May 18, 2024  
2020-2021 Course Catalog 
    
2020-2021 Course Catalog [ARCHIVED CATALOG]

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EDU 252 - Communication and Collaborative Partnerships

Credits: 3
Lecture Hours: 3
Lab Hours: 0
Practicum Hours: 0
Work Experience: 0
Course Type: Open
This course is designed to introduce participants to PreK-12 classroom collaboration. This will include ways to structure and implement collaboration, develop effective co-educator partnerships, and implement successful integration of students with special needs into a general education classroom.
Competencies
  1. Evaluate the effect of family systems, family dynamics, parent rights, advocacy, and multicultural issues on parent involvement as it relates to serving special education students.
    1. Examine the historical view of family systems.
    2. Illustrate how family dynamics plays a role in the involvement of parents in the IEP process.
    3. Demonstrate knowledge of parental rights and advocacy guidelines, including but not limited to: Due Process, Americans with Disabilities Act, Individuals with Disabilities Education Improvement Act, Individualized Education Plans, and Individualized Family Service Plans.
  2. Analyze various forms of communication and their importance towards parental support and involvement.
    1. Describe various forms of effective communication.
    2. Differentiate the best form of communication to use in given educational scenarios. 
  3. Critique various types of services, networks, and organizations unique to individuals with disabilities.
    1. Demonstrate an understanding of quality teacher resources: including but not limited to:Area Education Agencies, Transitional Support Services, and Vocational Rehabilitation.
    2. Compare the resources and support of community and state agencies for family and individuals with disabilities.
  4. Compare the roles of the special education teacher and the general education teacher in the integration of individuals with disabilities into the general curriculum.
    1. Describe effective collaborative methods (such as consulting, coaching, and mentoring) between Special Education and General Education.
    2. Explain what accommodations and modifications look like for individuals with disabilities in the general education classroom/curriculum.
    3. Evaluate the effectiveness of accommodations and modifications as they relate to the successful integration for students with disabilities.
  5. Measure the effectiveness of using collaborative and consultative strategies while working with general education classroom teachers in an inclusive environment.
    1. Justify the use of consulting, co-teaching, coaching and mentoring as effective collaborative methods between Special Education and General Education teachers.
    2. Explain various strategies for collaborating with classroom teachers such as: Response to Intervention, team development, and common planning time.
    3. Summarize how to evaluate and monitor the effectiveness of collaborative methods of integration for students with disabilities.
  6. Assess effective methods for working with paraeducators and support personnel while meeting the needs of special education students.
    1. Distinguish the Special Education Teacher’s leadership role when working with paraprofessionals, volunteers and support personnel in regard to job responsibilities, delegation of tasks, and student confidentiality.
    2. Design a plan for effective communication between the special education teacher and paraprofessionals and support personnel.
  7. Develop an understanding of effective instructional programs used to improve an individual with disabilities social participation in all settings.
    1. Give examples of effective social participation activities for families.
    2. Generate a list of activities for social participation in the school setting.
    3. Identify opportunities for social participation within the community.



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