Repones to DQ 1 & 2 to 4 people ($10)

Please do each one alone

Guided Response - Post replies to at least two peers before the close date of this discussion. In your replies, consider asking questions of peers about their reflections to encourage further conversation. Consider discussing the factors that might have contributed to your lists’ differences and similarities. Comment and ask questions about your peers’ challenges and successes. Consider whether you have taken the class your peer is taking next and offer any advice you can about the course if applicable. Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you (including the instructor) before the last day of the discussion.

DQ 1 25 words or more per a person

First person Tracy Kuemerle

The top three concept skills and resources that I have gained through this course and most relevant to my life is really just everything we have learned over the past six weeks.

My top three would be:

1)    Conflict resolution with collaboration- Knowing this pacifically and through my own experience it brought more light to how to handle certain situations. This is not just between the teachers but with the students as well, and gives different ways that this can be handled to make sure you fallow the right path. Collaboration is between two educators and they cooperatively work together towards a goal (Murawski & Spencer, 2011, p. 19).

2)    Communication amongst other educators and students- I stress this one to everyone, because communication is the main part to when it comes working with the teacher, co-teacher, other educators in the work place.  I tell everyone that is new to the teaching field is to make sure the communication is clear between you and the other teacher or educator in the room. If there is no communication, then the work place and in the classroom will become disorganized and very stressful not only for the teachers but mainly for the students.

3)    Universal Design for Learning (UDL)- The UDL is what helps set the principles for designing a curriculum development which will give all the individuals equal opportunities to learn. This is one thing I loved learning about and very familiar with knowing how to design a curriculum for those who have a learning disability.

 The three skills that I am still curious about are:

1)    Nonverbal cues- This is something that I am looking to gain more of understanding and what to look out for. There are those certain cues that I am aware of but there’s the rest that is new to me and trying to read them. This has been a challenge with trying to read cues from my oldest son who has severe ADHD, so trying to read some of his cues can get a bit confusing. 

2)    STABEN- Is another one that needs more looking into (which I have started) but it is new to me. During week five listening to the video of Conflict Resolution in 6 simple easy steps by Dr. Jennie Byrne, MD. She explains the six steps in a unique way by spelling out STABEN, S-source, T- time, A-Amicable approach, B-behavior, E- emotion, N-need. These go into more depth of what could be done with each letter in a situation.

3)    Co-teaching- this is still tricky to me, but I have knowledge of what the co-teaching is and does, but there are still just simple little things that I still need to understand, which during this course I have gained more, but I still feel like there is more out there about co-teaching. So the resources and more looking up the information on co-teaching can bring more enlightenment.

 The most memorable challenge that I have experienced during this course would be the Thomas-Kilman Conflict Mode Instrument ( TKI). This conflict Mode Instrument seemed to be the challenge in the beginning of the class. It does bring out things about me that I would of never thought of myself but with the assessment It provides the guidance on conflicting situations, which I think is necessary in every work place. The memorable success area during the course would be learning about how the IEP’s work and what are the needs for the IEP. I mention this because I have dealt with IEP’s since my oldest was born so over 12 years now. So it was nice knowing about IEP’s and gaining more information on them.

 The class that I will be taking next is ESE 697 Charac. of Students w Mild & Mod Disabilities & Evidence-based. I envision this class to be very informational and right now it will be a perfect opportunity in my work. I am starting my job at the beginning of the school year in the mod behavior room at an elementary school, being a special education teacher assistant. This is a great opportunity to learn double as I go through the school year, and I couldn’t be more excited to see what I can learn.

 Murawski, W. & Spencer, S. (2011). Collaborate, communicate, and differentiate: How to increase student learning in today’s diverse schools. Thousand Oaks, CA: Corwin.

 https://www.youtube.com/watch?v=DSGy5yvC0hM

Second person Anne Quick

In this course, I have learnt several concepts and skill that are relevant in the field of special education. These concepts and skills are relevant to me since it will applicable in the field after completing education. Some of the concepts that I learned in the course include

1.       Transition planning

Transition planning involves an individualized education Program that outlines transition goals and services for the student with special needs. The plan is based on the student’s needs, strengths, skills, and interests. Transition planning is important as it is used in developing the goals of a student, goals that aid in accomplishing post graduation goals.

2.       Collaborative school culture

Collaborative school culture is a culture in which teachers work together for a common goal. A strong collaborative school culture enables all the teachers to exercise creative leadership in helping all the students to learn. A collaborative school culture also helps in creating a meaningful opportunities for work.

3.       Collaborative problem solving

Collaborative problem solving is an approach to understanding and helping children with behavioral problems and learning problems. This approach is necessary skill across educational settings and in the workforce since it assists students and workers in meeting their life goals.

Some of the three concepts that am still curious about now include;

1.       Transition planning

2.       Collaborative problem solving

3.       Education-based conflict

One of my plans to acquire learning with the item is to conduct a discussion with my peers. In the discussion, the main topics that I will put forward to be discussed in the group first are the items. Discussion will help in generating more concepts and ideas through brainstorming (James, 2008). The other plan is to attend a special school. In this, I will attend a transition school to see how the transition planning is done and how collaborative team members of the school solve problems e.g. education-based conflicts.

In this course, there have been challenges and successes. One challenge that I experienced in this course is that, there was insufficient time to interact with the peers. Throughout the course, the time that was available for interaction with the peers was limited. We could not have time to discuss other personal issues with friends. On the other hand, one memorable success in the course was the success of the discussion groups. The discussion groups that we conducted with the peers were always important and beneficial since we learnt several concepts in addition to the concepts that we learnt in class. 

Reference

James, A. (2008). School success for children with special needs: Everything you need to know to help your child learn. San Francisco: Jossey-Bass.

DQ 2

 The first person for DQ 2 Camille Barker

Wow! I have had a chance to learn a lot regarding collaboration and transition. There was a lot of confirmation regarding the expectations from all parties involved. As an outsider looking in, the first thing that would come to anyone's mind when they think of transition and collaboration, is that it only involves the parents!

After I had the chance to sit in on an IEP meeting, I didn't realize how in-depth and involved everyone should be. From principals, General educators, speech and language pathologist; everyone has input and more importantly an interest in the student. One important factor I want to mention, is that during IEP meetings, it shouldn't be based on personal opinions, rather fact from assessment , observation etc.

One long term goal- One long term goal that I would like to see incorporated into a school culture would be problem solving. Problem solving is an important goal, because it involves all parties. Similar to Response to Intervention, however, problem solving actually reaches a resolution. It also serves as an introduction to change, providing a reflection of the schools belief, code of conduct and value.

Objective 1) Time-providing daily schedules, and lesson plans that meet the needs of each student, will decrease the amount of time necessary to meet deadlines. This will involve administration, staff, faculty etc. By setting priorities enables effective time management.

Objective 2) Social environment -This objective again, involves all administration, staff, teachers etc. A positive social environment enables all parties to participate in collaboration methods, team building, and strategy.

Objective 3) Communication- A key factor in success! Open dialogue from staff meetings, professional development, continuous feedback from superiors will help to improve academics, and provide more room for self advocacy. This is also an opportunity for every staff member to share any past experiences, or knowledge that will benefit/impact the institution.

Objective 4) Collecting data- This helpful objective is critical. When collecting any form of data, it is important to understand once you have collected the data, you then have to study, and analyze the information; which in the end will provide you with the steps toward finding a resolution. Offering thoughts, suggestions and feedback will also open doors for more valuable information

Staff, we need you!

Having staff on bored will enable the school for success. I would recommend throughout staff meetings, or; well we actually would have professional development every Wednesday, therefore I would reiterate the objectives and even ask staff to share How they are planning on implementing this into their daily schedules? The staff could provide scenarios, and then utilize one of the objectives as resolution. I would also recommend building administrators provide enough observation and assessment for faculty, in any areas that need improvement.

The second person Charlene Stubbs

Long-Term Goal:

1.       The first 3 months will be to focus on the students and the school trying to make it a safe environment. Also providing updated technology and reading material that benefit the students that have a form of disability. Making sure all the students are learning and progressing.

2.       The second 3 months will be to make sure everyone is involved in the students’ lives not just your student in your class, or just your son or daughter, but every student that is in the building. Making sure they step up as leaders to be engage with them no matter the situation or reason.

3.       The next 3 months will be making sure that everyone works together when a project is given because any idea can change into a great outcome. Also reflect on the last 6 months that has taken place.

4.       The last 3 months will be making sure communication and respect is being used toward each other as teachers, and the students. Nothing should fall between the cracks because of the communication that can be used such as, emails, social media and texts. Everyone has to pitch in and do their job to avoid conflicts.

The outcomes of re-culturing are demonstrated through new forms of interaction and professionalism surrounding activities such as joint problem solving, data sharing and analysis, shared decision making, and distributed leadership (McLeskey & Waldron, 2000; Walther-Thomas, Korinek, McLaughlin, & Williams, 2000) https://education.ufl.edu/disability-policy-practice/files/2012/05/Waldron-McLeskey-2010-JEPC-Collaboration-9.pdf

Short-Term Objectives:

1.       Learning to apply course material to improve thinking, problem solving and decision making.

2.       Developing skill in expressing oneself orally or in writing.

3.       Learning how to analyze and critically evaluate ideas, arguments, and points of views.

4.       Present communication opportunities, including verbal and non-verbal modes of expressions. Socially support communication environment that will reflect various levels of student to student to teacher engagement.

Special Education team and Site Administrator roles in this goal:

Principal: Provide the team with all the updated resources that will be available for us to execute the goal. Keep us informed of the budget that will be provided for us as well.

Special Educator: Process the IEP for the students, keep the reports updated and stay in communication with the general educator, school counselor and social worker. Keep the principal updated on any changes that may have occurred.

General Educator: Keep records of observations on the students and monitor all progress. Notify the Special educator of any changes or suggestions.

School Counselor: Provide the team of any personal changes regarding the student. Provide any changes regarding the community. Provide all available resources for the student that may help them grow.