1. Chapter 3 and 4 Communication

2. Collaborating with Professionals and Paraprofessionals  Collaboration: The process by which people with different areas of expertise work together to identify needs and problems and then find ways to meet those needs and solve those problems.

3. Successful Collaboration  Mutual Goals  Diverse expertise  Sharing expertise, developing other team members  Equality across team  Consensus  Shared responsibility and accountability

4. Successful Collaboration  Planned  Enjoyed  Respectful  Reflective  Growth Opportunities

5. Collaborative Partners  Special Educators  Regular Educators  OT, PT, SL, etc.  Administrators  School Psychologists  Nurse  Outside supports, wrap around

6. Types of Collaboration  Multidisciplinary – work alone, then come together  Interdisciplinary – plan together, but work alone  Transdisciplinary – coordinated services across all disciplines  Collaborative – each team member incorporates the other team members’ expertise ** chart page 70

7. Effective Collaboration  Facilitator  Format  Goal Setting  Conflict Resolution

8. Collaborating with Paraprofessionals  75% of teachers report supervising one or more para.  Limited training, but this is changing with NCLB.  Roles of Para educators.  Supervising: clear job description, weekly meetings, regular feedback, training, training, training.  Consider alternatives to paraprofessionals.

9. Chapter 4  Parent involvement Establishing a partnership Parent expectations may vary based on child's age and degree of disability. Understanding their expectations will aid the communication process.  Typically parent want more communication  Parents expect to participate in the IEP and other school related activities.

10. Cultural differences may alter the collaboration parents are open to.  Ethnic diversity Who makes family decision? Use formal a language until you can confirm the family communication style. Child care issues or preferences. Ask questions, use other teachers as resources such as the ELL teacher.  Economically diverse populations Consider each situation form multiple perspectives.

11. Parent Communication  Written vs. verbal  Email communication  District policies on communication

12. Supporting Parents of Children w/Severe disabilities  Be aware of family transitions  Guilt  Smaller events, may play a larger role in already overtaxed family.  Refer, connect and teach families.  Teaching skills at school, that can support parent at home (homework routine, personal care, manners, etc.)