Noemi Guided Notes: Chapter 4 Creating Collaborative Relationships and Fostering Communication 4344 1.

1. List the members of the IEP (comprehensive planning) team then discuss their role & importance

Student Student will be placed in inclusive classroom. Family Members Provide important information about the students adaptive behavior, medical, social, and psychological history. They can also help determine the appropriate services the student needs and design and implement the educational program. School Administrators Coordinate the meetings and provide the appropriate services the students and their families need. They are also responsible for making sure that all legal guidelines are followed. General Educators Provide information about students strengths and challenges and data on the effectiveness of some teaching methods. Special Educators Provides information about the students academic, behavioral, and social skills and how the student responds to different teaching techniques and materials. Can collaborate with the general education teacher about curriculum and teaching accommodations. Paraeducators Can perform many important roles to help promote the educational, social, and behavioral performance of all students. Including them allows them to understand that they are not there to replace the teacher. They can provide information about community services available. School Psychologist Administer and interpret standardized tests. They can also counsel students and their family member and assist the teacher with teaching and classroom management strategies. Speech & Language Clinicians Provide information about the students communication abilities and can help teacher improve the students communication skills and academic success. Social Workers Liaison between school, community agencies, and home. Can counsel the student and family and obtain services for them. School Counselors Provides information about the students social and emotional development. Can counsel student and family and coordinate, assess, and monitor the students program. Vocational Educators Offers information about the students career goals and work experience. They can also help develop transitional services component of the students IEP. School Physicians & Nurse Performs medical diagnostic tests and informs how medical interventions and drugs can cause side effects. Physical & Occupational Therapist & Adapted Physical Educators Recommend adaptive equipment, teaching materials, and classroom environments that can help students with fine and gross motor challenges. They can help student by providing therapy and helping improve motor skills. Staff From Community Agencies Purchase assistive device student may need. Provide services for students and their families. Professionals for Students Who Are English Language Learners o ESL Teacher Build on the students existing language skills and enhance their learning of English. o Bilingual Educator - Teach student in his/her language and provide with services to help maintain native culture. o Migrant Educator Helps enroll student in school and contacts services they may need. Provides individualized supplementary instruction in small groups.

Noemi

2. Define the 5 types of co-teaching in the text, but also add One Teach One Observe and leave room to define it in class. One Teaching/One Helping One teacher teaches while the other circulates to collect information about the students performance or to help them. Parallel Teaching Both teacher teach at the same time to two equal groups of students. Station Teaching Both teachers teach different content at the same time to two equal groups of students and then switch groups and repeat the lesson. Alternative Teaching One teacher works with smaller group or individual student while the other teaches a larger group. Team Teaching Both teachers plan and teach a lesson together. One Teach/One Observe

3. Read the reflection working as a Co-teaching Team on page 150. Respond to the last question by listing responses in the table below based on personal experience/knowledge & information in chapter. Dispositions Leader Respectful Knowledge * Knowing your partner * Teaching methods Skills * Being able to work with others. * Blending skills. Resources Parents Schools

4. Working with families is a very important part of education in general and special education in particular. Provide clearly defined examples in each of these categories: Special Education Involve families and community members into school programs to allow them to share their experiences and knowledge in school. Challenging myths and inaccurate and stereotypical statements made by others. Never talk about students in public places that allow students to be identifies. Meeting with students families to their feelings about the childs strengths and challenges. Ask families to complete questionnaires to obtain feedback about inclusion program. General Education Increase cultural awareness by interacting with families in ways that acknowledge their strengths and respect their cultural values. Contacting legislators and policymakers and writing letters to editors. Revealing personal information about the student and their families to others. Meeting with students families to discuss values and customs. Two-Way notebook to communicate with family and allow them give comments.

Gain the Trust of Families

Advocate for Students and Families Ensure Confidentiality

Address the Diverse Strengths, Challenges, Beliefs, Backgrounds, Resources, and Experiences of Families

Use Written Communication

Noemi