Syllabus

COLLEGE OF EDUCATION
VALDOSTA STATE UNIVERSITY
DEPARTMENT OF SPECIAL EDUCATION AND COMMUNICATION DISORDERS
FALL SEMESTER
SPEC 5140
COLLABORATIVE ROLES IN EDUCATION
2 HOURS

Thomas, C.C., Correa, V.I., & Morsink, C.V. (1995). Interactive Teaming: Consultation and Collaboration in Special Programs. Columbus, OH: Merrill Publishers.

A critical analysis of issues, research, implementation approaches, and recommended practices for employing collaborative models to support learning. Evaluating and accessing community resources, and developing and maintaining interdisciplinary and interagency partnerships will be studied.

3. Graduates think systematically about their practice, use research and technology and contribute to the knowledge base.

4. The fostering of relationships with professional colleagues, families, businesses, and agencies in the larger community to support consumers' progress and well-being.

1. discuss the rationale and framework for interactive teaming; (principle 2, outcome 4)

2. describe the historical foundations of consultation, collaboration and teaming; (principle 2, outcome 4)

3. demonstrate an understanding of roles and perspectives of team members; (principles 2 &4, outcome 4)

4. identify critical aspects of effective team functioning; (principles 2 &4, outcome 4)

5. demonstrate the ability to facilitate a team meeting; (principles 2 & 4, outcome 4)

6. demonstrate the ability to use a variety of problem-solving strategies during a team meeting; (principles 2 & 4, outcome 4)

7. demonstrate the ability to develop a consultative plan for an infant/child/student with disabilities; (principles 2 & 4, outcome 4)

8. discuss various stages of the consultation process; (principles 2 & 4, outcome 4)

9. analyze issues related to implementing interactive teaming in a variety of educational contexts (students from culturally/linguistically diverse backgrounds, infants & preschoolers with disabilities, students with mild disabilities & students with severe disabilities); (principle 3, outcome 4)

10. identify strategies and resources to support interactive teaming in a variety of educational contexts (students from culturally/linguistically diverse backgrounds, infants & preschoolers with disabilities, students with mild disabilities & students with severe disabilities); (principles 2,3 &4, outcome 4)

11. analyze team functioning and develop strategies for supporting a team based on your analysis. (principles 2,3 &4, outcome 4)

12. Discuss the application of various models of consultation. (principles 2,3,& 4, outcome 4)

1. In-Class Team Skill-Building Activities. Students will be put into teams and be given a variety of issues to deal with as a team. They will be evaluated on their ability to facilitate the effective functioning of the team, to demonstrate an ability to use creative problem-solving strategies, to rotate leadership and to reflect on the functioning of the team, the effectiveness of the problem-solving strategies, and their performance as a team member. [objectives 5, 6, 11]

2. Team Functioning Observation Journal. Students will be asked to observe their own teaming behavior and reflect on competencies and challenges. They will also observe a variety of teams, and reflect on the issues faced by those teams. The journal will be submitted 4 times during the semester. Specific issues to be considered in the journal will be provided by the instructor. [objectives 9,10]

3. Consultative Plan.Students will choose an infant/child/student to observe and they will create a consultative plan to support the effective implementation of that infant/child/ student's goals in a natural environment (ie. home, child care, preschool, school,community). [objectives 7,8]

4. Quick Writes: Students will be asked to discuss/reflect upon readings through an in-class quick-write activity. These will be unannounced and will occur 4-6 times during the semester. [ objectives 1,2,3,4]

5. Final Comprehensive Culminating Project:Role/team Issues Interview & Reflective Paper.Students will interview 3 members of a team in the area of their interest (ie. infant/toddler, preschool, elementary school, high school). They will transcribe their data and analyze it based on the issues and theories discussed in the class. They will use this data to write a paper (5-10 pages) that synthesizes key issues from the course. These papers will be presented to the class. [objectives 1,2,3,4]

The university policy on attendance will be adhered to in this class. Three unexcused absences will result in failure of the class. In-class activities cannot be made up unless

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 226-A. The phone number is 245-2498.

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.

The Department of Special Education and Communication Disorders has a policy statement on plagiarism and a document identifying the characteristics of plagarized work and the penatilities for such actions. The penality for plagarism 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. The entire Departmental Policy, which includes examples and non-examples of plagiarism, is available on the Departmental Home Page.

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.

DATE	TOPIC	ASSIGNMENT
Week 1	Introduction to course - framework & rationale for interactive teaming -historical foundations -definitions of collaboration, consultation, teaming	Read Chapter 1 & 2
Week 2	Enhancing Communication Skills -interpersonal communication skills asking questions Listening skill * giving feedback	Read Chapter 5
Week 3	Enhancing Communication Skills - managing resistance - resolving conflict Journal Reflection # 1 due	Read handouts (given in class)
Week 4	Creative Problem Solving Strategies	complete journal reflection # 1
Week 5	teaming project interview & transcribe**	Read Chapter 3
Week 6	Dimensions of the interactive team Journal Reflection # 2 due	Read Chapter 4
Week 7	Understanding Roles & Perspectives of Team Members	Read Chapter 8
Week 8	Leadership & empowering team members	Read Chapters 6 & 10 complete journal reflection # 2
Week 9	Cultural Competence & Linguistic Diversity Journal Reflection # 3 due	Read Chapter 9

DATE	TOPIC	ASSIGNMENT
Week 10	Enabling and Supporting Families	Read Chapters 7 & 11
Week 11	Service Coordination and Implementation with Infants & Toddlers with disabilities	Read Chapters 12 & 13
Week 12	Consultative Plans Journal Reflection # 4 due	prepare for sst meeting
Week 13	Application : SST meeting	complete consultative plan
Week 14	THANKSGIVING BREAK	prepare for IEP meeting
Week 15	Application : IEPmeeting Consultative Plan due	prepare for IFSP meeting
Week 16	Application :IFSP meeting	complete culminating project
Week 17	Culminating Project due FINAL EXAM 5:00-7

Submitted by:	Chief Compiler:	Date:
Valdosta State University 1500 N. Patterson St. Valdosta, GA 31698-0102	Susan R. Worth sworth@valdosta.edu Phone: 912-333-5932 Fax: 912-333-7167	February 1, 1999