ESE 633 Syllabus

ESE 633 Syllabus

Course Syllabus

Prerequisites

ESE 631

Course Description

This course focuses on effective education-based collaboration strategies for special educators who have multiple roles and serve numerous functions when designing and implementing developmentally appropriate and challenging learning experiences for students with a disability. As the special educator job is multifaceted, additional focus is on formulating a team-centered framework that provides academic support for various service delivery models. Additionally, candidates will learn how to effectively collaborate through verbal, written, and digital communication with collaborative transition team members who enable students to meet 21st century standards post-high school completion.

Course Design

This course is designed to examine effective collaborative relationships in various educational settings and analyze ways to create a collaborative school culture that promotes professional growth and leadership. Candidates will assess proactive problem solving strategies used during school-based conflict that effectively communicate and collaborate with parents, school personnel, resource specialists, and community transition specialists. This includes identifying and evaluating personal strengths and weaknesses in conflict resolution and recognizing verbal, non-verbal, and para-verbal cues that impact communication with educators, administrators, parents, and community members. Additionally candidates will learn how to formulate instructional delivery strategies and curriculum material that address 21st century standards across a range of inclusion and post-graduation placements settings for students with a disability.

Course Learning Outcomes

Upon successful completion of this course, students will be able to:

1. Examine the roles and functions of the special educator in designing and implementing developmentally appropriate and challenging learning experiences.
2. Implement effective collaborative communication techniques in an educational setting.
3. Assess proactive problem solving strategies used during school-based conflict to effectively communicate and collaborate with parents, school personnel, resource specialists, and community transition specialists.
4. Formulate a team who are involved in providing academic support depending on the service delivery model.
5. Construct a collaborative transition team that enables each learner to meet high 21st century standards through effective communication and collaboration.

Course Map

The course map illustrates the careful design of the course through which each learning objective is supported by one or more specific learning activities in order to create integrity and pedagogical depth in the learning experience.

LEARNING OUTCOME

WEEK

ASSIGNMENT

1. Examine the roles and functions of the special educator in designing and implementing developmentally appropriate and challenging learning experiences.

1

3

3

5

5

6

6

• Discussion: Service Delivery – We’ve Come a Long, Long Way!
• Discussion: Be a Morale Booster by Being a Leader
• Discussion: When to Collaborate and When to Co-Teach?
• Discussion: Role Play- We All Work Better, Together
• Assignment: Everyone Wants What’s Best So How Can “Best” Be So Different?
• Discussion: Improving Your School, One Goal at a Time
• Final Paper: IEP Case Study: Collaborating With Multiple Points of View

1. Implement effective collaborative communication techniques in an educational setting.

1

3

5

5

6

6

• Assignment: Assessing Conflict Styles
• Discussion: Be a Morale Booster by Being a Leader
• Discussion: Role Play- We All Work Better, Together
• Assignment: Everyone Wants What’s Best So How Can “Best” Be So Different?
• Discussion: Improving Your School, One Goal at a Time
• Final Paper: IEP Case Study: Collaborating With Multiple Points of View

1. Assess proactive problem solving strategies used during school-based conflict to effectively communicate and collaborate with parents, school personnel, resource specialists, and community transition specialists.

1

2

5

5

6

6

• Assignment: Assessing Conflict Styles
• Discussion: Did You Say What I Think You Said?
• Discussion: Role Play- We All Work Better, Together
• Assignment: Everyone Wants What’s Best So How Can “Best” Be So Different?
• Discussion: Improving Your School, One Goal at a Time
• Final Paper: IEP Case Study: Collaborating With Multiple Points of View

1. Formulate a team who are involved in providing academic support depending on the service delivery model.

2

3

6

• Assignment: There is no “I” in Team!
• Discussion: When to Collaborate and When to Co-Teach?
• Final Paper: IEP Case Study: Collaborating With Multiple Points of View

1. Construct a collaborative transition team that enables each learner to meet high 21st century standards through effective communication and collaboration.

4

4

6

• Discussion: Creating an Independent Future
• Assignment: Helping Parents Promote Independence
• Final Paper: IEP Case Study: Collaborating With Multiple Points of View

Institutional Outcomes

Graduates of Ashford University:

1. Demonstrate the ability to read and think critically and creatively;
2. Demonstrate the ability to communicate effectively in speech and in writing;
3. Demonstrate the ability to communicate effectively through the use of technology;
4. Demonstrate an understanding of the various forms of diversity;
5. Demonstrate an understanding of the interdependence among living beings, the environment and humanly-created systems;
6. Demonstrate competence in their major fields of study;
7. Demonstrate an understanding of service directed at meeting the needs of others;
8. Demonstrate the ability to draw information from different fields of study to make informed decisions; and
9. Develop skills and abilities that provide for lifelong learning.