Conceptual FrameworkCouncil for Exceptional Children StandardsISTE/NET Standards for TeachersSpecial Education 4435/5435Parent and Professional Communication and CollaborationUniversity of Minnesota DuluthFall 2004 4 semester creditsInstructor: Dr. Trudie HughesClass meeting time: TH 5:00-7:40Office: Montague 138Office phone: 726-7174Office hours: by appointment onlyE-mail: [email protected] homepage: www.d.umn.edu~thughesClass Location MonH 121Course Description:Group process, problem solving, decision-making, collaboration, and teamwork applied to the special education process. Techniques for working with parents, professionals, paraprofessionals,and community agencies when planning and implementing Individualized Education Plans.Required Texts / Readings:Lambie, R. (2000). Family Systems within Educational Contexts. Denver, CO: Love Publishing Co.Standards of EffectivePractice & INTASC StandardsConceptual Framework Council for Exceptional Children StandardsISTE/NET Standards for TeachersStandard 1: Subject MatterStandard 2: Student LearningStandard 3: Diverse LearnersStandard 4: Instructional StrategiesStandard 5: Learning EnvironmentStandard 6: CommunicationStandard 7: Planning InstructionStandard 8: AssessmentStandard 9: Reflection and Professional DevelopmentStandard 10: Collaboration, Ethics, and RelationshipsDiversity (D)Reflection (R)Empowerment (E)Collaboration (C)Technology (T)Standard 1: Philosophical, Historical, and Legal Foundations ofSpecial EducationStandard 2: Characteristics of LearnersStandard 3: Assessment, Diagnosis,and EvaluationStandard 4: Instructional Content and PracticeStandard 5: Planning and Managingthe Teaching and Learning EnvironmentStandard 6: Managing Student Behavior and Social Interaction SkillsStandard 7: Communication and Collaborative PartnershipsStandard 8: Professional and Ethical Practices Standard 1: Technology Operations and ConceptsStandard 2: Planning and Designing Learning Environments and ExperiencesStandard 3: Teaching, Learning and the CurriculumStandard 4: Assessment andEvaluationStandard 5: Productivity and Professional PracticeStandard 6: Social, Ethical, Legal, and Human Issues1Course Outcomes: Based on the UMD College of Education and Human Service Profession’s “Learner-Sensitive Teacher” model, this course additionally emphasizes the five themes of diversity (d), collaboration (c), reflection (r), empowerment, (e), and technology(t).The focus on collaboration, ethics, and relationships for teachers embraces Minnesota Board of Teaching Standards (INTASC) for developing effective practices for teachers. Through this course you will develop these practices as a teacher (or other professional) by being able to:Outcome Standards of Effective PracticeINTASC Conceptual FrameworkCEC ISTE/NET1. Critically examine and interpret complex social or interpersonal situations in programs involving children and families. 7.127.327.217B-D R,E,D CC7:K2CC7:K52. Build relationships with children and their families as a foundation for designing appropriate learning experiences.10.1210.2510.3210B10G10IC, R, E CC7:K23. Demonstrate skills and strategies for communicating and collaborating with families and agencies, (a) communicate and consult with individuals, parents, and other school andcommunity personnel, (b) demonstrate commitment to developing the highest educational and quality of life potential of individuals with exceptional learning needs.6.11-156.216.236.316.A-D6E-F6HE, C, D CC4:K4CC4:S16CC7:KCC7:K2CC7:S1CC7:S3-7II, B,CV, A-DVI, B-C4. Use information generated by families to setshort and long range goals for their children’s learning. C, R, E CC1:S1CC4:K4CC4:S6CC7:K25. Build on children’s home environments, their strengths and needs in preparing childrenfor participation in society. D, R, E CC1:K26. Respect families’ choices and goals for theirchildren and communicate with families about curriculum and individualized education programs.10.34 10L D, C, E CC1:K2CC7:K1CC7:K2CC7:K3CC7:k47. Discuss theories of family dynamics, roles, and relationships within families and between families and communities (agencies).7.127.327.218710.50002.D.1-97B-D C, E CC1:K28. Research and obtain information for understanding of families and children in specific education settings. C, T9. Be sensitive to differences in family structures, social and cultural backgrounds. D, C, CC1:K3CC1:K5CC4:K710. Collaborate with community professionals to support family and children.10.1210.2510.3210B10G10IC, E CC1:K3Use information gained by observation and interview of family culture and relationships to support the child’s learningD, R11. Demonstrate your ability to integrate, synthesize, and apply the attitudes, knowledgeand skills you gain from course readings, lectures, class activities, and pre-practicum experiences, (a) importance of the teacher servicing as a model for individuals with exceptional learning needs. 9.129.229B9ER, E, C, D, CC8:K1-2CC8:S1-912. Direct the activities of a classroom paraprofessional, aide, volunteer, or peer tutor.C13. Increase awareness of the roles, responsibilities, complexities, and reciprocal influences of family, school, and community participants involved in the special education process, (a) roles of individuals with exceptionalities, parents, teachers, and other 10.1210.2510.3210B10G10ID, E, C, R, T2schools and community personnel in planning an individualized d program. The impact of listening skills on the development of critical thinking, reading, comprehension, and oral and written language.14. Examine and apply techniques and skills used in group process facilitation, problem solving, decision-making, collaboration, and teamwork in order to effectively with parents, families, professionals, paraprofessionals, andcommunity agency personnel in the special education process. 10.2510.3210G10ID, C, R, E, T15. Examine and develop professional best practices that are sensitive and empowering tochildren and their families when developing and implementing individualized education plans. D, C, R, E, T16. Understand standards of professional conduct in the Code of Ethics for Minnesota Teacher in part 8700.75009LDispositions:The following definition of disposition has been adopted by the Special Education Program. The dispositions have been selected from the Standards of Effective Practice for Teachers (INTASC) and are aligned with the dispositions encouraged throughout our curriculum.Disposition: A