Special Education 682
Collaboration in the School, Home, and Community
Spring 2011
Dr. Ruth Lyn Meese, Professor
Phone: (Office) 434-395-2340
(Home) 434-983-3865
Class Meets Monday 4-6:30 in Hull 247
Office: Hull Room 235
Office Hours: T/R 11:00am -1:00 pm
(or By Appointment)
COURSE DESCRIPTION
This course is designed to explore techniques for including exceptional learners in the
general education classroom. Emphasis is placed on collaborative consultation with
appropriate persons in the school, home, and community.
TEXTBOOK
Friend, M. & Cook, L. (2010). Interactions: Collaboration skills for school
professionals (6th ed.) Boston: Pearson/Allyn & Bacon.
COURSE OBJECTIVES
The following conceptual framework competencies and standards guide the planning and
delivery of instruction in this course. Specific course objectives reflect this framework as
they focus on the needs of the students for developing skills as educators who will be
knowledgeable, caring, and ethical decision-makers.
Teacher Candidate Competencies:
TC 1 – Plan for Instruction
TC 2 – Implementation and Management of Instruction
TC 3 – Evaluation and Assessment
TC 4 – Knowledge of Subject
TC 5 – Classroom Behavior Management
TC 6 – Communication Skills
TC 7 – Professional Responsibilities
TC 8 – Technology
TC 9 – Diversity
CEC Special Education Content Standards:
Standard 1 - Foundations
Standard 2 – Development and Characteristics of Learners
Standard 3 – Individual Learning Differences
Standard 4 – Instructional Strategies
Standard 5 – Learning Environments & Social Interactions
Standard 6 – Language
Standard 7 – Instructional Planning
Standard 8 – Assessment
Standard 9 – Professional & Ethical Practice
Standard 10 - Collaboration
Through written assignments, class discussions, role-play activities, analysis of readings,
and presentations, students successfully completing this course will develop:
Knowledge
1. Describe and demonstrate an understanding of consultation theory and its application
for problem-solving in special and general education settings.
2. Identify collaborative models including collaborative consultation, co-teaching, and
student intervention teams.
3. Coordinate service delivery with general educators, related service providers, and other
providers
4. Recognize conditions that may present barriers or may facilitate the effective use of
collaborative consultation.
5. “Rights and responsibilities” of parents, students, teachers, and schools as they relate
to individuals with disabilities.
Skills
1. Demonstrate effective communication strategies with a variety of stakeholders in the
collaborative environment
2. Demonstrate and describe strategies to promote successful integration of exceptional
learners with their age and grade peers and implement and monitor IEP specified
accommodations within the general education classroom.
3. Synthesize information, competencies, and concepts from previous courses (Behavior
Management, Reading/Language Arts, Science/Math) to use as examples for simulated
collaboration/consultation with other professionals or parents.
4. Demonstrate skills in facilitating family partnerships with schools to meet students’
needs.
5. Use problem-solving techniques in collaborating with colleagues, parents, and
paraprofessionals to provide for student learning.
6. Supply training and supervision to paraprofessionals so that they are effective partners
in the collaborative team.
Dispositions
1. Be willing and professionally bound by IDEA to consider the full continuum of
services (General education classrooms and other instructional settings), choosing the
most appropriate service delivery based solely on the student’s individual needs and
characteristics.
2. Encourage the coordinated efforts of all involved in the delivery of services to students
with learning difficulties and promote the potential and capacity of individual students to
meet high academic, behavioral, and social expectations.
3. Discuss issues related to family dynamics and describe strategies teachers need to be
aware of when working with multicultural exceptional students and their parents.
4. Use caution in identifying students for special education services; showing respect for
the distinction between “difference” and “disability.”
TENTATIVE CLASS SCHEDULE
This schedule is subject to change as is needed to cover appropriate material, respond to
the needs of the students, and obtain guest speakers.
Date
1/24
1/31
2/7
Topics
Introduction/Overview/Vocabulary
and Concepts
Collaborative Contexts: Teams
Collaborative Contexts: Consultation
2/14
2/21
Collaborative Contexts: Co-Teaching
Collaborative Contexts: Paraeducators
2/28
3/7
Guest Speakers on Co-Teaching
Collaborative Contexts: Families
3/14
3/21
3/28
4/4
Spring Break: No Class
Collaborative Skills: Problem Solving
Collaborative Skills: Interpersonal Comm.
Collaborative Skills: Using Statements
Asking Questions
Guest Speaker on Parenting
Collaborative Skills: Difficult Interactions
Wrap-Up and Present Group Projects
4/11
4/18
4/25
Assignments
Chapter 1
Chapter 3
Chapter 4
Article Critique Due
Chapters 5 & 7
Chapter 6
Mid-Term
Chapter 8
Collab. Analysis Due
Chapter 2
Chapter 9
Chapter 10
Chapter 11
Group Projects Due
Chapter 12 & 13
COURSE ASSIGNMENTS & GRADING
1. Readings and Class Participation. Completion of assigned readings prior to class
session for which they are assigned and participation in class discussions and activities.
2. Mid-Term. Completion of one mid-term examination covering class notes and
discussions as well as assigned textbook readings.
3. Article Critique. Choose an article to critique from one of the special education
professional journals (Teaching Exceptional Children, Exceptional Children, Journal of
Special Education, Remedial and Special Education RASE, Intervention in School, Home
and Clinic). The article chosen should be on one of the following topics: LRE,
Inclusion, Collaboration, Co-teaching, Working with Families, or Working with
Paraeducators. The article critique should include a complete summary of the article’s
main points and a critical review of those main points. Some questions for critical review
might include: Is this a practical suggestion, technique, or model? How easy would it be
to implement? Do you agree with the author/s’ view(s)? What are the outcome measures
cited for the effectiveness of this technique or method? What are some good points made
by the author/s? Questionable points? Be sure to use citations, such as your textbook, to
support your critique. The critique should be written in APA style and will be
approximately 5 double-spaced pages in length. (No abstract will be necessary.) The
critique is due on February 7 and will be graded as follows:
4 Points for summary
6 points for critique
2 points for spelling and grammar
3 points for APA style
15 points total
4. Collaborative Analysis. Analyze the elements of a collaborative/team situation you
have experienced in a work or other social context (e.g., student teaching, internship,
partnership/practicum, church, camp, job). Describe the situation and discuss the
advantages and disadvantages of collaborating in this particular situation. Then state
barriers which exist, if any, that prevent this collaboration from being most
successful/effective. What factors, if any, might facilitate the success or effectiveness of
this collaboration? Be specific (give particular examples but without violating
confidentiality) throughout the analysis. This should be a typed paper, double-spaced due
on March 7, and will probably require a minimum of 5 pages. The analysis will be
graded according to the following criteria:
On time/Error Free 3
Description
3
Advantages
3
Disadvantages
3
Facilitative Factors
3
Total
15
5. Small Group Project. Students will be involved in small groups of four to develop a
handbook/manual of materials and procedures for collaboration. One group will produce
a manual on co-teaching, one will focus on working with paraprofessionals, and one
will create a manual regarding working with families. Each manual will include helpful
information on processes and procedures as well as templates for forms to be used (e.g.,
forms for communication). Students are to consult textbook and online government
resources (e.g., DOE, OSERS), as well as possible contacts in schools, to obtain
information for processes, procedures, and forms. (Hint: Check to be sure information
obtained through schools is indeed compliant with federal law and Virginia regulations!)
Please be sure to cite all references in APA format at the end of the manual.
Students will be expected to work cooperatively in the assigned group, to utilize
Blackboard for project development, and to share equally in conducting research for this
project, as well as in the actual production of the manual. The completed manual must be
posted on Blackboard for access by peers, will be due on April 11, and will be
presented in the final class session (April 25) in lieu of a final exam. A peer evaluation
form for this project will be given to students in class. The completed project will be
approximately 10-15 pages in length, worth 50 points, and evaluated according to the
following criteria:
On time and free from errors (5 points)
Thorough and specific processes and procedures described (15 points)
Specific and Helpful Templates/Forms included (15 points)
Reference Sources included (10 points)
Posted to Blackboard and Presented in Class (5 points)
Grading Summary:
Article Critique
= 15 points
Collaborative Analysis = 15 points
Midterm Exam
= 25 points
Group Project/exam = 50 points
105 points
Grading Scale:
A = 95-100 B = 89-94
C = 83-88
D = 77-82
F = 76 and below
Attendance
Students are expected to attend all class sessions. If you must be absent for legitimate
purposes (i.e., death in the family or a recognizable illness or emergency), notify the
instructor before the class session in question if possible. Late work will not be accepted
without prior approval from the instructor and reasonable justification for lateness. A
grade of "F" may be assigned if you miss more than 25% of the class sessions for any
combination of excused or unexcused absences. If you miss more than 10% of the class
sessions for unexcused absences, the instructor may lower your grade by one letter.
Late work will be penalized by one point per day. Furthermore, any work submitted
one week after the due date will not be accepted.
Honor Code
Students are expected to abide by the Longwood College Honor Policy. All tests and
assignments are to be pledged.
Disability Policy
Please inform the instructor immediately if you require modifications in instruction or
testing according to a disability plan filed with the Disability Support Resources Center.
Cell Phones
Please turn cell phones off and put them out of sight in a purse or backpack throughout
class time, unless directed to use the cell phone for a class activity by the instructor.
Graduate Policy
No more than nine Longwood non-degree graduate hours may be counted towards a
degree, certificate, or licensure program. Students are expected to apply to a Longwood
graduate program prior to enrolling in classes. At the latest, all application material
should be received by the College of Graduate and Professional Studies before the
completion of six hours.
Evaluation
Students will have the opportunity to evaluate the class and the instructor at the end of the
semester.
SUGGESTED READINGS
Carroll, D. (2001). Considering paraeducator training, roles, and responsibilities.
Teaching Exceptional Children, 34 (2), 60-64.
Dettmer, P., Thurston, L.P., Knackendoffel, A., & Dyck, N.J. (2009). Collaboration,
consultation, and teamwork for students with special needs (6th ed.). Columbus,
OH: Pearson.
Friend, M. (2007). The coteaching partnership. Educational Leadership, 64 (5), 48-52.
Kauffman, J.M. & Hallahan, D.P. (2005). The illusion of full inclusion: A comprehensive
critique of a current special education bandwagon (2nd ed.). Austin, TX: Pro-Ed.
Kochar-Bryant, C.A. (2008). Collaboration and system coordination for students with
special needs from early childhood to the postsecondary years. Columbus, OH:
Pearson.
Lingo, A.S., Barton-Arwood, S.M., & Jolivette, K. (2011). Teachers working together
improving learning outcomes in the inclusive classroom: Practical strategies and
examples. Teaching Exceptional Children, 43 (3), 6-13.
Park, J.H., Alber-Morgan, S.R., & Fleming, C. (2011). Collaborating with parents to
implement behavioral interventions for children with challenging behaviors.
Teaching Exceptional Children, 43 (3), 22-30.
Turnbull, A., Turnbull, R., Erwin, E.J., Soodak, L.C., & Shogren, K.A. (2011). Families,
professionals, and exceptionality: Positive outcomes through partnerships and
trust. Columbus, OH: Pearson.
Villa, R.A., Thousand, J.S., & Nevin, A.I. (2008). A guide to co-teaching: Practical
tips for facilitating student learning (2nd ed.). Thousand Oaks, CA: Corwin Press
and Council for Exceptional Children.