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Folio Paper Oue: CoUabontloa Skills For Ed.caton

Folio Paper Two: Collabonlin Partunltips Bebt'ftD Home ud Sc:bool Folio Paper Tbru:latcngeacy CollaboralioD ia TnasitioaPla. .illlg

APaper Folio submitted10tlte Scbool of Graduate Studies ia partial fuUillmeat oflhe RqlliRmell1S fordae

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Abstnct

ThoNewfuwx11and andLalndorDeportmem of Ed","",o(1996) ""'Osu<d polieydocumemstoallschoob. emphasizingcollaborationinthedeliveryofservicc:sto studentsin theprovince.Educators areexpectedtoimplementcol1alx>ratMpracticesin thisdeliveryofservices.In the absenceof anydirectionwithinthepolicydocWDl:D1!,.this paperaddresses theeducator's role when collaboratingwithscOOolpersonnel Abrief historyofcollaborationwir.hinorganizationalstructuresispresc:otcd inordertointerpm thec:urmutrendtowardc:o~practicesinschoolsystems.Areviewofthe literatureclarifies theskillsandtheprinciplesofcollaborationwiLhin theecetec of consultation, teamstrue:tures,andscbool reforminitiatives.Thispaperprovideseducators with theinformationtheyrequireinordertoeDIICtcollaborative prICtices.ISoutlinedin go...poticydocumoms.

TABLE OF CONTENTS

CoDaboration Skills fur Edueaton

Abstrad...•...•..._....•...•._...•.••..•.... ..._...•...•...i Illtrodudtoll••.•••.•••••••••••..•. ••.•.••..••.••.•....••••.•.••••.•. ..•.. .••••.••..••••.••.••..••.••.•.1 Colbboradoa Wltltl. 0tl. .hadollil Stntchl'U... •.. ... ... ....3 Collaboratio•••d klllooI Refor1llll••••.•••••••••••••••.•••••.••....•••••••.•••.••••••••••.•••••.••4 Rationale for CollaboradoD.Willal. Schoo ... .. ... .. ... .•.•••.•.•..•••••••.. ..••..•••. .... .•S COD,aftadoa Illd Collaboratlo••••••••••••••••••••••••...•..•••.. •.•_••••••.•.••••••••.•.••.••••7 Collaboratioa ••dTamEfI'orb••••••••••••••••••••••••••••••.•..•...•••••••.•. •.••..•..•.•••..10 Cbaracterlsdcs nat Elllballlce CoUaborarin COllllaltatlo•.••••... ..•••... .•.••...•.l ..

B.rrie.., to CollaborativeCoolultatlo•.••.•. ••••. . .. . .•••••.••.•.••••••••..•••••••••••••••._16 Trallllmc lmplicatiollSlorCoUaborattn COlIIsattatlo••••...••••••••••..•.. •._.•••. .•11 COlllcladllll1 COlllllle.a.•. .•••..•••••••••••. ••••••••••••••••••••.•••.••••. .••••••••...•._.••19 Rererelllca•••••..•. •••..•••••••••••••••••••••••••••.•••••••••••••••••.•••••••..•••••••..•..•••.•••.. .22

latrodaetioa

ODeconlinuous themen:curri:ogintheschool refi>rmIiteranaeisthatof collaboration. EducationalrefOrmerslR:recognizing

am

empbasizinatheimportanceof involving those within the educationalsystem as problem solvas, as agents of cbange, and as collaboratorsin thecdueatiooal changeprocess(Engkm&:Tananr..1995;Friend

&:Cook. 1992;Harris. 1996; West. 1990). ReJDrminit:iativesia. thesc.boolsin Ncwfbundlandm1LabndorimplIctonchangingrobandrclarionshipsrortboi!IC workingin theeducationalsystem.

0epsrtmeIIlof F..duc-tion(1996)policiesandguidelinesmrtheproYbu of Newfmmdlaodm1Labndorempbasizctheexpectationtha1educa10n invol\'Cdinthe deliveryofspecialservices10studentswillcollaboruewiththeirpeas. withpareoIS.m1 withprofessioDllls from outsideageac1e:s. Yet 1inSe guidaoce on implememiDi:

collaborationbas been giYeato educators.Ahbough currcalguidelinesret'cr10 coUaboratioo.Canning(1996).inareview of specialeducationservices inthisprovince.

DOtedthateduadorsdidDOtfeel preperedoradcqualclyt:rainedia.thecollabon1ive process.

Thispaper introduceseducaton totheconceptof col1aborationthrougha litenrurerevieweumiDingcollaborationin theCODlexlof 3Cbool refOrm. comulwioa.

m1team structures.EducmnslR:presentedwith a brief history of collab:Jratioa asit

emerged within orpnizatioDll.lSIJ'\JC[UfCSandscbool reform inir:WMs. A definitionof collabontionispresc:medaodcollaboratrJc consultation within teamstnx::turais cxarnincd.Educ:a%ors arethengiventhecharw::teristics of c:ollaborsti\oeCOllSUttation,with a descriptionofskills requiredforthis process. Barrierstocollaborativeconsultationm:I trainingimplicatioosforprescrviceandiasc:rvicetrainingfOr educators arepresented in the fiDaI !ICCtion ofthispaper.TheiDfurmation preseoledwill assist educa!on10 understandeoUaboration so that they canenactpolicychangesin thedeliveryofservices totheirstudcms.

West(1990)desc:ribod thero~ofcducatiooal collaborationas -eeeimportaDlkey toprofessionalsbariDsofbeSipnctices inthercstructuriDgof schools"(p.23).

Collaborationisidenl:ified asneccssuyinordertorncc:tthe IIIeab oflUIiocrcuingIy diYmestudentpopulationin!JCbools that haw successfully restructured (TbousaDd&:

VilJa.1992).Collaborationamongsclmolprofessionals,howeVtt. is oot the norminmost schools(Phillips&:McCulIougb.1990).ThismaybedueinparttoconfusionabouttmDs used,theplaceof eollaboruioninprogrsmmingfor individualstudeuts,andUDCC'ItAinty aboutOOWcollaborationaftU:tsthe roles aDd expectations of those involvedinthe deliveryof specialservicestostudcms.Unlesseducators are awareofwbatcoUaOOruion is.andbowtheyc:aD.implcmeDl:collaborativepractices,theywill ootbeableto effectivelycan:)'OuICOvcmmempolicy.Tbc:cforc.it isimportaolthat theb8dgr0und andmeaningof coDaborationandcollaboratiYc eonsuhatioDinteamstruerurt:sis examined.sothateducators can Unproft theirdelivery ofxrviocstostudents.A brief aaminatiol1of eol1abontioninorpoizatioDal structures iswammedbeforethc proc:c:ss ofcollaboraDoftintoday's c:dLatioDll.l organizationcaubecxamiDed.

Collabontloo Wltill.. 0rJaDDtlo. .1Stnct1lra

Trist (1977)anticipatedthe needtOraneworganizalionalpendigmnecessarytOr the turbuIe:m work environment ofpostiDdustrial !IOCiety. Hearguedthatnew organizal:iooaldesignsrequiredinthetransitionfromaD.iDdustria1toapostiDdustrial society neededtobebased on collaborativeprinciples. TristDOtedthat coUaborsa»n, rasher thancompetition,was fUodamenta1since "accompanying cmergcm JOCiaI processes (would) oeod tobeadaptivetocopewicb. theDeWlewisof~.

complcmy,andunccnaimy"(p.270).

Collaborationwasviewedas avalue system"asa relational systcminwbich individualsshared a common conocptual framework. Applcy andWmdcr (1977) idcn1ificdtwoimportamskills thatfosler a common conceptual framework lUDODI worken

m.

theeeve fromhierarchical tooonhieran:hicalsystemsinpostirdustrial society.Theyidentified that participatiw:decisionmaking.aDduse of human support systems withinthe workplace.wereoccessarytOrbuildingcollaborative relatioftS aumag members ofaD.orpnization.

Theinvolvementof educatorsinsearcbing ror better ways of relatingtoeach o<horlD 10M problems;'m.lical«IbyFriendandCook (1996)wboo tbcy~!be needfor collaborationinschools. Theyviewedcollaboratioo.asDCCCSSIl)'toimprow: the orp:niZ2lriooal efl'cetivtaess of theeducatioDalsystem. fnebd am Cook contCDdedthIl theinfOnnationexplosioninourmodemaac bas resulted inaD.increasinarelim:c00.

collaboratDo.toimprove organizational eff'ectiw:ne:ss., DOtingthIl'"asa psychological

support.we are turning 10 collaborationand~lianceODocbc:rstotcCOmplishOUl'goals- (p.13).

hisinteresting10 note that these same conc:ems, interdependency,COft1)Icxity, aDduucataioty,thatTrisl(1977)~ferm1IO,arecertainlydexriptorsthatc.hancterize thestateof educationalreform. palticularly asitis being executedwithinNewfoundlaDd andLabrador.TheturbuJeotwortaMroamenl:thatsetthe

suae

fOrtheinstitutionof qualitathoelynewsolutionsintheform ofcollabontion. as referredtobythe authors writingtwodecadesago(Appley&Wmd".1m;Tris!, 1977),ispernap.the impetus forthereoewedinteteStincollabomio n withintheeducsdoaal systemtoday.FrieDlIaDd Cook(1996)povideddirectiontoeducatorsfurimplemealiD&coDaborathoepnctia:s withinschoo ls,10guideeducatorsinUnproved servicedelivcryto SlUdCD1S.

Collaboratioa alld Scbool RerOnD

West(1990) deliDea!edtwophasesofreform movemcOUwith theeducational sy:5temwhicbdirectlyimpactc:dODdevclopina;organiwio mJ.st:nK:nIreSlOrcollabor.uo n withintheschools. Hereferredtothefirstaslegislatedkamina(firstwave reform).in theearly 1970s. associatedwithscbool accountability,competency-basededucation.aDd per{ormaza:coetrlCting.TbcImre reeearefOrm1mVC1DCnt.occurringunderthetmn schoolrestructuring(sccood wave refurm). according 10 West. recognizedthatteKbers.

supponservicespersonael.andadminislratorswere the IOlutionto school problems. He acknowJedaedthatbothfirst wave reformandsecoodWI.'YCreformioitialivesmustexist intoday'lschools.Westsuggestedi.nhiatives that requiredcollaborationtoplanand

prob5emsolve.. usingthecoUcctiveexpertiseof educatorstoaddressinstructionalissues.

Tbeprocess of collaboration.then,addressedissuesoffirstwaverefol"lD.through institutingpr1ICticeswhichareco~wahsecondwaw retOnn,viewing educatorsas activeparticipamsinproblemsolvingaDddecisioomaking.

Tbccurrenttrmdstowardcollaboratiooinreorganizaliooinbusiness.industry, andiDoursocialiDstirutious, arcabo visibleiDtherefOrm.zmveme1Jl within our school systems.Sharedownershipandparticipative decisionmakingaretermsusedinboth bum>cssandschool reform_ (Friend '"Cook.1996; Tbousaod'" Villa, 1992). Collabol"lltivepracticesthalrefOrmedbusiness andindustryhawmovedimothereform JOOwmentiDoureducationalsystem,affectingthedeliveryofservicestostudents.

Educatonmustrecognize.as friendandCook (1996)poiotedout.thatschoolsarc&

reflectionof largersociety,aOOthatcol1aboratioois ".societanymandatedschool inDovatioo"(p.13).

Ibtioule (orCollabo ....tlo.Wlthl.Schoo"

Collaboration isbecomiDgincreasinglyimportantasprofi:ssioaalsin aUwalksof life attemptto copein • rapidly c:baogiDgand increasingly complex society.

CollIl11lJcicatioaandcollabontioo skills are amongthecon:skillsideur:ificd as essential rotsurvivalinthe21-a:oruryglobalco.mmunitywortworld (ConfcmccBoardof Canada,1992;Thouund • Villa,1992 ).Educ:atonhave apowerfulopportunity to tmdel andpnctic:ccoDaborationwithintheeducatioaaJ systemandtocommunicatetotheir studems thevalueofc:oUabo~Dforthefururc.

Current initiatives to empower teachers (West. 1990) is a motivating factor for instituting collaborative teamingwithinschools. sincetheseteamswouldbeinvolved in participatory decisionmaking.ThousandandVilla(1992) notedthatcollaboration within teamswouklresult in shared ownership of problems. generation of creative solutions.

exchange of skills,andpersistence in working toattain a group goal. Instituting collaborative practices.

then.

isconsistentwithschool reform initiatives thatview educatorsandschoolpersonnelasthe solutionto schoolproblems.

Theintegration ofstudents withspecial needsisa major trend in North America which has further challenged educator>inthe 1990s. Jacobsen and Sawatsky (1993) noted that schools are increasingly heing required to serve a broaderstudentpopulation withdiverseneedsas aresultof changes in Canadian society. Collaborationand consultation have gainedrecognition as a result of initiatives whichencouraged genera) andspecialeducatorstobecomemoreinvolvedwitheachotherin meeting the needsof studentsat risk for school failure (Karge, McClure,& Patton, 1995; Korinek&

Mclaughlin, 1996; Safran& Safran, 1996; Steinmiller&Steinmiller, 1996; Villa, Thousand,Nevin,&Malgeri, 1996). Villa et aL (1996) statedthat,given the complexity anddiversity of today'slearnersintoday's rapidly changing life contexts, collaboration withfamilies.,acrossdisciplines.andamongagenciesisoot optionalInordertomeetthe diverseandcomplexneedsof children eligible forspecialeducationservices.educational personnelmust collaboratewith one another and with the familiesofthesechildren.

Educator>intheprovince of Newfoundland and Labrador arealsoworkingto meetdiverseneedsaroongthestudent population.Thepoliciesarticulated by authors of theDepartmentof Education (1996) guidelines emphasize collaborationas a necessary

practicearumgcducaf:ors, particularly among thosedealingwithstudents withspecial Deeds.EducatorsmustrecognizethattbcID)\'etocnllaboratMpracticesin\beprovince of Ncwfotmdland and Labradorispan.of anarion~m::rvement. When preparing themselves u collaboratorsinthe: educatiooaJchange process. cducalon arealso preparingthemselveswiththeskillsnecc:ssary10copewiththeworklWrkloftilefuture.

Coosultatiollwithinschoolsbasbeen widely describedinthe literaturefor

"""""lli>&psychology.school psy<:bology. spooialoduaWoD, and0Ih0r spooialseM=

(Gutlcin,1996;Idol'" B... 1992;PaUlcy '" P... 1991).Fw:bsandFuchs (1996) CODIcndedthatCOosulwioll is aneduca1ionaltechnologybecauseitisspecific.isapplied syszematically,and isimplemented. repeatedlyinVU'ious settiDg:s.Mancduca1ioDll teclmology.cnnsultatiolladdressesimportanlservicedelivayneedsand positively imp8cts011the livesofstudco1.s andteacben.Schoolbue4 coosultatioaservicesare coasidemt 10bea crucialandexpanding elemenl of professioDllservicesforstudents wilhspecia1 - .(Friend '"Cook,1996; Fuchs '" Fuchs, 1996, GutkiD'"Ncmoth.

1991,Sh<ridan, Welch.'"Orme,1996).In !be199Os, schoolen ....Iors ... iD=asmgIy beiDgcallcdupontofocusschool counselinaxrvicesonprogramsthatarecollaborative u weDas comprehensive(Paisley&.Peace,1995).

IndefiningthetermCOMUltItion,Friendand Cook(1996)consolidatedkey e1emeD1s of \'1Iriousdefinitions.SUIIlIDlIriziDgthai:"sclnolcocsuJlaJ:ioa isa volunwy processinwhichODeprofessionalassistsanotbcttoaddressaproblem concerningathird

party"(p.22).Keycharacteristicsof consultation includeitsvoluntarynature.problem solvingcmpbasis.andattentiontoprocess as well u outcomes,bringiogaboutchaDgcsill thestudcra, theindividualconsulting. orthe system.In schools.,consultationistypically triadic.involvingthreeparties andan indirect re.latiollShi:pbetween theconsultanlandthe srudem. AlthoughthestudeuI:isnot •directparticipantinthisinlcractioa. thestudent is thebcoeficiary oftheprocess.Most often,theconsultamidentifies • consuhing individual'sproblem withthe studem andprescribesstrdegiesforresolvingit.Tbc coosuhaol: mayor flayDOtbe involvedintheimpkmeotalion. intervention.or monitoring ofstages.since involvementisgeoerally oonfinedtothediagnostic andrecommendation sugcsODly.

Ratherthana separate form of consuhation, FriendandCook (1992)dc:scribed collaborationas'"astyleofdircc:t iDlc:raction betweenatlewt'M:lcocquaI parties voluntarilyengagedin shareddecisionmakingastheywork toward •COr:nIOOngoar (p.

S).I.D.theirlaterworks.FriendandCook (1996) referred10collaborationas "'aDapproach 10inleraction(wbk h) can beattacbcd10theconsultationprocessjustasitcanbeanac:hcd toproblemsolving. assessingandteaching••.any ofthesemodesof coosu.Jtation canbe implemeQledcoUaborstively"' (p.29).FriendandCook.(1996)idealifiedseveral clemer'llS of collaborationwhichtbcytermed defining chaBc1eris1ics ofcoUabontioo..TheyDOted thatcollabot'llionisvoluntaryandrequiresparityamoDiparticipants.Individualsw~

collaborateshareaccountability aswellas resources.Thecollaborationprocess emeracs from a seme oftrustminwtuaI respect,andindividuals whocollaboratevaluethis

".,p"""wRylc.

Theremaybesome confusion sunotmdingtheIac.k.of agmemeDt on the definitionsofc:ollaboruionandconsultation meltheCODtextin wtUebtheterms occur withindifferent fields(FriendA:Cook.1996;Idol. Paofucci-Wbitcomb.&;Nevin. 1986). Collaborationdoesnotdefineauniquezmdelofcoosull.at»o.Ra!l:athan specifying wbar: activity is occurring.itdesignatesb!manactivityisoc:cuniDg(Friend4:Cook.

1996;Karge,McClure.A:Pattoa,1995).Asan approachtomtc:raetion,conaboramntan beappliedIII:lOmEconsultationsl4gcsaDdDOtothen.Itdiffen:lltiatesbetweenanexpert orientedc:onsultant melthat.ofparityamongcomultams.Adiversityof expc:rtiseis recognizeduavaluablef'C3OUI'CCamong thoseinclinedto'MXkcollaboratiYelywith othen(Friend8<Cook,1996;PbiIlips 8<McCullough,1990;11x>usand8<Villa, 1996;

W....199O~

IdoL Pao!ucci·Whitcomb.andNevin (1986) identified the collaborativeprocess UODetobeused inprovidingservicesforstudemswith specialDeeds. TheyDOtedtbBt.

inthisprocess.diversi1y ofexpertise leadstomore creetiveproblemsotvina: solutionsto mutuallydefinedproblems. These solutiom are differemthanthosethatwouldbe r=hod mdependeotlywipo,itivelyaffectprollJ"mDingfur...xms _ _ialllOOOds.

(dol et at(1986) referred tothispairing ofcoUabon:tioD.withcomurtmon u collaborative coosu.lwioGaDddefineitasfODows:""Collabo~consu1taJ..ionisan irtteractiveprocesswhich enables peoplewithdiverse expertisetogeDm1ecreative SOhrtioDStomnuaIlydefinedproblems.TbeOUiOOmr:isenhanced.aha'ed.anddiffered

&omtheoriginal soIutioDS thatanyteam memberwouldproduceindependently"(p.I).

Collaborativeconsultation can beappliedtosmaIlsroupor team intenctioDS,usiDa:

'0

available roources and skills to address various learning needs. Collabonllive oonsuhationoftenoc:curs withina teamapproachto solvingschool basedproblems.

In summary,thedislinctioabetweenconsufr.a1iooand.collaborationisdelineated byDOtingthat,intraditionalwDSUhationformats,theconsultamisviewedasan expert.

Collaboration appliedtoconsultation intenctions resultsininteractionswhich are r.cilitatMoODdsupporti>e.mba" IhalI<fi=ti>oODd~Thopt'OCOS'Ihal ...

isreferred toascoUaborat.M coDSUhatioo.. Mutuality

am

reciprocitydistinguish collabo~consulwion fromthe traditioDal forms of coasultltion.Collabomhoe consuhation isparticularlysuitedtotheteamSUUdures oU1lincd.in I>epartmet2l of Education(1996) polky documeots whichDOtecoDaboration asthemosteffective means ofdelhuingspecialservices10studcms.

Colbboratio llaadTeamEtI'orti

CollaborationandcoDSUltation modelsgainedrecognitionpartially as aresultof legislationwhichencouragedSeneraleducationteaebentobecome ecre iovolvulin programmingforstudemsIIIri*.forschoolfililure.CreaJoct(1996) DOI.cd tbld this legislationiDc:fudedPublic Law 94-142,passed intheU.S.in1975.toprovide more positivescbooq fOr students withhandicaps.InCanada.the Amendmenttothe EducationAdof Ontario(Bal82)passedin1980.aMin11ueoccclpooviDcial education legislation acrossCanada.. This legislation involvedteac.hingaDstudentsinregular classesiDtbcir oeighborboodICbooIsthroughappropria1ei:a:st:rucWn.& more SNdeDls with learningproMemsappearedamong an iDcreasinglydMrsestudealpopuJal:ioD.

\I

specialeducation teachers and resource specialists have been called upontocollaborate andconsuhwithgeneraleducators to assistinmeetingtheneeds ofthispopulation of students(Gutlcin,1996;Safran&Safran. 1996;Steinmiller&Steinmiller, 1996).

Thenecessityof meetingdiverse student needshasled to a growingemphasis on consultation servicesas general educationteachers seek an infusionof supportsinorder to successfullycarryoutthemandatewhich hasbecome entrenched ineducation legislation,Gutlin(1996)maintainedthat collaborative consuhation is a cormoon elementand central theme undergirding all approachestoschool based consultation.

sinceitencourages the sharing of ideasandinsightsandenhancesthecommitment tothe intervention treatmentplansgeneratedthroughouttheconsultationprocess.

\Vbentheconsultation processisenactedina planning teamprocess(as outlined in the Special Education Policy Manual Departmentof Education, 1992), general and special educators. along with other professionalsand parents,meettoaddress the oeeds ofan individualstudent in a processthatrequirescollaborativeplanning.The memben of the team, then, engage in collaborativeconsuhation becausethey pool their expertise and resources to identify a mutual goal(addressing a student', oeeds). Interactioosan:

reciprocal and problem solving and decision making is a shan:d respoosibility.The members oftheteamassumejointownershipoftheprocess.

Programplanningteamsinschoolsexist fora number of reasons. These reasons include inappropriate referrals to specialeducation. ineffectivegeneral classroom interventions.and the needfor greater collaboration amongteachcntoexplorestra1cgies to assist students.Thenecessity for expanded consultation services for studentswith specialneedshasresultedintheformation of schoolbasedtearns whichassistteachersto

12

meet thesespecialneeds.Tbc:scteacher assistance teams arcgrouporieD1edand.

coI1abontivebydefinidoD.Tbcscteams arcYetymuchinkeepinawith the latestschool reform movemmtsbec:ause theteacbttsmakingupthe teams areempoweredtoproblem solveandmakedecisionsreprdingSlUdenlneedsandprogramming(SafranI:Sahn.

1996).

Recognizing thebenefits ofteaming toaddressstuden1needs.theNewfoUDd1and and La!ndor Oepsttmedof Education(1996) released PrommminsforIndividual Needs'PmefemlImcrycmjon. amanualdetailing thepraefemJ.intcrvmtionprocess.

Thisguideisimended'"toenableschoolsto collaboratiw:ly plan forindividualstudeDr.

DOCds" (p.11).ThisistobecarriedoUl:withinthe oYC:n11frameworkthatbasbeea dct.ailcdinthe Speci,l Eduqtion Poljcy MBnyU (1992), outliningthe programplanning teamprocess.The I>epu'tmetllof Education"s(1996)guideisan elaboration ofthe prerefemJstageoftheprocess.cocotnging a schoolwideapproachtoeccommoda1e a diversityofoeed.sintheclassroom. usiDg collaborativeproblemsolvinginte8Cbcr ..mtance ...

FriendandCook(1996)ootedthatteams,bydefinitiol1,sharemanyoCtile samecharw:teristicsIScollaboruionandmaybeconsidcted coUabomiYeworkgroups.

CaIliDg iI: ateam"boweo.u.doesDOCtDSUrCcollaborationwithintheteam strucn.Ire.

Amongteammcmben.educationalcollaboration yields c:banaes inteam.member knowledge.,skill,.attitudesand/or bc:bavioun., followed by cbaD&csin studeaIlDdIor orpni:z:ationalOUlcomes (IdolA:.Wat, 1991). Effectiveteam i:ntcractions relled.the samedwxtaislics as coUabo~ iDcb!ina; mutual respect. trust.opc:a

"

communication,conse nsual decisionmaking.andsharing of'cxpc:ttiseand.rcsoun::cs to addressmutuallydefinedproblems (1dol.\ West, 1991;lbo""'ld.\Villa, 1992).

Tbroughoul theDepu1menlof Education's(1996)Iuide.classroomteachersare urgedtocoUaboracc with other classroomteachcnandspecialcduc:tion tcachelstomeet specific studc:nIneedsthrough an ~ntioDproc::ez.TheguidedocsnotdcWI.

priDcip1esof coUaboration,DOtdocsil our.1incanyskillsrequired fureffcl:tM collaboration&lmngeducationalpersonnel EdUC8lOrsmustbecomeaware ofthe skills requiredfur collaborationbecausetheyateexpected.to practicetbcscwilhinteams.

Prerd'ma1~ntioDiscited throughouttheIil~IS ODCeffective meansof collaborativecomuhatiooto meettheDeedsof studentswhoarelitrisk(Fucm k Fuchs.

1996;GutJcin,1996;Sahn&.Safran.1996).Prereffi:raJ.~ionstrstqic:scanlead to iDcreasesinmaimainina:child:reu. withspecialoecdsiDtheleastresuictM:

cnvironmel:lLCollabol'1ltiveworkingrelationships canenhancethe knowledgeaadski1Is of those mvoM:dintheprocess.upg:t'IdiDgtheirabilitytosuccess.fWlyint~betme problems becomeaitica.LInmandatingteamstructureswithin.5C000Is. bcwever,specific guidelinesforoperationalprocedures were oftenDOtgi'r'eQ,Teamfiml:tioningbasbeen adversel)'affectedbyambiguityincxpcctatioasandaceoumability,1ackoftrainin&and experienceinworkq together.and 1ackofUDderstandingof col1aboration (Frieod.k Cook.1996).Becausecollaborationisclearlyidemifiedbythe Depen.mcmofEduc::l1ion (1996) u ...,. li>r llWd, problcm-..Jving ...."willUD scboob,oducatioool personnel must haw • clear UDdcrstaDding ofthe cbaractcristicsthatenhance collaboration.EducalonDeedDOtbeo'VCl'Wbelmed by the process. s:i:DceCamUna^(1996).

whenttCOgnizingthatteacbr:nwereoftentmpreparedfor~rtcibgintol1alxlrati...e

relationslrips.. notedthat""INccollaboration(is)a difficuhprocesseven for thosewho ba\'Ctraininginil"(p. 82).

C"racteristics TIIat [abaaee Collabol"llCiveCOllllllltadoa

Thet\Wmost identified.criticalelemeou of collaborative coDSUltatioo are mutualilyand=ipocilyOdol " _ 1992;Thou=d " Villa. 1992; Wat, 1990).

Mutualityinvolvesshared oWDtrShip ofaDissueora cormmo problem.whiIc m:iprocity allows access toinformabJD andpartic:ipatiooind~isioDmaking(West. 1990).The basiceemeot:sof thecoDabomive coosuhatioaprocessm:woMcommunication.

iolerpmooal,andproblem"'Mngskills.

WestandCannon(19&1)coaductcd an investigation toidentifyand validate esseuriaIcollaborative consultation competencies needed by regularand special educators.The competeneie!weredrawn from interdisciplinaryIiII:ratureaDdreed bya 77memberpanel of professioaalsactively inwtvedinresearch.Irainin&aIdlorpractice

~latedtoconsuJtatioo betweenrqu1arandspecialeducators. This paoc:l of profCssiooaJs n:prc:seoIcdtheclliciplinesof scbool psychology.counseling.andgcDl:l"l.lIDd. special education. They identified fi\'C categories ofchatacIeristic:andskillsIhaI.eahaDced collabol"lltive coDSUhation.TbcyclassUicdthc!cu pcrsoaalcbaractcristics,skillsin iI:Jlencti\'CcoamJUlJication.skillsincolIabotatiYeproblemsolving.ability10!iIC:IWISan qeulofchange.andsensitivityto different '\o1!lue belief systems.

Idol and Ilanm (1992) IUrthor~ sewn! ' - " of penooal cbaracterisl:ics. iJlteractiwlcommunication.andcollabol"8tMproblem solving.that

IS

enhancedcoDabo~consultatio n.Tbc:scare cbaz1ltteristiaandskills tbBtarc occessaryforeducators. Personalc:baracterislics thatenbanc:ecollaborative consulwioo include an abilitytomaimainrapportwUhan involvedinthe consultationprocess.In ability toideDtifyandimplement appropriatesotutioosto •JXOblem,anabilityto dc:rmnstrde8exJbiliryandto ecc:cptandrespectdivergeot:

p:lmu

of view,andanability tomaintaina positive self-coDCept throughouttheconsultabooprocess. In1eracti\'e communiallioa skills inwlve colIllIlWlicating clearly (orally andin writiDg).

dnno.-ing appropriateIislmingand'"'PODdingskills,oolicilingandgMng fecdbo<k, andmanagingconflictaMconfioota1ioninorderto cnaimain the: col1aboration.To engageineoIlaborative problemsolving. educatorsoeedtom::ognizethatworking toward produetrJesolutionsrequires settiD&COmDlOaBoals.gmendingahcmativc solutionsto problems. integrati:og solutioDS dO an actPo plan.andsupportiDa:

participanls throughouttheimplementation oftbctdiooplan(p.210).

Harris(1996)Im.iD1ained that itisalsooecessary(oreducatorsto\IIIdersraOOtheir ownknowledge, attitudes,belie&. skills., values.,andl1mitalioas.inordertoc:oUaborue effectivelywith theirpeen00a school basedteam.Itwouldappearthat.whencdueaton becomermn: n:fIc:c:tMpractir.ioacrs.theyCIJ]evaluatelbeir own1cw:1ofmIdioessand

~towortwithotherprofessionalsina coDaboratiYc. problemsalvinateam.

EdueatoncaD thenwork.to dcve50pthccbancteristicstId sk.ilbthatcnbaDcc collaborativecomulta1ion.

Insummary.collaboration. when appliedtotheconsullationprocess.empowm:

educators 10assistoneanotherinsolving problems throughsbIringrespanst"bWtytOt students,ru:ognizinsthat px>llngtalcPlSand resourc:esismutually advmtageous.TbMe

16

whoengageinthisprocessrespect the divenit)' ofexpertisem:lresources availableto solveproblems,leadingtoinaeasedknowledgeandskills.TheprocessisDOtanisolatiDg onebecauseeducalOf'Scanshareresponsibilityforaddressingsrudcmneedsthrough sharedownershipoftheprocess.RecognizingthatsrudenlsmDaio• joint respoosibility.

educatorscaDworktoward commoagoals.

Burien toCollabo,..tinCODIUltatlol

Oneoftbe goals ofcollatontionin scbooisistoseek.outaddiliooalwaystomccl the needsofatriskstudentsmore effectively.~fromgeoeral educationteachers aDdlack: of administrative support areburientothepIOCCSS(Karge.McClure.iii:Panen.

1995).Pnc:ticaI barriersincludeinsufficieof. timeandresources, andinappropriate caseloads (Nowaeek. 1992) If collaborative coosultarlonistobe perceived asvalued wilhiD.theschool, administrators mustsupporttheprocessbyrecogniziDg thatiI:iDvotves time andcommitment Cor those involvedto meet together(Phillips&:McCullough.

1990).

ConfUsion abouttherole of the special educatorinrelationtothegmen.leducator in thecollaborativeconsultationprocess can lead to feelingsofapprebensionanddelay of implemeotatioa.Alackofstaffdc~lopmealopportunitiestodcYeloptheskillsooc:dcd fOreffective collaborationisadeterreDltocoDaOOration. 1D addition.limitedclassroom support asteacbcrsadjusttotheir new roles as collaboratonaOO impedestheprocess (FrimdItCDoIt.1996;KiDg-5eanIt0unmiDgs, 1996).

17

Becausegm:ra.landspecial educalon often havedi.ffcl'eoltrainingbackgrounds., thetwo groupssometimes experienoeadichotomybetweeetheir kDowledgeaDd instructionaJpnlCtices(Mercer,lane,Jordan,Allsopp,.t: Eisele. 1996).Thiscanresullin diffe:teDlinterpretations of problemareas.and.sometimes,•lackof confidencein skill 1e",1s

regan!mg

.itbo<thogenonU or specialoducatioq ... Alliludinalborrim may emanatefrom alackof mutual UDdcrstanding of the distinct demandsoftheroles of gmonlmdspecial

cd",a"",

(Pogaoh &10"""'0, 1995). Educalonwillrequire good colDDlUllicationskills inordertoclarifylOaaDdexpectations.TbcabseIa of clearly definingthese mayinlubitthecollaboration process(Karge.McClure.,I:Patton. 1995; WallJ>or-Tho.... Bryant,&\.aDd,1996).

Tn.iDbClmpUcatioa. lorCollaborado.

Theimplications COr training pro{essiooalsiJ1 thearea ofcollaborative coasuhationrequiresrecognitionthatthe individualsinvolved maybe11diffemtt r.-els ofreadiDess.Manyofthcpro~iona1sinvolvedintheeducationalsystem mayhavebad prior exposure to. or even eceesivetraining

m.

coDSUhalioQskills.Thiswould. be particu1arIytruetor tbcse involvedincounseling proKJ'UDS.and.perhaps.for special educators.1IDft::II)than forgmeraleducaton (Mercer.Leee,Jordan.Allsopp &.EiJele.

1996).Gmon1mdspecw oducaton ....learnmoeb liom thoWIls mdtrainiDaortho other.AgrcslertmderstaDdingof the similariliesanddift'creoccsbetweenthehi«)may eoable_ o rundorsw>diIlgordifferentporspo<tive>(SIeiIlmill<r&S'dmni1ler.1996).

Teacher preparationandpracticeaddstotbediversity whicheachgroupcan bringtothe

u

collaboration process. Working collaboratively, generalandspecial educators can enhanceeach other', knowledgeand skills.

Boyer and Bandy (1997) reviewed rural teachers' perceptions of training and teaching practices. They notedthat theirsurveys underlinedthe importanceof inservice programs 10enable more extensive collaboration with district personnel This is particularlyoecessary for both geoeral and special educators in rural areas because they are often geographically isolated.Thisis also the case for manyof the educatorsworking in rural and remote areas in Newfoundlandand Labrador.

Giventheexplosionof computer technologywithinour school systems. educators mightbe instructedinthis medium, as a way to collaboratewitha broaderandmore diverse population. Preparing educators to collaborate might involve usc of teleconferencinginaddition to use ofthecomputer.This may extendthenetwork of opportunities forcollaboration foreducatorsinrural districts.

Whatever the medium, the eollaborationskills learned must alsobeshared by an increasingly diversegroup ofpotentiaJ consultants. Trainingincollaborationskillscanbe carriedout effectivelyina muhidisciplinary setting.Preservicepreparatory coursework inuniversity programs. those preparing general educators, special educators. and counselingpersonnelto workineducational settings. should incorporate collaboration skillsintotheircoursework...Itis necessaryto provide opportwtities for students from different diseiplinesto practicetheir collaboration skills. The use of role playandvideo taping interactions woukJ enablestudentsto practice their skillsandto increase confidenceintheirabilities. Peer coaching sessions for school meetingsmightalso

,.

provide some opportunities foreducatorstopracticetheirskillsandreceivefeedbackand reinforcement.

IdolandWest (1990)viewedconsultationas an artful science,with trainingin bothcommunicationandinteractionskills{e.g.,activelistening.ability to solicitandgive feedbeck), as well as in the technical skillsof effective teaching (e.g., classroom and

behaviour management, implementation of individualized education programs).

Preserviceinstruction,then,would involve traininginboththe an of interpersonal and communication skills.in addition totrainingintheskills of specific problem solving sequences.

Theneedforalleducators to develop collaborationskills is critical Thisis necessary especially for those professionals workingwithstudents with special needs.

Crealock (1996),"Tilingabouttheimpact of Canadianlegislation ontheeducationnf studentswithspecialneeds,noted that"coupled with a fiscalneedtorethinkthe best way to educate this population,thelegislative protections ofCanadian lawhave forced all Canadianstoaddresstheseissues"(p.13).

Concludine Comments

The history of collaborationwithinorganizational structures has repeatedlymade referencetothe necessity forcollaborative working relationshipsinordertosurvivein theworkplace ofthefuture.School reform movements have relied onthetenets of collaboration to affectpositive changesintheeducational system. Thedelivery of special servicestostudentshasembraced collaboration within consultation models as a most

cffectM:andsuccc:ssfulmeans ofmeetinglegislationtoprovidethe besteducariona1 services forallstudcnt.s.Collaborationtranscendsprofessiooalboucd.aries within the educationalsysr:cmandispvricularlyimportanr: whcuwaiting10meetthediverseoccds oftoday'sstudents.

thisiDtrodUdorypaperbaspresentedan overview of collaborationwithinthe CQllIexlofcurrmlpolicydocumentsoudininathedclivayofservicestothestudemsin thisprovincc.Ahbougb theguidclincsfromtheDepartmentof Education(1996)clearly anicu1atc the cxpeocwionlhateducatorsaretoengageincoUaborarioa.DOfUrther in1Ommionon collabollllXlnskillsorpraaicesisoffered.Canning(1996).inareviewof specialeducationservices inNcwfOundlandandLabrador,DOledlhateducatorsdidDDt fed pr'q*'Cdoradcqualdyttaincd in.thecollabomion process.Thispaper provides educatorswiththeinformationtheyrequireinorder10enactcol1aboratr.'e practices.

Understandingtheprocess ofcollabonltionandworlrlngtoward dcvebpdlathe skillsoccessaryfOrcffectivecollabontioa.intrainingaDdin practice,shouldbeIbe fOcus of all educatorsengagedinIbe dclivery ofservicestostudent.s withinour schools.

Because schoolcounselorsandspecialcducazors ofteo.ba\'C moretraininginsomeoflbe sId11sidentifiedincffcctiYe col1abol'1llionpndices.andbecause theseUdividualsmost ofteDIU"Cintegral membenof programplanning teams forstudentswithspc<:iaIoccds, theseprofessiooalscould assume a Icadcnhip rolein prcpuingtbcmsctvcsandtheir colleagues10prolmlc IDOre Q)Daborative c:onsuJtationpeccessesin theirscMols.

... poinlod...byApplcyondWonder(1977)oodTrist(1977), ....rk eo.vironmcms. asweIDOYC intothe21-cemury.willrely on collaborationskills10defiDe theneworpniZlllional p8J1ldigm.Theintcrdepcndency.complexity,anduncertaintyIhd

11

initiatedthis shift.certainly cbarKtc:rizathestate ofeducationalsystems today, particu1atlyastheystrive10aft(the diverseandiDaeasinglycomplex needs of today's k:arners.loevilably.thiswillleadtogrowine:demandsbrincreasinglevelsof suppon andassisu.DcefromspecialsuvicespersooneLasMDas placing zmre criticaldemands 00 general educators.CoUabol'1ltionskills,then.willbeamongthoseskillsoece:ssaryfOr aUcducasorsinwlYedinmeetingcurrent:aDdfuture diversedemaodsof studaJlswilhiD OlD'edlationalsystems.Institutingcollaborative practiceswill bebeoeficialtotoday's srudents.asweDas serving as&lridgetothefUture,preparingthosein'lOlvcdinthe de1ivc:ryofservicestostudeals to dealmore effectivelyin theworkplace ofthe21- century.

Theeconomicandpoliticalclimatein thisprovinceisoccessitating consolidation of resourcesandservicesandmorellCCOUDtability IIDOngserviceprovidcnwithinthe educationalS)"Slem.The institution of collabol"ltivcpnctic:::aIinourschoolswouldDOt entail major expenditures of1mDC)'.Rather,itemphasizes •greaterinvestmentof personalRSOu:rc:esandlimeincomznittiDgtothepriDciplcsof collaborationandworking towardathie:vina:theskillsDeCeSSII')'toimplemel1tit.This canbedoneinpre:servicc tniniDgprogramstor professionalsprepariDato workintheeducationalsystem, as well asthroughoagom,trainingror those alreadyworkina:withinscboots.Themotiwtioo ror c:ommittiDg10it willrequire.recognitionthat collaboruhoe c:oosuhdioowill resu!r.inthe bestprxticesfurall . . - . withintbccduco1iooalsy>laD.

Rdcru ces

Appley,D.,&;Wmdc:r.A.(1977).AD.evolvingdefinitionofcoUaborationaDdsome implicationsfortheworldofwork.TheJournalof App licdBebaviouraJScience.

u,279-291.

Boyer,W.A.&;Bandy,H.(1997).Ruralteachers'perceptions oftbecurrentstateof iDc1usioa:Knowledge.training,tcachiDgpractices.aodadequacy ofsupport systems.ExceptionalitY71·18.

Canning.P.(1996).SpecjalmattrnrTbcrqx>nof tbcreyjI;wofmcdaJeducation.St.

Jolm's,NF:Governmem: of NcwinmdlandandLabrador.

ConfermceBoardofCanada.(1992). Emplonbi1ity:skiJl$profile'Whatan:mmloym

~Ottawa.OT:Go\'ttt1memofCanada.

CreaIock,C.(1996). 1...inCanadWll<gislationoppli<dIn"ud<nlswith_ia1 needs.IrJlmwtioool'Puma! oeSged,'Educatjon.1113·20.

Departmem: ofEducation. (1992).e<:pcdaJedUCItioQpolicymMualStJohn's,NF:

GovernmenlofNcwfoUDdlaDd aodLabrador.

Departmentof Education,Divis ionofSNdenI SupportServices.(1996).~ furirdjvidualmedJ'Prmfmalimn=w;g!paSL John's. NF:Governmentof NcwfourdlaDd aDd Lab1dor.

Eng... C.&Tomnt,K.(1995). C...,;"gcollabnntivecuItu=fu, oduw.,na1 c:baDge.Bemedill,ndSpedalf4ugttiop.16 325-336.

Friend.M.,&Coole.L (1992).InterJCtiom'Collaboratjonskillsfurschool

Friend.M..&Ccok, L (1996).Intmcriom'Collaboratjonskillsfurschool

Fuclts.D..&Fuchs.,L.(1996).Consullationas atedmobgyandthepolitics ofsc:bool reform.RemedialamSpeda!Education.17385-392.

Gutkin.T.(1996).Coreelementsofcoo:suhationservice deliveryj)rspeaatsc:rvi:c pmotmel:Rationale.practice.andsome directionsfbrthefuture.~ SpecialEducation.17333-340.

pmefcrralinterventionandotherschoolbasedteams:Exploring!be intencction betwee!lscboolADdsocial psycbobgy.lol.lml.lof SchoolPnshoJogy]$19S- 216.

Harris.,K.(1996) .Collaborationwithin.multicu1turaJ society:Issues forcocsideratioll.

Rem;dial andsSwEdlJGltjon.17 3$SoJ62.

IdoLL.. &Baran.S.(1992).ElemeD1at)' schoolcounselorsandspecialeducators coosuhiDgtogether.Perilous pit&1lsor oppxturUtiesto c:oUabome?E.k.BaW:x

SchoolGuidance&.Coungljps 26 202-2IJ.

Idol,L.,PIOfucx:i-Whitcomb.P••&Nevin.A.(1986).CollahomMcql15Ultation.

RDckvilIe.

MD:

AspenPublications.

Idol,L, OIlWest, J.(1991~Educationalcollaboration: Aeatalystfureffective scbooling.lnImntioainSclpgl Md Oiaic27 7().78.

Jacobsen,S.,& Sawatsky,D.(1993).Meetingthe challenge of integratingstudents withspecialneeds:Understanding, buildingandimplementingintegrationas inclusion.CanadianJournalof Speciat Education.9 6()..65.

Karge,B.,McClure,M.,&Patton, P.(1995).The successof coUaborationresource programs forstudents withdisabilitiesingrades 6 through 8.Remedialand Special Education. 16 79-89.

King-Sears, M.,&Cununings, C.(1996). Inclusive practice of classroomteachers.

Remedial

and

SpecialEducation.17 217-225.

Korinek, L.&Mcl.aughlin, V.(1996).Preservicepreparation for interdisciplinary collaboration:Theinterventionassistance teamingproject. Contemporary Education. 68 41-44.

Metter,

c.,

Lane,H.,Jordao,L.,Allsopp,D.,& Eiselle,M.(1996).Empowering teachersandstudentswith instructionalchoices in inclusivesettings.~ andSoecjal Educatjon,17226-236.

Nowacek., E..(1992). Professionaltalkabout teaching together:Interviewswith five collaborating teachers.InterventioninSchoolandClinic 27 262-276.

Paisley,P.,&Peace, S.(1995).Developmentalprinciples:A frameworkforscbool counseling programs.Elementary School Guidance&Counseling 30 85-93.

Phillips.Y.,& McCullough,L.(1990).Consultation-basedprogramming:Instituting thecollaborative ethicinschools. Exceptjonal Children. 56 291-304.

Pugach, M., & Johnson,L.(1995).Unlockingexpertise among classroom teachers through structured dialogue:Extending researchon peer collaboration, ExceotionalChildren 62 101-110.

24

Safran.

s..

a:.Safran,J.(1996).Intervtntion assistanceprogramsandpm'd:rral teams:

Directionsforthe twenty-firstcentury.RenplWandSpecialEducation.17 )6)-)61.

Sheridan,5.,Welsh,Mo.&:Orme.S.(1996).Isconsuhationeffcctive? A reviewoC outcomeresearch.RemedialandSpecialEducation.17 341-3$4. S.dDmilkr.G.,ol SteUmriJ1cr,R.(l996).1nc1udmg~cducotionchild=in tho

regularclassroom:Changingroles oCteachcn.ImematiogalJourpalofSpecial fducaripa.Jun22-26-

Thousand,J..&:

vm ....

R.(1992).Collaborativeteams:Apowerfultoolinschool

rcsllIX:lIlriDs

14R.Villa.1.lbnusand,ol W.Steinbock(Eds.~RCS!!1lClIIrirul filr CaringandEffectM:Education:AnAdminist:rJtMGuidetoCrearing HeterogeneoUSScboob(pp.7)-107).Ba1tBMre,Me:Brookes.

Tn...E.(1977).Collabo_ninwerIlsettinlP:AP""Ooalpmpocti>e.I1l<..I2mIlII..

AppliedBebaviounJSi;i£na:;, J3 261-271.

Villa. 8..lbnUWlll.1.,NevU>. A.,olMa!gori.C. (1996). IDStiJIingcollaborationfilr inclusiveschoolingas a wayofdoingbusinessinpublicsc!:w:>ols.~ SpecialEducation.17 169-111.

WaIthot-lbnmas,C.,Bryant,M..olLand, S.( I996). PJannmafilre_v<

co-teaehing: Tbekey tosuccessfulinclusion.RemedialmlSpecialEducation.

11.25S-264.

West,J.(1990).EducstionaJcollaborationinthe restrue:turingofsc:bools. 12lImIl..2f EducariomJandrmbplogjca,! Copsutt,tPp.I2J-4().

FolioPaperTwo

CollaborativePartnershipsBetweenHomeandSchool

Abstrad

Collaborationbetweeneducatorsand the:families of theirstudentsprormtcs respcctM~.adenbaDcestheedueatiocaldecisionmakingprocessthdis cmpba.ilizd ..policydocuments ..leesedto

an

scl>oolsbytheNcwfiMmdIaDdand LabradorDepartmentofEdueation(1996).Anexamination of interactionstylesbetween thehomeandtheschooL consideringtheuniqueneedsoffiuniUeswithchildren with specialDeeds,isaddressedinthispaper.Amodel forpamIlinwtvemeDlincoUabomive partnershipswithedUC810rS isdaailed.withinthecontexl of theprogwnplanning team process. Itfocusesontheeducator's role in bome-school collaboratiol3, clarifyingthe terms eoabJement. empowermetJt.aDdadwca::y.Thecollaborative model presenred enhanc:escu:rreotspecial education policiesthatpromotepareotaIinwtvemeocand coUabo~le:amIDginthedelivery of servicesto srudents with specialDeeds.

TABLE OF CONTENTS

CollaborativepartnershipsBetweenHomeaDdSc:bool

Abstrad..•.••... .•••.•.•.•.•. •. .. .._•.•••.. . ..••_••••••.•••••••••••.. ..••••••.•_•.•.••••••••••••.•....i latrodlltdo••... •. ••••... ••••.. •..•.. ... •...•.••.•..•.••••••••••••••... ••••.. •.... .•••.••..•••.•••1 FamlUes ",It"Olklrnwitb SpecialNeedJ•.•..••••••••_••.•. ...••••••••...•••....•..• •..•.J

a.mento

r.rt.tallayot¥eme••...••...•..._.•....•...•...••...•... ....5 Empowermeat aDd E••ble-meat•..••••.•...•••.•.•. . ..•••••.••••...•••••...••.. . . ... •.••. ..•.6 rartaenblps lad ColbbontJoa Skilla..••...•••••.•.••.••••••.. ...•....•••••.•...•.•••••....9 ',rutbyot¥'tmuliatile CoDaboratioa Proee:- .•.•••...•....•.•...••... l1

CoUabontioata the Proanm PIa. . la. Procaa 13

A.aElabontecl CoDaboralio.Modd for UseiaIbe Proeram PI l.qPro<:e&•...I$

eoachadLa. Com..tall••••••. .. .•. . ..•.•.•.•.•••..•. .••••••••••••.. . ...•.••••••••••...•.•.._19 RefeR.ca.... ...•... •...•... ...•...•.... ...22

FlmiUes wilb CUdrea wilk Special Needs

Families who haveIchild withspecialDeeds..likeaUfamilies.mayexlnoit the qualitiesthatare identifiedindiffttcnt degreesandcombinationsaIOOcg sttocg 6unily units.These qualitiesinc:Ndecommitment. 10each otha"swelfarea.adhappiness. sharing time.,communica%ion arnocg familymembers,andIcoping ability todc:a1withcrisis.

Familiesmayabodemoastnte problemsofviDa, flexibility, adapcability,and •clear set ofrub.vaIucs.andbeliefs(E1bnin&E1UnDl, 1989; IUchlncl"Kroth.1991).Fomilics with childrenwithspec:iaI needsoftenappear10experieoce levelsoffrustrationas weDas difficulties DOt en::ountc:rcdbyotherfiunilies(Lloyd, 1996;Simpso£l, 1990).Tbcx difficultiesinclude •lackoffeeliDgof accomplishmentaDdsatisfactiontba1can accompany parenting. asfiuniliesexpcrieacehurt,&ustnrio£l,aDdIIDgUwhenthey recognize their child',limitaliocs,lackofitJdepeDderIoe.orIIlt.uscresponsefromother childrenand &dulls insociety (Simpso£l, 1990).In addition 10theecoeoraieandsocial pressuresexperieocedbymostfamiliesintoday'siDcreasin&1YCOlIlplex5OC:aery,&milies with chiIdreD.withspecialDeedsmay experie:oceincreasedstress(Krehbiel&:Kroth, 1991).Familyb8clground,soc:ioecoDOmic resources. aDdsuppanwithinthefamiliesand thecommunityallaffect the waythechildwilhspecialneedsis perceivedandtrcIlc:dby tilefamily(Lloyd,(996).

Familiesarcoften dealing with various iO\'CnUnCDtdepartments,eachworidng wahtheir1D1iqueperspectivaand prococ:oJs,often in isolationoom eachother.!be qualityofservicesavailabletofamiliesof children wtth specialneedswriesaccording 10

thek~1ofserviceneededandtheawilability oftheservice.InNcw1bund1aDdand Lalndor,availabilityofrcquin:dservices isoften depeDdcnton geographiclocation.&nd familiesinisolated areas of~provincemay havedlfficu!tyaccessingneeded services rortbeirclilldreD.

Families, liketheirindividualcbildren.mo~throughdnelopmentd stages.

expcrientingdiffc:rem needsa1variousstages(CobbII:.Reeve,1991).Transitioa poiots for families of children withspecialDeeds are oftea very stressful asthecbikf moves through difI'ertustages ( e.g..thebometoschool transition.schooltocommunityIiviDg tnlmition).Life eventsalsoliveopportunity forfiuniliestoreappraisetheirchild', limiwions aDd to cometotermsofwbat iswhatmigblnever be (e.l ..gettiDga driver's Iceese,iDdq><udeol 1Mng).0...tholife ..,.,.oftho UldMduaIwOhsp«ia1 _ familiescontinuallybavetocometoterms toreadjustexpectations,pursueservicesfrom communityageacies,aJXIplanrorfutureaccommodations.

Unless educaton arefamiliarwith the life cycleasped.Iof individuals wilh special.needs aDd their &.milies."theymightDOtappreciatethesadnesstba1oftenRCUrS aspamllSbavetowork withthechildaodthe'system'inrelationtoDeWdeYeklpmental or socia1milestoo::s"(FIDe,1991.p.1S).In workingtowardckveklplDa: morercspcctfuI panncnhipswith&mi1icsof cbi1dreD withspecialDeeds,educatorsmusf:beaware otand sensitiveto,theuniqueeballeoaesrelatedtothechi1d' sand6uoiIy's~andDeeds.

ImorporatiDg a coUaboratMapproach. wilb. &miliessharingin theresponsibilityCor planningaDdimplementing their child's intervenfiomandprogram. requirathat cducatonrecognizelhal'"tbc&miIyisthebaodicappedclWd',DJ)stwluabSeraourcc"

(Don.to8olgcF,1991,P.197).

Barritn to Pare_tal IllYolvtDltat

DespiletheW'genlDeedforparblttShipbetween bomeaDdscbccl,parents continue tobe kept.radistanceinmostschools(Danyluk. 1996; Sawamky A Pare.

1996; Swap. 1993).Thismaybe attributedtolimiI:edresources to supportparcmaI involvcmeOi or alackof information about bowtoestablish partnershjps.Insome S1Chools. parmIaI inwfvemenr: lIBy be CODSideRd intt1Jsive by teachers and administraton.Someparentsmightfeelless thaDcomfortablein sharingtheirideas.or may feel thatthebome and scbool roles are,and shouldrema.in.separate.Someparm1S may lad::timeautem:rgy(particularlywhencarinafur a dUldwithspecial DCCds)to investintheprocess. Diminishingservices tostudents.amidstshrinkingresources.al30 addstothestress and isolationoftbefamilyandschoolsystems (Fine&Gardner,1994).

Someof theproblemsinbome-school relatioDShips maybe duetoIongsunding negativebeliefSandperceptionsthatthefamilyandschoolaay have of eachother.The actofcomina:10theschooLinir.sel(mayevokeunpleasan1mem::mcsofpastschool experiencesfor some Iiunilic:s (Edwards & F01ter, I99S). M~b1amin& aay c:lmxtcrizemanybolJleo-schoolrelal:io~hipswhenthechild is baving • prob5em.

Differing\'llIucsandbeliefsabour. handicapping conditions.pumr:U:l&and.sc:booliD&in addition 10~QS andstereotypes.may binder home-school cozmnunication (Fiedler.1991~

Tbclevelofac:rpcrsonalc:ommunic:aticnskillspossessedbyperemJandICbooI personnel rMy impede intenctionsbetween thefamilyandthedIool(Paget, 1991;

Royster

&

Mcl.aughlin, 1996).Communication problemsmayexist among professionals participating in the team,

and

a lackof collaboration amongprofessionals leads to furtber

conflictand confusion among families. ~nthere is nostructurefor resolving

disagreements or conflicts,familiesmay be confused

and

even intimidated by

the

process of meetingtogether (Sawatzky

&Pare, 1996).

Relationships betweenbome

and

school baveoften beenuni-directional

instead

of reciprocal,

with

professionals operating from a positionof authority

and

expertise (fine

&

Gardner, 1994;Paget, 1991).Wheneducatorsrecognizecommunication difficuhiesas barriers. educators, together

with

families, can take responsibility to work toward

reaching mutual solutionsin a nonthreatening manner.Differences whichexist between familiesandprofessionals cansetthe stagefor positive changeby generating creative

energy from differen

t

points of view (Pagel, 1991). Educators

must

work to overcome barriers by incorporating a collaborative approach with each family, encouraging the familyto share in

the

responsibility for pJa.noing

and

implementing their child's program,

and

communicating to each a sense of sbared responsibility for meetingthe needs of the child.

EaabJementaadEmpowerment

In workingtoward more effective modelsof relating family

and

school systems, educators

must

becomefamiliar

withnew

terms, such as enablemeOl

and

empowerment.

These

concepts contrast

with

the traditionally

used

deficit model

tbal

bas oftco

characterized the family as deficient

and

in need of an ongoing, directive role

by

help

gr.us.DunstI.IldTrM:ue (1987)define these terms.'"EDablingreferstocresliDg opportunitiesfor competence10be displayedandcmpo'WenIletlltsreflec:tedinapcnoD perceivinghimorhc:r.zlf asabletobringaboutchange"(p.445).

Variables that arelikelytobeenablingandto coDlnbutc to cffective btlping promoteaseoscoff.amilycmpo~nt(DunstlitPaget. 1991).DunstandPageltenDed tbese..nabl..prebelpinganitudesandbeliefs(1hc belpoMnpo...toward help scek.crsandhelpingrcla1ionsbips); bclp givingbehaviors(theintcnctioca1stylesusedby helpgi=sin1hc helpingrelationship);andposIboIpingrespooses and"''''''I''''llCCS (thoseinftucDCCSoftbchelpgiver's behaviorODthehelp seeker).Educ8lors.particu.1ar1y those involvedin thedelivcryof spceialservices. Deedtobe aware of their

",,,,,,,",",,,,"",s<ylcsretlc<tcd tbrougbo.. 1hc helping process ostboyumxt _ families.Educatorscommunieatetheirreadiness andwilliDgDesstoc:ommunica1cwith familiesbybeingopen andrcceplM:to6uniJyinvolvement.byIisteoingcaretUllyand eocouragiDg participatioD.andbydCIMDSb'atiDg&willingne3s10supporttheeffbrtsand

dec""..

DlIdeby fiuniliestbrougbo.. 1hcprogramplJumingprocess.

0uDstand Trivette(1987)deliDc:atedsewral principlestbaJ:have imp1icatioasfOr the manDCt iD.whicb scbool penormcl devebp. implemcul. aadevaluatc their communication patternswith&milies.TbescpriDciplescnhaDccthelikelihood thai:

relatioDShipswill beproactiveandcmpowaiDator&.milies.Tbcsc an:aitil:&.ltothe wxknlanding&Dd eao<tingof1hcOO...bool collabontioD modelIho1willbe presented1atctinthispaper.Tbc3cprinciplesiDcludc

bema

posiDveandpro~

recognizingthat the assi5taoce o&red is coDgtUCl1t with the &miIy'sappraisalof their needsandthat finaldecisionsrestwiththefamily.EdueatonnRISI:rcc:oanizethal •

nnnual relationship IlmODIindividualsofequalstatm. based on rrmualtrusI and infurmatioosharing.fosten a sense of pannership.finally.promotingthe&.mily', nsnnl supponDet\WrIcsbefOre supplanting themwahprofessionalservicesenc:ouragcs.

feeling ofcompetenceamong bmilymembersandconveys. sense of cooperationaud jointresponsibility for problemsolvin&- ED&J&iog familiesin tbcscways helpmembers oftbe fa.milyrecognizethattheyhaw:assumedItIaetiYeandsignificantrole: inworking tolmprovetheirown lives.

Inaddition10thesepriociples.,educaton working toward more etrectiw:boIDl>- school partnmbipsshouldrecognize theinterestsof each 6uniIy member wbile acknowledgioa: that the &.mily determinesitspriorities amongits competing ttSpOnsibililies. Wbcnp:lssiblc,educa10rs should eDC01JI"8&etheexplorationof opdoos fromwhichfamiliescanebccse,supponiaafamiliesastheymow: through tram:ilion stages(TumbuU.tTumb.JlI. 1990).The fiunilysupportemphasis isviewedu an intenctiYe,sha:riD&and parlic:ipativeprocessthat canempower clWdren,families, and educators.Educators mustbeawueof key demeatsinthisprocess.ra:ogni:z:insaDd includingallaspectSof the child-family~em.demonstl"8tiDa~y through UDdc:rstmdingandrelating 10 fam.iliesinpositive IDdsupportiYe...ys.aDdempoweriDa:

families byenlering intomutuallysupportiw:activities (SwickILGraves,1993).

Inpromotingtheempowennem perspectM. cducalOnsbouIdoote thatpatUltS piaythe primary role iraideDlifyiogandImldqthe.. ownneeds,with professionals playing.supportiverole:(Sussell"Carr•.tHartman.1996).Tbc:goalhereistoempower parenlSto actasa:!YocatesfOrthemselvesas

wen

^{u for}theirchiIdreD.Educa&ors should note.however.u.t.fAihDcof either oduc:a&on or parents 10displaycompetencenaybe

duetoa&.ilureofthesocial S)'SIemto crale opportunitiesfor the competenciestobe acquired(Perl1995).Thisbasimplications forbow educatorswortwithindividualsin boththetiunilyandtheschoolsystems. Educarors shoWdbeco~enoughtoenable parentsaDdthosewithinthefimilyS)"SIem.asweDasprofessionaJsaDdpersonnelwithin

theschoolsyste m.10acquiretheskillsnecessary 10meetasequal partneninthe coUaboration process.

PartaenblpsaadCoUaboratioaSkills

Wolfendale(1992) defines partDershipas ...working relatiombip that is

characteriz.cdbya sharedsense ofpurpose. mutualrespect.andthewillingnessto Degotiate.Thisimplies ashariDgofinformation.respoDsibility,skills,decisio~makina.

lDdaccownabiltty"" (p.14).Parattsm:ieducators.~rkiDgcoUaboratively.setthestage

forastrongparen1~professiooal.partDership,because the bestinterestsoftheclWdis the mutualinterestandcommongoalofbothpanies.Workingtowardthateed, bothpamIU andeducatorsooDtn"bute resources(kDowiedge.skiI1.andlime),thatarepeeledandused coUaborativtly.

ThepartDerSb.ipisbuihonIoyahy,trust.andhonesty,as information is disclosed.

The powersoftheputDen andthelocusof decisionmak..ilIaareestablishedatthe beginningofthecollaborative relationship.Theeducalorsharesinformationtoassistthe fiuni1yinevaluatingdifferent.options.WhileworkingcoUaborativelyinthisprocess,the familymakesthelinaI.informeddecisionsregardingtheirchild Uld family(DuDst&:

Pag"'I99I~

I.

Effecti~plU"tnerShipsare dependent011interpersonalraaorssuch as wiUingncss tolisten.acceptanceof individual values.. recognitionoftrusIasbasic tothespirit of cooperation.m:I willingnessto participatein and aooommodatc 8. partnership relationship.Interpersonalskillsrelatedtoattitudes.belie&.. andspecificbehaviorsthat 5UppOrtcol1abond:ionalsoincludeaccuntelistening.reflectiDg~lingsand thoughts.

poOli"""'framD1&.aoddemo"""""", po_ "'llard (Friend.lCook,1996).

lnformatioD. sharing.ratherthatinformationgivingbyprofessionaJs.can enhance collaboration.Wheneducators invite input &omparetllSand&milies,they demonstrate a will.i.ngnessto workondefiningmutualgoalsthrough8.reciprocalprocess of information sharing.AwidiDg theusc ofeducationaljargon.deo.oelopingappopriltestrategiesthat:

are personalized,andreinforcingthevalue ofparcma.IinputbyusiDatheir suggestions wbeDeverpossible.aU!l:n'eto encounge paraJ1al involvemeDl (Sileo, Sileo.I:.Prmr.

1996). AoombinaJ:ion of communiwion techniquesthrougboul theprocessshould iDcludeepeequestions. clarifica1ion,aidsummarization. inaDexchange that

<lenlonsuoI..rospcctbetween6mriUosaodscbool persoond (Croom. Slode.Ilc1chc~.l Anderson, (992; Ryndak, Downing, Morrison. &: WUliams, 1996). Tbese eommunic:alionskills.inaddiliooto •seese ofshared n:spJnsibility, may help relieve someofthestressexperiencedwhenfiu:nilie:s feelthat.theiroptiom arclimitedandmay qUC3tionandcbalteogcprotessioaals.

Insummary,themoSi effeaiveinr.~sr:yJcbctwee:a.cduc:a1onand families involvesbuilding8.mutuallytrustingrc:IatIlDSbipwithanboDeS!: acbange of infommion andperspectives,demonstratingreadiDessto iDcorporatediffernl viewpoints.Thismay necessitatethetnUning of school personnelintboeecommunicdionand interpcnonaJ

\I

skillsideutified. particularly those oflistening.clarifying.summarizing.and refi:aming.

... these ...oe=suyinbuilding •omtuaIly trusting relationship.

,><diu

^{(199 1)}

notedthat pa.rmerships~educatonl aDdfiuniliesenablethepartnersUlmaiD•

mutuallyagreedupongoalby empowering themtoactinmebestinterestofthechild.

Worldbgin re.poctfuJpartDmhipswithpamllSand families,educators canD>Dde1 effective communicationaDdiDterpmonalskillsthai: mcilitatethe process.Thiswould abo servetoenableparc:msand&milicsto~Ioptbo~sIr.il1sthatwillempower them toc:oUabomcinmorecffccciYe home-schoolpartDerShips.

r.rntlllaTolvcmnl I. the CoOabon.tio.Process

Thotenns parentsand&milies will be u>edinlcn:baIlgeablythro~the remainder ofthistext.Whilethecmpbasis throughoutthispaperison developing more collaborativt bome·seboolpartDmbips.itisrecognizedthattheparentsrepraaIlthe familyat ...~pani<ularlywbeoworkingwilhyoungchildren wilh_WIeeeds,It isforthepurposeof ccooomy,ratherthanexclusion,thatthetermpareuJ:willbeused.

Despitecvidmc:cinthelitcmure that acknowlcdges thatparentsandfamily members an:valuableteammemberswhoprovideinsightu well as information (Daoyluk, 1996:Dollol 801a<<, 1991:I>umtolPaget, 1991~wahthe~...,o.

plarming teamspromotedinpolicy.theyarcDOtalwayscomideredmutualpartDc:ninthe edUCBtionaldecision rmkingprocess(Simpson, 1990).Collabormon isthedelivery S)"lem.thatiscoasislenEwithparewandprofessionals-'>rmina Vr'Ort.irIapartraWps thatempo~&milics(Fine.1991). Respectful partnenhips rcsuhwhenprofessionals

12

bringcommunicationandprob&em solvingskills intoworkingrelationshipswith families.

Familiescanthenbenefit from an iDcreasedsenseDC efficacylhrougb. mutualproblem.

solvingandplanning. True collabomioahasnot )'d beenrealized.however,despitethe factlbatfamilyandprofessiooal relationships havebeeneDCOuragcdinthefield of specialcduc:alion (Ryndak,Downinc.Morrison.&:Williams., 1996;Sileo. Sileo.&

Prmr.1996).Educawrsmustexaminetheir roleintheprocessiftbcyare toremedythis lackof coUabon1ioninbome-scbDol rela1ionships.

Collaborationis .. processthld:isvolunwy.requiresparityaDX)I]8paticipams.is based.onmutualgoals, depends onsham! responsibility for participationanddc:c:ision making,andinWM:siDdividua1swMshare resGlUCCSand shIlR:lCCOuntabilityfOr oUlComes(Friend.t:Cook.1996).One oftbemaiothrustsincollaborative home-school partDmhips is engagingbothsystems.,thefamilyandtheschooLinan advocacy role througho14the p1annh>gpro<eU(Foedlet,I99I). Foedletdefinedodwcacy u "the representation ofrightsaadinterestsof ooc:selforotheninan efforttobriDgabout changeandtoeliminatebI.rrimtomeetingideJ:Ilificd Deeds"(p.319).Whileadvocacyis a rolethatshouldbe sharedbybothparentsandprofessionals.is:rmybeperceivedby professioD&1sasad~ifilisDOtproperlyuodastood.Fte:dIetEJ:ltedthat special educationpcrsonoclhaw bistoricaDy avoMkdadvocacybecauseofinsufficienttraiDina.

lD.ensuringanappropriateeducation for childrenwithspecialoecds."it is the responsibilityof professioDllstbemsefva toIeI'YeasadvocatesfOrcxctptional childrm andit is theprofessionals' ob6gation topreparepareolSadequatelytofulfilltheir odwcacyrolo" (p.319~F _moiIuiDcdthotcducalDnfiIIfilItheir IdYOC8C}' roleby demonstnlringanabilitytorecoaniz:ethe child",reeds,anability toworkwithothersto

13

plan to

meet

those needs.

and

assertiveness

in

using

and

accessing information and

resources in carrying out a program plan. By establishing collaborative relationships with

parents and families through closer communication between the family and the scbool,

educators cao advance the advocacy roles of both partners in working to meet the special oeeds of the children they serve.

Collaborationin

the

ProgramPlanningProcess

The Special Education Policy Manual (Department of Education, 1992) for the province of NewfoundlandandLabrador outlines the policyandprocedures fur providing special services to studentswithspecial

needs.

The fonnal isrepeated in subsequent documents distributed by tbe Department of Education's Student Support Services Division (I9%). Asnoted inthese Special Education policy documents,

parental

involvementisan integral part of eacb stage of the program planning process. Parental involvement includes contnbuting to the profile of studeer's strengths and

needs.

participating in the assessment process, identifying goals in the program planning process,andensuring that the program planiscarried out. Parents are involved as part of the team, which

also

includes individuals from various disciplines working with the child (e.g.,speech-language therapist. physiotherapist. occupational therapist. social worker, andbeahb care worker).

Wrthin the latest guidelines released by the Department of Education (I9%) calling for the development of an Individual Support Services Plan, many childrenwith special oeeds will have been identified priortoschool entry. Some

parents

may already

,.

be:

familiarwiththe process

andma

yeven

be the case managers of the

team.

For some parents, bow

ever.

the

schoolsystem maybetheir first exposure: to the whole planning

tearn process

.The

purposeof the plann

ing

meeting

is

for all service providers, together

with

parents, to

collaboratein

support services planning to meetthe needs of

the

child

. The

process may

bea newone forsome educators, particularly those with little or00

special education training

.

For

tbese

individuals, while Department nf Education documents reference

collaborative team planning, thereis00 guidance

on bow to establishpartnershipswithparents

and

families

.

Consequently, the degree

and

the quality

of involvementappears

to be leftto thediscretion of the indiv

idualson each schoolteam.

and

might translateinto merelythe presenceof parents at meetings

and

parentsignatures on documents required yearly as proof of having participated in

theprocess.Canning (1996), inherreview of special

education services to students in

the

province,calls for greater accountability to parents

in

tenns of "outlining policy, services.procedures, and

the

role parents can play in the development of education plans for their special needs children"

(p.

29). A modelfor

parent

involvement in the processis needed.

Through experience, many professionals involved in

the

delivery of special

servicescome to recognizethat parents are their strongest allies, in both obtaining

and supporting services for children with special needs.

Educators should work to engage

parents in the programplanningprocess.encouraginga range of parentparticipation that

meets

the

needs

and

interests of each family. Educators

must

recognize that

the

collaborative processisan evolvingone that

must

accommodate

theneedsofthefamily

at various developmental cycles

.