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Courses may be offered in one of the following modalities:

  • Traditional in-person courses (0–29 percent of coursework is delivered online, the majority being offered in person.)
  • Hybrid/blended courses (30–79 percent of coursework is delivered online.)
  • Online courses (100 percent of coursework is delivered online, either synchronously on a designated day and time or asynchronously as a deadline-driven course.)
  • Hyflex (Students will be assigned to attend in-person or live streamed sessions as a reduced-size cohort on a rotating basis; live sessions are also recorded, offering students the option to participate synchronously or view asynchronously as needed.)

If you are enrolled in courses delivered in traditional or hybrid modalities, you will be expected to attend face-to-face instruction as scheduled.

Team Collaboration (EEC-705)

Semester: Spring 2021
Number: 0810-705-001
Instructor: Stephen Shore
Days: Monday 6:30 pm - 8:20 pm
Note: Online, Both synchronous and asynchronous
Location: Online
Credits: 3

Students Must Take 600, 610, 620, 630 Before Taking705, 710, 720, 750 And 800zoom
Dates:2/1, 2/8, 3/1, 3/29, 4/19, 5/10

Course Materials: View Text Books
Related Syllabi: Mathew Zagami for Fall 2008*
Dennis Cowan for Fall 2009*
Dennis Cowan for Spring 2011*
Dennis Cowan for Spring 2012*
Dennis Cowan for Spring 2013*
Dennis Cowan for Spring 2014*
Dennis Cowan for Summer 2014*
Dennis Cowan for Spring 2015*
Dennis Cowan for Summer 2015*
Dennis Cowan for Summer 2016*
Dennis Cowan for Spring 2018*
Dennis Cowan for Spring 2019*
Dennis Cowan for Fall 2019*
Dennis Cowan for Spring 2020*
Dennis Cowan for Spring 2023*
Dennis Cowan for Summer 2023*

*Attention Students: Please note that the syllabi available for your view on these pages are for example only. The instructors and requirements for each course are subject to change each semester. If you enroll in a particular course, your instructor and course outline may differ from what is presented here.


Designed for teachers working with students with special needs from kindergarten through high school in inclusive classrooms. The roles and responsibilities of related services personnel are examined. Emphasis is placed on understanding teams in schools, facilitating communication among teams, and developing strategies that promote team collaboration.

Learning Goals:   B: PERFORMANCE OUTCOMES – based on the 6 goals of the Conceptual Framework• analyze models and strategies of collaboration with an emphasis on co-teaching and co-planning• To understand the roles and responsibilities of those involved in the planning of individualized education programs and those who provide the services related to implementation1. Reflective Practice-• To study and practice skills related to increasing competencies as a collaborator2. To develop reflection, inquiry and problem-solving skills necessary for professional development Scholarship-• To expland a basis for life-long learning• To explore and analyze the issues and concerns of related services personnel as these relate to the interaction with the teachers3. Social Justice-• To evaluate ways to communicate the characteristics and needs of individuals with disabilities to the school community and to advocate on their behalf4. Inclusive Community-• To study family and child needs and concerns related to the classification process; to explore issues related to collaborating with families and children with disabilities in the areas of assessment and intervention strategies that occur within classrooms and with related services personnel assigned to serve a child5. Wellness-• To develop an appreciation of the strengths and weaknesses of collaboration and the value of teaming in professional development• To understand the roles and responsibilities of those involved in the planning and delivering related services to students and to articulate a recognition of the issues involved and how to address them6. Creativity and the Arts-• To integrate class experiences, i.e., problem-solving group experiences and scholarship to create a deeper and richer sense of self within the collaborative experience and to articulate growth through a personal and reflective exercise

*The learning goals displayed here are those for one section of this course as offered in a recent semester, and are provided for the purpose of information only. The exact learning goals for each course section in a specific semester will be stated on the syllabus distributed at the start of the semester, and may differ in wording and emphasis from those shown here.


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