Order 735629: Rationale for the adoption of integrated support service delivery models, including consultation approaches, in education contexts. Masters in Special Education
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Assignment1.pptxEDU8328 Assignment 1 Unpacked
Stephen Hughes PhD
The task
Part A. Rationale for the adoption of integrated support service delivery models, including consultation approaches, in education contexts.
Length: Approximately 2500 words (+/- 10%)
Due date: 18/12/17
Weighting: 30.00%
Task
Provide a rationale for the adoption of an holistic, integrated service delivery model to address the provision of support services in schools (or another organisational setting as negotiated with the course examiner). An integrated service delivery model would include direct and indirect services. It would also include a framework for determining support needs beyond the individual. For instance, a victim of bullying may require some direct counseling support from a school counselor along with consultative support to the class teacher who can work on cultural / inclusion issues in her class and through the curriculum. A broader issue may be the culture of the school and of the community.
The demands of the task
Research
Define
Analyse
Apply Critical Reasoning
Synthesise
Academic genre
Referencing
Cohesion
Some relevant ideas
Direct SD
“Pull-out service”
Co-teaching
In-class support
Para-professionals
Educational & Psychological-behavioural assessment
Indirect SD
CCC
Collaborative Consultation
Mental Health
Behavioural
Clinical
Process
Systems
Social Justice
Scaffold: Basic Structure
| Purpose | Notes | |
| Introduction | Contextualise, advance organiser; why is this important? | Why schools need support; Service delivery models; change and its drivers |
| Topic 1 | Define, analyse, describe key concepts Establish thesis | The provision of support services to education is complex: many types of need; many stakeholders, many variables to consider. Models are typically polarised. Establish need for an integrated model. |
| Topic 2 | Elaboration on thesis | Direct service models: what they provide, how, who, pros & cons Indirect service models: what they provide, how, who, pros & cons. Moving beyond direct & indirect to whole of school approach. |
| Integration | Show how the service delivery models are both needed; give examples of application; limitations | Consultation + Collaboration = CC = potentials for both direct & indirect service delivery |
| Conclusion | Close the loop; revisit introduction; in a nutshell statement |
Some ideas
Conceptualising /Contextualising: service delivery to schools: internal/external; why is is necessary; changing models of service delivery; drivers of change
Polarised thinking leads to either-or solutions
Ecological-systems thinking leads to holism, integration of polarities: Primary Prevention to Case- managed Interventions
Seek integration – Consultee-centered Consultation is worth exploring as a model of consultation that holds integration potential.
Marking guide
| Criteria | Outstanding | Well Developed | Satisfactory | Unsatisfactory | Marks |
| Rationale for an integrated approach to service provision in school or other professional settings. Representation of knowledge and concepts. | A critical analysis with relevant evidence is a feature of the response. Response includes evidence of integration of theory and practice through the provision of pragmatic applications to support the thesis being pursued. Conceptually rich in detail with clear evidence of higher order thinking applied throughout. (15-13) | Provides a rich description of the evolution of service delivery provisions with consideration of driving factors. An analysis of service delivery models to a professional context is conducted. Specific benefits of adopting a collaborative consultation model of service delivery clearly articulated with some critical analysis attempted. The qualities of effective service delivery are identified. Barriers to implementation of an integrated model are identified and addressed. (12.5-10) | Introduces the general field of service delivery in education (or other appropriate professional) settings. Provides a basic background of the evolution of direct and indirect models of service delivery in helping contexts. Provides a clear thesis statement and follows this with relevant supporting points. Defines and outlines the essential features of consultation & collaboration as they apply in a service delivery context. Response outlines the benefits of adopting an integrated model of service delivery in the professional context under consideration. Key course concepts are summarized and described. (9.5 - 7.5) | Rationale is unconvincing; lacks relevant referencing; reliance on untrustworthy / biased sources; neglects to define the constructs sufficiently; evidence of misinterpretation of the literature; clearly lacking in coherence at the level of ideas, semantics and syntax. The rationale is divorced from any sensible application in practice. Plagiarism evident. | /15 |
| Research skills are demonstrated by the response to the task. Evidence of advanced academic reasoning skills: analysis, critical analysis; justification through referencing. | Evidence of synthesis in presentation of researched material. Compelling evidence from professionally legitimate sources is given to support claims. Attribution is clear and fairly represented. References are primarily peer- reviewed professional journals or other approved sources (e.g., government documents, agency manuals, ...). The reader is confident that the information and ideas can be trusted. Liberal referencing. (10-8.5) | Evidence of an awareness of research strategies such as use of relevant journals in the field. Effective use of paraphrasing with multiple in-text referencing used. Professionally legitimate sources that support claims are generally present and attribution is, for the most part, clear and fairly represented. The reader is confident of the reliability of most of the sources. 15-20 references provided. (8-6.5) | Referenced information is accurate and relevant. Most sources are related to course materials and references with some additional research evident. Although attributions are mostly given, some statements may be unsubstantiated. The reader may be sometimes confused about the source of information and ideas. Some of the references are from sources that are not peer-reviewed and have uncertain reliability. The reader may doubt the accuracy of some of the material presented. A minimum of 10-15 references provided. (6-5) | References are seldom cited to support statements. There are virtually no sources that are professionally reliable. The reader seriously doubts the value of the material. Inaccurate assertions drawn from reading. Plagiarism evident. | /10 |
| Professional and scholarly presentation. | Structured to achieve purpose. Clear evidence of awareness of the audience. Purposeful, well integrated, coherent and succinct academic writing which clearly conveys key points. No errors in vocabulary, grammar, punctuation, word choice, spelling, or organization. (5, 4.5) | Purposeful, well integrated, succinct and coherent academic writing which clearly conveys key points. Very minor errors in vocabulary, grammar, punctuation, word choice, spelling, and/or organization which do not affect comprehension and readability. APA style and referencing system consistently adhered to. (4, 3) | Structured logically to address the set task. Writing is generally academic in tone but may occasionally lack some focus, integration and/or succinctness and may be minor errors or instances of ineffective use of vocabulary, grammar, punctuation, word choice, spelling, and/or organization. Overall comprehension and readability is good. APA style and referencing system largely adhered to. (2.5) | The degree of errors in vocabulary, grammar, punctuation, word choice, academic tone, spelling, and/or organization is such that it is difficult to know what the writer is trying to express. The work does not meet the standard for a pass. Many editing errors. Syntactical errors abound. Structure doesn’t support purpose. Errors in referencing common. APA Style and Referencing system not adhered to. (2 – 0) |
The first sentence of each paragraph…
OPENING - CONTEXTUALISING
In an era of inclusion, diversity and accountability in 21st-century educational settings, the autonomous nature of teaching needs to change. Social, political, and cultural developments are driving educational reform, demanding new approaches to ensure excellence and equity in Australian schools. Key policies outline the importance of educational environments that are “free from discrimination based on gender, language, sexual orientation, pregnancy, culture, ethnicity, religion, health or disability, socioeconomic background or geographic location” (Ministerial Council on Education, Employment, Training and Youth Affairs [MCEETYA], 2009, p.7).
ELABORATING
While the teaching environment has always been complex, 21st-century society brings a diverse range of new challenges driving change in educational settings. Challenges from inequality, diversity, globalization, technology and access to knowledge require schools to consider rigorous changes (Kalantzis & Cope, 2007).
EXEMPLIFYING
The Melbourne Declaration (MCEETYA, 2009) has been a driving force in the inclusive education agenda in Australia in an attempt to respond to the diverse needs of learners. In Queensland, key policies and frameworks have been established to ensure schools are safe, supportive and inclusive learning environments (Department of Education and Training [DET], 2017a).
ESTABLISHING A NEED
Specialised support workers practicing in schools have typically used a direct service delivery model consisting of either individual and group intervention approaches (Dreiling & Bundy, 2003; Cirrin, Schooling, Nelson, Diehl, Flynn, Staskowski, Torrey & Adamczyk, 2010; Davies & Gavin, 1994; Ruscello, Cartwright, Haines, & Shuster, 1993; Bramlett & Murphy, 1998).
ARGUING
One mechanism for increasing the number of students serviced by interdisciplinary support is to focus on enhancing the skills and efficacy of teachers through the use of indirect service methods such as consultation.
ELABORATING
Consultation models offer a theoretical perspective from which consultants can work within the schooling context to ensure integrity in service delivery. Historically, support in schools has been a reactive measure based on a medical model where specialist staff deal with student issues and concerns when they arise (Tilly, 2008, p.17).
CONCLUDING
The shifting focus towards accountability in schools requires some rethinking about how service methods can be integrated, structured and delivered in education systems to address the diverse needs (Tilly, 2008, p23).
Both direct and indirect service methods are conceptually relevant to the school setting and have their place in enhancing outcomes for clients. No one method stands above the other in driving outcomes for students (Dixon, 2013; Zigmond, 2003).
Regardless of the model of service delivery or the theoretical perspective underpinning its implementation, the ability to form collaborative relationships is a common factor in determining the success of the support service intervention (Kahn, 2000; Erchul & Martens, 2010; Bramlett & Murphy, 1998; Friend and Cook, 2013; Knoff, 1995; Skaar et al., 2016; Hartmann, 2016).
Greater integration between service delivery and incorporating interdisciplinary collaboration is fundamental to ensure improved outcomes for all students.
2500 words
1. Use the key concepts of the course in your response. Following on from your introduction (Service delivery models and change)- The provision of support services to education is complex: many types of need; many stakeholders, many variables to consider. Models are typically polarised. Establish need for an integrated model.
2. Elaboration of thesis:
Direct service models: what they provide, how, who, pros & cons
Indirect service models: what they provide, how, who, pros & cons.
3. Consultation + Collaboration = CC = potentials for both direct & indirect service delivery
Provide an overview of Collaborative Consultation as a service delivery model and a rationale for its use. This is a major section and can include:
Definition
Benefits
Applications
Anticipated outcomes
Barriers to
Unanswered questions
Tips!
Read, reread and read your introduction again. Then get someone else to read it! It is a shame to find introductory paragraphs that contain errors in edition, sentence structure, or poor structure. Be audience aware and use your introduction to hook the reader in and give them some signposts about where you intend to take them.
Educational policy has explicitly recommended the need for models that promote early identification and intervention, employ progress monitoring, and use data to assess student progress (President’s Commission on Excellence in Special Education, 2002). These mandates have served as a catalyst for educational reform, resulting in the emergence of school-wide problem-solving frameworks such as Response to Intervention (RTI) and Positive Behavioral Interventions and Supports (PBIS). However, these approaches have often been delivered in ‘‘silos’’ in which one system was devoted to academic difficulties and another to behavioral concerns. Given the strong alignment of several key features of RTI and PBIS (Sugai, 2009), increasing attention has been placed on the need for an integrated model that braids initiatives for academic, behavioral and social-emotional needs (McIntosh, Goodman, & Bohanon, 2010) into a single Multi-Tiered System of Support (MTSS). MTSS can be defined as ‘‘an evidence-based model of education that employs data-based problem-solving techniques to integrate academic and behavioral instruction and intervention’’ (Gamm et al., 2012, p. 4).
Eagle, J.W., Dowd-Eagle, S.E., Holtzman, A.S. & E.G. (2015). Implementing a Multi-Tiered System of Support (MTSS): Collaboration Between School Psychologists and Administrators to Promote Systems-Level Change, Journal of Educational and Psychological Consultation, 25:2-3, 160-177, DOI: 10.1080/10474412.2014.929960
Consultation is an integral part of various helping professions. Each profession offers a unique perspective to the consultation process based on its conceptual orientation and knowledge base. As examples, special education literature has focused on consultation issues pertaining to collaboration and school-based teaming (Idol, Paolucci-Whitcomb, & Nevin, 1993).Community psychologists have emphasized the role of consultation in organizational or systems-levelchange and in the prevention of problems (Juras, Mackin, Curtis, & Foster-Fishman, 1997).
However, many professionals may be unfamiliar with research and contributions in areas outside their own. A cursory glance at journal articles indicates that authors typically cite journals and books specific to their field.
Consequently, more attention has been given recently to the benefits of increased dialogue across disciplines.' In this article, we extend cross-disciplinarydialogueby describing school psychology's perspectives and contributions to consultation. We focus on empirical literature, or lack thereof, related to specific aspects of schoolbased consultation. It is not intended as an exhaustive review of literature but rather as a way to highlight school psychology's primary contributions to the growing field of educational and psychological consultation. To accomplish this goal, we focus mainly on works written by school psychologists, including journal articles, books, and book chapters.
Ronald K. Bramlett & John J. Murphy (1998) School Psychology Perspectives on Consultation: Key Contributions to the Field, Journal of Educational and Psychological Consultation, 9:1, 29-55, DOI: 10.1207/s1532768xjepc0901_2
Write a conclusion!
Don’t do all that good work using complex analytical skills only to leave the reading hanging.
Conclude!
Cohesion
Many papers suffer from a lack of cohesion. This can occur at the top level structure, at the paragraph level and at the sentence level.
Ideas need to flow easily and efficiently from one part of the paper to the next, from one sentence to the next and from one paragraph to the next.
Don’t be tempted to introduce lots of ideas in a paragraph to demonstrate that you have covered a lot of territory in your research. You can end up with a response that reads like a series of quotes or ideas that are only loosely relevant or at worst just drop ins from out of space.
So make your references meaningful and link them to the ideas they communicate.
Give the reader a chance to go with your flow and not experience a fragmented jumble that they have to navigate without a map.
Be adventurous sure, but be relevant
Your response is to the task as it is laid out for you, so it isn’t a ramble in the woods. (As nice as that is.)
The task gives you a basic structure so use it.
Interpretation isn’t destroyed by using the outline of the task. You can be as generous in your response as you want within the structure. Your creativity isn’t crushed by using the plan.
Key Course Concepts
You are not doing this task in a vacuum. You have been introduced to some key course concepts so use these in your response. The reader should see these key concepts embedded in your response – some overtly some more implied. But they should be there.
Attention to detail
Be consistent in how you present your work.
Use the APA guidelines generally
12 point font
Times New Roman (or similar)
Double space (1.5 acceptable)
Indent first line of each paragraph 5-7spaces. (Set this up in your Word settings for paragraphs and then you can forget about it.)
Use a running heading
Use active voice
Be clear and concise
Pay attention to the mechanics of writing, especially syntax
Reference accurately
Many people think APA style is all about referencing. It isn’t! It is about effective communication in an academic context. Few people are saints in this regard. Let us strive for progress rather than perfection.
Use the USQ Library APA referencing resource – that is what it is there for.
How effective structure supports reasoned argument in essays1
1 Read the assessment task carefully because a topic or discipline often requires a different structure. And always remember the golden ‘creativity rule’ — all rules are meant to be broken, it’s just that you first need to know them!
I N T R O D U C T I O N
B O D Y
C O N C L U S I O N
Background
Section: context/ theory
paragraph paragraph
Analyse/ evaluate
Section: 1st issue
paragraph paragraph
Analyse/ evaluate
Section: 2nd issue
paragraph paragraph
Analyse/ evaluate
Section: 3rd issue
paragraph paragraph
Discipline/field
Underlying question
Topic
State your conclusion/evaluation/researched thesis, based on your findings
Consider the implications of your evaluation for the debate/problem in your discipline/field
Introduce discipline/field/context and topic Why is this topic interesting from the perspective of the discipline/field?
[also consider how interested you are in the topic]
Focus As necessary, indicate relevant debate, previous research,
problem, definitions, scope in time & place, etc
Signpost structure of argument Tell the reader the sequence of your sections/
issues in the body of your essay
T h e s i s
s u p p o r t e d
b y
e v i d e n c e
Indicate thesis statement (your main line of argument) Indicate your answer to the
underlying question
Paragraph structure
1 paragraph = 1 main idea
= 100/150/200 words
Topic sentence (the main idea in the paragraph; feeds into
section/issue)
Supporting sentences (evidence, examples)
Concluding/linking sentence
Roughly, 10–15% of essay length
Roughly, 80% of essay length
Roughly, 5–10%
of essay length
Draw together your findings/analysis from each section of your argument
