ESN439 v1

Pennington, R., Ault, M., Courtade, G., Jameson, J. M., & Ruppar, A. (2023). High leverage practices and students with extensive support needs. Routledge.
Chapter 2: Lead Effective Meetings with Professionals and Families
Chapter 3: Collaborate with Families to Support Student Learning and Secure Needed Services
These chapters will provide you with an overview of valuable communication strategies to support collaboration with educational team members. In addition, you will learn how to include the student in the IEP process. You will use the information shared from these two chapters and from the lecture to respond to the discussion question and Assignment 2.

Settles, R. (2024). The IEP conflict wars. Leadership, 53(4), 26–29.
This article explores conflict resolution strategies and will provide you with information for Discussion 2: Conflict Resolution.

Abell, G. (2024). Conflict engagement for Individualized Education Program team members. Language, Speech & Hearing Services in Schools, 55(2), 381–388.
This article explores the role of conflict in shared learning, innovation, and creativity in service of children with special needs and will provide you with information for Discussion 2: Conflict Resolution.

Ask Resource Center. (2018). Communication matters. [PDF]. https://www.askresource.org/filesimages/ASK%20Info%20Sheets/Communication_Matters.pdf
This resource provides important information about communication and what educators can do to support successful communication. You will use this information for Assignment 2.

Ofstedal, K., & Dahlberg, K. (2009). Collaboration in student teaching: Introducing the collaboration self-assessment tool. Journal of Early Childhood Teacher Education, 30(1), 37–48. https://doi.org/10.1080/10901020802668043
For Assignment 2, you are asked to complete the Collaboration Self-Assessment Tool. This article provides you with an overview of the tool and access to the assessment tool you will need to complete this assignment.

Avendano, S. M., & Cho, E. (2020). Building collaborative relationships with parents: A checklist for promoting success. TEACHING Exceptional Children, 52(4), 250-260.
For Field Assignment 2, you will use information from this article to develop questions for the family interview.

Francis, G. L., Haines, S. J., & Nagro, S. A. (2017). Developing relationships with immigrant families: Learning by asking the right questions. TEACHING Exceptional Children, 50(2), 95-105.
For Field Assignment 2, you will use information from this article to develop questions for the family interview.

Special education interview questions: What should you ask the parents and teachers?
https://numberdyslexia.com/special-education-interview-questions-what-should-you-ask-the-parents-and-teachers/
For Field Assignment 2 you will use information from this article to develop questions to interview a family. This resource will provide you with strategies for the interview.

ECACorg. (2021). Navigating special education dealing with conflict [Video]. YouTube. https://www.youtube.com/watch?v=ZfLeuaobzTQ
This video explores the kinds of conflict that are a natural part of special education, strategies to work through disagreements and prevent more serious conflict, and additional options when you’ve tried our strategies and still feel stuck. This video supports Discussion 2: Conflict Resolution.

Bross, L. A., & Craig, S. L. (2024). Universal Design for Learning: A viable framework to support student-Led IEP meetings. Teaching Exceptional Children, 56(4), 218–228.
This article closely examines the use of the UDL framework to support students in student-led IEPs.

Harris, J., Hartshorne, T., Jess, T., Mar, H., Rowland, C., Sall, N., Schmoll, S., Schweigert, L. U., Vernon, N., Wolf, T. (n.d.) Home talk: A family assessment of children who are deafblind. https://www.designtolearn.com/uploaded/pdf/HomeTalk.pdf
HomeTalk is an assessment tool for parents and care providers of children who are deafblind and who have other disabilities.