Helping Youth Make Modifications
Applying Research to Enhance Best Practice
1. Read the material on collaboration and team building in Chapter Five
(pp. 104-130) of the Wood text.
Rubric: Excellent - identifies at least four different potential
team members who might be involved in collaborating on provision of special
needs, defines the role in descriptive terms and identifies three or move
tasks that might be involved in each role.
3. Review the co-teaching options and give the pros and cons of one of
the models (p. 117) in which you have participated [and that may be a
reflection of your experiences as a student in a classroom if you are
a pre-service teacher]. [25 points]
Rubric: Excellent - identifies at least six different co-teaching options, defines one model in depth and elaborate on three or move pros and cons that might be involved in each role, completing the paragraph with a summative point for or against the role.
4. After completing the section on building parent support, speak to at least two parents who have a special needs youngster regarding personal experiences with special education. List the barriers they express, and work to sort them into categories, for example, personal issues, time issues, emotional barriers, personal concerns, feelings of inadequacy, frustration from other agencies, belief or disbelief in the system. [50 points]
Once you have completed the interviews, look for alternative ways to reach these and other parents and describe one in detail, as a plan for collaborative team building with parents. [ 25 points].
Plan for Collaborative Team Building with Parents
E-mail J'Anne Ellsworth
Course developed by J'Anne Ellsworth
Copyright 1998 Northern Arizona