Service Delivery Systems and Role Management

Student Learning Outcomes, Goals, Objectives:

Students successfully completing this course will be able to:

• Define collaboration for special educators, explaining its essential characteristics and relating it to current trends in business, health, and other disciplines.

• Explain why collaboration has become such an integral part of the roles and responsibilities of special educators as well as other education professionals.

• Identify variables that may facilitate or constrain participation in collaborative and consultative interactions, including conditions in the workplace and cultural competence.

• Describe the essential features of service delivery options that emphasize collaborative interactions (e.g., consultation, teams, co-teaching, staff development, interagency collaboration), and evaluate their efficacy for various educational contexts, including transition services.

• Explain the logistical and pragmatic constraints of collaboration in schools and generate ideas for addressing these.

• Follow a planned sequence for interpersonal problem solving as a basic structure for collaborative and consultative interactions that occur as part of service delivery.

• Explore an integrated model for school service delivery and assess its potential through a peer review process.

• Examine and practice critical components of effective communication as a role management strategy: (a) frame of reference; (b) nonverbal communication; (c) use of statements; (d) use of question; (e) negotiation; (f) persuasion; and (g) effective and ineffective professional communication patterns.

• Identify the major professional tasks of special educators and strategies for addressing them, including difficult interactions.

• Use effective time-management practices (e.g., prioritizing, setting parameters on services, managing paperwork, negotiating responsibilities, use of technology).

• Describe principles for working effectively with general educators, administrators, paraprofessionals, and outside agency personnel (e.g., vocational rehabilitation) as part of special education service delivery models through service-learning.

• Examine issues related to the leadership, collaboration and ethics of special education service delivery through service-learning experiences and activities.

Course Grading Information:

Course Grading Information:

Requirement	Possible Points	Percentage of Course Grade
Attendance, Participation, Professionalism, and Reading	60	10%
Case Studies and Presentations	120	20%
IRIS Module (UDL or Collaboration with Families)	30	5%
Mock IEP Meeting Worksheet	60	10%
Inclusive Co-Teaching Professional Portfolio	210	35%
Exams (2)	120	20%
Total	600	100%

Grading Scale: 

	87.0%-89.9% = B+	77.0%-79.9% = C+	67.0%-69.9% = D+
93.0%-100% = A	83.0%-86.9% = B	73.0%-76.9% = C	63.0%-66.9% = D
90.0%-92.9% = A-	80.0%-82.9% = B-	70.0%-72.9% = C-	60.0%-62.9% = D-

Attendance/Participation:

Attendance/participation is a graded component included in the student's final grade for this course (see above).

Course Materials Purchased by the Students:

Friend, M., & Cook, L. (2021). Interactions: Collaboration Skills for School Professionals (9th Edition). Pearson.