Teachers and Paraeducators Collaboration Assignment

Finding time to effectively collaborate with other teachers and paraeducators is often difficult to schedule. What are some ways teachers and paraeducators can ensure they have time to communicate and collaborate?

Discuss the effect interpersonal styles have on the collaborative process. What can individuals do to grow their interpersonal and collaborative skills?

Research states that inclusion supports students with disabilities by providing them opportunities to succeed in the general education classroom with their typically developing peers. What is your philosophy of inclusion?

Consider the following scenario:

Linda is a twelve-year-old sixth-grader who has just moved into your school boundaries and before she starts school, her parents requested a meeting with the entire IEP team, to include the school nurse, psychologist, special education teacher, general education teacher, speech and language pathologist, physical therapist, and occupational therapist. At this meeting, you learn Linda’s parents have a great deal of distrust of public schools. Linda has muscular dystrophy and is not able to get around campus well. Her muscles are weak, her vision is blurry, and she sometimes demonstrates a lack of bladder control. Because of her difficulties, Linda can be quick-tempered and sometimes lash out at other students verbally. She does not have any cognitive disabilities that affect her learning.

How would you go about setting up a successful inclusive environment for Linda? How would you communicate and collaborate with all parties to implement Linda’s support plan, goals, and expectations?

GCU’s Statement on the Integration of Faith and Work states it is God’s calling on our lives to help meet the needs of others. Describe two collaboration strategies you feel will be effective with families when discussing concerns about their child’s social and academic development with teachers. Reflecting on GCU’s philosophy, how can you promote these collaboration strategies in your future professional practice?

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Families may require additional support during their child’s developmental transitions (i.e., from early intervention to early childhood, from early childhood to early school age, from early school age to adolescence, and from adolescence to adulthood).

Based on the readings on this topic and additional research of your own, what are two of the most important suggestions you could give a family to assist them with these transitions? Justify the importance of these specific examples. How would you support families as they go about implementing the suggestions?

What do you think are your personal strengths and weaknesses in relation to co-teaching? How do you plan to use your strengths to facilitate effective co-teaching in future practice? How will you develop your identified weaknesses?

Consider the following scenario:

You, the special education teacher, have just been assigned to work with Mrs. Krum next fall to co-teach the eighth-grade science classes. Mrs. Krum has been teaching for 18 years and is loved by her students as well as her colleagues. However, she has let you know she is hesitant about giving up control in her classroom, particularly to someone with so little experience.

Create a list of talking points to discuss with Mrs. Krum the first time you sit down to plan with her. What do you feel is important to discuss? Why? What communication strategies might make the conversation smoother? Justify your responses using support from the readings.