Course Number and Title:
SPE 341 Collaborative Teaming in Special Education
Campus Location
- Dover
- Georgetown
- Wilmington
Prerequisites
EDC 300 or concurrent
Course Credits and Hours
3 credit(s)
3 lecture hours/week
0 lab hours/week
Course Description
This course focuses on the development of professional behaviors and effective strategies for interdisciplinary collaboration. Emphasis is on engaging families, colleagues, and community and support services personnel to create and sustain positive, inclusive learning environments.
Additional Materials
None
Core Course Performance Objectives (CCPOs)
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Analyze the roles and responsibilities of the collaborative team to support students with disabilities. (CCC 1,3, 4; PGC1, 2, 5, 6)
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Develop strategies that support and assist families in becoming active partners in the education of their children with disabilities. (CCC 4; PGC 1,2,4,6,7)
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Analyze models and strategies of consultation and collaboration. (CCC 5; PGC 1, 2, 3, 6, 7)
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Collaboratively develop student supports using problem-solving approaches. (CCC 1, 2; PGC 1,2,6)
See Core Curriculum Competencies and Program Graduate Competencies at the end of the syllabus. CCPOs are linked to every competency they develop.
Measurable Performance Objectives (MPOs)
Upon completion of this course, the student will:
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Analyze the roles and responsibilities of the collaborative team to support students with disabilities.
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Explain how the members of a team collaborate to support student learning and Individualized Educational Plan goals.
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Compare the strengths and limitations of various collaborative approaches.
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Discuss personal readiness for team collaboration by examining personal perspective and biases pertaining to collaboration.
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Outline a plan for scheduling, planning and leading team meetings.
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Describe problem solving and communication strategies to address challenging team dynamics.
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Discuss how the collaborative team considers a student’s background, experiences, language, gender, race and religion.
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Develop strategies that support and assist families in becoming active partners in the education of their children with disabilities.
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Evaluate strategies to engage families in becoming active participants on the educational team.
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Recommend strategies and resources that support diverse families in understanding their students’ educational programs.
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Develop a plan to foster equitable and culturally sensitive school/family collaboration.
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Develop a plan to conduct a productive collaborative conference with diverse families.
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Analyze models and strategies of consultation and collaboration.
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Compare and contrast co-teaching models.
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Discuss equitable strategies for co-teachers to share the responsibilities of planning, instructing, and assessing students.
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Critique strategies for collaboration with consultative services.
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Discuss the impact a family’s culture, race, economics and experiences have on the effectiveness of collaboration.
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Collaboratively develop student supports using problem-solving approaches.
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Explain how to collaboratively incorporate and value diverse backgrounds, unique interests, and developmental needs to support students.
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Examine ways to collaborate with paraprofessionals and related service providers in the integration of individuals with disabilities into the general educational setting.
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Construct a plan to address challenging behaviors in the classroom using collaborative problem solving strategies and cultural sensitivity.
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Describe specific strategies to plan for, support, engage, monitor and provide feedback for paraprofessionals working in the school setting.
Evaluation Criteria/Policies
The grade will be determined using the Delaware Tech grading system:
| 90-100 |
= |
A |
| 80-89 |
= |
B |
| 70-79 |
= |
C |
| 0-69 |
= |
F |
Students should refer to the
Catalog/Student Handbook for information on the Academic Standing Policy, the Academic Integrity Policy, Student Rights and Responsibilities, and other policies relevant to their academic progress.
Final Course Grade
Calculated using the following weighted average
Evaluation Measure | Percentage of final grade |
Exams (Mid-Term, Final) (Summative) (Exams weighted equally) | 24% |
Collaborative Models Research (Summative) | 16% |
ASHA Case Study (Summative) | 14% |
Related Services Assignment (Summative) | 14% |
Strategies for Equitable Family Engagement (Summative) | 12% |
Formative:
The course will contain an equitable number of formative assessments including but not limited to: assignments/exit tickets quizzes discussions journals group activities
| 20% |
TOTAL | 100% |
Program Graduate Competencies (PGCs are the competencies every graduate will develop specific to his or her major)
1. Build an inclusive classroom community to nurture the developmental needs of diverse learners.
2. Apply instructional design, content knowledge, and culturally responsive pedagogy to equitably support all learners in achieving high standards.
3. Connect concepts using varied perspectives to engage learners in critical thinking and collaborative problem solving related to local and global issues.
4. Integrate meaningful assessment to measure, monitor, and support learner growth.
5. Use student data and evidence-based strategies to inform instructional practices.
6. Collaborate, as a professional, with colleagues, families, and communities as partners.
7. Be empowered to reflect on, question, and change practices that marginalize groups and do not support ethical practices in education.
Core Curriculum Competencies (CCCs are the competencies every graduate will develop)
- Apply clear and effective communication skills.
- Use critical thinking to solve problems.
- Collaborate to achieve a common goal.
- Demonstrate professional and ethical conduct.
- Use information literacy for effective vocational and/or academic research.
- Apply quantitative reasoning and/or scientific inquiry to solve practical problems.
Students in Need of Accommodations Due to a Disability
We value all individuals and provide an inclusive environment that fosters equity and student success. The College is committed to providing reasonable accommodations for students with disabilities. Students are encouraged to schedule an appointment with the campus Disabilities Support Counselor to request an accommodation needed due to a disability. The College's policy on accommodations for persons with disabilities can be found in the College's Guide to Requesting Academic Accommodations and/or Auxiliary Aids Students may also access the Guide and contact information for Disabilities Support Counselors through the Student Resources web page under Disabilities Support Services, or visit the campus Advising Center.