Differences That Impact Collaborative Relationships and Strategies to Embrace and Encourage Collaboration
Essay title: Differences That Impact Collaborative Relationships and Strategies to Embrace and Encourage Collaboration
Collaborative Group Project
Differences that Impact Collaborative Relationships
And Strategies to Embrace and Encourage Collaboration
California State University, Sacramento
EDS 101: Consultation Skills in Inclusive and Supportive Environments
Spring 2005, Dr. EunMi Cho
Table of Contents
Cover Page
Table of Contents
Group Activities
Individual Contribution
Content of Group Work
Strategy
Conclusion/Group Reflection
Reference List
Evaluation Form
List of Resources
10
Individual Contribution
Jackie Thomas-I interviewed two parents of children that receive special education services. I also interviewed the Elk Grove School District’s Director of Special Education. I also interviewed a caseworker for the Alta Regional Center.
Julia Baggett-I talked to Susan Clarabut, Nevada County Assistant Superintendent of Special Education. I also visited First Five of Nevada County and did further research on the Internet.
Aleyda Sweeney-I contacted my local schools, Matsuyama and Lisbon Elementary. I also shared reflections of my own cultural and communication differences. Finally, I helped put together a PowerPoint presentation to share with the class.
Britton Brown-I contacted Placer Union High School District and Auburn Elementary School District to learn what multicultural resources were available.
Beth Miller- I went to John Morse Waldorf School where I asked teachers, resource and office personal about information pertaining to cultural differences.
Group Work
Special needs students rely on the support and cooperation of the people around them, including school professionals, parents and extended family. Team members comfortable with each other’s communication style ensures the student achieves their full potential through the best education possible. Yet there are many differences among people that may impact collaboration. To identify and address these differences, our group conducted one brainstorming and three follow-up sessions. Five categories of differences (communication, values, biases and behaviors, policy and individual characteristics) were identified, as were strategies to overcome them. Each member was assigned a section to cover. The following is our combined findings.
Collaboration within the public schools faces many challenges due to our country’s multicultural nature. In the video “Unique and Impersonal Approach to Education,” Dr. Susan Steinbach defined three communication styles: rugby, bowling, and basketball. Misunderstandings arise when school officials and families rely on different communication styles. Rugby focuses on camaraderie, loud talking with more than one person speaking at a time. Rugby is the dominant style in Middle Eastern, Latin American and African cultures. Bowling, on the other hand, focuses on the individual. Participants enter conversations one at a time and take turns equally. Interactions are carefully orchestrated with respect for authority. Bowling is the dominant style in most Asian countries. In basketball, who controls ball controls the conversation. It is okay for others to steal the ball when they desire to speak. Basketball falls somewhere in between rugby and bowling and inherits characteristics for both styles. Basketball is the dominant style in the United States.
Communication is not the only barrier to strong collaboration. Personal biases also hinder effective professional