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Collaboration Evaluation
To demonstrate in-depth knowledge associated with the m
Collaboration Evaluation
To demonstrate in-depth knowledge associated with the models of collaboration in special education the candidate will observe the practices utilized in a school building or district for a period of 10 clock hours. The candidate will maintain a log of observations indicating the time, date, setting, and models, of collaboration. Following the completion of the hours the candidate will write an overall summary of the models observed in the building or district and identify the strengths and challenges associated with these models as articulated in the scholarly journals recognized in special education.
Candidates will author a paper in which they describe the following types of inclusive consultative models: Integrated co-teaching, consultant teaching, resource room. Please a) cite strengths and limitations or each model using evidence from three to four scholarly journals (cite using APA) and b) provide three examples of activities characteristics of the particular type of model (e.g., a teacher helping student 1:1 in room, teacher working with the student in centers) as supported by the scholarly literature.
In addition, each candidate will create a one-page Parent Resource Guide that contains at least three Government and 14 local Community/County Resources as a Parent Resource Guide to include the following: a. name of the agency; b. full address of the agency; c. contact telephone and website address; and d. description of the services provided. Please include services that would be relevant to families in your area.
The following models of collaboration may serve as a guide.
The Lead Teacher Model: In classrooms with a lead teacher, often the regular classroom teacher delivers the instruction. The special education teacher is an observer who works with children after instruction to ensure understanding and to provide needed adaptations and modifications or specially designed instruction.
Stations or Centers: Each teacher is responsible for instruction in a specific area. Students are assembled into groups that rotate through the centers for instruction. Special education teachers may deliver instruction in areas of their certifications and may also serve as support to other teachers without special education background.
Resource Services, or Alternative Setting: This involves pulling students with disabilities aside from the group or into a resource classroom where they work one-on-one or in small groups with a special education teacher and possibly with instructional assistants. These settings are typically used with students who have more significant need for direct instruction.
Team Teaching: This involves both teachers working together with a classroom of students. Either teacher who has the necessary background knowledge in the subject introduces new concepts and materials to the class. Both teachers work as a team to reinforce learning and provide assistance to students as needed. Special education teachers provide specially designed instruction to students with IEPs, and regular education teachers can assist with this as well.
Consultation: A special education teacher may provide some instruction to students, but the majority of service is indirect. The special education teacher mostly provides guidance to the regular education teacher on how to modify instruction to meet the student’s needs.
Integrated Co-Teaching: In this classroom setting, students with disabilities receive instruction alongside their peers who are non-disabled. The class must have a special education teacher certified in the content area of instruction and a certified general education teacher also certified in the specific content area.
Collaboration Observations and Evaluation: Learning Objectives 2, 3, 7, 8 (30% of grade)
For this project, each candidate researches various models of consultation and collaboration within
special education programs. The candidate observes practices of consultation and collaboration
within a school building or district setting. A written log of observations is maintained. After the
observations are completed, each candidate writes an overall summary of the models that were
observed and identifies strengths and challenges associated with the models as described in
scholarly journals that are recognized in special education. This is the common course assignment.
Detailed description and rubric is below.
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