Homework Lance
Collaborative Problem Solving
Student’s Name:
Professor’s Name:
Course Title:
Date of Submission:
Collaborative Problem Solving
Despite the disability of a student, it is important to provide them with the required tools in their education, just like students in the regular schools. The tools are important in the academic success of the students since the tools help the students in meeting their goals. It is also important for the collaborative team members to use a relevant curriculum delivery method when teaching students with special need. This is important in assisting the student to clearly get the instructions being given in the classroom and outside the classroom. Despite these, collaborative team members sometimes have conflicts because of their varied interest, disagreements over the allocation of limited resources and funding, differing curriculum delivery methods, class behavior management styles, misinterpreted conversations (e.g. due to cultural differences, communication styles, personal or professional backgrounds, and other differences), and misunderstanding of professional roles, school policy, and other school or district-based guidelines. In order to for the collaborative team to be effective and benefit the student with special needs, it is important to solve the problems through negotiating with one another and reaching an agreeable solution.
Interests and Options
It is important to understand the interest of each collaborative team members. Interest will help in identification of the best options for the student in terms of post-graduation goals. In setting post graduate goals for the student, it is important to consider student’s needs, strengths, skills, and interests (Wandry, Pleet & Council for Exceptional Children, 2009). Some of the team member’s interest includes; Lilly’s parents are interested in taking her to a 4-year college to pursue a course in computer animation. Special education coordinator supports Lily’s wish to work at a daycare centre as an assistant because of her interest in children. The school psychologist wants Lily to major in an engineering field because the field will enable her to work independently on concrete concepts. The general educator and speech and language pathologist do not know Lily well and therefore giving no suggestion on Lily’s post-graduation goals. Based on the members interest’s on Lily’s post-graduation goals, some of the available options includes; joining a 4-year college to pursue a course in computer animation, Lily to join a daycare centre to be an assistant, and Lily to work in an engineering field. According to Bakken & Obiakor (2008), a transition plan is required for students enrolled in special education who have an Individualized Education Program (IEP).
Perceptions and Emotions
When working in a team, it is important to know perceptions of other member since it gives a clear understanding why they hold a certain perspective (Wright & Wright, 2007). The perspective of the parents is that, Lily will join a 4-year college to pursue a course in her area of interest. The kind of emotion that is attached to this perception is love. The reason for this perception and associated emotion is that, parents want a good life for their child and that is the reason they have a strong perception and love that Lily will join college and pursue a course in her area of interest, just like other children who pursue course in their areas of interest. On the other hand, the perspective of the school psychologist is for Lily to join an engineering field. An emotion associated to this perspective is the content. The reason is that the school psychologist is satisfied with what Lily is interested in based on the interest in the inventory. The perception of the general educator is that, Lily is an outstanding artist. The kind of an emotion associated to this perspective is hopeful. The general educator is hopeful that Lily will be a good artist because she loves writing stories about her favorite cartoons and has always loved Sponge Bob. On the other hand the perception of the speech and language pathologist is that, Lily is an outstanding public speaker. An emotion that is associated with this perspective is confident. The reason is that, since Lily is learning social skills and how to communicate with the peers, pathologist is certain that she is the best public speaker. The services that she is provided to her in her class, services on social skills will help in developing relevant communication skills.
Issue of Discussion
During collaborative meeting, different issues are discussed in order to reach to an agreeable solution. An issue that is discussed in the meeting is an idea that is disputed by the members. One of the issues to be discussed in the meeting is the post-graduation goals. During the meeting, the team members will have a discussion on post-graduation goals for Lily. The reason why this is the best issue to discuss in the meeting is because collaborative team members have proposes different post-graduation goals for Lily. Each member proposes a different goal for Lily making it difficult to know the best option for Lily. The discussion of the issue therefore will be important in reaching an agreeable solution on the post-graduate goals for Lily. Discussing the issue will help in setting realistic goals for Lily, goals that fit her own interest, strengths and skills. According to James (2008), when there is an element of the dispute because of one’s interest or need, it is important to have a discussion in order to reach an agreeable solution to a dispute.
General Options
In a meeting, it is important for the members to brainstorm and to generate more options that meet the interest of all the members. One of the options is to find a college for Lily where she can study computer animation. The reason for this option is that, Lily love playing with Spongy Bob cartons. Perseverating on Spongy Bob cartoon shows that Lily has interest in animations. Lily’s teacher also says that she loves writing stories about her favorite cartoons and has always loved Sponge Bob.
The second option for Lily is to work in the daycare centre as an assistant. The reason why this option may satisfy interest of the team members is because Lily’s interest in children. Lily enjoys children and doesn’t feel her usual social anxiety around them. This shows that being with children is one of her interest.
The third option is for Lily to join a field that involves working independently without much supervision e.g. engineering field. The reason why this option may satisfy interest of team members is because of Lily’s preference. One of her preferences is working independently and gets overwhelmed very easily in a group.
The fourth option that may satisfy the interest of the group members is to train Lily to be a social worker. The reason for this option is that, Lily has always been educated in an inclusive general classroom using the collaborative consultation model, receiving pull-out SLP (Speech & Language Pathologist) services where she learned social skills and how to communicate with peers. This learning has helped her to acquire social skills as well communication skills.
The fifth option is to train Lily to write books on animations. The reason why this may be the best option that satisfies the interests of team members is that, one of Lily’s interest is writing stories about her favorite cartoons and has always loved Sponge Bob. Because of this, training should be given to Lily in order to write books that can be used in teaching children. Also, she can write animation books and can be used in the daycare centers.
Objective Criteria/ Reach Agreement
From the options generated and discussed in the meeting, the most agreeable option is that, all most members supported the option that Lily works in a daycare centre. The reason for this is that, each member in the team believed that Lily will be comfortable working in the daycare centre since she really enjoys children and always does not experience social anxiety when the children are around her. Since members must consider the interests and preferences of the Lily, the option that Lily works in the daycare centre meets the interests of the members. Without the consideration of preferences, interests, strengths and skills of the student, it is difficult for the collaborative team members to come up with the post-graduation goals for a student (Dee, 2006).
Self-Reflection
Self-assessment is important in understanding personal strengths and weaknesses. Without this assessment, it may not be easy to know different areas where we have interest or where we have weaknesses. Knowing weaknesses through self-assessment helps in developing some strategies that aims in improving in our areas of weaknesses. One of my strengths as a special educator in relation to the case is that, I was able to determine the development of employment and other post-school adult living objectives for Lily. I was also able to determine vocational training that Lily requires for post-school activities. I was also able to help Lily acquire some skills necessary for independent living. One of my weaknesses as a special educator is that; I was not able to recommend post-graduation option for Lily without an agreement from the team members. Despite being a team leader, all the decisions that are made in the collaborative meeting is based on the agreements of the team members such that the final decisions that are made are based on the team members and not my own suggestions as a team leader in the transition planning.
Conclusion
The transition from high school to young adulthood is a critical stage for all teenagers; for students with learning disabilities (LD), this stage requires extra planning and goal setting. Factors to consider include post-secondary education, the development of career and vocational skills, as well as the ability to live independently. The first step in planning for a successful transition is developing the student’s transition plan. Without a transition planning, it may not be easy for a student with special needs to adapt to post-graduation life.
References
Bakken, J. P., & Obiakor, F. E. (2008). Transition Planning for Students with Disabilities: What Educators and Service Providers Can Do. Springfield: Charles C Thomas Publisher, LTD.
Dee, L. (2006). Improving transition planning for young people with special educational needs. Maidenhead, England: Open University Press.
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.
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