Homework Lance
Collaborating with Multiple Points of View
Student’s Name:
Professor’s Name:
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Collaborating with Multiple Points of View
Educating a student requires effort of the team members and not a single individual. The reason for this is that, through the team, it is possible to generate ideas for a problem, therefore reaching to an agreeable solution. All the team members who take part in education of the children are the stakeholders who are the professional and/or emotional investment in the student’s education and post-graduation success. Although all the stakeholders have a similar destination for the child, the paths for reaching their similar destinations might be different. In order for them to reach the destination, it is important for each stakeholder to be a proactive problem-solver. In this, all the stakeholders should recognize differing opinions or disagreement and look for a harmonious solution through negotiating and coming up to an understanding point. Problem-solving steps in education require people with different skills and expertise that help in moving towards the solutions to the problems.
Communication
From the analysis of the case study meeting, different messages are sent by the team members through their physical appearance, non-verbal cues and para-verbal patterns. From the physical appearance, non-verbal cues and para-verbal patterns of the general educator, it is clear that he is tired with the behavior of Henry in class. The reason is that, while he is sitting, he is fidgeting with ungraded papers in his hand. Taking quickly without maintaining an eye contact with the team members shows that he does not want to be asked more questions about Henry’s performances in class since he is tired of his behavior. His physical appearance shows that he did not look so official for his profession.
On the other hand, the message from the physical appearance, non-verbal cues and para-verbal patterns of special educator shows that she is concern and caring for Henry’s education and behavioral problems. This is evident in that, when other team members are talking, she is taking some notes with her laptops. Also, she regularly makes eye-contact with the members whenever she pauses from taking notes.Her concern and caring behavior is evident when she is seen to be using a simple language understandable to all the team members as well as pausing for questions. The hair style is good for communication since longhair is tied away from her face. This shows that she is prepared to find solution for Henry’s problems.
The message sent by the school psychologist is that, he is ready and prepared to finding solutions for Henry’s problem since he is caring and concern. This is evident in his appearance; his dress code was official meaning that he is prepared for the meeting. Also, engaging in regular eye-contact shows reflects his concern since she wants to get ideas clearly from whoever is talking. His clear and loud voice in talking was an indication of stressing his opinion and findings about Henry’s case. His continuous communication without pausing is an indication that he does not want questions while he is communicating with anybody.
The message from assistant principle is that, he is not concern about educational problems of the children. His appearance shows that he is not prepared to participate in the meeting. His intertwined fingers on the tables, lack of regular eye contact and staring on hands shows that he is not concern with the solutions of education and behavioral problems of the students.
The message from Mr. Jefferies, divorced parent, is that his official dress code shows that he is prepared for the meeting. The other message to the team is that, he hates his divorced wife since despite making being sitting at the right posture and having regular eye contact with other team members, he does not want to have an eye contact with his divorced wife. The other message that he sends to the team is that, he is not happy with the presence of his divorce wife that is why he gives few words responses when addressed.
From Mrs. Jefferies physical appearance, non-verbal cues and para-verbal patterns, the message that is sent to the team is that, his casual appearance and her behavior of jumping in often to cut Mr. Jefferies every time he speaks and talking loudly over him is a clear indication that she hates him because they are divorced. Another message that is sent to the team is that, she had issues with the husband before they divorced; issues that may have lead to Henry’s problems. This is evident since when she is speaking; she looks at her hands and talks a lot on the stories about Henry when he was younger.
On the other hand, Henry Jeffries who is the student also sends some messages to the team in his physical appearance, non-verbal cues and para-verbal patterns. One of the messages that he sends to the team is that, Henry has behavioral problems because he does not want to have a eye contact with anybody in the meeting and when is gives responses to the questions asked, he mumbles his responses. This shows that he has behavioral problems.
Interest
All the members attending the meeting had interests in mind concerning Henry’s issues. Mr. Smith who is the general educator had an interest when coming to the meeting. His interest was to take Henry to special education class. The reason for his interest is that, Mr. Smith have always talked about Henry disrupting other students in class to a point that other students does not work comfortably with their work. Also Mr. Smith claims that Henry does not complete his coursework whenever assignments are given.According to James (2008), any behavior displayed by the student which is considered to be disruptive to other students in a class may be considered to be a learning problem that needs immediate attention.
To Ms Young who is a special educator, her interest is for to retain Henry in his current placement. Ms Young who is a special educator does not disagree with taking Henry to a special education class, he only suggest that Henry should stay in his current placement since he does not have to change classes in the middle of the school year. The reason is that, Henry may fail to catch up with his peers in the special education class since some topics might have been taught which he may have missed and might be crucial for his current problem.
On the other hand, Dr. Burman who is a school psychologist also had an interest in attending collaborative meeting. His interest was to recommend Henry to have a behavior therapy to control his impulsivity. He also suggests visiting the pediatrician to discussion possible pharmaceutical intervention that may help Henry out of his problem. The reason for his interest is that, he belief that therapy will help Henry in controlling his impulsive behavior in class. He believes that, getting the right behavioral therapy will help in controlling impulsivity in Henry.
The interest of Dr. Jackson who is the assistant principal is to listen to Henry’s problems as well as get the suggestions on the recommendations that are needed for Henry in order to overcome his problem. The reason for this is that, assistant principle is supposed to attend all initial IEP meetings although he does not participate in order to get the opinions on the recommendations that help a student with learning as well as behavioral problems.
Mr. Jefferies, divorced parent and Lawyer also had an interest in attending the meeting. His interest is that, he wants Henry to stay in his current placement. The reason for this is that, he does not want Henry to be teased for being in special education. In his interest, he believes that general educator and the principal can help Henry in adapting with his work in the regular classes. According to him, it is possible to manage impulsivity of Henry if only the general educator and assistant principle meet and discusses some of the ways that can help Henry in managing his behavior.
On the other hand, Mrs. Jefferies, divorced parent and kindergarten teacher also had an interest in attending collaborative meeting. His interest is that, just like Mr. Jeffries he wants Henry to stay in his current placement. The reason for this is that, he does not want Henry to be teased for being in special education. In his interest, he believes that general educator and the principal can help Henry in adapting with his work in the regular classes by discussing some of the ways that helps in managing his behavior.
Henry Jeffries, the Student also had an interest in attending collaborative meeting. His interest was that, he wanted to be placed anywhere. The reason for his interest that, due to his learning and behavioral problem, he does not understand where he is supposed to be, where he fits and works best.
Perspectives/ Emotions
The interest of each team member in attending collaborative meeting is important professionally and personally. Also, their interests are attached to the emotions as well as the perceptions of the issues in the case. Emotions are important since us in determining how we other people perceive situations and also communicate their inner feelings (Wright & Wright, 2007). According to the general educator, his interest is to take Henry to the special education class and get educated there. This interest is important professionally and personally since general educator is not an expert in educating students with learning and behavioral problems since professionally and personally, he is not a qualified special educator. According toWandry, Pleet& Council for Exceptional Children (2009), it is important to place a child in an education setting based on their needs. The emotion attached to the interest is that, the general educator is tired because of the Henry’s behavior in class. Because of his emotion, he perceives Henry to be fit for special education class due to learning and behavioral problems.
According to the interest of the special educator, Ms Young, Henry is supposed to remain in his current placement. Her interest is important in professionally and personally in that, since they are trying to solve Henry’s problem, she understands all the topics taught in the special class because she is personally a professional in special education. She does not recommend him to go to special school since he will be late in the syllabus, making it hard to catch up with the peer in the special education class. The emotion attached to her interest is that, she is concern with Henry’s problem. Her perception of the issues in the case is that, due to Henry’s educational and behavioral problems, she does not recommend him to move to a special education class as the middle of the school year. Instead she recommends him to move to a special class at the beginning of the school year.
According to the school psychologist, his interest is to help Henry have behavioral therapy in order to control impulsive behavior. The reason why this interest of the school psychologist is important professionally and personally is because; psychologist is an expert in behavioral therapy that helps in managing behavioral problems. He therefore recommends therapy in order to solve his impulsivity. The emotion attached to this interest is that, the psychologist is hopeful that his opinion will work in helping Henry out of his problem. This is because he perceives issues in the case to be behavioral problems.
On the other hand, the interest of the assistant principal is supposed to be present in order to listen to the recommendations given in solving Henry’s problems. This interest is important professionally and personally since as assistant principal, it is important to be aware of the children’s problems as well as recommendations that can help in solving such problems. The king of emotion attached to the interest is that he is concerned. The perception of the issues in the case according to assistant principle is that, the issues are learning and behavioral problems that affects Henry’s performance in class.
The interest on Mr. Jefferies, divorced parent, is for Henry to stay in the current class. Because he is a lawyer and parent, his interest is important professionally and personally since he does not understand behavioral and learning problems that affect the performance of the child in class. His interest is important based on his own profession as well as his personal feelings. The kind of emotions that is attached to this interest is merciful since he has mercy on his son. The kind of emotion that he has is because of his perception of the issues in the case. Heperceives Henry’s issues to be emanating from their divorce.
Mrs. Jeffries, divorced parent and kindergarten teacher wants her son to remain in current class. The interest is important professionally and personally since as a teacher, he believes that teaching is the same in all the classes. The emotion attached to this interest is hopeful. The reason for this emotion is because of her perception of the issues in the case. Her perception is that, Henry’s problems are due to their separation with the husband.
Common Interest
From the pool of suggestions from the team members, the common interest of the members is to move Henry to a special class at the beginning of the school year. This is because they all agree that, Henry because of her behavioral and learning problem should be educated in a special class but because it is now middle of school year, he will be moved to the special class at the beginning of next year. He should continue being educated in the regular class until next year.
Brainstorming Options
In order to help Henry access to equitable education, it is important to have different varied options. These options should help in meeting the interests of Henry. The first option is to provide collaborative teaching for Henry. In this, Henry should be taught in a regular class but the teaching strategy should be co-teaching. This will help Henry get education that meets his needs. The instructions will be given by the general educator and the special educator.
The second option is to provide necessary educational resources for learning. Henry should be given enough resources for learning that will help him in his education. These resources will aid in helping him learn like other students in the regular schools. The third way of providing equitable access to education is through parental support. In order for Henry to get equitable access to education, parents should given enough support in terms of buying him the necessary learning materials. Parents should also show love to Henry despite being divorced.
The fourth option is that, the school should structure the school culture in such a way that it fits the needs for all the students. A school with an inclusive culture helps the students meet all their educational requirements since education setting provides the necessary conditions. The fifth option is to restructure the school policies. In order to provide access to equitable access to education, it is important for the school to restructure all their policies so that students with learning and behavioral problems are not viewed as minorities and separated from other students. This will therefore ensures that all the students get access to equitable education.
The sixth option is to develop technology-interrelated curriculum that is accessible to all students regardless of their disability. In this, the school should integrate the use of technology in teaching the students e.g. using computer in teaching the student. This curriculum should be used in teaching all the students regardless of their characteristics.
The seventh option is to providemore professional training to the special educators. The training should be given to the special educators on regular basis in order to benefit the students with special needs. The training should be geared towards helping students get access to equitable education.
The eighth option is to educate more special educators in a school. This will be beneficial to Henry since special educators will assist students like Henry who have learning and behavioral problems get access to equitable education.Special educators will ensure that students get education that meets their needs, just like regular students.
The ninth option is that, teachers and parents should monitor student activities outside classroom. When extracurricular activities of the students are monitored, it will give an opportunity to understand children areas of interest and therefore making it easier to identify some student’s areas of interest. The final option is that; vary the teaching method in classroom. When the teaching method is varied in the classroom, the needs of all the students will be met. This therefore will ensure that all the students, regardless of their disabilities get access to equitable education.
One of the services that Henry might need in classroom is counseling. Counseling will help Henry to adapt to the behavioral challenges in classroom. The services will be offered in a classroom by the school psychologist who is an expert counselor.
Reaching Agreement
In order to meet the needs and interests of all the team members, it is important to come up with an inclusive plan. One of the plans is to have Henry go through a behavioral therapy and be retained in the regular classroom. The reason for this, Henry will be able to overcome behavioral problem and therefore being able to overcome his impulsive behavior. According to Wrightet al(2005), behavioral therapy helps change potentially self-destructing behaviorsas well as replacing bad habits with good ones. Since Henry have behavioral and learning problems, therapy will help him adapt to his overall class work since it will eliminate all unwanted behaviors. Since behavioral therapy helps in eliminating behavioral problems, it also helps in changing person’s cognitive thinking (McKay, Wood & Brantley, 2007).
School-Wide Vision
Proactive team collaboration helps in identifying educational problems as well as finding solutions to such problems within a school setting. Since a final agreement reflects the solution to a problem, it therefore supports the school, long-term goal of promoting collaborative school culture that embraces growth and leadership. Because collaborative team members have pursued different professions, the team is important in moving towards the long-term school goal by helping in identifying and finding solutions to different educational problems.
Role Reflection
In order to solve conflicts as a special educator, it is important to have some skills. One of the skills is patience. This skill helps in listening to what the differing groups have to say about the case. This skill will be important during Henry’s meeting since as a special educator, I will use the skill to allow all the participants to air their views on the case. The other skill is good decision making skill. This is the skill that helps in coming up with the final decision that is agreeable to all parties. The skill will be important in Henry’s meeting since the participants give different points of arguments in which as a special educator, one is suppose to come up with a lasting solution to a problem.
In Henry’s case, other’s skills will be important in strengthening my areas of weaknesses in that, I will identify, learn and integrate their skills into my areas of weakness. As a special educator, experience of Henry’s case will help me to grow professionally and become stronger leader since I will learn how to solve conflicts among team members as well as finding an agreeable solution to the problem.
References
James, A. (2008). School success for children with special needs: Everything you need to know to help your child learn. San Francisco: Jossey-Bass.
Wandry, D., Pleet, A., & Council for Exceptional Children. (2009). Engaging and empowering families in secondary transition: A practicioner’s guide. Arlington, Va: Council for Exceptional Children.
Wright, P. W. D., & Wright, P. D. (2007). Wrightslaw: Special education law. Hartfield, Va: Harbor House Law Press.
McKay, M., Wood, J. C., & Brantley, J. (2007). The dialectical behavior therapy skills workbook: Practical DBT exercises for learning mindfulness, interpersonal effectiveness, emotion regulation & distress tolerance. Oakland, CA: New Harbinger Publications.
Wright, J. H., Thase, M. E., Wright, J. H., &Basco, M. R. (2005). Learning cognitive-behavior therapy: An illustrated guide. Washington, DC: American Psychiatric Pub.
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