Application Assignment 3 Flashcards
1
Q
features of successful collaboration
A
- concern with mutual goals
- recognition of diverse areas of expertise
- sharing of expertise
- equality of team members
- decision making by consensus
- shared responsibility and accountability
2
Q
collaboration
A
the ongoing process by which people with different areas of expertise partner one another to ID needs and resources and then to work in concert to address those needs
3
Q
sped teacher skills and responsibilities in team
A
- lead for designing instruction and supports for student
- lead planning and some aspects of assessment
- primary liaison between home and school
- IEP case management
- train paras
- develop instructional plans
- progress monitoring
- accommodations and modifications
- provide specialized supports
- develop knowledge of gen ed curriculum
- support inclusive practices
- develop social opportunities
4
Q
gen ed teacher skills and responsibilities in team
A
- deep knowledge of gen ed curriculum
- expertise in instructional and assessment approaches
- strong connects with students and staff
- consider co-teaching
5
Q
physical therapists in team
A
- design and perform therapeutic interventions
- focus on functional mobility and safe, efficient access and participation in educational activities and routines
- expertise in posture and balance, preventing bodily malformations, improve gross motor functioning
6
Q
occupational therapists in team
A
- address reducing barriers that limit students participation in school activities
- provide assistive tech
- ID alternate educational assessment and learning
- contribute to post-school goals
- prepare students to transition to independent living, further education, and the workplace
- promote fine motor and daily living skills
7
Q
SLP in team
A
- improve verbal language
- develop and apply language skills for environmental needs
- develop alt. and augmentive communication systems
- develop forms of communication for ones own wants and needs
8
Q
school psychs in team
A
- conduct assessments to determine present levels of functioning and determine eligibility
9
Q
school nurse in team
A
- provide info and treatment of student’s medical needs
10
Q
multidisciplinary team model
A
- each professional works separately and independently with each student
- each conducts needed assessments, plans intervention, implements intervention, and evaluates process
- advantage: provides students with expert knowledge and skills of many professionals
- disadvantages: no cooperation among professionals and services are often delivered in isolation with pull-out
11
Q
interdisciplinary team model
A
- enhances coordination and cooperation among professionals
- share info at regular team meetings
- same advantages
- disadvantages: services provided in isolation but with interventions tied to orientations of each individuals disciplines
12
Q
transdisciplinary team model
A
- coordinated services across disciplines rather than isolated services within disciplines
- one professional is responsible for coordinating and implementing most of the services
- teacher must be in regular contact with other professionals and incorporate necessary therapies into students’ daily learning routines
13
Q
collaborative team model
A
- each member brings their own perspectives to the team, but ideas are shaped and adapted by working together
14
Q
collaboratively problem solving
A
- systematic process used to ID challenges or barriers related to inclusion and other educational practices and to generate practical solutions that push past those problems
15
Q
roles and duties of paras
A
- supervise students individually or in small groups
- position, lift, and carry students with physical disabilities
- carry out self-care, feeding, dressing, and toileting programs
- help prepare materials and arrangement of classroom
- keep classroom near, orderly, and clean
- assist in prepping materials, bulletin boards, adaptive equipment, classroom furniture, etc.
- collect performance data
- help with positive behavior supports
- intervene in medical emergencies
- communicate positively with students
- assist with mobility and transportation needs
- provide instruction and assistance to individuals or groups
- engage in clerical tasks
16
Q
6 components of para training
A
- content aligned to performance standards and federal legislation
- active engagement to promote knowledge and skills
- explicit connection to para work experiences
- model to support the application of skills
- feedback and coaching
- clearly specified performance measures
17
Q
cons of 1:1 support from paras
A
- separation from classmates
- unnecessary dependencies
- interference with peer interaction
- insular relationships
- feelings of stigmatization
- limited access to competent instruction
- interference with teacher engagement
- loss of personal control
- provocation of problem behaviors
- risk of being bullied
18
Q
teachers roles with paras
A
- knowledge of appropriate roles and knowledge of para backgrounds
- assertive communication
- collaboration
- coaching
- organization
- conflict management
19
Q
Giangreco’s cautions related to 1:1 paras
A
- empirical research does not support it
- no conceptual or theoretical basis for using less than qualified persons to teach students with complex learning and behavioral needs
- there are many negative side effects
- strong decision-making practices are rarely used when deciding 1:1 support
- overuse of 1:1s often preclude the use of more appropriate delivery models
20
Q
Giangreco’s suggestions to assist with 1:1 para problem
A
- decrease paras and increase sped teachers
- increase co teaching practices
- improve capacity of gen ed to include students with disabilities
- involve paras as class wide supports
- reduce sped caseloads to increase ability to support in classrooms
- involve peers as providers of support
21
Q
family-professional partnerships
A
- reciprocal relationships in which both families and professionals are contributors and beneficiaries
- effective partnerships create continuity and elevate outcomes across educational, social, and behavioral domains
22
Q
parental views
A
- instructional priorities
- educational placement
- life after high school
23
Q
ways to improve collaboration with parents and families with different cultural backgrounds
A
- develop self-awareness about your own cultural identity and recognize own values, beliefs, and customs
- appreciate uniqueness of each family
- strive to understand different communication stypes
- develop awareness of cultural norms
- be aware of the nature of the influence of professionals
- learn from families
24
Q
how to support families
A
- healthcare for the child
- appropriate educational services
- respite care
- financial assistance
- in-home assistance
- counseling and training in coping skills
- support from family, friends, and other parents of those with SD
- parent to parent supports
- case coordinators
- subshops
25
Q
Actions to support culturally responsive schooling
A
- emphasize recruitment of diverse staff to meet the needs of diverse school population
- help families access transition services for meetings and conferences
- post school signs in langauges of the students and families
- provide essential info and materials to families in multiple languages
- provide ongoing staff development on issues related to cultural competence
- undertake outreach effots to promote involvement of community cultural leaders to assist the school in addressing issues of cultural competence
- recruit family leaders who represent the diverse cultures of the school
26
Q
how to build strong relationships with families
A
- develop trusting and respectful relationship with family
- network with other professionals and access info to inform on customs, beliefs, and traditions of family
- structure IEP meetings so family is comfortable and understands the process
- seek to understand family preferences
- understand and respect family roles and lines of authority
- use formal titles when interacting with family
- ID an ally from community to help establish relationship with family that is hard to reach
- be flexible about where meetings are held
- arrange for child care or transport for families as needed
- provide updates on student’s successes and progress that matches family’s preferences
- be aware of cultural differences for communication and interacting
