SPED 206 Exam #1

Making informed decisions is easier with collaboration

IEP teams

Least-restrictive environment

Highly qualified teacher requirement

Assessment process

Transition

Discipline and behavior support plans

Paraprofessionals

Mediation and dispute resolution

(not sure on this question)

Personal commitment

Communication skills

Interaction processes

Programs or services (mentoring or coaching)

Context

Trust in one another

Equality in the collaboration

Response to intervention

Working together to create and use IEPs

MTSS

Nuclear (two parents and their child)

Single-parent

Blended (children from other relationships)

Extended families

Multigenerational

Foster families

Voluntary

Requires parity among participants

Based on mutual goals

Shared responsibility for participation and decision making

Shared resources

Shared accountability for outcome

School structure

Professional socialization

Power in the relationship

Pragmatic issues

Data-driven

Working together to make good decisions using the data collected

Voluntary: choosing to be involved

Parity: Equality

Mutual goals: shared interest or outcome

Shared responsibility: everyone doing their part

Shared accountability: following through, consequences affect everyone

a style for direct interaction between at least two coequal parties voluntarily engaged in shared decision making as they work toward a common goal

nonverbal

one way “information transfer” event in which a sender encodes, or constructs a message and delivers it to a receiver who decodes or or interprets it

ex. lecture, instructions, video, commands

two way process, information is exchanged between a sender and receiver who take turns speaking and listening

ex. visiting with a friend, teacher asking questions

concepts of sender and receiver are extended and blended as both participants are in roles simultaneously; both of them participate as communicators

ex. having multiple conversations at once

transmit information through different channels as memos, podcasts and announcements over the schools public address system

sounds and visual distractions that interfere with exchange of info. ex: loud talking, public address announcement

emotional barrier to distort communication

EX: daydreaming, worry, inappropriate choice of words

conditions inside of the communicators

EX: physical discomfort or hearing loss

random visual stimulus:

EX: bright colors or flashing lights, physical clutter, posters

show up, choose to pay attention to some things and ignoring others

arrange info in some meaningful way; notes with headers and subheadings

finding the meaning in what you perceived

deciding what to keep in long-term memory and what to get rid of; being influenced by others or influencing them.

beliefs, values, norms, and social practices

High-Ambiguity-Tolerant and Low-Ambiguity-Tolerant

High- and Low-Context Cultures

Individualist and Collectivist Orientation

high: uncertainty is a normal part of life

low: exert great effort to avoid uncertainty, threatened by uncertainty

high: use lots of shorthand, meaning is implied by physical setting. inside jokes

Low: info is explicitly and precisely in words

individualist: take care of your self and immediate family. independence, privacy

collectivist: loyalty to the group

sharing info between two people

the way you see the world that influences your decision making

develop a skillset

choose and adapt behavior

watch yourself

communicate ethically with others as unique individuals

become a student of communication

nurture and communicate openness (no judgement)

keep communication meaningful: info matters to receiver

Use silence effectively: in speech flow, enhance meaning of message

body language: facial expressions, posture, gestures

vocal cues: paralanguage

spatial relations

written communication

physical space due comfort level and past experiences

faulty assumptions

insufficient time for communication

daydreaming

rehearsing a response

filtering messages

distracted by noise

lack of training

vocal rather than verbal component of language.

ex: tone, pitch, volume, speech rhythm, pacing or tempo, use of silence

essential to building relationships pg 63

obtain sufficient and accurate info to collaborate

hearing: receiving sound waves

attending: choose what to listen to and what to ignore

Understanding: making sense of what we hear, finding the meaning

responding: verbal and nonverbal feedback to the speaker

Remembering: recall info of the message

prompting: encourage speaker to continue talking and show you are listening

paraphrase: restate what they have said (no inference)

reflecting: describe what they have said and try to find meaning in message

Questioning: asking questions to refine understanding

Get a response to your message (important in subject line)

Be professional

Keep it short and easy to read

Avoid controversy

Take time to think

Develop an off-limits response (standard response for a different type of interaction)

Restate the topic

Use email judiciously (is it worth sharing)

Treat your email as nonconfidential

Treat others email as confidential

Immediately following behavior or event

nonjudgmental

descriptive not evaluative

specific

changeable behaviors

concise

well-timed

direct

culturally sensitive

establish listening goals

eliminate distractions

talk less

avoid prejudgments

avoid interruptions

focus on the content of the spoken message

focus on the context of the message

voice tone, pitch, volume, speech rhythm and pacing or tempo, use of timing of silence