SpEd 505

Supervision and Consultation in Special Education

 

Dr. Johnna E. Westby

Assistant Professor

Department of Special Education

Memorial Hall 210B

701-858-4245 (o)

701-628-1203 (h)

701-629-1006 (c)

johnna.westby@minotstateu.edu

 

Course Description

 

A study of the various organizational models for special education services.  It includes examination of training throughout the processes of referral, appraisal, placement, implementation and evaluation.  SpEd 505 provides professionals in training in special education, regular education, and related fields with the knowledge and communication skills necessary to provide collaborative consultation and technical assistance to other educators and service providers.  The purpose of this course is to develop and enhance teamwork, collaborative, and consultative skills.  Use of e-mail and other electronic file exchange (e.g., WORD, PowerPoint) is required.

 

Required Text

 

Dettmer, P., Thurston, L. P., & Dyck, N. J.  (2004).  Consultation, Collaboration, and Teamwork for Students with Special Needs (5th ed.).  Boston:  Allyn and Bacon

 

Mellin, L. (2003).  The Pathway: Follow the Road to Health and Happiness. Harper Collins Publishing.  ISBN 0-06-051402-7

 

Optional Reading

 

The 7 Habits of Highly Effective People, Steven Covey

 

 

Student Outcomes

 

SpEd 505 is designed to prepare graduate students in interact with other professionals regarding students with special needs.  Graduate students will refine targeted skills for professional growth, communication and begin to develop skills needed to provide professional development opportunities for colleagues.

 

At the conclusion of this course, graduate level students should be able to:

  • Define collaboration, consultation, and teamwork and explain the essential characteristics of each
  • Identify variables, including cultural diversity, that may facilitate or constrain participation in collaboration, consultation, or teamwork settings;
  • Use assessment information in making eligibility, program, and placement decisions for individuals with exceptional learning needs, including those from culturally and/or linguistically diverse backgrounds.
  • Demonstrate communication skills of listening, avoiding communication roadblocks, dealing with resistance, being appropriately assertive, and resolving conflicts;
  • Develop and modify individual professional skills for problem solving and conflict resolution.
  • Apply problem-solving techniques while collaborating with professional colleagues, parents, and related and ancillary personnel to provide for students’ learning and behavioral needs;
  • Develop self-assessment techniques for improving consultative and collaboration skills with families from diverse backgrounds.
  • Utilize various communication techniques to gather relevant background information from families with cultural and linguistic diversity.
  • Design and present a professional development activity.
  • Articulate an understanding of the ethical interaction emphasized for collaborative consultation in the school setting with families from cultural and linguistic diversity.
  • Articulate an understanding of the ethical interaction emphasized for collaborative consultation in the school setting with families from cultural and linguistic diversity.
  • Demonstrate an understanding and ability to collaborate effectively with other professionals, parents and community members when the learner is culturally diverse.
  • Articulate an understanding of historical, attitudinal and perceptual factors in partnerships.

 

 

Relationship to Program Goals and Professional Organizations

 

SpEd 505 is part of the Minot State University, graduate school of education program for teacher licensure in the state of North Dakota and is aligned with the National Council for the Accreditation of Teacher Education (NCATE) and the Council for Exceptional Children (CEC) performance based standards for the preparation and licensure of special educators.  The curriculum for SpEd 505 is aligned primarily with Standard #10 (Collaboration) of CEC’s Common Standards for Beginning Teachers of Special Education (as well as for teachers of students with learning and emotional disabilities). The table on the following page describes CEC Standards (Standard #10) in relation to course outcomes and requirements.

 

Alignment of Outcomes & Requirements with CEC/NCATE Standard #10

 

CEC / INTASC

 

Standard #10 Collaboration

Common Core Knowledge & Skills

 

 

Student Outcomes

 

Course Requirements

Models and strategies of consultation and collaboration; collaborative and consultative roles of the special education teacher in the reintegration of individuals with emotional/behavioral disorders

 

Define collaboration, consultation, and teamwork and explain the essential characteristics of each.

Small group discussions; large group class participation; individual question/answer

 

Culturally responsive factors that promote effective communication and collaboration with individuals with exceptional learning needs, families, school personnel, and community members; services, networks, and organizations that provide support across the lifespan for students with LD and ED; role of professional groups and referral agencies in identifying, assessing and providing services to individuals with emotional/behavioral disorders.

 

 

Identify variables that may facilitate or constrain participation in collaboration, consultation, or teamwork settings

 

Interview report; case studies, website readings, small group discussions

 

Concerns of families of individuals with exceptional learning needs and strategies to help address these concerns.

 

 

Demonstrate communication skills of listening, avoiding communication roadblocks, dealing with resistance, being appropriately assertive, and resolving conflicts

 

 

Class activities; small group discussions; large group class participation; individual questions and answer.

 

Roles of students, families, and school and community personnel in planning of an individualized program; co-planning and co-teaching methods to strengthen content acquisition of students with learning disabilities; parent education programs and behavior management guides that address severe behavioral problems and facilitate communication for students with emotional/behavioral disorders

 

Apply problem-solving techniques in collaborating with professional colleagues, parents, and related personnel to provide for students’ learning and behavioral needs.

 

Class activities; small group discussions; case study discussions; professional development activity; individual question & answer

 

 

Special educators reflect on and are aware of how their own and other’s attitudes, behaviors, and ways of communicating can influence their practice

(Standard 9)

 

 

 

Develop self-assessment techniques for improving consultation and collaboration skills

 

 

Small group discussions; case study discussions; individual question and answer

 

See Standard #10 skills

 listed below

 

 

Plan a professional development activity

 

Professional development activity

 

Skills

Maintain confidential communication about individuals with exceptional learning needs.

Collaborate with families and others in assessment of individuals with exceptional learning needs.

Foster respectful and beneficial relationships between families and professionals.

Assist individuals with exceptional learning needs and their families in becoming active participants in the educational team.

Plan and conduct collaborative conferences with individuals with exceptional learning needs and their families.

Collaborate with school personnel and community members in integrating individuals with exceptional learning needs into various settings.

Use group problem solving skills to develop, implement, and evaluate collaborative activities.

Model techniques and coach others in the use of instructional methods and accommodations. Observe, evaluate, and provide feedback to paraeducators.

Communicate with school personnel about the characteristics and needs of individuals with exceptional learning needs.

 

Course Requirements

 

  • Class Participation. Activities and Reflections ( 50+ points)

 

Thoroughly study the readings as assigned in the syllabus and all class handouts; be prepared to discuss in class and via individual email question and answer sessions.  Students are expected to participate during large and small group discussions with evidence of having read assignments.  Class participation is very important and includes attendance (including on time and duration), quality of contributions in group activities and discussions, and interactions with colleagues during small group and class activities (up to 10 points per class when used)  Response writing in and out of class journal writing will be used in this category.

 

  • Written Assignments (100+ points)

 

Written assignments are intended to provide practical information, usable professional tools, and resources in consultation / collaboration roles.  Due dates are indicated on the course calendar.

 

 

 

 

1.       Assignment #1 Book Report

 

Read and discuss the book titled The Pathway.  The author of this fascinating book, Laurel Mellin, says that if we have not mastered 2 simple skills – self nurturing and effective limit setting - we cannot soothe and comfort ourselves from within.  So it is only natural to estimate that we cannot soothe and comfort, or reach out and teach our students in the best way possible when we ourselves are not balanced.

 

This book is a self assessment with emerging understandings of neurobiology that suggests that using these skills over the long term may retrain the elusive “feeling brain” to spontaneously favor a life of emotional balance, relationship growth, spiritual connection, and freedom from excessive behaviors.

 

The book report will be a 4 to 5 page response paper to what was read.  I will be looking for what you learned about yourself; a compare and contrast of the “old you” and the new information that you learned from the book.  I will also be looking for information regarding what you will do differently in the fall when you are on the job as a new professional.

 

2.       Assignment #2 Informational Packet (50+ points)

 

Design an informational packet for informing one of the following:

 

      • A paraeducator about their role in inclusionary school settings
      • A general education teacher about their role as a co-teacher
      • A special education teacher about their role as a co-teacher
      • A parent regarding a skill set that is relevant to most students either at the elementary stage or the high school stage of learning.

 

When possible, reference relevant information found from within the text and course readings. 

 

 

  • Professional Development Project (100+ points)

 

Design a professional development or parent training activity to be presented for the parents or students attending the Developmental and Diagnostic Learning Clinic.  The purpose of this assignment is twofold:  (a) to develop a 30 minute staff development or parent training activity to be presented as part of the requirement and (b) to provide graduate students with the opportunity to improve their communication and collaborative skills.  This project will introduce the staff development or parent training process, effective practices, and provide the opportunity to work in and reflect upon group dynamics and teamwork.  The activity should deal within a framework of concepts discussed in this course and approved by the professor. 

 

At a minimum, your activity should include handouts, PowerPoint presentation, a related reading and/or list of references, an agenda or outline, and a list of definitions or related terms that might be unfamiliar to your audience.  All materials and activities such as simulations should reflect effective communication and collaborative strategies.  You will provide a simple beverage and snack for your audience as well.  Finally, you will prepare an evaluation form to be used following the staff development or parent training activity.

 

Criteria for Professional Development Project will be covering the following:

 

  1. 5 sources of relevant information in APA style
  2. presentation pacing 30 minute, following an agenda/outline
  3. content that is current, accurate, research based; references to the literature; stated objectives; project activities meaningful/useful
  4. useful product with definitions provided, organization of handouts; clear and concise quality, intended audience indicated
  5. effective use of multimedia and use of multiple strategies; PowerPoint, video, web-based, simulations, role playing
  6. evidence of responsibility, commitment and level of effort
  7. record of time spent weekly and document progress of planning and presentation
  8. evaluation tool aligned to the content
  9. simple beverage and snack
  10. class evaluations and feedback

 

 

Tentative Course Calendar

 

 

Date

 

 

Topics

 

 

Assignment Due

 

June 3

 

Course orientation

 

Context for collaboration: No Child Left Behind and

IDEA Reauthorization

 

The Pathway Part 1 A Solution to Life

 

 

 

 

 

 

June 3

 

 

 

Chapter 1

Components of School consultation & collaboration

Consultation, Collaboration, and Teamwork in Schools

 

Chapter 2

Foundations and Frameworks for Collaborative School Consultation

 

 

 

June 10

 

Chapter 3

Working Together with Families and Students

 

Chapter 4

Communication Processes for Consultation, Collaboration, and Teamwork

 

The Pathway Part 2 Your Personal Pathway

The Pathway Part 3 Going to the Roots

 

 

 

June 10

 

 

Chapter 5

Problem Solving Strategies for Collaborative School Consultation

 

Chapter 6

Management and Assessment of Collaborative School Consultation

 

 

 

 

 

 

 

June 17

 

Chapter 7

Consultation and Collaboration for English Language Learners (ELL) and other Diverse Populations

 

The Pathway Part 4 Climbing to the Top

 

 

 

June 17

 

Chapter 8

Consulting, Collaborating and Co-Teaching for students with Disabilities

 

 

 

 

 

June 24

 

Chapter 9

Consulting and Collaborating for Very Able Students

 

The Pathway Part 5  Watching Common Excesses Fade

 

 

 

 

June 24

 

Chapter 10

Roles of Administrators, Directors, and Paraeducators in Collaborative School Consultation

 

 

 

 

July 8

 

Chapter 11

Related Services, resources, and Support Personnel for Special Needs

 

The Pathway Part 6 Reaping Life’s Sweetest Rewards

 

 

 

July 15

 

Chapter 12

Putting It All Together for Students’ Special Needs

 

Class Closure

 

 

Professional Development Project Due