ESE 633 Collaborative Relationships & Transition Entire Course
This course focuses on effective education-based collaboration strategies for special educators who have multiple roles and serve numerous functions when designing and implementing developmentally appropriate and challenging learning experiences for students with a disability. As the special educator job is multifaceted, additional focus is on formulating a team-centered framework that provides academic support for various service delivery models. Additionally, candidates will learn how to effectively collaborate through verbal, written, and digital communication with collaborative transition team members who enable students to meet 21st century standards post-high school completion.
This course is designed to examine effective collaborative relationships in various educational settings and analyze ways to create a collaborative school culture that promotes professional growth and leadership. Candidates will assess proactive problem solving strategies used during school-based conflict that effectively communicate and collaborate with parents, school personnel, resource specialists, and community transition specialists. This includes identifying and evaluating personal strengths and weaknesses in conflict resolution and recognizing verbal, non-verbal, and para-verbal cues that impact communication with educators, administrators, parents, and community members. Additionally candidates will learn how to formulate instructional delivery strategies and curriculum material that address 21st century standards across a range of inclusion and post-graduation placements settings for students with a disability.
Upon successful completion of this course, students will be able to:
Examine the roles and functions of the special educator in designing and implementing developmentally appropriate and challenging learning experiences.
Implement effective collaborative communication techniques in an educational setting.
Assess proactive problem solving strategies used during school-based conflict to effectively communicate and collaborate with parents, school personnel, resource specialists, and community transition specialists.
Formulate a team who are involved in providing academic support depending on the service delivery model.
Construct a collaborative transition team that enables each learner to meet high 21st century standards through effective communication and collaboration.