||SPD674 - Collaborative Partners
||For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
Examination of interpersonal and interactive techniques required of the special education teacher when working with parents and families of young children and students with special needs and other professionals. This course addresses the sharing of knowledge and mutual efforts between professionals and parents to effectively serve youngsters with special needs. Problem solving, decision making, and collaborative strategies for working with parents, professionals, and agencies when implementing services are explored. Field work is required.
|Course Learning Outcomes:
- Identify, select and develop family resources at the local, state and national levels and examine for responsiveness to cultural and linguistic diversity.
- Integrate and apply knowledge of partnership principles when working with families and other professionals.
- Analyze and synthesize results of an in-depth Parent Interview including impact of cultural linguistic diversity, self-assessment of personal strengths and challenges. (Field Exp)
- Analyze and synthesize how federal and state mandates impact their ECSE or Autism or M/S program.
- Examine and describe the range ECSE or Autism or M/S service delivery models and the family's role in each program.
- Analyze, synthesize and write a review of a first person account book about a child with a disability and the impact on the family. Apply the CEC Standards to the text and self reflect on how the text will impact your work with families.
|Specified Program Learning Outcomes:
- Apply effective communication and collaborative practices with parents, professionals and other stake holders, including those needed to participate in person/family centered planning, and case management.
- Apply knowledge of typical and atypical development and characteristics of students with disabilities, including those specific to Moderate/Severe disabilities.
- Apply professional, legal and ethical practices for instructing students with disabilities.
- Apply the knowledge and skills needed to teach English language learners and students from diverse backgrounds and experiences.
- Apply the knowledge and skills needed to teach English language learners and students from diverse backgrounds and experiences. (EDSP 10 & 3).
- Apply the knowledge and skills to assess their student's communication abilities, and develop with IEP team members, including family, needed augmentative and alternative systems, to allow students with Moderate/Severe disabilities to demonstrate academic knowledge, as well as to develop social interaction skills and facilitate social relationships.
- Apply the knowledge and skills to assess their student's communication abilities, and develop with IEP team members, including family, needed augmentative and alternative systems, to allow students with Moderate/Severe disabilities to demonstrate academic knowledge, as well as to develop social interaction skills and facilitate social relationships. (M/S 2 & 6)
- Candidates demonstrate an understanding of effective leadership by advocating for exceptional individuals, including those with diverse needs and by collaborating within the learning community to advance professional practice.
- Candidates demonstrate competence in the application of research methods including critiquing and synthesizing current, evidence-based education literature.
- Demonstrates knowledge of family systems, the impact of child with disabilities on the family, engages in family-centered practices and partnerships in all components of early intervention and education for infants and young children with disabilities
- Demonstrates knowledge of family systems, the impact of child with disabilities on the family, engages in family-centered practices and partnerships in all components of early intervention and education for infants and young children with disabilities.
- Document observations from birth to prekindergarten and in-depth field experiences in early childhood settings with families and children of diverse backgrounds and young children who have a range of abilities including in-home service delivery, and inclusive DAP center based preschool/prekindergarten programs
- Engage in multiple field experiences in a broad range of service delivery options for students with disabilities.
- Engage in multiple field experiences in a broad range of service delivery options for students with disabilities. (EDSP 15)
Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.
Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.
The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://nu.libguides.com/citations
National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:
Contact the Library:
- (858) 541-7900 (direct line)
- 1-866-NU ACCESS x7900 (toll free)
Use the Library Training Tools (on the Library Homepage) for additional help
- Recorded class presentations
- Tutorials & Guides (APA/MLA, Peer-Review, and more)
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:
- Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
- Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
- There are to be no offensive comments, language, or gestures