EDSP 451

I. Course Title: Collaborative Consultation and Communication Skills for Special Education

II. Course Number: EDSP 451

III. Credit Hours: 3 credits

IV. Pre- or Corequisites: EDSP 360 or EDSP 361 

V. Course Description: 

Prospective educators in this course are prepared with the background knowledge and skills necessary to develop and work within collaborative environments designed to enhance the success of individuals with diverse learning needs in the general education curriculum.

Note(s): Cultural or Behavioral Analysis designated course.

 

VI. Detailed Description of Content of the Course:

Prospective educators are prepared with the background knowledge and skills necessary to develop and work within collaborative environments designed to enhance the success of individuals with diverse learning needs in the general education curriculum. Participants will gain an understanding of collaborative structures and demonstrate knowledge of communication skills and culturally responsive strategies necessary to become an effective member of the school community whose goals include meeting the needs of students with exceptionalities from varying cultural backgrounds. 

 

VI. Detailed Description of Conduct of Course:

This course is conducted with an emphasis on introductory knowledge of the subject matter through student participation, discussion, individual and group projects, presentations, technology applications, videos, readings, and lectures.

 

VII. Goals and Objectives of the Course:

The students enrolled in this course will: 

1. Develop and apply effective skills/ strategies in communication, consultation, and collaboration with a variety of stakeholders in the collaborative environment, applying the understanding of Standards of Learning, curriculum structures, and accountability systems across K-12. 
2. Apply group problem-solving skills to develop, implement, and evaluate collaborative activities and address student concerns. 
3. Identify roles, define standards of professionalism, and learn how to work cooperatively with schools, community, referral agencies, and other resource providers in identifying, assessing, planning individualized programs, and providing services to individuals with disabilities. 
4. Define roles, model strategies, and structure the learning environment for promoting self-advocacy skills to individuals with exceptional learning needs and their families. 
5. Implement collaborative, consultative, co-teaching, and student intervention teams by defining the routine roles and responsibilities of each member of the collaborative team with particular emphasis on the special education teacher’s role in the educational planning for individuals with disabilities.
6. Apply co-planning and co-teaching methods and other strategies to strengthen content acquisition of individuals with disabilities and facilitate integration into various settings. 
7. Describe how to train, structure, direct, monitor, and support the activities of paraeducators and demonstrate an ability to define specific roles and responsibilities of the paraeducator as related to instruction, intervention, and direct service. 
8. Foster respectful and beneficial relationships among individuals with exceptional learning needs, their families, communities, and professionals by increasing family engagement in student learning at home and in school, recognizing and addressing family concerns, and promoting successful student transitions throughout the educational experience. 
9. Describe how to organize, develop, and sustain learning environments that support positive intracultural and intercultural experiences while including strategies for preparing individuals to live harmoniously and productively in a culturally diverse world. 
10. Examine variations in beliefs, traditions, and values across and within cultures, including family dynamics, and their effects on relationships among individuals with exceptional learning needs, family, and school.

 

VIII. Assessment Measures:

Assessment measures may include but are not limited to:

• modules
• case studies
• projects
• discussion boards
• collaborative participation

 

Other Course Information

None

 

Review and Approval

Revised April, 2009 

Review and Approval, 2012 

Revised March, 2019 – Mary Evans

GPA Prerequisite removed December, 2021 Leslie Daniel

March 01, 2021

April 15, 2024