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1. ASH ESE 633 Week 5 Assignment
Collaborative Problem Solving
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633-ash/ese-633-week-5-assignment-
collaborative-problem-solving
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In this assignment you will demonstrate your
understanding of the following learning
objectives:
Analyze ways to create a collaborative school
culture to promote professional growth and
leadership; Determine some of the causes of

2. education-based conflict. Evaluate problem
solving and negotiation strategies to resolve
education-based conflict. Recognize the
importance of knowing personal strengths
and weaknesses in conflict resolution. Justify
the collaborative role of transition team
members who actively participate in
transition meetings.
Additionally, the assignment represents your
mastery of Course Learning Outcomes 1, 2, &
3.
Providing tools for academic success to
students with disabilities is a collaborative
effort. Sometimes however, individuals within
the collaborative team face conflict due to a
strong emotional or professional investment
from a particular member. Examples of
education-based conflict include
disagreements over the allocation of limited
resources and funding, differing curriculum
delivery methods, class behavior
management styles, misinterpreted
conversations (due to cultural differences,
communication styles, personal or

3. professional backgrounds, and other
differences), and misunderstanding of
professional roles, school policy, and other
school or district-based guidelines. Chapter 9
in your Murawski and Spencer (2011) text
outlines the causes of conflict and how to
problem-solve through negotiation strategies
with peers and in a collaborative team
setting.
Instructions:
Content
The collaboration steps, as defined by Windle
and Warren’s (n.d.) Collaborative Problem
Solving: Steps in the Process, are listed below.
Use the headings named in this section within
your paper.
Before the Meeting - Interests and Options (1
point): Windle and Warren (n.d.) suggest that
interests are the “underlying need, want, or
desire that we are trying to satisfy with our
position (solution)” Consider that statement,
then:

4. Identify each team member’s interest in Lily’s
post-graduation goals, including options that
may be available given each team member’s
point of view.
During the Meeting - Perception/Emotions (1
point): Remember that by sharing why your
perception is important and relevant, the
team will understand why each member has a
certain perspective. In this section of your
assignment:
Hypothesize each team member’s perceptions
and the emotions tied to those perceptions,
including an explanation that supports your
rationale for the perception and associated
emotions.
During the Meeting - Define the Issue (2
points):Windle and Warren (n.d.) suggest that
an issue “may be defined as an element of the
dispute that represents a party’s need or
interest.” Consider that statement, then:
Identify one issue that the team will discuss,
including a supporting rationale for your
choice of this issue over others.

5. During the Meeting - Generate Options/
Brainstorming (2 points): Windle and Warren
(n.d.) suggest that “Most of us are not
accustomed to inventing options and we slip
easily into critiquing and judging as soon as
possibilities are put on the board.” Consider
this statement, then:
Using each team member’s ideas, perceptions,
and the overall issue, describe at least five
options that may satisfy the interest of all the
team members, including a rationale for your
chosen options.
During the Meeting - Objective Criteria/ Reach
Agreement (1 point): After you have
generated a list of brainstorming options, in
this section of your assignment you will:
Decide which option is the most agreeable to
everyone, including a justification of how this
agreement meets each team member’s
interests, options, and perceptions.
During the Meeting - Self-Reflection (2
points):Using what you learned about yourself
from the Week 1 self-assessment and other

6. knowledge you have acquired throughout the
course:
Write a self-reflection about the strengths and
weaknesses you have in relation to the case
study for this assignment. Be sure to consider
what you know about how you can leverage
your personal strengths as a team leader in
the transition meeting in the role of special
educator.

7. ASH ESE 633 Week 4 DQ 1 Transition Planning
Check this A+ tutorial guideline at
http://www.ese633entirecourse.com/ese-
633-ash/ese-633-week-4-dq-1-transition-
planning
This discussion is your opportunity to
demonstrate your understanding of the
objective justify the collaborative role of
transition team members who actively
participate in transition meetings. The
discussion represents your mastery of the
Course Learning Outcome 5 and the MAED
Program Learning Outcome 8.

8. Federal guidelines require children who have
an Individual Education Plan (IEP) to have a
Transition Plan for post-graduation beginning
after their 16th birthday and, in some cases,
as early as after their 14th birthday. This
meeting is separate from the IEP meeting and
focuses on the student’s interests,
independence, and self-determination
(Wright & Darr-Wright, 2013). The purpose of
the Transition Plan meeting is for all
stakeholders in the student’s education to
help plan an independent future for the
student.
According to IDEA 2004, Transition Services
refers to:
is designed to be a results-oriented process,
that is focused on improving the academic and
functional achievement of the child with a
disability to facilitate the child's movement
from school to post-school activities,
including post-secondary education,
vocational education, integrated employment
(including supported employment),

9. continuing and adult education, adult
services, independent living, or community
participation;
is based on the individual child’s needs, taking
into account the child's strengths,
preferences, and interests;
includes instruction, related services,
community experiences, the development of
employment and other post-school adult
living objectives, and, when appropriate,
acquisition of daily living skills and functional
vocational evaluation. (As cited in Wright &
Darr-Wright, 2013, para 1).As noted above,
IDEA has outline what is required, but parents
oftentimes find the transition meeting
overwhelming and intimidating with so many
team member experts involved in the
transition process and with unclear terms and
‘jargon’ (Bangser, 2008).
Initial Post - Imagine you are a parent of a
child with a disability who is preparing for a
transition meeting. Read the resource IDEA

10. 2004 Close Up: Transition Planning (Cortiella,
2007). In your post, write a question for three
different transition team members (3
questions total) about topics that may not
have been addressed or that need additional
follow-up answers. Additionally, provide an
answer to your questions with at least one
scholarly resource that supports your chosen
answer.
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