DEPARTMENT OF SPECIAL EDUCATION AND COMMUNICATION DISORDERS
FALL SEMESTER
SPEC 3030
COLLABORATION IN SCHOOLS/FAMILIES/COMMUNITIES
2 CREDIT HOURS

RECOMMENDED TEXT

Turnbull, A.P., & Turnbull, H.R. (1997). Families, Professionals, and Exceptionality: A Special Partnership (3rd edition). Columbus, OH: Merrill

COURSE DESCRIPTION

Prerequisite: SPEC 3010.

Consultation, collaboration, and communication with other professionals providing services to individuals with disabilities. Strategies that facilitate the development of interactive teams, such as effective communication skills, problem solving strategies, co-teaching, and role definition and release will be explored as they relate to providing quality educational services for individuals with disabilities.

COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK PRINCIPLES

1. The teacher understands the central concepts, tools of inquiry, and structures of the discipline (s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

5. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self motivation.

9. The teacher is a reflective practitioner who continually evaluates, using qualitative and quantitative resources, the effects of his/her choices and actions on others (student, families, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

10. The teacher fosters relationships with school colleagues, families, businesses, and agencies in the larger community to support students' learning and well-being.

EDUCATIONAL OUTCOMES

1. An understanding of central concepts, tools of inquiry, and structures of the fields of special education and the ability to implement intervention strategies that make these aspects meaningful for consumers.

4. Knowledge and use of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction within their professional activities.

COURSE OBJECTIVES

Upon completion of this course, students will:

1. demonstrate an understanding of the historical and current roles of families/parents in education; (principle10, outcome 1)

2. demonstrate an understanding of schools as systems and the context for family-professional collaboration; (principles 9 &10, outcome 1)

3. identify the critical components of effective communication; (principles 9 &10, outcome 4)

4. demonstrate an understanding of problem-solving strategies and discuss their use in educational settings; (principles 5, 9 &10, outcome 1)

5. discuss family characteristics, interactions, functions and life cycles as they relate to the education of students with disabilities; (principles 1, 9 &10, outcome 1)

6. identify the rationale for and the components of effective interactive teams; (principles 1 &10, outcome 1)

7. discuss the importance of role definition and release as it relates to providing effective educational services to students with disabilities; (principles1, 5, 9 &10, outcome 1)

8. demonstrate strategies for managing conflict; (principles 9 &10, outcome 4)

9. discuss the ways in which the culture of individuals, homes, schools, and agencies impacts ability to provide effective educational programs. (principles 1, 9 &10, outcome 1)

10. identify relevant resources for supporting families and professionals as they work together to educate students with disabilities. (principles 1&10, outcome 1)

COURSE ACTIVITIES/ASSIGNMENTS/REQUIREMENTS

1. In-class team skillbuilding activities. These activities will provide students with the opportunity to practice communication skills, problem-solving strategies, and conflict management strategies. [objectives 3,4,6,8] These activities will provide many opportunities in class for you to participate in such projects as case studies, short writes, feedback sheets, small group activities, self-assessments, brainstorming, etc. Many of these activities will be based on the reading for that day. Full points will be awarded for those who are in class and complete the activities.

2. Multiple perspectives interviews. Students will be given an assignment to interview one of the following: parent of a child with disabilities, parent of a child without disabilities, principal, speech/language pathologist, special educator, early interventionist and teacher. A protocol for each interview will be developed by the class and the interviews will be shared in an attempt to understand the multiple perspectives and roles of those involved in educating children. [objectives 5,7,9]

3. Reaction papers. Parents of children with disabilities will discuss the impact on their lives of having a child with a disability. After reflecting on the discussion, prepare a brief paper indicating your reactions and insights. List the positive and negative aspects of family/school interactions as described by the parent, your reaction to the parent’s perspective, and possible ways that the negative experiences could have been made less stressful/negative/forbidding to the parent. [objectives 2, 3, 4, 5, 6, 7, 8, 9,10]

4. Two exams and a comprehensive final exam. [objectives 1-10]

COURSE EVALUATION

Points

1. In-class team skillbuilding activities 150

Dates to be announced 540 - 600 points = A

2. Multiple perspectives interviews 100 480 - 539 points = B

Date Due: 12-9-98 420 - 479 points = C

3. Parent Reaction Papers 3 @ 50 = 150 360 - 419 points = D

Date Due: 10-5-98, 11-2-98, 11-18-98

4 Two Exams 2 @ 50 = 100

Dates: 9-23-98, 10-14-98

Comprehensive Final Exam 100

Date: Monday, December 14, 1998, 8:00-10:00 a.m.

NOTES

1. Assignments are due at the beginning of the specified class period or before. Points will be subtracted for each calendar day that an assignment is late.
2. To facilitate more meaningful class discussion, students are expected to read assigned readings and/or complete out-of-class assignments before class.
3. Class participants are expected to attend class and to arrive on time.
4. Students are expected to be able to apply rules of grammar and spelling to written and oral work. If a student’s work in this class indicates that remediation is needed in these skills, the student will be informed of remediation opportunities and advised to take advantage of them. Points for written products will be deducted in the following manner: two points for each typing error/spelling error, five points for each grammar error. Every instance of error will result in reduction of these points.
5. Students requiring to take make up exams due to illness during a scheduled exam must do so within one week of the scheduled exam.

ATTENDANCE POLICY

The university attendance policy will be adhered to in this course.

INSTRUCTOR

Instructor: Susan Worth

Office: Ed. Center Room 169

Office Hours: Posted on office door and may change weekly

Department Telephone Number: 333-5932

E-mail: sworth@valdosta.edu

SPECIAL NEEDS STATEMENT

Students requiring classroom accommodations or modifications because of a documented disability should discuss this need with the professor at the beginning of the quarter. Students not registered with the Special Services Program should contact the Special Services office in Nevins Hall, Room 1115. The phone number is 245-2498.

DIVERSITY STATEMENT

The Department of Special Education and Communication Disorders maintains a strong and sustained commitment to value the diverse and unique nature of the learner and to include all students in the high expectation for success.

DEPARTMENTAL PLAGIARISM POLICY

The Department of Special Education and Communication Disorders has a policy statement on plagiarism and a document identifying the characteristics of plagiarized work and the penalties for such actions. The penalty for plagiarism in undergraduate course work is a zero (0) on the assignment for the first offense, for the second offense the consequence is a letter grade of "F" for the course, for the third offense a letter grade of "F" for the course as well as further appropriate action involving referral of the matter to the appropriate university officials within the administrative structure. For graduate work, a letter grade of "F" for the course will be given for the first offense and a letter grade of "F" for the course as well as further appropriate action involving referral of the matter to the appropriate university officials within the administrative structure will occur for the second offense.

APA STYLE

The Department of Special Education and Communication Disorders has officially endorsed the style of the American Psychological Association (APA) for the completion of all written assignments unless otherwise stated. Procedures for APA style are found in:

American Psychology Association. (1994). Publication Manual of the American Psychological Association (4th ed.). Washington, DC: Author.

Tentative Course Agenda

Comprehensive Final Exam: Monday, December 14, 1998, 8:00-10:00 a.m.

Section I Checklist | Form A: Faculty | Section II Checklist | Section III Checklist

Appendix:
Course Syllabi | Faculty Vitae | Practicum Handbook | Student Teaching Handbook | Guidelines for Mentors
Program/Advising Forms | Undergraduate Catalog | Graduate Catalog | Student Enrollment