EDSE 4410 - Consultation and Collaboration

2 unit(s)

Provides knowledge and skills needed to collaborate and communicate effectively with individuals with disabilities, their families, school personnel, and community agencies. Emphasizes designing, implementing, and evaluating services for learners across the life span.

Prerequisites: Acceptance into the ESCP

Course Learning Outcomes List
Students will be able to:

Understand and accept differences in culture, cultural heritage, ethnicity, language, age, religion, social economic status, gender identity/expression, sexual orientation, and abilities and disabilities of individuals served;
Communicate, collaborate and consult effectively with (1) individuals with disabilities and their parents, and primary caregivers, (2) general/special education teachers, and co-teachers, related service personnel, and administrators, (3) trans-disciplinary teams including but not limited to multi-tiered intervention strategies, Section 504, IEP/IFSP/ITP;
Establish and work in partnerships to design, implement, and evaluate appropriate, integrated services based on individual student needs;
Communicate effectively with the business community, public and non-public agencies, to provide the cohesive delivery of services, and bridge transitional stages across the life span for all learners;
Understand and use multiple sources of information in order to participate in progress monitoring and in decision making regarding eligibility and services;
Plan, implement, and evaluate transitional life experiences for students with disabilities across the lifespan;
Collaborate with personnel from other educational and community agencies to plan for successful transitions by students;
Demonstrate the ability to participate effectively as a team member and/or case manager for the IFSP/IEP/transition planning process, from pre-referral interventions and requisite assessment processes, through planning specially-designed instruction to support access to the core curriculum, developing appropriate IFSP/IEP/transition planning goals based on standards and following all legal requirements of the IFSP/IEP/transition planning process;
Possess skills to collaborate with specialists and paraprofessionals;
Understand laws and regulations as they pertain to promoting behavior that is positive and self-regulatory as well as promoting safe schools;
Know how personal, family, school, community and environmental factors are related to students’ academic, physical, emotional, cultural and social well-being;
Acquire knowledge of diverse family structures, community cultures, and child rearing practices in order to develop respectful and productive relationships with families and communities;
Understand the effects of family involvement on teaching, learning, and academic achievement, including an understanding of cultural differences in home-school relationships;
Understand when and how to access site-based and community resources and agencies in order to provide integrated support to meet the individual needs of each student, including social, health, educational, language and other services; and,
Demonstrate knowledge of case management practices and strategies for students with mild/moderate disabilities and for those referred for special education services.

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