Category Archives: ESE 633 (ASH)

ESE 633 Week 6 Final Paper

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After completing this assignment, you will have demonstrated your understanding of the following objectives: 

Analyze the value of co-teaching as an inclusion model of instructional delivery.

Analyze the value of collaborative consultation as an inclusion model of instructional delivery.

Analyze ways to create a collaborative school culture to promote professional growth and leadership.

Determine some of the causes of education-based conflict.

Evaluate problem solving and negotiation strategies to resolve education-based conflict.

Recognize the importance of knowing personal strengths and weaknesses in conflict resolution.

Evaluate verbal, non-verbal, and para-verbal cues that impact communication with educators, administrators, parents, and community members.
Analyze the range of placements and services offered to students who have a disability.

Additionally, this assignment demonstrates your mastery of the Course Learning Outcomes 1, 2, 3, 4, & 5 and the MAED Program Learning Outcomes 2 & 8 and will have reinforced your competency with the MAED Program Learning Outcome 7.

As you have learned throughout this course, it takes a team to educate a student. The team is composed of stakeholders who have a professional and/or emotional investment in the student’s education and post-graduation success. Although everyone has the same destination in mind, their paths may differ. Being a proactive problem-solver means recognizing a disagreement or differing of opinions and finding an amicable solution through understanding and compromise. To further your abilities with these essential skills for a special educator, you will complete this comprehensive final assignment.

In this assignment, you will design a differentiated instructional strategy that aligns with learning strengths and needs in a collaborative team environment. This strategy should take into account each stakeholder’s investment in the academic growth and social well-being of a hypothetical student named Henry. Additionally, by successfully completing this assignment, you will be able to answer essential questions related to course topics, which are intended to provoke critical thinking in this course and throughout your professional career. The essential questions are: What is the best environment to educate a child with a disability? What are the best pro-active problem solving strategies for collaborative communication? How can teachers realistically teach students using differentiated teaching techniques and Universal Design for Learning?

Follow the instructions below to write your Final Paper.

Content
Read the Case Study: Supporting Henry and the IEP Team Meeting Description. Then, using the “Collaborative Problem Solving: Steps in the Process” (Windle & Warren, n.d.), proactively address Henry’s academic needs while considering each IEP team member’s perspective. Create separate headings in your paper for each category provided in this section.

Reflecting on the case study information provided with this assignment:
Communication (2 points) – Construct an analysis of the messages each person sent to the team with their physical appearance, non-verbal cues, and para-verbal patterns. 

Interest (2 points) – Identify each person’s interests in attending this collaborative team meeting including a rationale to support the interests you have identified.

Perspectives/ Emotions (2 points) – Construct an analysis of each person’s area of interest including why their interest is important professionally and personally, the emotions involved in the decision-making, and each person’s perceptions of the issues in the case.

Common Interest (2 points) – After analyzing each person’s interest and what they are communicating (linguistically and non-linguistically), describe what each person has in common. 

Brainstorming Options (2 points) – Explain ten ways to provide Henry with equitable access to education. Be sure to explain the types of services Henry might need (e.g., pull-out reading, speech, or counseling), where Henry will receive his education, parent/teacher communication ideas, and how instruction will be delivered and by whom. 

Reaching Agreement (2 points) – Reflect on your ideas from the previous Brainstorming Options section, then explain in detail the plan that will meet the needs and interests of everyone on Henry’s team. It is expected and important here that you support your plan using scholarly sources. 

School-Wide Vision (2 points) – Recall your Week 5 Assignment “Everyone Wants What’s Best, So How Can ‘Best’ Be So Different?” Then, include an analysis of how your proactive team collaboration and the final agreement align with the long-term school goal to promote a collaborative school culture that embraces professional growth and leadership. 

Role Reflection (2 points) – Writing from the perspective of the special educator in the Case Study, describe the skills you have  when encountering conflict and how you will leverage these  during Henry’s meeting. Additionally, describe how you will use other’s skills in Henry’s meeting to strengthen your areas of weakness. Be sure to describe how you, as the special educator in this case, will grow professionally from this experience to become a stronger leader.

Case Study – Supporting Henry

Henry, who is 11 years old and in the fifth grade, was recently diagnosed with ADHD (Attention Deficit Hyperactivity Disorder) and a SLD (Specific Learning Disability), and is now attending his first IEP meeting after going through the referral process. After several attempts to help Henry stay on task and complete his work, his teacher, Mr. Smith, referred Henry to the school’s student intervention team as the first step to start the referral process. He reported that Henry was constantly asking to leave his seat for “every excuse in the book” and this led Mr. Smith to finally acquiesce to Henry’s demands. However, on the way to his destination, Henry would invariably manage to be a disruption to people he encountered. Additionally, Henry rarely finished his coursework and often misplaced his homework. Henry is therefore in danger of failure. Mr. Smith reported that he truly liked Henry despite his behavior issues and work ethic. “He’s a really likeable kid! He’s funny and if someone gets hurt, Henry is the first one to arrive at the scene to help. He is never intentionally disrespectful, but his impulsivity and social immaturity has caused problems when he speaks before thinking.”

As part of the referral process, Dr. Burman, the school psychologist, completed the battery of psychological assessments. It was found that Henry did have significant attention, focus, and impulsivity issues. Ms. Young, a special education teacher, completed the educational assessment and found that he had problems with short-term memory and visual processing (how information is taken in visually and processed cognitively). It was decided that Henry did qualify for special education services as his disabilities negatively impacted his education. The team of educators, parents, the psychologist, and student now convene as a multidisciplinary team to discuss these results and if services are agreed to, the creation of Henry’s first annual IEP begins.

IEP Team Meeting Case Study Description

The following attendees are sitting at a round conference table.

Mr. Smith, general educator 

Physical Appearance: Wearing jeans, a t-shirt and sneakers.Non-Verbal: Sitting with both feet on the floor, hands on the table fidgeting with a stack of ungraded papers in a folder. Paraverbal Cues: Talks quickly while looking at his hands and rarely makes eye-contact. Verbally Stated Interest: Wants Henry to be educated in the “special education class” because he is continually disrupting other students from working, and he does not complete his coursework.

Ms. Young, special educator

Physical Appearance: Wearing casual pants, loafers, and a button-up blouse. She has long hair tied away from her face in a ponytail.Non-Verbal Cues: Taking notes on her laptop during the meeting. Makes eye contact with everyone intermittently when she stops typing. Paraverbal Cues: When talking about the team process and education setting, Ms. Young is careful to use language the parents will understand and pauses often for questions.Verbally Stated Interest: Wants Henry to stay in his current placement so he doesn’t have to change classes in the middle of the school year.

Dr. Burman, school psychologist

Physical Appearance: Wearing suit pants, a button-up shirt, and tie with pictures of Mickey Mouse (that he explains to the group was a Father’s Day gift from his 5-year old).Non-Verbal Cues: Sitting with his leg crossed under the desk, hands are palm down on the table, engaging in eye contact with whoever is speaking. Paraverbal Cues: When explaining his findings to Henry’s parents, he speaks louder than necessary with a clear voice. He does not pause until he has completed his report. Verbally Stated Interest: Feels that Henry will benefit from behavior therapy to control his impulsivity and has suggested visiting the pediatrician to discussion possible pharmaceutical intervention.

Dr. Jackson, assistant principal

Physical Appearance: Casual business attire with khaki pants, a polo shirt, and dress shoes.Non-Verbal Cues: Sits with both feet on the floor, fingers intertwined on the table, rarely making eye contact by staring at his hands. Paraverbal Cues: It is customary for Dr. Jackson to attend initial IEP meetings; however, he does not intervene or participate. Verbally Stated Interest: None.

Mr. Jefferies, divorced parent, Lawyer

Physical Appearance: Mr. Jefferies is dressed in business attire, he has left the office to attend the meeting. Non-Verbal Cues: Mr. Jefferies sits at the table with correct posture; hands folded on the table, making eye contact with everyone at the table except Mrs. Jefferies, his ex-wife.Paraverbal Cues: When Mr. Jefferies is addressed, he replies by speaking quickly and with few words. Verbally Stated Interest: Wants Henry to stay in his current placement so that he isn’t teased for being in “special education.” He wants Ms. Jackson to meet with Mr. Smith to help him manage Henry’s behavior and help adapt his work.

Mrs. Jefferies, divorced parent, kindergarten teacher 

Physical Appearance: Mrs. Jefferies is dressed casually in a knee-length skirt, flip-flops, a tank-top, and cardigan sweater. Non-Verbal cues: Mrs. Jefferies jumps in often, cutting off Mr. Jefferies every time he speaks; talking loudly over him. Paraverbal Cues: Mrs. Jefferies, on the other hand, looks at her hands a lot when speaking, slowly, and her responses involve stories about Henry when he was younger.Verbally Stated Interest: Wants Henry to stay in his current placement so that he isn’t teased for being in “special education”. They want Ms. Jackson to meet with Mr. Smith to help him manage Henry’s behavior and help adapt his work.

Henry Jeffries, the Student

Physical Appearance: Typically dressed for an 11-year-old boy in jeans and a t-shirt.Non-Verbal Cues: Sits with both legs crossed under the table, hands in his lap, staring at the table. Paraverbal Cues: Whenever Henry is asked a question, he continues to look at the table and mumbles his response. Verbally Stated Interest: When he is asked what he wants to do, he shrugs his shoulders and says, “Whatever.”

Written Communication

Page Requirement (1 point): Eight to ten pages, not including the title and references page.

APA Formatting (1 point): Use APA formatting consistently throughout the assignment.

Syntax and Mechanics (1 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. 

Source Requirement (1 point): Reference five scholarly sources in addition to the course textbook which provide compelling evidence to support your ideas. All sources on the references page need to be used and cited correctly within the body of the assignment. Use the Ashford University Library to find scholarly references or use other books you may already own or otherwise have access to from prior coursework.

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ESE 633 Week 6 DQ 1 Course Reflection Discussion

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This discussion is your opportunity to demonstrate your understanding of the objectives; Analyze ways to create a collaborative school culture to promote professional growth and leadership; and Recognize the importance of knowing personal strengths and weaknesses in conflict resolution. Additionally, the discussion represents your master of the Course Learning Outcomes 1, 2, 3 and the MAED Program Learning Outcome 8.

Throughout the course you have learned the importance of collaboration between teachers in an inclusive teaching environment, how each person plays an important role as part of a team effort, and how an array of opinions can be united into one common goal using proactive problem-solving strategies. The same foundational theories can be applied to a larger system when creating a proactive school culture that is fully inclusive, and requires each stakeholder to play an important role in the team and to use proactive problem-solving to avoid potential conflicting situations.

According to Nadine Engels article Principals in Schools With a Positive School Culture (as cited in School Culture Matters, (2013), contributing factors to positive culture include “a shared sense of purpose and values, norms of continuous learning and improvement, collaborative collegial relationships… and sharing experiences” (para. 4). Furthermore, according to chapter eight in Murawski and Spencer (2011), creating a collaborative school culture is akin to writing an IEP, where team members evaluate the school’s present level of performance; create a long-term goal to be reevaluated annually and short term, scaffolded objectives for meeting the long-term goal (p. 139). As Murawski and Spencer (2011) explain, we begin by thinking about where the school is in its current condition as a social culture, the parent/teacher collaboration dynamic, the emotional environment, and overall instructional practices. Then, using proactive problem-solving steps, stakeholders will share perceptions and emotions of their “Collaborative Culture” vision. Using that shared information, the overall issue will be identified (i.e., the long-term goal), and the team will brainstorm ideas for how to accomplish it. Finally, the team will determine how the school’s culture will be improved over a period of time (short term objectives) and each person’s role in the team’s success.

Initial Post – Start by reflecting on all you have learned throughout this course. Then, develop one long term goal in creating a collaborative school culture and four short term objectives that will scaffold to enable your school to achieve that goal. Additionally, explain how the special education team and site administrators will each play a part in your overall goal. 

 

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ESE 633 Week 5 DQ 1 Discussion on Co-Teaching

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This discussion is your opportunity to demonstrate your understanding of the objectives; Analyze the value of co-teaching as an inclusion model of instructional delivery; Determine some of the causes of education-based conflict, and evaluate problem solving; Evaluate problem solving and negotiation strategies to resolve education-based conflict;, and Recognize the importance of knowing personal strengths and weaknesses in conflict resolution. Additionally, the discussion represents your mastery of the Course Learning Outcomes 1, 2, 3 and the MAED Program Learning Outcome 8.

In previous weeks, you learned about the value of co-teaching including the benefit to the all the students in the classroom. However, many special educators feel that they are not a content-area expert, that they are seen as a “helper teacher”, or there is not enough planning time to properly define roles and responsibilities (Co-Teaching, 2013). Some may simply default to the classroom teacher because they do not yet have tenure, are unsure of how to approach the topic, or are simply uncomfortable with conflict and want to avoid it.

To develop a successful co-teaching environment, the National Education Association (NEA) lists six steps to facilitate the collaboration between the special and general education teachers:
establishing rapport,

blend teaching styles,

leverage strengths and weaknesses,

review IEPs,

teach as a united team, and

grow together (Marston, n.d.).To further address these issues, authors such as Windel and Warren (n.d) outline how to be a proactive problem-solver during education –based conflict. These authors suggest a progression that prepares for the discussion by:
finding common interests and what is fair,

collaborate by sharing emotions, defining the issues, creating options, and

reaching an equitable agreement. Consider the Windel and Warren resource in addition to your textbook and other research as you participate in this discussion.Initial Post – Consider the Co-Teaching Scenario below then create a response to the questions that follow. Each question will be addressed with at least one paragraph as a response and synthesize scholarly resources to support the response’s content.

Co-Teaching Scenario – Imagine you and your colleague were hired at the same time at your elementary school. Before being hired, your colleague’s previous position was at an elementary school in another state for ten years and admittedly has never co-taught. You, on the other hand, just completed all requirements to become a state certified special education teacher with only student teaching experience under your belt. You have been assigned to co-teach throughout the day as students only transition for ‘specials’ such as P.E., music, and art. Since September, you have tried to plan and co-teach, but it is now December and you still feel like a classroom assistant. You have even heard students talking about you as the classroom “helper teacher”, with your partner being the “real teacher”. You finally decide to have a direct talk with your co-teacher.

Questions -
Using an unbiased perspective of both teachers, what do you think is the cause of this conflict?

Discuss a plan for communicating effectively with the co-teacher using what you’ve learned so far including how you will document the meeting and a follow- up plan to reevaluate your team’s success.

 

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ESE 633 Week 5 Assignment Collaborative Problem Solving

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In this assignment you will demonstrate your understanding of the following learning objectives: 

Analyze ways to create a collaborative school culture to promote professional growth and leadership;  Determine some of the causes of education-based conflict. Evaluate problem solving and negotiation strategies to resolve education-based conflict. Recognize the importance of knowing personal strengths and weaknesses in conflict resolution.  Justify the collaborative role of transition team members who actively participate in transition meetings.
Additionally, the assignment represents your mastery of Course Learning Outcomes 1, 2, & 3.

Providing tools for academic success to students with disabilities is a collaborative effort. Sometimes however, individuals within the collaborative team face conflict due to a strong emotional or professional investment from a particular member. Examples of education-based conflict include disagreements over the allocation of limited resources and funding, differing curriculum delivery methods, class behavior management styles, misinterpreted conversations (due to cultural differences, communication styles, personal or professional backgrounds, and other differences), and misunderstanding of professional roles, school policy, and other school or district-based guidelines. Chapter 9 in your Murawski and Spencer (2011) text outlines the causes of conflict and how to problem-solve through negotiation strategies with peers and in a collaborative team setting.

Instructions:

Content
The collaboration steps, as defined by Windle and Warren’s (n.d.) Collaborative Problem Solving: Steps in the Process, are listed below. Use the headings named in this section within your paper.

Before the Meeting – Interests and Options (1 point): Windle and Warren (n.d.) suggest that interests are the “underlying need, want, or desire that we are trying to satisfy with our position (solution)” Consider that statement, then:
Identify each team member’s interest in Lily’s post-graduation goals, including options that may be available given each team member’s point of view.

During the Meeting – Perception/Emotions (1 point): Remember that by sharing why your perception is important and relevant, the team will understand why each member has a certain perspective. In this section of your assignment:
Hypothesize each team member’s perceptions and the emotions tied to those perceptions, including an explanation that supports your rationale for the perception and associated emotions.

During the Meeting – Define the Issue (2 points):Windle and Warren (n.d.) suggest that an issue “may be defined as an element of the dispute that represents a party’s need or interest.” Consider that statement, then:
Identify one issue that the team will discuss, including a supporting rationale for your choice of this issue over others.
During the Meeting – Generate Options/ Brainstorming (2 points): Windle and Warren (n.d.) suggest that “Most of us are not accustomed to inventing options and we slip easily into critiquing and judging as soon as possibilities are put on the board.” Consider this statement, then:
Using each team member’s ideas, perceptions, and the overall issue, describe at least five options that may satisfy the interest of all the team members, including a rationale for your chosen options.

During the Meeting – Objective Criteria/ Reach Agreement (1 point): After you have generated a list of brainstorming options, in this section of your assignment you will: 

Decide which option is the most agreeable to everyone, including a justification of how this agreement meets each team member’s interests, options, and perceptions. 

During the Meeting – Self-Reflection (2 points):Using what you learned about yourself from the Week 1 self-assessment and other knowledge you have acquired throughout the course:
Write a self-reflection about the strengths and weaknesses you have in relation to the case study for this assignment. Be sure to consider what you know about how you can leverage your personal strengths as a team leader in the transition meeting in the role of special educator.

Lily Case Study

Lily was diagnosed with Asperger’s syndrome at age eight when she started displaying ”typical behaviors” including misunderstanding social cues with girls her age, perseverating on Sponge Bob cartoons, and holding her ears every time a bell would ring to change classes. She has always been educated in an inclusive general classroom using the collaborative consultation model, receiving pull-out SLP (Speech & Language Pathologist) services where she learned social skills and how to communicate with peers. Lily’s teacher says that she loves writing stories about her favorite cartoons and has always loved Sponge Bob. She is an outstanding artist and works well independently because she gets overwhelmed very easily in a group. Her least favorite subject is social studies as she has a very difficult time understanding past events as the concepts are too abstract.

Now that she has turned 16, Lily’s transition team is meeting for the first time to discuss a post-graduation plan. They need to set realistic goals, discuss interest inventories, and evaluate Lily’s options. Included in this meeting is the lead special education coordinator, Lily’s mother and father (who are divorced), the general educator, the school psychologist, and the speech and language pathologist. Her past IEP meetings have been very challenging; although everyone has her best interest at heart, they have differing opinions of how “best interest” is defined. Lily’s parents want her to go to a 4-year college with a focus on computer animation. The special education coordinator supports Lily’s wish to work at a daycare center as an assistant, because she really enjoys children and doesn’t feel her usual social anxiety around them. The general educator and speech and language pathologist at this school don’t know her well enough to provide post-graduation input. The school psychologist says that Lily’s interest inventory identifies that her area of strength is in an engineering field working independently with concrete concepts.

Written Communication
Page Requirement (1 point): Five to seven pages, not including the title and reference pages.
APA Formatting (1 point): Use APA formatting consistently throughout the assignment.
Syntax and Mechanics (1 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
Source Requirement (1 point): Reference five scholarly sources in addition to the course textbook that provide compelling evidence to support your ideas. All sources on the references page need to be used and cited correctly within the body of the assignment.

 

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ESE 633 Week 4 DQ 1 Transition Planning

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This discussion is your opportunity to demonstrate your understanding of the objective justify the collaborative role of transition team members who actively participate in transition meetings. The discussion represents your mastery of the Course Learning Outcome 5 and the MAED Program Learning Outcome 8.

Federal guidelines require children who have an Individual Education Plan (IEP) to have a Transition Plan for post-graduation beginning after their 16th birthday and, in some cases, as early as after their 14th birthday. This meeting is separate from the IEP meeting and focuses on the student’s interests, independence, and self-determination (Wright & Darr-Wright, 2013). The purpose of the Transition Plan meeting is for all stakeholders in the student’s education to help plan an independent future for the student. 

According to IDEA 2004, Transition Services refers to: 

is designed to be a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;

is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests;

includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation. (As cited in Wright & Darr-Wright, 2013, para 1).As noted above, IDEA has outline what is required, but parents oftentimes find the transition meeting overwhelming and intimidating with so many team member experts involved in the transition process and with unclear terms and ‘jargon’ (Bangser, 2008).

Initial Post – Imagine you are a parent of a child with a disability who is preparing for a transition meeting. Read the resource IDEA 2004 Close Up: Transition Planning (Cortiella, 2007). In your post, write a question for three different transition team members (3 questions total) about topics that may not have been addressed or that need additional follow-up answers. Additionally, provide an answer to your questions with at least one scholarly resource that supports your chosen answer. 

 

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ESE 633 Week 4 Assignment Helping Parents Promote Independence

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In this assignment you will demonstrate your understanding of the following learning objective:

Justify the collaborative role of transition team members who actively participate in transition meetings and examine the steps required in a transition-planning meeting.  The assignment represents your mastery of the Course Learning Outcome 5.

In this assignment you will consider a hypothetical transition meeting. To make this meeting more productive, you have decided to create an informational brochure or handout that you would want others in the meeting to understand. For example, as a special educator, what would you want the general educator to know about the transition process, or what would you want the parents to know?

To prepare for this assignment, view the video below titled Be a Superstar – Take the Survey – Student. This video interviews high school graduates one year post-graduation to ask “Where are You Now?” Next, reflect on how creating a realistic and attainable transition from high school to post-graduation independence takes time, planning, and a strong team of professionals and family who all have the student’s best interest at heart. The transition meeting can include the school principal (who may have links to community agencies), representatives from community agencies, a school counselor or psychologist (who was involved in assessments and interest inventories), the special educator, a general educator (who may have a role in the student’s education), the parents, and the student. In addition, parents can invite anyone else they believe will add value to their child’s independence (Levinson & Palmer, 2005).

Instructions
Your assignment must be submitted in a brochure or handout format. Access several free examples by visiting Microsoft Office Templates or create your own template. Use the following guidelines for creating your brochure/handout.

Content
Definition (2 Points): Include a definition of special education transition services with a foundation in IDEA.
Role (2 Points): Provide an explanation of the role of the team member you chose. For example, if you choose the child’s parents, their role is as the child’s advocate, to share with the team members what their child enjoys at home, and to keep a record of follow up information learned during the meeting.Steps (3 Points): Include each of the steps involved in the transition process with a brief explanation of how the chosen team member is a contributor at each stage.Questions (3 Points): Create at least three common questions that may be asked of this team member, including their possible answers. For example, a transition team will commonly ask parents what their child enjoys at home or where they see their child in five years.
Written Communication

APA Formatting (1 point): Use APA formatting consistently throughout the assignment.Syntax and Mechanics (1 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.Source Requirement (1 point): Reference six scholarly sources in addition to the course textbook that provide compelling evidence to support your ideas. All sources on the references page need to be used and cited correctly within the body of the assignment. The source for any images must be included with the brochure/handout references.

 

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ESE 633 Week 3 DQ 2 Collaborative Consultation Model

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This discussion is your opportunity to demonstrate mastery of the objectives; analyze the value of co-teaching as an inclusion model of instructional delivery; analyze the value of collaborative consultation as an inclusion model of instructional delivery; and analyze the range of placements and services offered to students who have a disability. The discussion represents your mastery of the Course Learning Outcomes 1 & 4 and Program Learning Outcome 8 and reinforces your competency with the MAED Program Learning Outcome 7.

Hallahan, Kauffman, and Pullen (2012) definecollaborative consultation as when “…the special education teacher or psychologist acts as an expert who provides advice to the general education teacher,” (p. 37). The key to the success of this model is “collaboration” of the general education teacher’s content knowledge and the special educator’s curriculum delivery expertise. The special educator’s role is to provide strategies to the general educator, outside of class time, on curriculum accommodations, meeting and documenting the IEP goals, and review student progress for those who have an identified disability (Why Co-Teaching and Collaborative Consultation, 2008). The special educator and general educator must acknowledge their individual and team value in providing an equal contribution in the student’s education, recognize personal areas of strength and weakness, and share an open line of communication and honesty (Facilitating Collaborative Consultation, 2009). Additional explanations for the purpose and roles involved in the Collaborative Consultation model visit Inclusion in the Secondary Classroom (Collaborative Consultation, n.d.).

Initial Post – Either choose the prompt to explain the difference between the collaborative consultation model and the co-teaching model, or the prompt to weigh the pros and cons of each teaching model.

Explain how the collaborative consultation model is different than the co-teaching model of inclusive education including its strengths and weakness in providing equal education to all students within the general education classroom. Be sure to cite at least two outside sources not included in this week’s required or recommended reading. Your goal is to remain unbiased while presenting the facts to your peers.

Compare and contrast the pros and the cons of collaborative consultation model with the co-teaching model of inclusive education making sure to cite at least two outside sources not included in this week’s required or recommended reading. Your goal is to remain unbiased while presenting the facts to your peers.

 

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ESE 633 Week 3 DQ 1 Concerns of the General Educator in the Co-Teaching Environment

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This discussion is your opportunity to demonstrate mastery of the objective analyze ways to create a collaborative school culture to promote professional growth and leadership and analyze the value of co-teaching as an inclusion model of instructional delivery. The discussion represents your mastery of the Course Learning Outcomes 1 & 2 and MAED Program Learning Outcome 8 and reinforces your competency with the MAED Program Learning Outcome 7. 


Before the reauthorization of IDEA in 2004, schools were implementing inclusion, but it was not necessarily the ‘norm’; instead, children with a disability were educated in a self-contained classroom within the general school population. Included with the most updated changes was a closer alignment with NCLB (No Child Left Behind) requirement for data-based decisions, more rigorous standards and highly qualified teachers (No Child Left Behind, 2013). Teachers new to the field of education are being taught during their coursework how to implement inclusive, co-teaching practices and are therefore unfamiliar with past teaching practices. On the other hand, teachers who have been practicing for more than 10 years have experiences in both education environments.

While it is clear that co-teaching is not the most popular method of instructional delivery for all teachers, viewpoints have been made clear and with good reasoning for use of this method. To prepare for this discussion, it is recommended you review Co-Teaching in Inclusive Classrooms: The Pros and Cons, where the author concisely lists each point of view and teaching suggestions related thereto. You will see that co-teaching has many benefits from reviewing that resource in conjunction with your reading of the opening the “Voices from the Field” provided as an introduction to chapter seven in the Murawski and Spencer (2011) textbook for our course.

Initial Post – Imagine you are in a Professional Learning Community that promotes inclusive education and co-teaching. Imagine further that your principal has asked your group to talk with the faculty about the inclusive initiative and boosting teacher morale. Using the first initial of your last name as a guide, select a concern below about co-teaching. In your response, explain why the teacher may have felt that way and describe how collaborative efforts between the two teachers could have proceeded differently.

If your last name begins with the letters N – Z: You will address the concerns of the general educator in the co-teaching environment when you hear statements such as “Co-teaching? No thanks. I don’t really see the benefit of having another adult in the room if he or she doesn’t’ know the content. Plus I hear horror stories of co-teachers always coming late, leaving early, or missing class altogether” (Murawski & Spencer, 2011, p. 93).

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ESE 633 Week 2 DQ 1 Non-Verbal Communication

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Initial Post: Review the information, photos, and videos posted on the Creating Communication website. Specifically, scroll down the page and view the two Amy Cuddy videos: Game changer: Amy Cuddy, Power Poser  and Amy Cuddy: Your body language shapes who you are.

After watching the videos above, examine each of the photos for the non-verbal messages the body postures convey. Next, visit a busy public place or watch a television show or movie and observe people for 30-minutes. Take note of body language, nonverbal cues, and any other valuable environmental information. Then, construct one paragraph summary for each of the following:

•    Where, when, and what you observed; 
•    What you learned from your observation such as how nonverbal cues were used and how they were interpreted; 
•    Nuances you were more aware of having completed this week’s reading; 
•    Explain how you will use this experience and this week’s information to more effectively communicate with other educators, administrators, parents and community members in the role of a special educator. Provide specific examples. 

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