Collaboration And Communication Action Plan

 

As a special education teacher, you will be expected to provide support and guidance to administration, teachers, and staff regarding issues that may arise concerning how to meet the needs of individuals with disabilities outlined in IEPs. Serving as a collaborative resource to colleagues promotes the well-being of individuals with disabilities, the main goal of a special education teacher. Additionally, it is vital to provide support and guidance for students in the inclusion setting who will be working and collaborating with non-exceptional peers and general education teachers.
Read the case study to inform the assignment that follows.
John is currently a ninth-grade student who has been identified as having an emotional/behavioral disorder, specifically in the area of obsessive-compulsive disorder (OCD). During his annual IEP meeting, John’s IEP team reviewed recent test scores and determined he qualified for the gifted program in the area of English language arts (ELA). John will continue to participate in the inclusion classroom for the remainder of his courses, and be placed in the gifted classroom for ELA in the second semester of the school year.
As John continues to be successful in all of his inclusion classes, he is having difficulty in his new ELA class. The gifted teacher, Ms. Griedl, was not able to be present during the IEP meeting, and John is the first student with an IEP she has had in her class. John has stated that being the only Hispanic student in Ms. Griedl’s gifted class has made him feel uncomfortable at times. He says Ms. Griedl does not include him in the classroom conversations and when she speaks to him, it is abruptly. John says she does not treat the other students in the same manner.
After one month of John being in the gifted class, Ms. Griedl has requested that a paraprofessional be present to support John. The IEP team determined that this was not necessary and that John should be able to be successful in the gifted classroom without a paraprofessional. The principal, Mr. Fleming, did a walk through observation of Ms. Griedl’s gifted classroom and he did notice that John was isolated in a corner, and the teacher and other students in the class did not interact with him. In addition, Mr. Fleming received a phone call from John’s parents who reported that Ms. Griedl had told John she felt he did not belong in the gifted class. John no longer wants to be in the class because he does not feel welcome.
Use the “Collaboration and Communication Action Plan Template” to complete this assignment.

Mr. Fleming has come to you, the special education teacher, for assistance with the situation. To assist the principal, create a 750-1,000 word action plan. The action plan should include one long-term goal and a minimum of four short-term goals to help reach the long-term goal.
For each short-term goal, identify the following information related to implementation:
At least 1-2 implementation activities/strategies
Resources needed
Timeline: To include measuring progress and implementing strategies
Persons Responsible: To include measuring progress and implementing strategies
Evidence of Success: How is this measured, or the desired outcomes to demonstrate success
Keep in mind the following when you outline your goals and implementation steps:
John’s abilities and interests, the learning environments, and cultural and linguistic factors.
How you will incorporate collaboration to help the action plan be successful.
Your role as a coach and resource for John and Ms. Griedl.
Part 2: Rationale
Support your action plan with a 500-750 word rationale that incorporates researched best practices on collaboration and communication when working with colleagues, administration, and families.
Your rationale should address the following considerations:
Theories or elements of effective collaboration you utilized in your action plan.
How diversity is a part of families, cultures, and schools, and how complex human issues can interact with the delivery of special education services.
The importance of supporting individuals with disabilities in all settings to help them reach their optimal potential and allow them to flourish academically and behaviorally.

 

 

 

Sample Solution

ity and coordination, promote muscle flexibility. This essentially, improving healthy muscle development which improves the heart rate, therefore decreases aches and pains and the more flexible a person is, the less the likelihood for injury for the individual. While routines are generally a few minutes long, the stamina and endurance required to consistently rehearse while doing stunts, dances and tumbles becomes an effective cardio exercise and depicts an advanced level of physical competency which requires an overall stronger cardiovascular health. Cheerleading reduces the risks of strokes and health while the lower blood pressure improves stamina. College-level training also adds strength training as an added component of practice. However, competing and practising regularly while supporting a large based social group usually deters students and parents towards the activity, as it would be too time-consuming and distracting from their education. However, According to NCA statistics “82% of cheerleaders maintain a grade point average of that equivalent to a B or higher.” Consistently obtaining good grades while being involved with several in school activities has actually seen to be beneficial, as participation offers them and opens them up to many exciting opportunities like school based trips e.g. academic trips or sport competitions, scholarships and the academic honours roll. “NCA statistics show that 82% of cheerleaders are accepted into college.”

In 2010 cheerleading was rejected from recognition by U.S. District Judge Stefan Underhill, who found that competitive cheerleading did not have the organization, post-season structure or standardized rules required to be considered a varsity sport, when trying to comply with gender-equity requirements, upholding a U.S. District Court decision against Quinnipiac University. To elaborate on Title IX, the distinction of a sport falls on whether it has coaches, practices, competitions during a defined season and a structured governing organization. The primary concern for the sport should be competing not just the support of other athletic teams. Cheerleading was attached to the idea of preparation for performances during football games and sports council emphasises on the human physical activity involved when the sporting activity takes place and not activity in preparation for it. Though, the increase of cheerleading as a competitive sport has been through the increase of competitions just focused on cheerleading itself, within America and now especially within the United Kingdom. Where there have been the largest known competitions with numerous divisions from University teams and professional teams whether they are co-ed or all girls teams for example The British Cheer Association National Championships, held in Telford, March 26-27, 2016. There has been an unusual but gradual popularity upsurge for cheerleading within the UK. “Loughborough University’s cheerleading team, Goldrush, reports that the number of members has increased by 27.3 per cent this year, and the University of Exeter’s cheerleading team, the Exeter Emeralds, have seen a whopping 85 per cent increase in membership numbers since 2011.” This is also evident from its social popularity growth as well as its involvement in schools. Many more children have considered attendance as an extracurricular sport as well as, including it being included within school curriculums. ‘The Department of Education shows that 37% of schools are now offering cheerleading in PE lessons have been greeted with scorn in the media’. The involvement of the sport within compulsory physical education lessons encourages and satisfies a lot of the stigma around cheerleading. The benefit of the promotion of cheerleading will deliver better equipment, facilities and training for coaches. The UK Cheerleading Association (UKCA) brings 200,000 girls to the programme, who are already involved with many sports covered by This Girl Can. The This Girl Can project developed by Sport England, supports female exercise and sporting activities. With the promotions of Cheer by such organisations like Sport England, enables the sport to reach a whole other range, as well as it being endorsed by ESPN.

In order for Cheerleading to be recognised as a sport, the National Governin

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