Running Head: COLLABORATION 1

Module One: Collaboration and Self-Determination

SPED 875: Advanced Practicum with Exceptional Children and Youth

University of Kansas

Dr. Martha Elford

Brent Seager

January 14, 2018

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Module One: Collaboration & Self-Determination

Technical, Logistical, and Organizational Items

Prior to selecting a student and meeting with my mentor teacher, I began the process of

selecting a student that I wanted to work with in completing the self-determination project.

There were several different items that I considered before making my selection, I considered

student goals, needs, schedule, motivation, and attendance. After careful consideration and

observation, I had narrowed the search down to two students that met the criteria mentioned

above. I was then able to meet with my mentor teacher and explain the criteria that I used to

narrow the selection process for the selection of a student for the self-determination project.

During my collaboration, my mentor asked me if I had considered how the student might

be perceived by their peers if they are selected for the project; I had not considered this and

decided that holding off the selection of a student until I had discussed this with each student in

my classroom. I learned that collaboration is an essential resource that can provide additional

support to educators and should be utilized to provide the best learning environment possible for

the students. The collaboration process was a great experience that allowed me to see details that

I overlooked for the self-determination project, which allowed me to decide on which student I

would select for this project. The only adjustment that I would make in the future is to consider

more options and plan for more time to meet with my mentor teacher.

Outcome

While there are several goals and outcomes that can be met from my selection and

working with the student for the self-determination project, the main outcome that I am hoping

for is an increase in the student’s confidence and engagement. The student that I have selected

has difficulty in many of their classes because of a lack of confidence, engagement, social skills,

and motivation. I believe that working with the student for this project will allow me to address
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many of the skill deficits, while focusing on the outcome that will significantly improve the way

in which the student engages and participates in the learning environment. Even though this is

going to be a challenging process, I am confident that I have selected a student that will benefit

from working with me on this project.

Essential Elements

There were many essential elements and considerations that I made before selecting a

student to work with. I examined attendance, as it is vital that the student is in the building to

complete the project. I also looked at skill deficits, and the possibility of addressing the most

skill deficits in this project. Perhaps one of the biggest deciding factors in the selection of a

student for the self-determination project was their schedule, as I was needing a student that I

provided services to for several different class periods throughout the day. The reason for this is

that this project may require some flexibility, and if I only provide services for the student for

one class, then I will not have many opportunities to work on this project. While other factors

and considerations were made, the three listed above are the most important elements that I

considered prior to selecting a student for the project.

Inclusion

While the student that I have selected will not be participating with non-disabled peers in

an inclusion environment, as the student attends a special day school and attends a special

education class at their home school. The student will have the opportunity to be included in

their learning process, which will increase motivation and self-determination. The inclusion of

the student in the learning process will also allow the student to work on other skills, such as

self-advocacy and self-awareness, thus increasing the student’s motivation to participate in the

project and in the classroom. Even though the student is not fully included with non-disabled

peers, I believe that the project will allow me to address skill deficits and the selected student
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will be able to be in inclusion classes with disabled and non-disabled peers in a general education

setting.

Support

There are several people that I will need support from to complete the self-determination

project throughout this course. I will first need support from my mentor teacher, as she will

evaluate, observe, and provide feedback on what went well and areas for improvement. I will

also need the support of the selected student, as I will be working with them throughout the

project. Perhaps the biggest support need is that of my colleagues, as their support will be

essential in allowing me to be successful in completing this project. While other support options

might be necessary further into the project, I believe that the support mentioned above does

highlight a majority of the support that I will need to be successful with this project.

Evaluation

Observation and evaluation are essential to this project, and if the student is not making

progress, then additional considerations or supports will need to be put into place. Observations

of the student will occur daily during the project, and weekly meetings with my mentor teacher

will allow me to make instructional changes that will allow the student to be more successful in

the classroom. I believe that observation is going to be my biggest resource in determining the

next steps to take in moving forward with instruction. Despite observation being the biggest

resource, assessments will also drive instruction and learning as well; making this a multi-faceted

approach project. Even though I will undoubtedly have to modify instruction, assignments, and

activities, I believe that this is a necessary step in providing the student with the best possible

environment to be successful in.

Challenges
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Even though I do not expect many challenges to arise when working with the selected

student for the self-determination project, I do foresee a few challenges that could arise

throughout the project. The first challenge that could impact my ability to work with the student

is the weather, as being out of school will impact the amount of instructional time that is

available to work with the selected student. Another challenge that I am concerned about is the

school schedule, as the students will have a six-day break in the middle of February, which could

impact this project significantly. Perhaps my biggest possible challenge that I might experience

during this project is that the student may not become unmotivated to participate in the project

several weeks into it. While these concerns could impact my ability to complete this project, I

believe that setting a timeline and schedule for completion will allow me to work around these

challenges.

Communication

Communication throughout the project will be essential in allowing me to collaborate and

determine the effectiveness of the instruction on the student. I have no communication concerns

with the student’s family, as the family is very responsive to our staff and supportive of their

student. With para educators and other teachers, I have already talked to them about the course

and what to expect over the next several weeks, and they have been very supportive and helpful;

and I do not foresee any concerns within this area of communication. My mentor teacher is

flexible and encouraging, she plans ahead of time and I do not see any communication or

collaboration concerns arising with my mentor teacher either. I believe that the current

communication and collaboration processes in place will allow me to be successful in

completing this and other projects in this course.