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ASH ESE 633 Week 5 Assignment Collaborative Problem Solving


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ASH ESE 633 Week 5 Assignment Collaborative Problem Solving
Check this A+ tutorial guideline at

www.assignmentclick.com/ese-633-ash/ese-633-week-5-assignment-collaborative-problem-solving
In this assignment you will demonstrate your understanding of the following learning objectives:
Analyze ways to create a collaborative school culture to promote professional growth and leadership; Determine some of the causes of education-based conflict. Evaluate problem solving and negotiation strategies to resolve education-based conflict. Recognize the importance of knowing personal strengths and weaknesses in conflict resolution. Justify the collaborative role of transition team members who actively participate in transition meetings.
Additionally, the assignment represents your mastery of Course Learning Outcomes 1, 2, & 3.

Providing tools for academic success to students with disabilities is a collaborative effort. Sometimes however, individuals within the collaborative team face conflict due to a strong emotional or professional investment from a particular member. Examples of education-based conflict include disagreements over the allocation of limited resources and funding, differing curriculum delivery methods, class behavior management styles, misinterpreted conversations (due to cultural differences, communication styles, personal or professional backgrounds, and other differences), and misunderstanding of professional roles, school policy, and other school or district-based guidelines. Chapter 9 in your Murawski and Spencer (2011) text outlines the causes of conflict and how to problem-solve through negotiation strategies with peers and in a collaborative team setting.

Instructions:

Content
The collaboration steps, as defined by Windle and Warren’s (n.d.) Collaborative Problem Solving: Steps in the Process, are listed below. Use the headings named in this section within your paper.

Before the Meeting - Interests and Options (1 point): Windle and Warren (n.d.) suggest that interests are the “underlying need, want, or desire that we are trying to satisfy with our position (solution)” Consider that statement, then:
Identify each team member’s interest in Lily’s post-graduation goals, including options that may be available given each team member’s point of view.

During the Meeting - Perception/Emotions (1 point): Remember that by sharing why your perception is important and relevant, the team will understand why each member has a certain perspective. In this section of your assignment:
Hypothesize each team member’s perceptions and the emotions tied to those perceptions, including an explanation that supports your rationale for the perception and associated emotions.
During the Meeting - Define the Issue (2 points):Windle and Warren (n.d.) suggest that an issue “may be defined as an element of the dispute that represents a party’s need or interest.” Consider that statement, then:
Identify one issue that the team will discuss, including a supporting rationale for your choice of this issue over others.
During the Meeting - Generate Options/ Brainstorming (2 points): Windle and Warren (n.d.) suggest that “Most of us are not accustomed to inventing options and we slip easily into critiquing and judging as soon as possibilities are put on the board.” Consider this statement, then:
Using each team member’s ideas, perceptions, and the overall issue, describe at least five options that may satisfy the interest of all the team members, including a rationale for your chosen options.
During the Meeting - Objective Criteria/ Reach Agreement (1 point): After you have generated a list of brainstorming options, in this section of your assignment you will:
Decide which option is the most agreeable to everyone, including a justification of how this agreement meets each team member’s interests, options, and perceptions.
During the Meeting - Self-Reflection (2 points):Using what you learned about yourself from the Week 1 self-assessment and other knowledge you have acquired throughout the course:
Write a self-reflection about the strengths and weaknesses you have in relation to the case study for this assignment. Be sure to consider what you know about how you can leverage your personal strengths as a team leader in the transition meeting in the role of special educator.

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ASH ESE 633 Week 4 DQ 1 Transition Planning
Check this A+ tutorial guideline at

www.assignmentclick.com/ese-633-ash/ese-633-week-4-dq-1-transition-planning
This discussion is your opportunity to demonstrate your understanding of the objective justify the collaborative role of transition team members who actively participate in transition meetings. The discussion represents your mastery of the Course Learning Outcome 5 and the MAED Program Learning Outcome 8.

Federal guidelines require children who have an Individual Education Plan (IEP) to have a Transition Plan for post-graduation beginning after their 16th birthday and, in some cases, as early as after their 14th birthday. This meeting is separate from the IEP meeting and focuses on the student’s interests, independence, and self-determination (Wright & Darr-Wright, 2013). The purpose of the Transition Plan meeting is for all stakeholders in the student’s education to help plan an independent future for the student.
According to IDEA 2004, Transition Services refers to:
is designed to be a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;

is based on the individual child’s needs, taking into account the child's strengths, preferences, and interests;

includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation. (As cited in Wright & Darr-Wright, 2013, para 1).As noted above, IDEA has outline what is required, but parents oftentimes find the transition meeting overwhelming and intimidating with so many team member experts involved in the transition process and with unclear terms and ‘jargon’ (Bangser, 2008).

Initial Post - Imagine you are a parent of a child with a disability who is preparing for a transition meeting. Read the resource IDEA 2004 Close Up: Transition Planning (Cortiella, 2007). In your post, write a question for three different transition team members (3 questions total) about topics that may not have been addressed or that need additional follow-up answers. Additionally, provide an answer to your questions with at least one scholarly resource that supports your chosen answer.

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