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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 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 understanding of collaborative structures, knowledge of consultations, and the communication skills necessary to become a contributing member of school teams which serve children and families with varying cultural backgrounds, attitudes, feelings, and needs.

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

VI. Detailed Description of Content of the Course:

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. The course addresses collaboration and communication techniques and the following related topics:            

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• Problem solving methods 
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• Communication skills 
• Coordination of service delivery with related service providers, other human service professionals, and general educators 
• Meaningful involvement of families 
• Preparing, managing, and monitoring paraprofessionals     

VI. Detailed Description of Conduct of Course:

This course is conducted with 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:

Goals, objectives, and assignments address the Virginia Department of Education regulations for preparing educators and the Council for Exceptional Children (CEC) Initial Preparation Standards and Specialty Set Knowledge and Skill Items. Specialty sets included in this course cover competencies for the Individualized General Curriculum, Individualized Independence Curriculum, Early Childhood Special Education, Visual Impairment, and Deaf and Hard of Hearing. 

The students enrolled in this course will be able to: 

1. Develop and apply effective skills/ strategies in communication, consultation, and collaboration with a variety of stakeholders in the collaborative environment.   
2. °ÄÃÅÀÏÆæÈËÂÛ̳ 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 school, community, and referral agencies, and other resource providers in identifying, assessing, planning of 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 of individuals with disabilities. 
6. °ÄÃÅÀÏÆæÈËÂÛ̳ 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 between 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 schooling. 

VIII. Assessment Measures:

Assessment measures may include, but are not limited to:

1. Formal tests and/or quizzes to assess mastery of course goals 
2. Class participation in discussions and small group activities
3. Professional writing activities
4. Collaborative group projects and presentations.

 

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