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SPED 420 Collaboration and Transition Practices in Special Education

This course will prepare urban special education teacher candidates in developing the communication strategies to collaborate with other professionals and establish productive relationships with parents and families to support student learning including planning for students in transition from school to postschool environments. Candidates will learn to understand dynamic roles within families and communities and access services, networks, agencies, and support.

Prerequisites

3 Undergraduate credits

Effective August 15, 2022 to present

Learning outcomes

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.