Key Components in Collaboration and Consultations

Part 1: Components in Collaboration Matrix

For this part of the assignment, complete Part 1 of the “Key Components in Collaboration and Consultations Template.” Summarize each key component of collaboration, based on information from your topic readings. In addition, explain how the key components tie into general and special education teachers’ roles and responsibilities to support the learning for individuals with disabilities.

Part 2: Collaboration and Consultations Reflective Questions

Respond to each prompt listed in Part 2 of the “Key Components in Collaboration and Consultations Template” using 100-150 words. Support each response with a minimum of one scholarly resource and reference the matrix you complete in Part 1 where applicable. Use the “References” section of the template to list your sources.

Key Components in Collaboration and Consultations Template

Part 1: Components in Collaboration Matrix

 

Essential Key Components of Collaboration

 

Description of Key Components/Elements

 

General Education Teacher Roles and Responsibilities to Support the Learning for Individuals with Disabilities

 

 

Special Education Teacher Roles and Responsibilities to Support the Learning for Individuals with Disabilities

 

Preparation

Examples:

· Prior experience

· Novice teacher education

· Advanced programs

· Professional developments

 

     
Role

Examples:

· Role delineation

· Role clarification

· Role expectations

· Role parity

 

     
Structure

Examples:

· Time

· Resources

· Organization

· Management

     
Support

Examples:

· Assessment

· Evaluation

· Acceptance

· Commitment

 

     

 

Part 2: Collaboration and Consultations Reflective Questions

Respond to each of the following questions in 100-150 words.

1. What historical and theoretical foundations have influenced collaborative school consultation?

 

2. What positive outcomes can result from well-implemented collaborative school consultations?

 

3. How can the diversity of co-educators be an advantage when working in teams? How can the diversity of co-educators benefit students in creating a safe, inclusive, culturally responsive learning environment?

4. Co-educators can have wide variations in their professional perspectives. How can collaborative school consultation address students’ needs effectively in these situations? What ethical considerations are most relevant in this situation?

 

5. How can technological advances help co-educators strengthen collaborative connections and develop networks for the benefit of individuals with disabilities and their families?

 

6. How does collaboration play a factor in the Individuals with Disabilities Education Act (IDEA)?

 

 

 

 

References

 

 

 

 

 

 

 

 

 

 

© 2022. Grand Canyon University. All Rights Reserved.

 

© 2018. Grand Canyon University. All Rights Reserved.

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