Argumentative Collaboration Analysis

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Collaboration
The collaboration style can be applied to any number of consultation models and interactions or activities within various organisations or people. Collaboration has been known to take place in areas of law, social services, education and medicine (Friend, 2003). Collaboration requires a set of attitudes and skills that often must be taught to participants. Communication skills are important to the process and good listening skills (Bergin, 2000). Effective collaboration with the use of questioning and feedback and each person paying attention to the non-verbal cues is imperative.
For collaboration to be effective all members must be voluntary and feel that their input is regarded as important as the next person. Members
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The aim of collaborative consultation is to find solutions to difficulties, issues or problems that may arise or prevention. The purpose can be larger with not only problem solving but the opportunity within the schooling context to make a more inclusive curriculum for all students to access. By effective collaborative consultation general education teachers can receive professional support and development such as instructional and behavioural strategies for not only students with disabilities but all students.
The participants must be committed to the concept of collaborative consultation and have a clear understanding of the dynamics (Dettmer, 2005). It has been clearly advised that non-effective communication skills can prevent the process of collaboration as well as other barriers. These barriers can be the isolation of the school and the autonomous culture, access to other services and time. Thus, the underlying question is can collaborative consultation be feasible and reliable within the context of a
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The indirect service delivery model involves the consultant, consultee and client. The members of the service delivery model have moved out of offices to the community and within schools. Some schools have outside assistance or support staff such as school psychologists, behavioural consultants, speech pathologist and administration to work effectively and collaboratively with parents, teachers and outside agencies in the process (Friend, 2016). When needed outside agencies can be contacted to assist with the consultative process this means more information and sharing of professional development can
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