Collaboration
The fifth domain is collaboration. There are seven associated competencies in this domain. The primary focus of this domain is on the ability to demonstrate how to work cooperatively and collaboratively with families and other team members in nonjudgmental ways to make informed decisions about interventions and life planning for learners with ASD.
This domain requires the demonstration of understanding of leadership skills necessary in collaborating with services, networks, and organizations for individuals, professionals, and caregivers to promote collaborative practices that connect families and professionals to educational and community resources. Evidence in this domain should highlight efforts to:
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Respect individual family culture, dynamics, and values.
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Plan transition to adulthood (or a change in service delivery/educational setting) by encouraging development needed for community participation.
In this program, we have specifically focused on the importance of using age-appropriate EBPs to evaluate and address the needs of students with ASD related to this domain. Several assignments from throughout the program have incorporated activities associated with the competencies in this domain.
5.1 Work cooperatively with services, networks, and organizations for individuals, professionals, and families with ASD
This artifact is a link to the University of North Texas's ENGAGE program. This program partners with local schools and the Texas Workforce Commission to provide training to students with disabilities on job preparedness, self-advocacy, and independent skills. On March 3, 2020, UNT traveled to our school district to provide this training to 35 high school students with autism.
5.2 Collaborate with team members to plan transition to adulthood that encourages full community participation
This artifact is a brochure for parents about the Community-based Vocational Instruction available through our school district. This curriculum partners with community businesses and organizations to provide vocational instruction in possible work locations for students with disabilities. This curriculum invites students, teachers, parents, and community members to participate in the transition planning and services of students with disabilities.
5.3 Coordinate processes that encourage collaboration needed for transition between settings
This artifact is the post-assessment from the AIM module on the Employee with Autism. This module focused on how autism may affect an individuals ability to perform in interviews and on the job. This puts emphasis on the need for supports to be in place across settings, not just in school.
This artifact is a link to the Healthy Bodies curriculum that I incorporate into my classroom for address issues of sexuality. I always share this curriculum with the parents of my students and we collaborate on who is going to teach what lessons and how we can work together to ensure that the students are not engaging in any inappropriate behavior in public and are taking care of their health and bodies.
5.5 Collaborate with families and other team members in nonjudgmental ways to make informed decisions about interventions and life planning
This artifact is a discussion post from SPED 756 Module 5 on Parent Participation under IDEA. This discussion addressed the importance of collaborating with parents in making decisions about the needs of the student.
This artifact is a set of reading notes regarding articles that address the legal requirements of parent participation under IDEA. The articles reveal the importance of parent participation and ways that promote collaboration with parents to ensure their voices are heard.
5.7 Connect families and professionals to educational and community resources
This artifact is a flier for our district's parent support group. This group provides parents a place to connect with each other and with resources available in the community for students and families of students with disabilities. Recently, our parent liaison brought in a lawyer to address the issue of guardianship rights once students turn 18, which is an important issue for families of students with severe disabilities.