EDSP 622

I. Course Title: Collaboration to Teach and Support Diverse Learners

II. Course Number: EDSP 622

III. Credit Hours: 3 credits

IV. Prerequisites: EDSP 360/361 or EDSP 651 

V. Course Description: 

Prospective educators are prepared with the background knowledge and skills necessary to develop and work within collaborative environments designed to enhance the success of individuals with diverse learning needs in the general education curriculum. Participants will gain an understanding of collaborative structures and demonstrate knowledge of skills and culturally responsive strategies to maintain effective relationships with a variety of stakeholders in collaborative settings.

VI. Detailed Description of Content of the Course:

Participants will gain an understanding of collaborative structures and demonstrate knowledge of culturally responsive skills and strategies to maintain effective relationships with a variety of stakeholders in collaborative settings.

The course addresses collaboration and communication techniques and the following related topics:

• Co-teaching
• Problem solving methods
• Consultation
• Coordination of service delivery with related service providers and general educators
• Meaningful involvement of families
• Preparing, managing, and monitoring paraprofessionals
• Collaboration with community agencies and resource providers
• Self-determination, and student involvement in the IEP process

VI. Detailed Description of Conduct of Course:

This course is conducted with emphasis on practical application of the subject matter through student participation and discussion, individual and group projects and presentations, field experiences, technology applications, videos, readings, and lectures.

VII. Goals and Objectives of the Course:

Goals, objectives, and assignments in this class address Council for Exceptional Children goals, objectives, and assignments address the Virginia Department of Education regulations for preparing educators and the Council for Exceptional Children (CEC) Initial Preparation Standards and Specialty Set Knowledge and Skill Items. Specialty sets included in this course cover competencies for the Individualized General Curriculum, Individualized Independence Curriculum, Early Childhood Special Education, Visual Impairment, and Deaf and Hard of Hearing.

Upon successful completion of this course the students will be able to:

1. Develop and apply effective skills/strategies in communication, case management, consultation, and collaboration with a variety of stakeholders in the collaborative environment to include:

• Coordination of interagency service delivery as well as coordination of services with related service providers, interpreters, general educators, and other professions while maintaining confidential communications about individuals with exceptional learning needs within collaborative work environments.
• Demonstrating an understanding of curriculum, and accountability systems across PreK-12 settings.
• Applying group problem-solving skills to develop, implement, and evaluate collaborative activities.

2. Identify roles, define standards of professionalism, and work cooperatively with school and community personnel, referral agencies, and other resource providers in identifying, assessing, planning of individualized programs, and providing services to individuals with disabilities.

3. Define roles, model strategies, and structure the learning environment for promoting self-advocacy skills to individuals with exceptional learning needs and their families.

4. Implement collaborative, consultative, co-teaching, and student intervention teams by defining the routine roles and responsibilities of each member of the collaborative team with particular emphasis on the special education teacher’s role in the educational planning of individuals with disabilities.

5. Apply co-planning and co-teaching methods and other strategies to strengthen content acquisition of individuals with disabilities and facilitate integration into various settings.

6. Train, structure, direct, monitor, and support the activities of paraeducators, volunteers, and tutors and demonstrate an ability to define specific roles and responsibilities of the paraeducator as related to instruction, intervention, and direct service.

7. Foster respectful and beneficial relationships between individuals with exceptional learning needs, their families, communities, and professionals by:

• Assisting families in becoming active participants in the educational team
• Recognizing concerns of families and developing strategies to address these concerns
• Examining cultural perspectives as related to instruction
• Identifying parent education programs and behavior management guides that address severe behavior problems and facilitate communication for individuals with disabilities
• Working with families to promote successful student transitions throughout the educational experience
• Construct learning environments that promote a spirit of unity, respect, and service in the interest of the common good.

8. Organize, develop, and sustain learning environments that support positive intracultural and intercultural experiences while applying strategies for preparing individuals to live harmoniously and productively in a culturally diverse world.

9. Create a safe, equitable, positive, and supportive learning environment and describe ways that allow individuals to retain and appreciate their own culture while demonstrating an appreciation for the respective language and culture of others.

10. Identify ways specific cultures are negatively stereotyped and explain strategies used by diverse populations to cope with a legacy of former and continuing racism.

11. Identify ways of behaving and communicating among cultures that can lead to misinterpretation and misunderstanding.

12. Examine variations in beliefs, traditions and values across and within cultures and their effects on relationships among individuals with exceptional learning needs, family, and schooling.

VIII. Assessment Measures:

Assessment Measures May Include

• Formal tests and/or quizzes
• Class participation
• Small group activities
• Collaborative Team Assignments
• Reflective writing
• Professionally written responses to readings Class presentations

Other Course Information: None

 

Review and Approval

3/22/93 Proposed John E. Sycamore

4/19/94 Modified Alice G. Anderson

3/30/95 Modified Alice G. Anderson

4/9/98 Modified Alice G. Anderson

4/18/00 Modified Alice G. Anderson

10/31/08 Revised Debora A. Bays, Vanessa Haskins, Darren Minarik

9/5/19 Revised Darren Minarik