Course Outline


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Course Outline

  1. 1. C o u r s e Outlin e ED S T 4 9 7 A Su p p o r t i n g St u d e n t s with S p e c i a l N e e d s : Me a n i n g f u l Co n s u l t a t i o n an d Coll a b o r a t i o n Time: 1pm-4pm, August 16-20 Location: Art 183 Instructor: Dr. Liz Bredberg This course is intended to enable people who share a common interest (a child), but divergent perspectives (including teachers, parents, healthcare professionals and social workers) to use their respective areas of expertise collaboratively and respectfully. It is intended for teachers, and is presented from a school-based viewpoint. In this course, participants will examine ways of communicating with parents and caregivers and other professionals involved with students with special learning needs in order to optimise their support. Course Objectives: Participants will: 1. Examine the ways in which parents and caregivers can be involved in meaningful consultation. 2. Examine the place of culture in involving parents and caregivers in meaningful consultation. 3. Become familiar with the Hewko Decision and its implications for school districts and teachers of students with special needs . 4. Become familiar with the 2008 triministerial Framework for Action: Children and Youth with Special Needs and its implications for school districts and teachers of students with special needs. 5. Integrate skills in communication and negotiation into instructional planning that involves parents, community members and agencies such as health care and child protection and community living. 6. Recognise obstacles to collaboration and find means to navigate around them. 7. Particular attention will be given to issues arising from transitions in a students’ life.
  2. 2. DATE Subject(s) Readings (to be Assignment due completed by this date) 16 August Introduction; Consultation, collaboration. Who should be involved in planning process and how. 17 August Working with Supporting Reaction paper 1 parents. Policy Meaningful Issues, obstacles to collaboration with “meaningful Parents, consultation.” History and cultural Getting to Yes, issues. Trust. Chapter 1 What is to be gained? 18 August Working with other Hewko Decision, Reaction paper 2 professions. ASBC-FEAT Boundary issues. Hewko How to recognise Interpretation contributions of other experts, and integrate them with your expertise as an educator. 19 August Stakeholder panel Children and Youth Reaction paper 3 and discussion. with Special Needs: a Framework for Action 20 August Wrap-up: Role plays. Readings will either be provided on-line or as handouts: BC Council of Administrators of Special Education (BC CASE). (2006) Supporting Meaningful Collaboration with Parents Fisher, Ury, and Patton (1991) Getting to Yes. Chapter 1.
  3. 3. Hewko v. B.C., 2006 BCSC 1638 (CanLII) Autism Society of BC and FEAT (Families for Early Autism Treatment of BC) (2006) Hewko Interpretation BC Ministries of Health, Education and Child and Family Development (2009) Children and Youth with Special Needs: A Framework for Action Grading and Assignments: In keeping with the Faculty of Education policy, this course will be graded on a pass/fail basis. Marks will be awarded as follows: Attendance: 10% Participation: 10% Three reaction papers: 30% Final in-class activity* 50% *The nature of this assignment will be somewhat dependent on enrollment. A more detailed description will be available closer to the week of class, but it will involve a role- play of meaningful consultation, addressing a number of possible collaborative scenarios.