Create a 500-750 word comprehensive collaboration guide that you can share with other educators and stakeholders involved in meeting the communication needs of students with ASD. You may select any digital format for the guide, and it should address the following:
Explain why stakeholders must be able to understand and articulate how all the members of the team interact and communicate to ensure the needs of the students with ASD are being met.
Explain what the law says about how stakeholders should collaborate, what student-specific information can be shared during collaboration, and how this information should be shared. Include a discussion of potential consequences of not following these legal guidelines.
Provide a comprehensive list of at least five stakeholders with whom autism specialists collaborate. This should include but not be limited to related service providers and school support staff.
Define each stakeholder’s role in supporting students with ASD.
Explain the frequency of expected interactions with each stakeholder and how these interactions typically take place.
Describe the type of information each stakeholder will typically provide and how that information will normally be communicated to the appropriate team members.
Describe each stakeholder’s role in the IEP transition planning process.
Support the assignment with a minimum of three scholarly resources.
Sample solution
Dante Alighieri played a critical role in the literature world through his poem Divine Comedy that was written in the 14th century. The poem contains Inferno, Purgatorio, and Paradiso. The Inferno is a description of the nine circles of torment that are found on the earth. It depicts the realms of the people that have gone against the spiritual values and who, instead, have chosen bestial appetite, violence, or fraud and malice. The nine circles of hell are limbo, lust, gluttony, greed and wrath. Others are heresy, violence, fraud, and treachery. The purpose of this paper is to examine the Dante’s Inferno in the perspective of its portrayal of God’s image and the justification of hell.
In this epic poem, God is portrayed as a super being guilty of multiple weaknesses including being egotistic, unjust, and hypocritical. Dante, in this poem, depicts God as being more human than divine by challenging God’s omnipotence. Additionally, the manner in which Dante describes Hell is in full contradiction to the morals of God as written in the Bible. When god arranges Hell to flatter Himself, He commits egotism, a sin that is common among human beings (Cheney, 2016). The weakness is depicted in Limbo and on the Gate of Hell where, for instance, God sends those who do not worship Him to Hell. This implies that failure to worship Him is a sin.
God is also depicted as lacking justice in His actions thus removing the godly image. The injustice is portrayed by the manner in which the sodomites and opportunists are treated. The opportunists are subjected to banner chasing in their lives after death followed by being stung by insects and maggots. They are known to having done neither good nor bad during their lifetimes and, therefore, justice could have demanded that they be granted a neutral punishment having lived a neutral life. The sodomites are also punished unfairly by God when Brunetto Lattini is condemned to hell despite being a good leader (Babor, T. F., McGovern, T., & Robaina, K. (2017). While he commited sodomy, God chooses to ignore all the other good deeds that Brunetto did.
Finally, God is also portrayed as being hypocritical in His actions, a sin that further diminishes His godliness and makes Him more human. A case in point is when God condemns the sin of egotism and goes ahead to commit it repeatedly. Proverbs 29:23 states that “arrogance will bring your downfall, but if you are humble, you will be respected.” When Slattery condemns Dante’s human state as being weak, doubtful, and limited, he is proving God’s hypocrisy because He is also human (Verdicchio, 2015). The actions of God in Hell as portrayed by Dante are inconsistent with the Biblical literature. Both Dante and God are prone to making mistakes, something common among human beings thus making God more human.
To wrap it up, Dante portrays God is more human since He commits the same sins that humans commit: egotism, hypocrisy, and injustice. Hell is justified as being a destination for victims of the mistakes committed by God. The Hell is presented as being a totally different place as compared to what is written about it in the Bible. As a result, reading through the text gives an image of God who is prone to the very mistakes common to humans thus ripping Him off His lofty status of divine and, instead, making Him a mere human. Whether or not Dante did it intentionally is subject to debate but one thing is clear in the poem: the misconstrued notion of God is revealed to future generations.
References
Babor, T. F., McGovern, T., & Robaina, K. (2017). Dante’s inferno: Seven deadly sins in scientific publishing and how to avoid them. Addiction Science: A Guide for the Perplexed, 267.
Cheney, L. D. G. (2016). Illustrations for Dante’s Inferno: A Comparative Study of Sandro Botticelli, Giovanni Stradano, and Federico Zuccaro. Cultural and Religious Studies, 4(8), 487.
Verdicchio, M. (2015). Irony and Desire in Dante’s” Inferno” 27. Italica, 285-297.
Sample Answer
Sample Answer
Comprehensive Collaboration Guide for Meeting the Communication Needs of Students with ASD
Introduction
Collaboration among stakeholders is crucial for ensuring the needs of students with Autism Spectrum Disorder (ASD) are being met. Effective collaboration requires stakeholders to understand and articulate how all members of the team interact and communicate. This guide aims to provide educators and stakeholders with a comprehensive understanding of collaboration in meeting the communication needs of students with ASD.
Importance of Understanding and Articulating Team Interactions
Stakeholders, including educators, parents, therapists, and support staff, must understand and articulate how team members interact and communicate to ensure the needs of students with ASD are met. Here’s why:
Consistency in Support: Understanding team interactions ensures consistency in supporting students with ASD. When all team members are on the same page, they can provide consistent strategies and interventions that promote effective communication.
Holistic Approach: Collaboration allows stakeholders to bring their unique expertise to the table, leading to a holistic approach in meeting the communication needs of students with ASD. By understanding each member’s role, stakeholders can effectively integrate their efforts.
Individualized Support: Students with ASD have unique communication needs. Collaboration enables stakeholders to share their knowledge and insights, leading to individualized support that caters to each student’s specific needs.
Legal Guidelines for Collaboration
Collaboration among stakeholders should adhere to legal guidelines, which ensure student privacy while promoting effective communication. The law dictates:
FERPA: The Family Educational Rights and Privacy Act (FERPA) outlines rules regarding the sharing of student-specific information. Stakeholders should only share information on a need-to-know basis, limiting disclosure to relevant team members.
IDEA: The Individuals with Disabilities Education Act (IDEA) mandates collaboration among stakeholders in the development of Individualized Education Programs (IEPs). Stakeholders should work together to develop goals and strategies that address the communication needs of students with ASD.
Failure to follow these legal guidelines can have consequences such as violating student privacy, compromising the effectiveness of interventions, and potentially facing legal repercussions.
Collaboration with Key Stakeholders
Autism specialists collaborate with various stakeholders to ensure comprehensive support for students with ASD. Here are five key stakeholders involved in meeting the communication needs of these students:
Educators: Teachers play a crucial role in supporting students with ASD in the classroom setting. They provide instruction, implement strategies, and monitor progress. Frequent collaboration with educators is essential to ensure consistent support.
Parents/Guardians: Parents are vital members of the collaboration team. They possess valuable insights into their child’s communication abilities and challenges. Collaborating with parents allows for a deeper understanding of the student’s communication needs and empowers parents to support their child at home.
Therapists: Occupational therapists, speech-language pathologists, and behavior analysts are often involved in providing specialized interventions for students with ASD. Collaboration with therapists ensures that communication goals align across different settings and fosters a coordinated approach to intervention.
School Support Staff: School support staff, such as paraprofessionals and aides, directly interact with students with ASD throughout the day. Collaborating with these staff members ensures consistent implementation of communication strategies and reinforces skills across different contexts.
Related Service Providers: Students with ASD may require additional support from related service providers such as audiologists or assistive technology specialists. Collaboration with these professionals helps address specific communication needs and ensures appropriate access to resources.
Roles and Interactions
Understanding the roles and frequency of interactions with each stakeholder is crucial for effective collaboration:
Educators:
Role: Provide instruction, implement strategies, and monitor progress.
Frequency: Daily interactions in the classroom setting.
Communication: In-person meetings, email updates, progress reports.
Parents/Guardians:
Role: Share insights into their child’s communication abilities and challenges.
Frequency: Regular meetings (e.g., parent-teacher conferences), ongoing communication.
Communication: In-person meetings, phone calls, email exchanges.
Therapists:
Role: Provide specialized interventions targeting communication skills.
Frequency: Periodic sessions as determined by the IEP.
Communication: In-person meetings, progress reports, sharing intervention strategies.
School Support Staff:
Role: Assist in implementing communication strategies and reinforcing skills.
Frequency: Regular interactions throughout the school day.
Communication: In-person meetings, daily updates, progress reports.
Related Service Providers:
Role: Offer specialized services to address specific communication needs.
Frequency: Periodic sessions as determined by the IEP.
Communication: In-person meetings, progress reports, sharing assessment results.
Stakeholder Roles in IEP Transition Planning
Transition planning is critical for students with ASD as they move from one educational setting to another or transition into adulthood. Each stakeholder plays a role in this process:
Educators: Collaborate in developing transition goals aligned with the student’s communication needs and provide relevant documentation for future placements.
Parents/Guardians: Provide insights into their child’s strengths, interests, and goals for future communication development.
Therapists: Contribute expertise in assessing communication skills, identifying areas of growth, and providing recommendations for transition planning.
School Support Staff: Collaborate in implementing transition plans during daily interactions and provide support in helping students generalize communication skills across different settings.
Related Service Providers: Offer specialized assessments and recommendations for continued communication support in post-secondary settings or vocational programs.
In conclusion, effective collaboration among stakeholders is essential for meeting the communication needs of students with ASD. Understanding team interactions, following legal guidelines, and establishing clear roles for each stakeholder contribute to a comprehensive support system that promotes effective communication strategies and interventions. By working together, educators, parents, therapists, school support staff, and related service providers can create an environment that fosters successful communication outcomes for students with ASD.
