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ASH ESE 633 Entire Course
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ESE 633 Entire Course
ESE 633 Week 1 Assignment Assessing Conflict Styles
ESE 633 Week 1 DQ 1 History and Service Delivery
Options for Students with Disability
ESE 633 Week 2 Assignment Developing Curriculum
Design
ESE 633 Week 2 DQ 1 Non-Verbal Communication
ESE 633 Week 3 DQ 1 Concerns of the General Educator
in the Co-Teaching Environment

ESE 633 Week 3 DQ 2 Collaborative Consultation Model
ESE 633 Week 4 Assignment Helping Parents Promote
Independence
ESE 633 Week 4 DQ 1 Transition Planning
ESE 633 Week 5 Assignment Collaborative Problem
Solving
ESE 633 Week 5 DQ 1 Discussion on Co-Teaching
ESE 633 Week 6 Assignment Final Project
ESE 633 Week 6 DQ 1 Course Reflection Discussion
ESE 633 Week 6 DQ 2 Creating a Collaborative School
Culture

ASH ESE 633 Week 1 Assignment Assessing Conflict
Styles
633-week-1-assignment-assessing-conflict-styles
ESE 633 Week 1 Assignment Assessing Conflict Styles
In this assignment you will demonstrate your
understanding of the following learning objectives:
Recognize the importance of knowing personal
strengths and weaknesses in conflict resolution.
Determine some causes of education-based
conflict. Evaluate problem solving and negotiation
strategies to resolve education-based conflict.
Additionally, completion of this assignment represents
mastery of Course Learning Outcomes 2 & 3.

Within the field of special education, collaboration
among team members with differing personalities and
opinions is commonplace. Being a leader in education
means learning to proactively problem-solve and
manage differences by embracing multiple viewpoints.
In education, sources of contention may include
conflicting educational placement or transition goals,
different personality styles among team members,
limited financial resources or services, contrasting
communication techniques, and contrasting academic or
post-graduation values (Meier, 2011). Each person
handles these points of conflict based on their level of
comfort and communication style. With a self-awareness
of your individual methods and styles, you can increase
your effectiveness in resolving education-based conflict.
The Thomas-Kilman Conflict Mode Instrument is a self-
assessment and scoring tool that will provide guidance
as you develop personal responses to conflicting
situations within the following management styles (each
with their own areas of strength and weakness):
Competing, Accommodating, Avoiding, Collaborating, or
Compromising (TKI, 2013).
Instructions
In this assignment, you will complete the Thomas-
Kilman Conflict Mode Instrument to determine your
personal behavioral style when handling conflict. Next,

you will read a Case Study: Andy, and answer questions
regarding how you would handle conflict considering
your strengths and weaknesses. In addition, you will
create a plan for assisting Andy from the perspectives of
all team members.
Complete the Self-Assessment
Complete the Thomas-Kilman Conflict Mode Instrument
self-assessment. Then review the results which identify
your leadership strengths and weaknesses.
Review the Andy Case Study
Being the special educator, the eighth grade math
teacher has come to talk with you about Andy, who was
already held back once and is now in danger of failing
again. He explains that Andy refuses to complete his
work and his distracting behavior has a negative impact
on other students. You ask, “Have you tried any of the
strategies I suggested last time we talked about this?”
The teacher replies, “I just don’t have time to do all that
extra planning. I’m swamped with planning for three
different math classes as it is and grading all these
papers. He’s going to have to go back to the special
education class, or I’m sure he’s going to fail again.” With
over 20 years of teaching experience, this teacher has
spent 15 at this school and in the same classroom. He
has been known to refer to students as “mine” and
“yours” for quite some time. On the other hand, this is

only your second year teaching and your very first post-
college professional position. You know Andy is
successfully passing his other classes, and if the math
teacher would use some of the accommodations you
suggested, he would be much more successful. Imagine
you are in a collaborative team meeting with the math
teacher and the assistant principal. Your goal is to figure
out a way to ensure Andy is given all the tools he needs
to be successful.
Write the Paper
Your paper must include the following points:
Leadership (1 Point): Explain how you see yourself
leading this group as the special educator to find a
solution where everyone on the team is in agreement.
Roles (2 Points): Explain the role of the assistant
principal as a participant in this meeting, including why
he is participating and what value he adds to the
meeting.
Conflict Management (2 Points): Explain how your
conflict management style (from the self-assessment)
will benefit this situation, including consideration of
how it could also be a weakness.
Perspective (2 Points): Explain the conflict from the
math teacher’s perspective, including a justification and
validation of his feelings (e.g., Emotional investment?

Professional role? Different view of inclusion?, etc.).
Plan (3 Points): Create a plan for how each member of
your team can help provide tools for Andy to be
successful in math. Include a timeline for when the team
will next meet and what information each member will
bring to the table.
Written Communication
Page Requirement (.5 points): Five to seven pages, not
including the title and reference pages.
APA Formatting (.5 points): Use APA formatting
consistently throughout the assignment.
Syntax and Mechanics (.5 points): Display meticulous
comprehension and organization of syntax and
mechanics, such as spelling and grammar.
Source Requirement (.5 points): Reference three
scholarly sources in addition to the course textbook
which provide compelling evidence to support your
ideas. All sources on the references page need to be used
and cited correctly within the body of the assignment.
Review and Submit the Assignment
Review your assignment with the Grading Rubric to be
sure you have achieved the distinguished levels of
performance for each criterion. Next, submit the

assignment to the courseroom for evaluation no later
than Day 7 of the week.

ASH ESE 633 Week 1 DQ 1 History and Service Delivery
633-week-1-dq-1-history-and-service-delivery-options-
for-students-with-disability
ESE 633 Week 1 DQ 1 History and Service Delivery
This discussion is your opportunity to achieve the
week’s learning objective to examine the history and
service delivery options for students with a disability.
This discussion aligns with Course Learning Outcome 3
and reinforces MAED Program Learning Outcome 2.
This week’s readings provided you with a look into the
history of individuals who addressed the academic
interests of children with disabilities. These individuals
accepted many roles during the process because often

there were no legal safeguards against social, academic,
or legal injustices.
Starting in the United States in the 1960s, advocates for
children with disabilities began a strong campaign for
equality. The Education for All Handicapped Children
Act (EAHCA) was passed in 1975 with reauthorizations,
updates, and refinements occurring continuously.
Contemporary special educators continue to serve in
multiple roles advocating for equality in schools,
communities, and workplaces. Although the federally
mandated role of special educators has evolved notably,
public education for children with disabilities continues
to be a dynamic and progressive area of practice.
Initial Post - Begin by reading Chapter 1 in Murawski
and Spenser (2011). Next, using the Ashford University
Library or another source for scholarly, conduct
additional research to explore the trends since 1950 in
the United States related to service and delivery options
for students with disabilities.
Then, construct a one paragraph response for each of
the following: (a) examine how the special educator’s
role has evolved as student rights have changed,
including consideration for compulsory education,
education placement, and education rights protected by
federal law; (b) examine trends in special education and
the special educators’ role in public education
historically and hypothesize how that role might change

in the next decade; and (c) identify leaders and other
notable figures who have advanced legislation for and
practice of special education since the 1950s.

ASH ESE 633 Week 2 Assignment Developing Curriculum
Design
633-week-2-assignment-developing-curriculum-design
ESE 633 Week 2 Assignment Developing Curriculum
Design
understanding of the following learning objective:
• Identify the various roles of team members in
providing academic support in an inclusive
environment.
The assignment represents your mastery of the Course
Learning Outcome 4.

Murawski and Spencer (2011) define inclusion as “an
academic setting that provides support and service in
the general education classroom so that students with a
disability have equitable access to the same curriculum
as their peers” (p. 19). Inclusion can consist of one class
period up to a full day (i.e., “full inclusion”). Regardless
of the time spent within the general education
classroom, the overarching theme of inclusive education
is collaboration between the general educator, the
special educator, service providers, and
paraprofessionals/instructional assistants to provide
meaningful and engaging curriculum for all students.
Strategies for creating materials and providing
instructional delivery vary depending on your role in
the collaborative education team.
One method for developing and teaching lessons is
through Universal Design for Learning (UDL), which is
used “to reduce barriers, as well as optimize levels of
challenge and support, to meet the needs of all learners
from the start” (National Center on Universal Design for
Learning, 2012, para. 2). Team members involved in this
type of planning and delivery include the general
educator and any other education or service providers
who support students with disabilities in the general
classroom. Another method that can be incorporated
with UDL is Differentiated Instruction (DI), whereby
“teachers can structure learning environments that
address the variety of learning styles, interests, and
abilities found within a classroom”(Willoughby, 2005).

This means that teachers provide learning options,
challenge levels, and assessment choices in order to
engage all students according to their needs and ability
levels.
Your paper must meet the following requirements:
Content
• Curriculum Design (3 Points): Describe the role of the
special educator and one other team member (such as
the general educator or service provider) in planning
curriculum design using UDL and DI.
• Instructional Delivery (3 Points): Describe the role of
the special educator and one other team member (such
as the general educator or service provider) in
instructional delivery in inclusive settings.
• Professional Responsibility (2 Points): Describe the
professional responsibility of the special educator and
one other team member (such as the general educator
or service provider) in the collaborative IEP
(Individualized Education Plan) team context.
• Page Requirement (1 point): Four to six pages, not
• APA Formatting (1 point): Use APA formatting

• Syntax and Mechanics (1 point): Display meticulous
• Source Requirement (1 point): Reference three
scholarly sources in addition to the course textbook that
provide compelling evidence to support your ideas. All
sources on the references page need to be used and
cited correctly within the body of the assignment.

ASH ESE 633 Week 2 DQ 1 Non-Verbal Communication
633-week-2-dq-1-non-verbal-communication
ESE 633 Week 2 DQ 1 Non-Verbal Communication
Initial Post: Review the information, photos, and videos
posted on the Creating Communication website.
Specifically, scroll down the page and view the two Amy
Cuddy videos: Game changer: Amy Cuddy, Power
Poser and Amy Cuddy: Your body language shapes who
you are.
After watching the videos above, examine each of the
photos for the non-verbal messages the body postures
convey. Next, visit a busy public place or watch a
television show or movie and observe people for 30-

minutes. Take note of body language, nonverbal cues,
and any other valuable environmental information.
Then, construct one paragraph summary for each of the
following:
• Where, when, and what you observed;
• What you learned from your observation such as how
nonverbal cues were used and how they were
interpreted;
• Nuances you were more aware of having completed
this week’s reading;
• Explain how you will use this experience and this
week’s information to more effectively communicate
with other educators, administrators, parents and
community members in the role of a special educator.
Provide specific examples.

ASH ESE 633 Week 3 DQ 1 Concerns of the General
Educator in the Co-Teaching Environment
633-week-3-dq-1-concerns-of-the-general-educator-in-
the-co-teaching-environment
ESE 633 Week 3 DQ 1 Concerns of the General Educator
in the Co-Teaching Environment
This discussion is your opportunity to demonstrate
mastery of the objective analyze ways to create a
collaborative school culture to promote professional
growth and leadership and analyze the value of co-
teaching as an inclusion model of instructional delivery.
The discussion represents your mastery of the Course
Learning Outcomes 1 & 2 and MAED Program Learning
Outcome 8 and reinforces your competency with the
MAED Program Learning Outcome 7.

Before the reauthorization of IDEA in 2004, schools
were implementing inclusion, but it was not necessarily
the ‘norm’; instead, children with a disability were
educated in a self-contained classroom within the
general school population. Included with the most
updated changes was a closer alignment with NCLB (No
Child Left Behind) requirement for data-based
decisions, more rigorous standards and highly qualified
teachers (No Child Left Behind, 2013). Teachers new to
the field of education are being taught during their
coursework how to implement inclusive, co-teaching
practices and are therefore unfamiliar with past
teaching practices. On the other hand, teachers who
have been practicing for more than 10 years have
experiences in both education environments.
While it is clear that co-teaching is not the most popular
method of instructional delivery for all teachers,
viewpoints have been made clear and with good
reasoning for use of this method. To prepare for this
discussion, it is recommended you review Co-Teaching
in Inclusive Classrooms: The Pros and Cons, where the
author concisely lists each point of view and teaching
suggestions related thereto. You will see that co-
teaching has many benefits from reviewing that
resource in conjunction with your reading of the
opening the “Voices from the Field” provided as an
introduction to chapter seven in the Murawski and
Spencer (2011) textbook for our course.

Initial Post - Imagine you are in a Professional Learning
Community that promotes inclusive education and co-
teaching. Imagine further that your principal has asked
your group to talk with the faculty about the inclusive
initiative and boosting teacher morale. Using the first
initial of your last name as a guide, select a concern
below about co-teaching. In your response, explain why
the teacher may have felt that way and describe how
collaborative efforts between the two teachers could
have proceeded differently.
If your last name begins with the letters N – Z: You will
address the concerns of the general educator in the co-
teaching environment when you hear statements such
as “Co-teaching? No thanks. I don’t really see the benefit
of having another adult in the room if he or she doesn’t’
know the content. Plus I hear horror stories of co-
teachers always coming late, leaving early, or missing
class altogether” (Murawski & Spencer, 2011, p. 93).

ASH ESE 633 Week 3 DQ 2 Collaborative Consultation
Model
633-week-3-dq-2-collaborative-consultation-model
ESE 633 Week 3 DQ 2 Collaborative Consultation Model
This discussion is your opportunity to demonstrate
mastery of the objectives; analyze the value of co-
teaching as an inclusion model of instructional delivery;
analyze the value of collaborative consultation as an
inclusion model of instructional delivery; and analyze
the range of placements and services offered to students
who have a disability. The discussion represents your
mastery of the Course Learning Outcomes 1 & 4 and
Program Learning Outcome 8 and reinforces your
competency with the MAED Program Learning Outcome
7.

Hallahan, Kauffman, and Pullen (2012)
definecollaborative consultation as when "...the special
education teacher or psychologist acts as an expert who
provides advice to the general education teacher," (p.
37). The key to the success of this model is
“collaboration” of the general education teacher’s
content knowledge and the special educator’s
curriculum delivery expertise. The special educator’s
role is to provide strategies to the general educator,
outside of class time, on curriculum accommodations,
meeting and documenting the IEP goals, and review
student progress for those who have an identified
disability (Why Co-Teaching and Collaborative
Consultation, 2008). The special educator and general
educator must acknowledge their individual and team
value in providing an equal contribution in the student’s
education, recognize personal areas of strength and
weakness, and share an open line of communication and
honesty (Facilitating Collaborative Consultation, 2009).
Additional explanations for the purpose and roles
involved in the Collaborative Consultation model visit
Inclusion in the Secondary Classroom (Collaborative
Consultation, n.d.).
Initial Post - Either choose the prompt to explain the
difference between the collaborative consultation model
and the co-teaching model, or the prompt to weigh the
pros and cons of each teaching model.
Explain how the collaborative consultation model is

different than the co-teaching model of inclusive
education including its strengths and weakness in
providing equal education to all students within the
general education classroom. Be sure to cite at least two
outside sources not included in this week’s required or
recommended reading. Your goal is to remain unbiased
while presenting the facts to your peers.
Compare and contrast the pros and the cons of
collaborative consultation model with the co-teaching
model of inclusive education making sure to cite at least
two outside sources not included in this week’s required
or recommended reading. Your goal is to remain
unbiased while presenting the facts to your peers.

ASH ESE 633 Week 4 Assignment Helping Parents
Promote Independence
633-week-4-assignment-helping-parents-promote-
independence
ESE 633 Week 4 Assignment Helping Parents Promote
Independence
understanding of the following learning objective:
Justify the collaborative role of transition team
members who actively participate in transition
meetings and examine the steps required in a
transition-planning meeting. The assignment
represents your mastery of the Course Learning
Outcome 5.

In this assignment you will consider a hypothetical
transition meeting. To make this meeting more
productive, you have decided to create an informational
brochure or handout that you would want others in the
meeting to understand. For example, as a special
educator, what would you want the general educator to
know about the transition process, or what would you
want the parents to know?
To prepare for this assignment, view the video below
titled Be a Superstar - Take the Survey - Student. This
video interviews high school graduates one year post-
graduation to ask “Where are You Now?” Next, reflect on
how creating a realistic and attainable transition from
high school to post-graduation independence takes
time, planning, and a strong team of professionals and
family who all have the student’s best interest at heart.
The transition meeting can include the school principal
(who may have links to community agencies),
representatives from community agencies, a school
counselor or psychologist (who was involved in
assessments and interest inventories), the special
educator, a general educator (who may have a role in
the student’s education), the parents, and the student. In
addition, parents can invite anyone else they believe will
add value to their child’s independence (Levinson &
Palmer, 2005).
https://youtu.be/ERtdvLnS9LA

Instructions
Your assignment must be submitted in a brochure or
handout format. Access several free examples by visiting
Microsoft Office Templates or create your own template.
Use the following guidelines for creating your
brochure/handout.
Content
Definition (2 Points): Include a definition of special
education transition services with a foundation in IDEA.
Role (2 Points): Provide an explanation of the role of the
team member you chose. For example, if you choose the
child’s parents, their role is as the child’s advocate, to
share with the team members what their child enjoys at
home, and to keep a record of follow up information
learned during the meeting.Steps (3 Points): Include
each of the steps involved in the transition process with
a brief explanation of how the chosen team member is a
contributor at each stage.Questions (3 Points): Create at
least three common questions that may be asked of this
team member, including their possible answers. For
example, a transition team will commonly ask parents
what their child enjoys at home or where they see their
child in five years.
APA Formatting (1 point): Use APA formatting
consistently throughout the assignment.Syntax and
Mechanics (1 point): Display meticulous comprehension
and organization of syntax and mechanics, such as

spelling and grammar.Source Requirement (1 point):
Reference six scholarly sources in addition to the course
textbook that provide compelling evidence to support
your ideas. All sources on the references page need to be
used and cited correctly within the body of the
assignment. The source for any images must be included
with the brochure/handout references.

ASH ESE 633 Week 4 DQ 1 Transition Planning
633-week-4-dq-1-transition-planning
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
Outcome 5 and the MAED Program Learning Outcome 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), 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 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.

ASH ESE 633 Week 5 Assignment Collaborative Problem
Solving
633-week-5-assignment-collaborative-problem-solving
ESE 633 Week 5 Assignment Collaborative Problem
Solving
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 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
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:
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.
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 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.
Lily Case Study
Lily was diagnosed with Asperger’s syndrome at age

eight when she started displaying ”typical behaviors”
including misunderstanding social cues with girls her
age, perseverating on Sponge Bob cartoons, and holding
her ears every time a bell would ring to change classes.
She has always been educated in an inclusive general
classroom using the collaborative consultation model,
receiving pull-out SLP (Speech & Language Pathologist)
services where she learned social skills and how to
communicate with peers. Lily’s teacher says that she
loves writing stories about her favorite cartoons and has
always loved Sponge Bob. She is an outstanding artist
and works well independently because she gets
overwhelmed very easily in a group. Her least favorite
subject is social studies as she has a very difficult time
understanding past events as the concepts are too
abstract.
Now that she has turned 16, Lily’s transition team is
meeting for the first time to discuss a post-graduation
plan. They need to set realistic goals, discuss interest
inventories, and evaluate Lily’s options. Included in this
meeting is the lead special education coordinator, Lily’s
mother and father (who are divorced), the general
educator, the school psychologist, and the speech and
language pathologist. Her past IEP meetings have been
very challenging; although everyone has her best
interest at heart, they have differing opinions of how
“best interest” is defined. Lily’s parents want her to go to
a 4-year college with a focus on computer animation.
The special education coordinator supports Lily’s wish

to work at a daycare center as an assistant, because she
really enjoys children and doesn’t feel her usual social
anxiety around them. The general educator and speech
and language pathologist at this school don’t know her
well enough to provide post-graduation input. The
school psychologist says that Lily’s interest inventory
identifies that her area of strength is in an engineering
field working independently with concrete concepts.
Page Requirement (1 point): Five to seven pages, not
Syntax and Mechanics (1 point): Display meticulous
comprehension and organiz

ASH ESE 633 Week 5 DQ 1 Discussion on Co-Teaching
633-week-5-dq-1-discussion-on-co-teaching
ESE 633 Week 5 DQ 1 Discussion on Co-Teaching
understanding of the objectives; Analyze the value of co-
teaching as an inclusion model of instructional delivery;
Determine some of the causes of education-based
conflict, and evaluate problem solving; Evaluate
problem solving and negotiation strategies to resolve
education-based conflict;, and Recognize the importance
of knowing personal strengths and weaknesses in
conflict resolution. Additionally, the discussion
Outcomes 1, 2, 3 and the MAED Program Learning

Outcome 8.
In previous weeks, you learned about the value of co-
teaching including the benefit to the all the students in
the classroom. However, many special educators feel
that they are not a content-area expert, that they are
seen as a “helper teacher”, or there is not enough
planning time to properly define roles and
responsibilities (Co-Teaching, 2013). Some may simply
default to the classroom teacher because they do not yet
have tenure, are unsure of how to approach the topic, or
are simply uncomfortable with conflict and want to
avoid it.
To develop a successful co-teaching environment, the
National Education Association (NEA) lists six steps to
facilitate the collaboration between the special and
general education teachers:
establishing rapport,
blend teaching styles,
leverage strengths and weaknesses,
review IEPs,
teach as a united team, and
grow together (Marston, n.d.).To further address these
issues, authors such as Windel and Warren (n.d) outline

how to be a proactive problem-solver during education
–based conflict. These authors suggest a progression
that prepares for the discussion by:
finding common interests and what is fair,
collaborate by sharing emotions, defining the issues,
creating options, and
reaching an equitable agreement. Consider the Windel
and Warren resource in addition to your textbook and
other research as you participate in this
discussion.Initial Post - Consider the Co-Teaching
Scenario below then create a response to the questions
that follow. Each question will be addressed with at least
one paragraph as a response and synthesize scholarly
resources to support the response’s content.
Co-Teaching Scenario - Imagine you and your colleague
were hired at the same time at your elementary school.
Before being hired, your colleague’s previous position
was at an elementary school in another state for ten
years and admittedly has never co-taught. You, on the
other hand, just completed all requirements to become a
state certified special education teacher with only
student teaching experience under your belt. You have
been assigned to co-teach throughout the day as
students only transition for ‘specials’ such as P.E., music,
and art. Since September, you have tried to plan and co-
teach, but it is now December and you still feel like a
classroom assistant. You have even heard students

talking about you as the classroom “helper teacher”,
with your partner being the “real teacher”. You finally
decide to have a direct talk with your co-teacher.
Questions -
Using an unbiased perspective of both teachers, what do
you think is the cause of this conflict?
Discuss a plan for communicating effectively with the
co-teacher using what you’ve learned so far including
how you will document the meeting and a follow- up
plan to reevaluate your team’s success.

ASH ESE 633 Week 6 DQ 1 Course Reflection Discussion
633-week-6-dq-1-course-reflection-discussion
ESE 633 Week 6 DQ 1 Course Reflection Discussion
understanding of the objectives; Analyze ways to create
a collaborative school culture to promote professional
growth and leadership; and Recognize the importance of
knowing personal strengths and weaknesses in conflict
resolution. Additionally, the discussion represents your
master of the Course Learning Outcomes 1, 2, 3 and the
MAED Program Learning Outcome 8.
Throughout the course you have learned the importance
of collaboration between teachers in an inclusive

teaching environment, how each person plays an
important role as part of a team effort, and how an array
of opinions can be united into one common goal using
proactive problem-solving strategies. The same
foundational theories can be applied to a larger system
when creating a proactive school culture that is fully
inclusive, and requires each stakeholder to play an
important role in the team and to use proactive
problem-solving to avoid potential conflicting
situations.
According to Nadine Engels article Principals in Schools
With a Positive School Culture (as cited in School Culture
Matters, (2013), contributing factors to positive culture
include “a shared sense of purpose and values, norms of
continuous learning and improvement, collaborative
collegial relationships... and sharing experiences” (para.
4). Furthermore, according to chapter eight in Murawski
and Spencer (2011), creating a collaborative school
culture is akin to writing an IEP, where team members
evaluate the school’s present level of performance;
create a long-term goal to be reevaluated annually and
short term, scaffolded objectives for meeting the long-
term goal (p. 139). As Murawski and Spencer (2011)
explain, we begin by thinking about where the school is
in its current condition as a social culture, the
parent/teacher collaboration dynamic, the emotional
environment, and overall instructional practices. Then,
using proactive problem-solving steps, stakeholders will
share perceptions and emotions of their “Collaborative

Culture” vision. Using that shared information, the
overall issue will be identified (i.e., the long-term goal),
and the team will brainstorm ideas for how to
accomplish it. Finally, the team will determine how the
school’s culture will be improved over a period of time
(short term objectives) and each person’s role in the
team’s success.
Initial Post - Start by reflecting on all you have learned
throughout this course. Then, develop one long term
goal in creating a collaborative school culture and four
short term objectives that will scaffold to enable your
school to achieve that goal. Additionally, explain how
the special education team and site administrators will
each play a part in your overall goal.

ASH ESE 633 Week 6 DQ 2 Creating a Collaborative
School Culture
633-week-6-dq-2-creating-a-collaborative-school-
culture
ESE 633 Week 6 DQ 2 Creating a Collaborative School
Culture

ASH ESE 633 Week 6 Final Paper
633-week-6-final-paper
ESE 633 Week 6 Final Paper
After completing this assignment, you will have
demonstrated your understanding of the following
objectives:
Analyze the value of co-teaching as an inclusion model of
instructional delivery.
Analyze the value of collaborative consultation as an
inclusion model of instructional delivery.
Analyze ways to create a collaborative school culture to
promote professional growth and leadership.

Determine some of the causes of 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.
Evaluate verbal, non-verbal, and para-verbal cues that
impact communication with educators, administrators,
parents, and community members.
Analyze the range of placements and services offered to
students who have a disability.
Additionally, this assignment demonstrates your
mastery of the Course Learning Outcomes 1, 2, 3, 4, & 5
and the MAED Program Learning Outcomes 2 & 8 and
will have reinforced your competency with the MAED
Program Learning Outcome 7.
As you have learned throughout this course, it takes a
team to educate a student. The team is composed of
stakeholders who have a professional and/or emotional
investment in the student’s education and post-
graduation success. Although everyone has the same
destination in mind, their paths may differ. Being a
proactive problem-solver means recognizing a
disagreement or differing of opinions and finding an
amicable solution through understanding and
compromise. To further your abilities with these

essential skills for a special educator, you will complete
this comprehensive final assignment.
In this assignment, you will design a differentiated
instructional strategy that aligns with learning strengths
and needs in a collaborative team environment. This
strategy should take into account each stakeholder’s
investment in the academic growth and social well-
being of a hypothetical student named Henry.
Additionally, by successfully completing this
assignment, you will be able to answer essential
questions related to course topics, which are intended to
provoke critical thinking in this course and throughout
your professional career. The essential questions are:
What is the best environment to educate a child with a
disability? What are the best pro-active problem solving
strategies for collaborative communication? How can
teachers realistically teach students using differentiated
teaching techniques and Universal Design for Learning?
Follow the instructions below to write your Final Paper.
Content
Read the Case Study: Supporting Henry and the IEP
Team Meeting Description. Then, using the
“Collaborative Problem Solving: Steps in the Process”
(Windle & Warren, n.d.), proactively address Henry’s
academic needs while considering each IEP team
member’s perspective. Create separate headings in your
paper for each category provided in this section.

Reflecting on the case study information provided with
this assignment:
Communication (2 points) – Construct an analysis of the
messages each person sent to the team with their
physical appearance, non-verbal cues, and para-verbal
patterns.
Interest (2 points) – Identify each person’s interests in
attending this collaborative team meeting including a
rationale to support the interests you have identified.
Perspectives/ Emotions (2 points) – Construct an
analysis of each person’s area of interest including why
their interest is important professionally and
personally, the emotions involved in the decision-
making, and each person’s perceptions of the issues in
the case.
Common Interest (2 points) – After analyzing each
person’s interest and what they are communicating
(linguistically and non-linguistically), describe what
each person has in common.
Brainstorming Options (2 points) – Explain ten ways to
provide Henry with equitable access to education. Be
sure to explain the types of services Henry might need
(e.g., pull-out reading, speech, or counseling), where
Henry will receive his education, parent/teacher
communication ideas, and how instruction will be
delivered and by whom.

Reaching Agreement (2 points) – Reflect on your ideas
from the previous Brainstorming Options section, then
explain in detail the plan that will meet the needs and
interests of everyone on Henry’s team. It is expected and
important here that you support your plan using
scholarly sources.
School-Wide Vision (2 points) – Recall your Week 5
Assignment “Everyone Wants What’s Best, So How Can
‘Best’ Be So Different?” Then, include an analysis of how
your proactive team collaboration and the final
agreement align with the long-term school goal to
promote a collaborative school culture that embraces
professional growth and leadership.
Role Reflection (2 points) – Writing from the perspective
of the special educator in the Case Study, describe the
skills you have when encountering conflict and how you
will leverage these during Henry’s meeting.
Additionally, describe how you will use other’s skills in
Henry’s meeting to strengthen your areas of weakness.
Be sure to describe how you, as the special educator in
this case, will grow professionally from this experience
to become a stronger leader.
Case Study – Supporting Henry
Henry, who is 11 years old and in the fifth grade, was
recently diagnosed with ADHD (Attention Deficit
Hyperactivity Disorder) and a SLD (Specific Learning
Disability), and is now attending his first IEP meeting

after going through the referral process. After several
attempts to help Henry stay on task and complete his
work, his teacher, Mr. Smith, referred Henry to the
school’s student intervention team as the first step to
start the referral process. He reported that Henry was
constantly asking to leave his seat for “every excuse in
the book” and this led Mr. Smith to finally acquiesce to
Henry’s demands. However, on the way to his
destination, Henry would invariably manage to be a
disruption to people he encountered. Additionally,
Henry rarely finished his coursework and often
misplaced his homework. Henry is therefore in danger
of failure. Mr. Smith reported that he truly liked Henry
despite his behavior issues and work ethic. “He’s a really
likeable kid! He’s funny and if someone gets hurt, Henry
is the first one to arrive at the scene to help. He is never
intentionally disrespectful, but his impulsivity and
social immaturity has caused problems when he speaks
before thinking.”
As part of the referral process, Dr. Burman, the school
psychologist, completed the battery of psychological
assessments. It was found that Henry did have
significant attention, focus, and impulsivity issues. Ms.
Young, a special education teacher, completed the
educational assessment and found that he had problems
with short-term memory and visual processing (how
information is taken in visually and processed
cognitively). It was decided that Henry did qualify for
special education services as his disabilities negatively

impacted his education. The team of educators, parents,
the psychologist, and student now convene as a
multidisciplinary team to discuss these results and if
services are agreed to, the creation of Henry’s first
annual IEP begins.
IEP Team Meeting Case Study Description
The following attendees are sitting at a round
conference table.
Mr. Smith, general educator
Physical Appearance: Wearing jeans, a t-shirt and
sneakers.Non-Verbal: Sitting with both feet on the floor,
hands on the table fidgeting with a stack of ungraded
papers in a folder. Paraverbal Cues: Talks quickly while
looking at his hands and rarely makes eye-contact.
Verbally Stated Interest: Wants Henry to be educated in
the “special education class” because he is continually
disrupting other students from working, and he does not
complete his coursework.
Ms. Young, special educator
Physical Appearance: Wearing casual pants, loafers, and
a button-up blouse. She has long hair tied away from her
face in a ponytail.Non-Verbal Cues: Taking notes on her
laptop during the meeting. Makes eye contact with
everyone intermittently when she stops typing.
Paraverbal Cues: When talking about the team process

and education setting, Ms. Young is careful to use
language the parents will understand and pauses often
for questions.Verbally Stated Interest: Wants Henry to
stay in his current placement so he doesn’t have to
change classes in the middle of the school year.
Dr. Burman, school psychologist
Physical Appearance: Wearing suit pants, a button-up
shirt, and tie with pictures of Mickey Mouse (that he
explains to the group was a Father’s Day gift from his 5-
year old).Non-Verbal Cues: Sitting with his leg crossed
under the desk, hands are palm down on the table,
engaging in eye contact with whoever is speaking.
Paraverbal Cues: When explaining his findings to
Henry’s parents, he speaks louder than necessary with a
clear voice. He does not pause until he has completed his
report. Verbally Stated Interest: Feels that Henry will
benefit from behavior therapy to control his impulsivity
and has suggested visiting the pediatrician to discussion
possible pharmaceutical intervention.
Dr. Jackson, assistant principal
Physical Appearance: Casual business attire with khaki
pants, a polo shirt, and dress shoes.Non-Verbal Cues: Sits
with both feet on the floor, fingers intertwined on the
table, rarely making eye contact by staring at his hands.
Paraverbal Cues: It is customary for Dr. Jackson to
attend initial IEP meetings; however, he does not
intervene or participate. Verbally Stated Interest: None.

Mr. Jefferies, divorced parent, Lawyer
Physical Appearance: Mr. Jefferies is dressed in business
attire, he has left the office to attend the meeting. Non-
Verbal Cues: Mr. Jefferies sits at the table with correct
posture; hands folded on the table, making eye contact
with everyone at the table except Mrs. Jefferies, his ex-
wife.Paraverbal Cues: When Mr. Jefferies is addressed,
he replies by speaking quickly and with few words.
Verbally Stated Interest: Wants Henry to stay in his
current placement so that he isn’t teased for being in
“special education.” He wants Ms. Jackson to meet with
Mr. Smith to help him manage Henry’s behavior and
help adapt his work.
Mrs. Jefferies, divorced parent, kindergarten teacher
Physical Appearance: Mrs. Jefferies is dressed casually
in a knee-length skirt, flip-flops, a tank-top, and
cardigan sweater. Non-Verbal cues: Mrs. Jefferies jumps
in often, cutting off Mr. Jefferies every time he speaks;
talking loudly over him. Paraverbal Cues: Mrs. Jefferies,
on the other hand, looks at her hands a lot when
speaking, slowly, and her responses involve stories
about Henry when he was younger.Verbally Stated
Interest: Wants Henry to stay in his current placement
so that he isn’t teased for being in “special education”.
They want Ms. Jackson to meet with Mr. Smith to help
him manage Henry’s behavior and help adapt his work.

Henry Jeffries, the Student
Physical Appearance: Typically dressed for an 11-year-
old boy in jeans and a t-shirt.Non-Verbal Cues: Sits with
both legs crossed under the table, hands in his lap,
staring at the table. Paraverbal Cues: Whenever Henry is
asked a question, he continues to look at the table and
mumbles his response. Verbally Stated Interest: When
he is asked what he wants to do, he shrugs his shoulders
and says, “Whatever.”
Page Requirement (1 point): Eight to ten pages, not
including the title and references page.
Syntax and Mechanics (1 point): Display meticulous
Source Requirement (1 point): Reference five scholarly
sources in addition to the course textbook which
provide compelling evidence to support your ideas. All
sources on the references page need to be used and
cited correctly within the body of the assignment. Use
the Ashford University Library to find scholarly
references or use other books you may already own or
otherwise have access to from prior coursework.

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