SPED 420 Collaboration and Transition Practices in Special Education

General

• Use verbal, nonverbal, and media communication techniques.
• Describe collaboration, consultation and teamwork and identify role opportunities and responsibilities.
• Differentiate between professional perspective and personal preferences and understand the affect they have on collaborative consultation and teamwork.
• Compare and contrast at least three models that are used widely for collaborative school consultation.
• Identify means of building skills for communication and identifying major roadblocks.
• Demonstrate understanding of problem-solving process.
• Identify procedures for conducting meetings, interviews, and observations that can contribute to success in collaborations and teamwork.
• Explain the impact of the multiple aspects of diversity on educational consultation and collaboration.
• Describe the social justice framework for consultation, collaboration, and teamwork.
• Discuss how the paraeducator¿s responsibilities should be determined and communicated with the para and general education teacher.
• Identify and describe services, networks, agencies, and organizations relevant to the needs of the children and youth and their families.
• Demonstrate the ability to address the transition needs of students to enhance participation in family, school, recreation or leisure, community, and work life, including personal self-care, independent living, safety, and prevocational and vocational skills.
• Examine and report the challenges/benefits of planning for transition within urban environments through a collaborative teamwork model that involves school and non-school personnel.
• Compare and contrast postschool outcomes for learners with disabilities with differing ethnic and cultural backgrounds.