.
Course Overview: In this course we will examine the
educational, psychological, and political issues that arise when
developing collaborative relationships with families,
interdisciplinary team members, general educators, agency
professionals, and students themselves. The focus is on the
development of materials, strategies, and skills to work the
range of individuals on the educational teams of students with
disabilities effectively and positively.
Course Expectations: The expectation for this class is that students will be prepared, on time,
and in attendance for every class and hold a professional disposition. It is the student’s
responsibility to access all information presented from peers in the class, visit BB course
information, and schedule office appointments with related questions or concerns. The instructor
is not responsible for ensuring the student has the missed materials. Three class sessions missed,
regardless of circumstances, are potential grounds for failing the course. No make-up tests will
be given without prior approval. If a student is a “no-show” on the night of a test, the student will
automatically earn a “0.”
Students are expected to demonstrate respectful discussion, discourse, and openness to new or
different ideas. In class and online discussions, activities, and assignments, you will be
challenged to think critically about the impact of cultural, sociological, and experiential
differences from your own perspective as a learner as well as the perspective of a professional
working with diverse learners. Please participate in discussions openly and respectfully, using
person-first language in speaking and writing about people with disabilities and other groups,
and acceptable terminology when addressing issues of gender, race, ethnicity, disability, sexual
orientation, and other areas of diversity. Students are encouraged to take risks in class by asking
difficult questions and sharing their stories and comments. It is acknowledged that the instructor
or students may make mistakes in this regard, but it is everyone’s responsibility to respond
constructively to any conflicts or problems that arise. Language used in assignments and class
discussions (written and spoken) should be respectful and professional at all times. All people
will be treated respectfully in this course.
Course Objectives:
1) Demonstrate competence in collaborative activities, including knowledge of available resources,
networking and negotiation skills with families, educational and other professionals, students
with disabilities, and paraprofessionals.
2) Collect information from families to guide the collaborative process and enhance the academic,
social, and emotional progress of students.
3) Read, discuss, and apply research and policy pertinent to working with families and others in the
collaborative process.
4) Clearly communicate assessment information and it’s implications for general education teachers,
parents, and other school professionals in a positive and capacity-building way.
5) Develop and demonstrate strategies for forming family partnerships, effective communication
skills, and reflective practices, including conflict management.
6) Utilize effective communication skills in course activities and assignments, as well as use
individual and systemic approaches to collaboration and consultation on behalf of students with
moderate to severe disabilities.
7) Demonstrate the ability to work knowledgeably, effectively, and sensitively with families whose
culture and/or language differ from her/his own.
Accreditation Standards:
CAEP
Standard 1: Candidate Knowledge, Skills, and Professional Dispositions
Candidates preparing to work in schools as teachers or other school professionals know
and demonstrate the content knowledge, pedagogical content knowledge and skills, pedagogical
and professional knowledge and skills, and professional dispositions necessary to help all
students learn. Assessments indicate that candidates meet professional, state, and institutional6
standards.
Standard 4: Diversity
The unit designs, implements, and evaluates curriculum and provides experiences for candidates
to acquire and demonstrate the knowledge, skills, and professional dispositions necessary to help
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all students learn. Assessments indicate that candidates can demonstrate and apply proficiencies
related to diversity. Experiences provided for candidates include working with diverse
populations, including higher education and P–12 school faculty, candidates, and students in
P–12 schools.
Technology Competencies: It is expected that students begin our program with foundational
technology skills that include digital word processing, digital and online formats (e.g.
Blackboard) and using online research databases. Knowledge of the use of technology-supported
multimedia, such as PowerPoint, Prezi, and other audio/video resources, is expected. Students
who need assistance with building technological skills should speak with their instructor to learn
about technology resources in the COE and at UCCS.
Using your UCCS email account is a requirement of this course due to digital delivery of course
content. All students must obtain a UCCS email address and check it regularly (every day) so as
not to miss announcements. If your UCCS email address is not your primary one, please have
emails from UCCS rerouted to the one you check daily.
Attendance, Preparation, and Participation: Students are expected to maintain high standards
of ethical and professional conduct. This includes attending class, being adequately prepared,
contributing to class discussions, submitting high caliber work and representing your own work
fairly and honestly. As an important member of a classroom community, attendance and
punctuality is mandatory. You must actively engage in class and group work to maximize your
learning in this course.
If you must miss a class, please inform the instructor by phone or email prior to class. It is the
responsibility of the student to obtain course information that is missed during the absence.
Unexcused absences will result in a lower grade.
Professional Behavior:
Professional behavior is necessary for you to be a successful member of a learning community.
Please monitor your participation in class discussions and group work and find ways to
contribute intelligently to the discussion without silencing others. All written assignments must
be computer. Professional behavior will be expected in your future teaching career and is often
the hallmark of career success.
Diversity Statement: The faculty of the College of Education is committed to preparing
students to recognize, appreciate, and support diversity in all forms – including ethnic, cultural,
religious, gender, economic, sexual orientation and ability – while striving to provide fair and
equitable treatment and consideration for all. Any student who believes that he/she has not been
treated fairly or equitably for any reason should bring it to the attention of the instructor,
Department Chair or the Dean of the College of Education.
Accommodations: The College of Education wishes to fully include persons with disabilities in
this course. In compliance with section 504 and the Americans with Disabilities Act (ADA),
UCCS is committed to ensure that “no otherwise qualified individual with a disability … shall,
solely by reason of disability, be excluded from participation in, be denied the benefits of, or be
subjected to discrimination under any program or activity…” If you are a student with a
disability and believe you will need accommodations for this class, it is your responsibility to
contact and register with the Disabilities Services Office, and provide them with documentation
of your disability, so they can determine what accommodations are appropriate for your
situation.
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To avoid any delay in the receipt of accommodations, you should contact the Disability Services
Office as soon as possible. Please note that accommodations are not retroactive and disability
accommodations cannot be provided until a “Faculty Accommodation Letter” from the
Disability Services office has been given to the professor by the student. Please contact
Disability Services for more information about receiving accommodations at Main Hall room
105, 719-255-3354 or dservice@uccs.edu .
Military Students: Military students who have the potential to participate in military activities
including training and deployment should consult with faculty prior to registration for any
course, but no later than the end of the first week of classes. At this time, the student should
provide the instructor with a schedule of planned absences, preferably signed by the student's
commander, in order to allow the instructor to evaluate and advise the student on the possible
impact of the absences.
In this course, the instructor will consider absences due to participation in verified military
activities to be excused absences, on par with those due to other unavoidable circumstances such
as illness. If, however, it appears that military obligations will prevent adequate attendance or
performance in the course, the instructor may advise the student to register for the course at
another time, when she/he is more likely to be successful.
Student Appeals:
Students enrolled in programs or courses in the College of Education may access the COE
Appeal/Exception Form at:
http://www.uccs.edu/Documents/coe/studentresources/AppealsForm2009.pdf. This form is to be
used for an appeal when a student is:
(1) denied admission to professional education program
(2) denied permission to student teach or complete professional internship
(3) removed from a professional education program or internship
(4) denied permission to graduate due to missing requirements
(5) requesting an exception to specific policies, procedures, or requirements
(6) requesting a grade change
This form is not to be used for requests to take classes out of sequence or to take a class without
the proper prerequisites. Such requests should be initiated with the department chair.
UCCS Student Code of Conduct:
The purpose of the Student Code of Conduct is to maintain the general welfare of the university
community. The university strives to make the campus community a place of study, work, and
residence where people are treated, and treat one another, with respect and courtesy.
http://www.uccs.edu/~oja/student-conduct/student-code-of-conduct.html
UCCS Student Rights and Responsibilities:
http://www.uccs.edu/orientation/student-rights-and-responsibilities.html
UCCS Academic Ethics Code:
http://www.uccs.edu/Documents/vcaf/200-019%20StudentAcademic%20Ethics.pdf
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Assignments (graded activities):
Grading Scale:
A
92-100
C
72-77
A90-91
C70-71
B+
88-90
D+
68-69
B
82-87
D
62-67
B80-81
D60-61
C+
78-79
F
59 or less
*grades calculated by dividing the number of points earned by the total number of points possible in the course
Assignment
Points
Reflection/response opportunities
Person-centeredness, building capacity, and assuming
competence in practice
Reflection on families
30 points total
15 points each
Collins’ Ability Profiling and School Failure
Discussion board responses/in-class conversations
In-class discussion facilitation
Final, book response
70 points total
5 points each/ 35 points
10 points
25 points
Collaborative teaming case study and plan for improvement
40 points
Paraprofessional support plan
Development of staff expectations and long-term
information sharing plan
Group presentation of staff training
60 points total
30 points
30 points
200 total possible points
*See BB site (under Syllabus & Assignments tab) for details and descriptions of each of these
assignments, as well as links for submission; Dr. Nusbaum will also go over in class
5
Date
Topic(s)
Reading/Content
Assignment(s) due
1/23/14
Course introduction;
Overview of content &
assignments;
Considering professional
power
1/30/14
Considering professional Hart, S., Dixon, A., Drummond, M.J., McIntyre,
power (con’t);
D. (2004). Learning Without Limits.
Critical reflection
Berkshire,England: Open University Press.
Chps. 1 and 2
Danforth, S. & Smith, T.J. (2005). Engaging
Troubling Students: A Constructivist Approach,
Chp. 6: Reflective Teaching
2/6/14
Person-centeredness;
Capacity building vs.
deficit finding
Michael Kendrick: “When People Matter More
Than Systems”
Biklen, D. & Burke, J. (2006). Presuming
competence. Equity and Excellence in Education,
39, 166-175.
Causton-Theoharis, J. (2009). The
Paraprofessional’s Handbook for Effective
Support in Inclusive Classrooms. Baltimore: Paul
H. Brookes. chp. 5
Nusbaum, E., Maier, J., & Rodriguez, J. (2013).
Capacity or deficit? An Examination of the Lens
that educators use to view student disability.
SPEAKOut, Fall 2013 electronic newsletter.
Ability Profiling and School Failure; Preface
and chp. 1
2/13/14
Complete any unfinished
reading on presuming
competence, capacity,
etc;
Due: Collins Prompt 1
discussion/activity
Causton-Theoharis, J. (2009). The
Paraprofessional’s Handbook for Effective
Support in Inclusive Classrooms. Baltimore: Paul
H. Brookes. chps. 2, 3, & 4
*Respond to questions
Friend, M. (2000). Myths and misunderstandings
Introduction to effective,
about collaboration in BB
about professional collaboration. Remedial and
collaborative partnerships
Discussion Board section;
Special Education, 21(3), 13-132.
(Dr. Nusbaum at PEAK’s
you must respond
Inclusive Education
thoughtfully to at least 2
conference in Denver)
peers
2/20/14
Collaboration with
families: parents and
students as experts
Erwin, E.J. & Soodak, L.L. (1995). I never knew
I could stand up to the system. Journal of the
association for persons with severe handicaps,
20(2), 28-38.
6
Due: Reflection on Personcenteredness, building
capacity, and assuming
competence in practice
Nusbaum, E. (2009). Fighting professional
opinion: Stories of segregation from three
California families. In P.Smith (Ed.), Whatever
happened to inclusion? The place of students
with intellectual disabilities in education. NY:
Peter Lang.
Ability Profiling and School Failure; chps. 2 & 3
2/27/14
Collaboration with
families: parents and
students as experts
(con’t)
Guest Speaker: Julie
Harmon, PEAK
3/6/14
Overview of the
collaborative teaming
reflection and
improvement plan
Collaboration with
general educators and
additional school
personnel
Due: Collins Prompt 2
discussion/activity
March, E. & Gaffney, J.S. (2008). Relational
identities of students, families, and educators.
Remedial and Special Education, 31(1), 3-16.
Sauer, J.S. & Kasa, C. (2012). Preservice
teachers listen to families of students with
disabilities and learn a disability studies stance.
Issues in Teacher Education, 21(3), 165- 183.
Halvorsen, A. T. & Neary, T. (2009). Building
Inclusive Schools: Tools and Strategies for
Success (2nd Ed.). Upper Saddle River, NJ:
Pearson.
Chp. 6
Spencer, S.A. (2005). The practicalities of
collaboration in special education service
delivery. Intervention in School and Clinic,
40(5), 296-300.
Due: Collins Prompt 3
Ability Profiling and School Failure; chp 4-6
discussion/activity
Nevin, A., Smith, R., & McNeil, M. (2008).
Due: Reflection on families
Shifting attitudes of related service providers: A
disability studies and critical pedagogy approach.
International Journal of Whole Schooling, 4(1),
1-12.
3/13/14
Collaboration with
general educators and
additional school
personnel (con’t)
3/20/14
Collaboration with multi- Ability Profiling and School Failure; chp 7-8
disciplinary teams wrapup
Due: Collins Prompt 4
discussion/activity
Guest speakers and/or
student-sharing: TBD
3/27/14
NO CLASS: Spring
Break
4/3/14
Collaboration with
instructional aides and
Due: Collaborative
Teaming reflection &
improvement plan; email to
Dr. Nusbaum by Sunday,
3/23/14
Causton-Theoharis, J.N. (2009). The golden rule
of providing support in inclusive classrooms:
7
support staff
*Class may be fully
online this week; Dr.
Nusbaum will be in
Philadelphia at AERA;
if so, video/lecture on BB
4/10/14
Collaboration with
instructional aides and
support staff (con’t)
Overview of the
paraprofessional
support/ informationsharing project
Support others as you wish to be supported.
Teaching Exceptional Children, Nov/Dec, 36-43
“The Paraprofessional’s Role in Inclusive
Classrooms” podcast modules, complete manual
and bring to class on 4/10/14
http://feeds2.feedburner.com/Paraprofessionals
Causton-Theoharis, J. (2009). The
Paraprofessional’s Handbook for Effective
Support in Inclusive Classrooms. Baltimore: Paul
H. Brookes. chps. 1, 6, 7, & 8
Ability Profiling and School Failure; chp 9-10
Due: Collins Prompt 5
discussion/activity
4/17/14
Developing programmatic Reading: TBD
schedules
Ability Profiling and School Failure; chp 11-12 Due: Collins Prompt 6
discussion/activity
4/24/14
Developing programmatic
schedules (con’t)
Guest speaker: TBD
5/1/14
5/8/14
5/16/13
Representation of student Read “Truth Is” and “Quiet Hands” entries on the
disability;
Juststimming blog:
Revisiting competence
http://juststimming.wordpress.com/
and capacity
Ability Profiling and School Failure; chp 13-15 Due: Collins Prompt 7
Guest Speaker:
discussion/activity
Karenjeet Hayer
Due: IA informationsharing plans & in-class
presentations
NO CLASS OR FINAL Ability Profiling and School Failure; chp 16-17, Due: Collins final book
EXAM
epilogue
response
8
Alignment of Course Objectives and Standards
Course Objective
Assignment
CEC
STANDARDS*
Colorado
Colorado Generalist
PBSCT
8.1
3(d)
8.2
6(f)(i)
8.3
5(c)(i); 5(h); 6(b);
6(g)
8(c); 8(c)(i); 8 (c)(ii)
Describe the historical
foundations of consultation,
collaboration and teaming.
Summative assessment:
Collaborative teaming case
study
CC10K1;
CC10K3;
CC10S7;
GC10K4;
CC9S7;
Identify and demonstrate an
understanding of critical aspects
of effective team functions and
roles and perspectives of team
members.
Formative assessment:
-Reflection on families
-Ability Profiling and
School Failure activities
and book response
CC10K2;
CC10S1;
CC10S4;
CC10S5;
CC10S98;
CC10K2;
5.8
5.9
8.2
8.3
5(b)(v); 5(h); 6(e)(i);
6(g);
CC8K1
CC8K2
CC8S2
CC8S3
GC8S2
CC10S1
3.1
3.4
5.5
5.7
6.3
1(a); 1(e)(iii);
5(a)(ii); 5.(b)(v);
7(a); 7(b)(ii)
3.4
3.7
5.7
6.2
6.6
7.3
7.4
8.1
8.2
8.3
5(a)(ii); 5(h)
6(b)
7(b)(i)
6.2
6.7
7.3
7.1
1(e)(iii)
4(a);
5(i)(iii); 5(i)(iv)
6(b)(ii)
7(c)
5.8
5.9
6.2
6.7
1(a)
2(a)
4(b); 4(c)(iii);4(d);
5.8
5.9
8.2
6(b)(ii)
8(c); 8(c)(i); 8(c)(ii)
Demonstrate the ability to
develop a consultative plan for a
student with disabilities.
Analyze issues related to
implementing interactive teaming
in a variety of educational
contexts (students from
culturally/linguistically diverse
backgrounds, students with
diverse disabilities and ages)
Demonstrate an understanding of
the roles of instructional aides in
collaboration.
Formative assessment:
-Ability Profiling and
School Failure activities
and book response
CC10K4;
CC10S4;
CC10S11;
CC9S6;
Summative assessment:
Instructional aide support
and training plan
Identify strategies and resources
to support interactive teaming in a
variety of educational contexts.
Summative assessment:
Collaborative teaming case
study
Discuss the various models of
consultation, collaboration, coteaching and problem-solving that
inform assessment and
intervention.
Demonstrate and reflect upon
interpersonal communication that
evidences basic understanding of
statements, questions and difficult
interactions.
Summative assessment:
Collaborative teaming case
study
CC10S6;
CC10S9;
CC9S4;
CC9S8;
GC10K2;
GC10K3;
GC10S1;
GC10S2;
GC10S4;
GC9K1;
GC9S2;
CC10K1;
CC10S7;
CC9S3;
Formative assessment:
-Critical reflection on
assumptions & beliefs about
disability
- Person-centeredness,
building capacity, and
assuming competence in
practice
CC10S2;
CC10S10;
CC10S3;
CC10S4;
CC10S7;
CC9K1;
CC9S1;
CC9S2;
CC9S9;
CC9S11;
* Teacher candidates can access descriptions of all standards on the COE website
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6(d); 6(d)(ii);
6(d)(iii); 6(d)(iv);
6(d)(vi);