sped work

Focus: Collaboration across roles — building effective teams to support students and families

· Textbook: Epstein & Sheldon (2023) – Chapter 6

· Supplemental Resources:

Grad/Undergrad will pick from the following options. Only do ONE, not both.

Option A: Team Meeting Simulation Log

Title: Behind the Scenes of a Successful Team Meeting You will read a fictional meeting summary and write a “meeting notes + reflection” document.

Assignment Components:

· Read the fictional agenda highlights, meeting details and team member list provided

· You will write simulated team meeting notes, identifying:

· Who spoke and what was shared

· How decisions were made collaboratively

· How family input was included

· Then write a 1-paragraph reflection: What worked well in the team process? What could be improved?

Fictional Meeting Summary: Student: Elijah S. Grade: 2nd Grade Eligibility: Autism Spectrum Disorder (ASD) and Developmental Delay Primary Needs: Communication, sensory regulation, transitions between activities, and fine motor skills Family Info: Elijah lives with his mother and maternal grandmother. His mother works full-time and often joins meetings virtually.

Team Members Present:

· Ms. Johnson, General Education Teacher

· Mr. Nolan, Special Education Case Manager

· Mrs. Sims, Occupational Therapist

· Ms. Akers, Speech-Language Pathologist

· Mrs. S., Elijah’s Mother (joined via Zoom)

· Mr. Wu, Assistant Principal

Meeting Agenda Highlights:

1. Review of Elijah’s current IEP goals and progress

2. Family observations and concerns

3. OT update on fine motor development

4. SLP input on communication device training

5. Planning supports for smoother classroom transitions

6. Review extended school year (ESY) eligibility

Key Meeting Details:

· Ms. Johnson shared that Elijah is making progress but continues to struggle with transitioning from recess to reading. She also noted a recent incident where Elijah threw his AAC device when frustrated.

· Mr. Nolan proposed adjusting Elijah’s sensory break schedule and suggested exploring visual supports for transitions.

· Mrs. Sims provided an update on fine motor goals and suggested using adaptive scissors for classroom tasks. She offered to train both school staff and Elijah’s grandmother.

· Ms. Akers discussed Elijah’s progress with his AAC device and suggested a simplified core vocabulary board for use during circle time.

· Mrs. S. expressed concern about Elijah’s outbursts at home and asked how to help with carryover strategies.

· Mr. Wu ensured the team documented the need for ESY and committed to reviewing transportation options for summer sessions.

Tone of Meeting: Collaborative and respectful, with active family participation. The team acknowledged family concerns, took turns, and avoided educational jargon.

Option B: Collaboration Breakdown Scenario Review the brief scenario below where an interdisciplinary team is failing (missed communication, lack of family voice).

Instructions:

· Identify 3 things going wrong

· Recommend 2 strategies (from Chapter 6 or class content) that could improve team functioning

· **Explain how you—either as a teacher or service provider—could help this team become more effective, inclusive, and respectful of the family’s voice.

Scenario:

Jasper is a kindergartener with multiple needs, including communication delays, sensory sensitivities, and difficulty following directions in class. He receives services from a speech-language pathologist (SLP), an occupational therapist (OT), and a special education teacher. Jasper’s parents have expressed that they’re feeling overwhelmed and unsure of how things are going at school.

Recently, a few issues came to light:

· The general education teacher didn’t know Jasper had an AAC (communication) device and wasn’t trained to use it.

· The OT was working on fine motor skills (cutting and pencil grasp), but didn’t know that Jasper was struggling during classroom writing time.

· The SLP was pushing into the classroom once a week but wasn’t communicating goals with the special education teacher.

· Jasper’s parents said they were never asked for input when new goals were written.

· During a team meeting, some staff seemed surprised by updates others shared, and decisions weren’t clearly communicated afterward.

"Many Hats, One Goal" You are part of a transdisciplinary team for a child who receives services in multiple domains (e.g., speech, motor, academic, behavioral). How do you define your role within the team while also respecting and learning from others' expertise?

· Reflect on how collaboration, respect, and communication play into success

· Consider how conflict, cultural differences, or blurred roles can be addressed respectfully

In this final project, you will create a Collaborative Support Plan for a fictional or real student. The plan should highlight how you would collaborate with school professionals, the student’s family, and relevant community agencies.

• 5–7 slide narrated presentation or presentation with significant speaker notes • Infographic with 2-page written rationale • Written support plan (3–4 pages max) with embedded visuals

· Collaboration with school staff

· Strategies for engaging and supporting the family

· Inclusion of a community agency or service

· Culturally responsive practices

· Plan for addressing barriers or conflict

· Planning and assessing collaboratively

Focus: Collaboration across roles — building effective teams to support students and families

· Textbook: Epstein & Sheldon (2023) – Chapter 6

· Supplemental Resources:

Grad/Undergrad will pick from the following options. Only do ONE, not both.

Option A: Team Meeting Simulation Log

Title: Behind the Scenes of a Successful Team Meeting You will read a fictional meeting summary and write a “meeting notes + reflection” document.

Assignment Components:

· Read the fictional agenda highlights, meeting details and team member list provided

· You will write simulated team meeting notes, identifying:

· Who spoke and what was shared

· How decisions were made collaboratively

· How family input was included

· Then write a 1-paragraph reflection: What worked well in the team process? What could be improved?

Fictional Meeting Summary: Student: Elijah S. Grade: 2nd Grade Eligibility: Autism Spectrum Disorder (ASD) and Developmental Delay Primary Needs: Communication, sensory regulation, transitions between activities, and fine motor skills Family Info: Elijah lives with his mother and maternal grandmother. His mother works full-time and often joins meetings virtually.

Team Members Present:

· Ms. Johnson, General Education Teacher

· Mr. Nolan, Special Education Case Manager

· Mrs. Sims, Occupational Therapist

· Ms. Akers, Speech-Language Pathologist

· Mrs. S., Elijah’s Mother (joined via Zoom)

· Mr. Wu, Assistant Principal

Meeting Agenda Highlights:

1. Review of Elijah’s current IEP goals and progress

2. Family observations and concerns

3. OT update on fine motor development

4. SLP input on communication device training

5. Planning supports for smoother classroom transitions

6. Review extended school year (ESY) eligibility

Key Meeting Details:

· Ms. Johnson shared that Elijah is making progress but continues to struggle with transitioning from recess to reading. She also noted a recent incident where Elijah threw his AAC device when frustrated.

· Mr. Nolan proposed adjusting Elijah’s sensory break schedule and suggested exploring visual supports for transitions.

· Mrs. Sims provided an update on fine motor goals and suggested using adaptive scissors for classroom tasks. She offered to train both school staff and Elijah’s grandmother.

· Ms. Akers discussed Elijah’s progress with his AAC device and suggested a simplified core vocabulary board for use during circle time.

· Mrs. S. expressed concern about Elijah’s outbursts at home and asked how to help with carryover strategies.

· Mr. Wu ensured the team documented the need for ESY and committed to reviewing transportation options for summer sessions.

Tone of Meeting: Collaborative and respectful, with active family participation. The team acknowledged family concerns, took turns, and avoided educational jargon.

Option B: Collaboration Breakdown Scenario Review the brief scenario below where an interdisciplinary team is failing (missed communication, lack of family voice).

Instructions:

· Identify 3 things going wrong

· Recommend 2 strategies (from Chapter 6 or class content) that could improve team functioning

· **Explain how you—either as a teacher or service provider—could help this team become more effective, inclusive, and respectful of the family’s voice.

Scenario:

Jasper is a kindergartener with multiple needs, including communication delays, sensory sensitivities, and difficulty following directions in class. He receives services from a speech-language pathologist (SLP), an occupational therapist (OT), and a special education teacher. Jasper’s parents have expressed that they’re feeling overwhelmed and unsure of how things are going at school.

Recently, a few issues came to light:

· The general education teacher didn’t know Jasper had an AAC (communication) device and wasn’t trained to use it.

· The OT was working on fine motor skills (cutting and pencil grasp), but didn’t know that Jasper was struggling during classroom writing time.

· The SLP was pushing into the classroom once a week but wasn’t communicating goals with the special education teacher.

· Jasper’s parents said they were never asked for input when new goals were written.

· During a team meeting, some staff seemed surprised by updates others shared, and decisions weren’t clearly communicated afterward.

"Many Hats, One Goal" You are part of a transdisciplinary team for a child who receives services in multiple domains (e.g., speech, motor, academic, behavioral). How do you define your role within the team while also respecting and learning from others' expertise?

· Reflect on how collaboration, respect, and communication play into success

· Consider how conflict, cultural differences, or blurred roles can be addressed respectfully

In this final project, you will create a Collaborative Support Plan for a fictional or real student. The plan should highlight how you would collaborate with school professionals, the student’s family, and relevant community agencies.

• 5–7 slide narrated presentation or presentation with significant speaker notes • Infographic with 2-page written rationale • Written support plan (3–4 pages max) with embedded visuals

· Collaboration with school staff

· Strategies for engaging and supporting the family

· Inclusion of a community agency or service

· Culturally responsive practices

· Plan for addressing barriers or conflict

· Planning and assessing collaboratively