Buffalo collaboration class

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  • Students with disabilities are also increasing their participation in the general education setting. The US Department of Education reports that in 1995, only 45% of students with disabilities spent more than 80% of their time in the general education classroom. Ten years later, in 2005, that number had increased to 52% of students. Students with disabilities are increasingly being included in the classroom setting, and as educators we need to be aware of how to meet their educational needs.
  • Buffalo collaboration class

    1. 1. The Fundamentals of Collaboration And Interpersonal Problem Solving Krista Vince Garland February 1, 2012
    2. 2. The Art of Communication <ul><li>http:// www.youtube.com/watch?v =JwjAAgGi-90&feature= BFp&list =FLT_IcFAIuQwo-wK1pq_llTQ </li></ul>The Art of Collaboration
    3. 3. Characteristics of Students with Special Needs Introduction to Collaboration & Inclusion Review of Common Terms, Legal Guidelines & Regulations From PL 94-142 to REI to IDEA to Today
    4. 4. Bouncin’ Around! Test your collaboration skills with this group activity. Start by forming small groups of 5-7, and arrange yourselves in a circle…
    5. 5. Early History of Individuals with Exceptionalities Brother Juniper, 1182 Fairy Changelings, 1200s Ship of Fools, 1450s
    6. 6. Pinel, 1800s Therapy Itard 1777 Enlightenment to early 1900s Charles Darwin, 1859
    7. 7. Early 1900’s -Segregated services or no services Late 1960s - Disability Rights Movement
    8. 8. 1975- Education of All Handicapped Children Act (PL 94-142) becomes federal law. 1990- PL 101-476, Individuals with Disabilities Education Act (IDEA), renames and amends PL 94-142. 2001-The controversial No Child Left Behind Act (NCLB) is Approved by Congress and signed into law.
    9. 9. <ul><li>2004 - H.R. 1350, The Individuals with Disabilities Improvement Act (IDEA 2004), reauthorizes and modifies IDEA. </li></ul>2011 - President Barack Obama announces that the U.S. Department of Education is inviting each State educational agency to request flexibility regarding some requirements of NCLB. 
    10. 10. <ul><li>http:// www.cloudnet.com/~edrbsass/educationhistorytimeline.html </li></ul>http://www.disabilitymuseum.org/dhm/index.html http://www.dipity.com/dpgarland/ Cool Tech Timelines
    11. 11. Characteristics of Students with Special Needs &quot; You don't have to be handicapped to be different. Everybody is already different.&quot;
    12. 12. Characteristics of Students with Special Needs <ul><li>Inconsistency in academic performance and learning deficiencies. May be behind their peers in reading, math and writing skills by 4-5 grade levels or they may be advanced years ahead. </li></ul><ul><li>May have difficulty with presenting and maintaining consistent social relationships and appropriate behaviors in mainstream classrooms. </li></ul><ul><li>May have difficulty understanding how to organize their thoughts, homework and completing expected curriculum expectations in mainstream classrooms and may fall further behind academically and socially act out in response to a growing frustration in the classroom. </li></ul>
    13. 13. 1995: 45% 2005 : 52%, (US Department of Education [USDOE], 2007). Students with disabilities spending 80% or more of their time in general education setting: INCLUSION !
    14. 14. Legislative Impetus <ul><li>Collaboration is embedded in four major features of P.L. 94-142 (Cramer, 1998) </li></ul><ul><ul><ul><li>1. Free and Appropriate Public Education </li></ul></ul></ul><ul><ul><ul><li>2. Least Restrictive Environment </li></ul></ul></ul><ul><ul><ul><li>3. IEP Multidisciplinary Team </li></ul></ul></ul><ul><ul><ul><li>4. Parent Participation </li></ul></ul></ul>FAPE COLLABORATION LRE
    15. 15. Defining Special Education <ul><li>Special education is specially designed instruction to meet individuals’ unique learning needs. </li></ul><ul><li>Fundamental tenets for educational services delivered to students with disabilities: </li></ul><ul><ul><li>Free appropriate public education </li></ul></ul><ul><ul><li>Least restrictive environment </li></ul></ul><ul><ul><li>Systematic identification procedures </li></ul></ul><ul><ul><li>Individualized education programs </li></ul></ul><ul><ul><li>Family involvement </li></ul></ul><ul><ul><li>Related services </li></ul></ul><ul><ul><li>Access to the general education curriculum </li></ul></ul>
    16. 16. Language and Sensitivity <ul><li>Two basic rules: </li></ul><ul><ul><li>Put people first </li></ul></ul><ul><ul><li>Do not make the person equal the disability </li></ul></ul><ul><li>For example: </li></ul><ul><ul><li>Do say: “students with mental retardation” </li></ul></ul><ul><ul><li>Don’t say: “mentally retarded students” </li></ul></ul><ul><li>Exception: those with substantial visual and hearing problems who prefer a different descriptive approach </li></ul>
    17. 17. Collaboration is … <ul><li>Voluntary </li></ul><ul><li>Requires parity among participants </li></ul><ul><li>Based on mutual goals </li></ul><ul><li>Depends on shared responsibility for participation and decision making </li></ul><ul><li>Individuals who collaborate share resources </li></ul><ul><li>Sharing the accountability of outcomes </li></ul><ul><li>(Friend & Cook, 2010) </li></ul>
    18. 18. Collaboration Skills <ul><li>The ability to effectively work with others is built upon three main skills: teamwork, communication, and problem solving (Ackley & Fallon, 2002; Johnson, Pugach & Devlin, 1990). </li></ul><ul><li>A mutual effort among professionals & families is critical to plan, implement, and evaluate the educational program for a given student Requires shared responsibility (Morsink, Thomas, & Correa, 1991; Will, 1986). </li></ul><ul><li>Efficacy of parental involvement & advocacy play a critical role in children’s achievement (Kroth & Edge,1997). </li></ul>
    19. 19. Myths About Collaboration <ul><li>Four prevalent myths and misunderstandings that threaten collaborative practices </li></ul><ul><ul><ul><li>1. Everyone is doing it. </li></ul></ul></ul><ul><ul><ul><li>2. More is better. </li></ul></ul></ul><ul><ul><ul><li>3. It’s about feeling good and liking others. </li></ul></ul></ul><ul><ul><ul><li>4. It comes naturally. </li></ul></ul></ul><ul><ul><ul><li>(Friend, 2003) </li></ul></ul></ul>
    20. 20. Create a Story Eliciting Effective Communication Story Terms: Pencil Rocking horse Stand Drink Ball Spaghetti Turtle Clock Tiger Indicators: Active listening, Verbal turn taking, Brainstorming (pg 41-42)
    21. 21. The Survivor Environment <ul><li>Atmosphere is guarded. </li></ul><ul><li>School-wide goals are not articulated. </li></ul><ul><li>Teachers may be overwhelmed with new initiatives. </li></ul><ul><li>Exchange of ideas is limited to selected alliances. </li></ul><ul><li>New initiatives may be kicked off the island. </li></ul>
    22. 22. The Cooperative Environment <ul><li>Atmosphere is pleasant. </li></ul><ul><li>School-wide goals may not be clearly articulated. </li></ul><ul><li>Exchange of ideas may provide short-term solutions. </li></ul><ul><li>Each teacher goes about </li></ul><ul><li>his/her business fairly </li></ul><ul><li>independently. </li></ul>
    23. 23. The Collaborative Environment <ul><li>Atmosphere is energized. </li></ul><ul><li>School wide goals are clearly articulated. </li></ul><ul><li>Common goals are negotiated with input from all stakeholders. </li></ul><ul><li>The vision is kept in mind in all interactions. </li></ul><ul><li>Teachers function as members of a team. </li></ul>
    24. 24. Indicators of Communication Skills for an Effective Diagnostic Process <ul><li>Brainstormed potential solutions & consequences </li></ul><ul><li>Addressed one issue at a time </li></ul><ul><li>Did turn taking </li></ul><ul><li>Was active listener </li></ul><ul><li>Was visually attentive </li></ul><ul><li>Suspended judgment; showed interest in others’ viewpoint </li></ul><ul><li>Restated or paraphrased key points </li></ul><ul><li>Asked for clarification </li></ul>
    25. 25. Collaboration occurs with… <ul><li>Paraprofessionals </li></ul><ul><li>School leadership </li></ul><ul><li>Teacher preparation </li></ul><ul><li>Response to Intervention (RtI) </li></ul><ul><li>IEP Teams </li></ul><ul><li>Discipline and behavior support </li></ul><ul><li>teams </li></ul>
    26. 26. Dropped Keys! Shopping Bag 2 AA Batteries A Flyswatter 25 feet of clothesline Cornflakes Denture adhesive Aluminum foil 3 Ping Pong balls A light bulb Garden shears Indicators: Clearly identifies problem, generates alternatives, willingness to overcome barriers . Brainwriting technique from your book (pg42-44)!
    27. 27. http://www.youtube.com/watch?v=pB60LhJMd24 21 st Century Collaboration Is Enhanced by:
    28. 28. Are You Ready to Collaborate? <ul><li>Introduction to Collaboration & Inclusion </li></ul><ul><li>History of Special Education </li></ul><ul><li>Characteristics of Students with Special Needs </li></ul><ul><li>Collaboration Stages & Strategies </li></ul>
    29. 29. Many thanks to you all for a great class, Best of luck in all you do! http://groups.diigo.com/group/digital-maybes

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