Special Education 4435/5435

Parent and Professional Communication and Collaboration

University of Minnesota Duluth

Spring 2005 4 semester credits

Instructor: Dr. Trudie Hughes

Course Description:

Group process, problem solving, decision-making, collaboration, and teamwork applied to the special education process. Techniques for working with parents, professionals, paraprofessionals, and community agencies when planning and implementing Individualized Education Plans.

Required Texts / Readings :

Lambie, R. (2000). Family Systems within Educational Contexts. Denver , CO : Love Publishing

Co.

Course Outcomes:

Based on the UMD College of Education and Human Service Profession's “Learner-Sensitive Teacher” model, this course additionally emphasizes the five themes of diversity (d), collaboration (c), reflection (r), empowerment, (e), and technology (t).The focus on collaboration, ethics, and relationships for teachers embraces Minnesota Board of Teaching Standards (INTASC) for developing effective practices for teachers. Through this course you will develop these practices as a teacher (or other professional) by being able to:

Dispositions :

The following definition of disposition has been adopted by the Special Education Program. The dispositions have been selected from the Standards of Effective Practice for Teachers (INTASC) and are aligned with the dispositions encouraged throughout our curriculum.

Disposition: A habitual tendency or inclination. Disposition includes temperament, character, personality, nature, demeanor – these nouns refer to the sum of traits that identify a person which include frame of mind, emotional characteristics, moral and ethical qualities, distinctive traits that give him/her individuality, especially in his/her relationships with others, exhibited behaviors towards others. The American Heritage Dictionary, 2 nd College Edition.

The candidate appeared to exhibit the following through their observable demeanor, and behavior:

1. Commitment to lifelong learning and appreciation of multiple perspectives.
2. Appreciation of individual variation and diverse talents of all learners.
3. Sensitivity to community and cultural norms.
4. Values educational technology and flexibility in the teaching and learning process.
5. Belief in establishing a safe and positive learning environment.
6. Understanding of the power of effective and thoughtful communication.
7. Values the planning process.
8. Belief that ongoing assessment is essential to the learning process.
9. Commitment to reflection, feedback and assistance in order to develop professionally.
10. Appreciation of collaboration, collegiality, and ethical considerations within the profession.

Instructional Strategies:

This course uses lecture, multimedia, small and large group activities, teacher candidate presentations, reciprocal teaching, co-teaching strategies, and guest speakers.

Diversity:

Our candidates are prepared to be culturally and linguistically sensitive, and guided to address all aspects of diversity including ethnicity, gender, sexual orientation, and disability. We do this by incorporating research, projects, and practical experiences with exposure to children, families, cultures and settings of diverse populations in our program.

Course Requirements/Expectations:

1. Teacher candidates are expected to attend all scheduled classes and are responsible for all material covered in class and in the required texts & readings.
2. Teacher candidates are to be prepared for each class.
3. Assignments are due at assigned dates and times.
4. Unless otherwise specified, all assignments must be submitted in typed hard copy or electronically. All assignments turned in on the designated due dates, stapled together – not in plastic binders . Please number your pages and remember to include your name, date and assignment or project title.
5. Written assignments will be on a collegiate level with the expectations of correct grammar, spelling, punctuation, and proofreading. You will use APA style on designated written assignments.
6. Assignments that are turned in for this class are to be developed for this class.

Professional Conduct and Academic Dishonesty:

It is expected that teacher candidates seeking special education certification will demonstrate specific skills in professional conduct for operating in educational settings. Therefore, your dispositions and conduct in class will be observed and evaluated (see disposition statement above).

Professional conduct is defined as skills required for successful future teaching and/or appropriate interpersonal interactions in educational settings. In addition to fulfilling class assignments, you are expected to participate fully in class activities and to demonstrate a positive, cooperative attitude toward other course participants and course activities. Up to one full letter grade (10%) can be added or deducted to your final score based on the instructor's evaluation and documentation. Extreme or sustained acts demonstrating lack of professional conduct, including academic dishonesty, will warrant a grade of “F” for the course.

Academic Dishonest in any form (such as plagiarism or cheating on tests and assignments) will not be tolerated. Teacher candidates who misrepresent their work or commit other acts of dishonesty will receive a failing grade for the course and will be recommended for removal from teacher education.

Assessment : project requirements are attached.

1. Homework/In-class assignments. Marked completed or not.
2. Mid-term. Essay/Short Answer. 100 points.
3. Interview of a parent of a child with a special need. 50 points
4. Annotatated bibliography on a special population of families (i.e., single parents, latchkey kids, family with a member with a disability, or on a topic specific to family issues such as alcoholism, abuse, or neglect). 100 points GRADUATE STUDENTS: Research paper on a collaboration topic related to families with children with special needs and communication. (You will be required to turn in the annotated bibliography in a slightly different format than the undergraduates before proceeding on with your research paper). 100 points
5. Parent Resource Guide Develop a resource guide for parents (may include different agencies, rights, due process, etc.) 50 points.
6. Attendance and participation. ~50 points.
7. Interactive CD ROM – What's New with Matthew or alternative assignment to be discussed in class. 50 points
8. Final 100 points

Grading:

Semester grades will be based on overall performance including course assignments, class participation, attendance, and professional conduct. The following levels of competence are defined:

•  A= work considered ‘distinguished', that is work exemplifying honors level effort in writing, presentation, assignments, exams, and meeting class expectations. In addition to full credit on assignments, the candidate must attend regularly and make significant professional contributions to the class. Standards based mastery of content and skill.

•  B= superior work in meeting criteria of assignments and class expectations. Demonstration of high quality writing and presentation that merits certification-level mastery of standards-based content and skills.

•  C= work considered acceptable in meeting specific criteria for university credit, but lacks appropriate certification levels of pre-service mastery of standards-based content and skill. Course will need to be retaken or assignments redone to be recommended for special education licensure.

•  D= work that is minimally acceptable requiring major additional work to achieve certification level of mastery of standards-based content and skill.

•  F= unsatisfactory work considered unacceptable.

Disability Statement:

If you have a disability, either permanent or temporary, that may impact your ability to perform in this course; you are encouraged to inform me. I will work with you confidentially and make every effort to appropriately adapt methods, materials, and evaluations as needed to provide for equitable participation. If you have a disability and have not registered with the UMD ACCESS Center – I recommend that you do so.

Bibliography / Expanded Readings :

Minnesota Special Education Rules and Regulations: http://cfl.state.mn.us/SPEDED/spedcd

Federal Special Education Rules and Regulations: http://www.ws.gov/offoces//OSERS/

Teacher resource site: http://www.ldonline.com

American Psychological Association. (2001). Publication Manual of the American Psychological

Association (5 th ed.) Washington , DC : American Psychological Association.

Friend, M. & Cook, L. (2000). Interactions: Collaboration Skills for School Professionals.

Longman: New York .

Class Schedule:

**This schedule subject to change at the Professor's discretion based on the needs of the teacher candidates.