Assessment Task 1: Consultation and Collaboration in Education

This report delves into the crucial concepts of consultation and collaboration within educational settings. It defines effective consultation as a mutual problem-solving process involving educators, families, and professionals to support student learning, particularly for students with visual disabilities. The report highlights the components of collaboration, including interdependence, common goals, voluntary participation, and equality. It also examines negotiation and conflict resolution theories and practices, emphasizing their importance in creating inclusive education policies and addressing classroom conflicts. Furthermore, the report explores the engagement process with interdisciplinary teams, focusing on collaboration, consultation, active listening, and conflict resolution models to maximize team effectiveness and improve student outcomes. The report underscores the need for clear goals, action plans, and core values to foster a collaborative environment in special and inclusive settings.

Running head: ASSESSMENT TASK 1
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Name
Institution

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1) Description of effective consultation and collaboration in education setting
As used to school setting, consultation refers to mutual problem-solving between
different professional consultants such as medical experts and psychologist and one or a group of
people who remain responsible for offering some form of psychological and/or educational
assistance to a kid-client (Wendelborg & Tøssebro, 2008). This means that in the school setting,
education teacher remains the primary person to give out lessons to the learners as well as to
execute learning strategies. He/she consults frequently with families and other professionals to
obtain information that stimulates the learning of learners with visual disabilities. For instance,
general education tutors are not anticipated to possess the specific know-how to work will
students with disabilities without acquiring support. Family members and knowledgeable
professionals are willingly available to teachers to offer consultation as required. By definition, it
is true that consultation with school personnel and school settings requires interdisciplinary
communication as well as partnering. Most favorable conditions for these kinds of partnerships
happen when all people who participated assume good working relationship, where all parties
possess specified as well as joint roles, rights, and responsibilities. In school setting, the teacher-
consultee has essential roles linked to the context of the classroom and a kid’s functioning within
the stated context. Teachers are normally responsible for distributing information regarding the
target child, and gathering information among others. Therefore, it is true that effective
consultation can positively affect both the teachers and children.
According to many authors, a description of collaboration composes of the following
components: interdependence or joint work, common goals, voluntary participation, and equality

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or parity. Each of the above mentioned elements remains considered separately as well as
examined for its importance in collaboration.
Interdependence, Joint work, and common goal: Participants in collaborative correlations
hold mutual or common goals that can add value to the institution, to each other, and to
themselves. These goals are formulated and negotiated by all participants themselves. The
acceptance of common goals results to a strong bonding among people leading to a mutual
commitment to the participants to attain the goals.
Parity: equality or parity in relationship represents another important component of
collaboration. Some researchers argue education collaboration can bring together individuals of
unequal status for example teachers, principals, as well as support staff.
Collaboration is voluntarily: people take part in collaboration on a voluntary and free
basis (Fu, & Hwang, 2018). Collaboration among teachers and children occur not from
administrative compulsion or constraint, it arise from the perceived understanding as well value
as among participants among participants that performing a specific job together is productive.
In other term, Collaboration is where two or more people work together as a group to
achieve a common goal of implementing, evaluating or planning a specific facet of an
educational program particularly for a learner or group of learners. For instance, general
education specialists, teachers, as well as family members all possess expertise to contribute
(Fielding‐Barnsley, 2005). Rather than people working in separation toward goals that are the
same or indirect clash with one another, there exist shared accountability and responsibility for a
common goal. In education setting, collaboration is seen mainly as best practice in instructor
practice, as well as essential for the inclusion for kids of special needs.

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Teachers as well as other educational professionals can also collaborate and consult to
improve learner outcomes (Mulvale, Embrett & Razavi, 2016). The teacher can consult with
different professionals for suggestion as well as information beneficial to the learning of the
students. For instance, Ms. Regan Consults with Mrs. Milton, the tutor of students with TVI
(Visual Impairments), about the most accurate way of presenting a Physic concept with which
John is having difficulty. Also, the teacher can collaborate with other professionals from
educational sector to create lessons or coordinate activities which are beneficial to learners with
visual disabilities (Brown & Beamish, 2012). For instance, Ms. Regan is teaching a Physic
lesson on measurement. Regan and Mrs. Milton work as a group to create a lesson plan, together
with hands-on activities, which presents the Physic concepts in a simple accessible to the entire
students, including Emily and Evan.
To better attain the needs of learners with visual disabilities, tutors as well as other
educational professionals may consult and collaborate with parents. Parents may provide enough
information about their kid children that are not available thru other people. For instance, by
consulting with Mrs. And Mrs. Daniel, Ms. Regan learned about Emily and Evan’s levels of
independence. In the same time, parents and teachers may collaborate to talk about issues.
1) Description of negotiation as well as conflict resolution theory as well as practice in
education settings
Negotiation remains a specialized as well as formal version of CR (conflict resolution)
most often used when essential issues ought to be agreed upon. According to some researchers,
negotiation is a process of joining conflicting parties into a common position using a decision
rule of accord (Jang, Elfenbein & Bottom, 2018). Negotiation often pass thru stages that include

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agenda setting, defining the issues, a hunt for guiding principles, a hunt for implementing details,
and bargaining for suitable concession exchanges.
Negotiations remain an important tool of communication as well as stakeholder
management. They perform an important role in helping teachers to get a better clutch of the
complex factors, human dynamics and issues behind essential policy issues. Increase linkages,
interdependencies as well as the rapid rate of change more so in areas affecting important
education sector such as dropout of school among youths, have formed a greater necessity for
competent negotiator among policy-experts in educational sector. Also, Negotiation remains a
vital component of national and regional policy-making processes from coming up with agendas,
to find out what issues that should be solved by policy makers, finding solutions, exploring
options and securing necessary support from available parties so as to ensure that designed
policies remain sustainable. Education policy as well as related issues normally demands
elaborate negotiations at the level of regional and national frameworks. Typical examples are the
process involving the creation as well as subsequent reforms in education setting. In education
setting, negotiations are useful they can assist in the provision of an inclusive education to
students and this will strengthen the linked to social, economic, and human development goals.
When the education system failed to offer an education for the youths, it may lead to an
educational, economic and social underclass which in turn may negatively affect the current and
future society. Creation of suitable policies that encourage inclusive education is crucial as a
method of promoting participation and learning of all students in education. Inclusion education
is very essential in current’s society because it allow every kid to thrive in their education in as
well as have their talent developed and nurtured.

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Conflict resolution mainly focuses on redirecting or containing aggressive tendencies.
Conflicts of various types have always been available in schools. The number of conflicts
usually increased when children were freed from a silent as well as obedient role during
conversion to democratic schooling. Slight disturbances and destructions in the education setting
are frequently not called as conflicts by instructors, teacher educator, as well as education
policymakers. Researchers in the area of conflict resolution in education settings have
theoretically affirmed that minor disturbances and distractions are conflict since the actions of
one participant block; interfere with other party in their attempts to attain their goal. These minor
disturbances and inclusion can inhibit inclusion of all students to a specific common goal in
education setting. Therefore, Institutions should develop conflict resolution which is a clear
instruction of strategies and skills for solving a conflict, controlling emotional expression, as
well as having productive, peaceful interactions with other people. Some of the issues faced by
most schools include harassment; bullying, fighting, as well as other types of violence among
learners can be resolve through conflict resolution.
It is also true that handling conflicts in classroom is part of most lives of teachers. Even
apparently small disputes may negatively impact the environment of the classroom and interfere
both with the short-term and long term correlations. This explains why managing learner conflict
resolution is such essential work of the educators. If the educators want to create a classroom
culture which values inclusive education, conflicts between learners must be tacked with true
resolution as the goal. Teachers can only change these situations by assisting students
comprehend their actions and for the other people and finally find amicable solutions together.
2) Explanation of engagement process with interdisciplinary teams to get the most out
of collaboration

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Engagement with different interdisciplinary teams in special as well as inclusive setting
refers to creating sustainable correlation with interdisciplinary teams to improve the quality of
the workplace and thus increase people dedication and motivation. This process of engagement
with the teams (interdisciplinary teams) concentrates more on effectiveness as compared to
efficiency, mainly aiming to create collective motivation to all the members toward achieving
specific mission. A good engagement process often conveys values to its members. Special as
well as inclusive settings often depend on interdisciplinary teams that are made up of highly
educated experts to ensure that there is collaboration of all the interdisciplinary teams. The
engagement of interdisciplinary teams is the only method to assemble the breadth and knowledge
that can maximize collaboration among the parties involved. The following are some of the
essential process of engagement with the teams (interdisciplinary teams) that may maximize
collaboration:
Collaboration and Consultation: This is so important because it enable members to
collaborate and consult on the important issues that may affect the institution (Magnisalis,
Demetriadis & Karakostas, 2011). When the teams know and understand what each and every
member should perform then the level of collaboration will increase.
Active listening, probing, reflecting. Interdisciplinary teams should acquire interpersonal
skills training such as active listening, responsibility, leadership, dependability, flexibility,
motivation and teamwork. The interpersonal skills training will increase the self-awareness of
the team (Reddy et al. 2019). It will also enhance the way the interdisciplinary teams relate to
other people in order to work well and to maintain good working relationships.
All major stakeholders should be invited: All the stakeholders should take part in the
discussion that may improve the performance of the children. For instance, the performance of

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the children can only improve when the parents and teachers and other stakeholders join hand
together in discussing issues that affect the performance of their school. And in this discussion
every member should participate fully.
Conflict resolution model: This model may enable the interdisciplinary teams to achieve
mutual beneficial results in situation of a conflict in order to establish the best process that will
help solve the conflict.
NB: It is also important for the interdisciplinary teams to set appropriate goals. As
process of engagement remains a vague idea, it is quite essential for the interdisciplinary teams
to create direction thru achievable goals. Having assessable goals allows for the creation of
tangible vision of what the interdisciplinary teams eventually wishes to achieve. For instance, if
the interdisciplinary teams want to increase the level of collaboration in special as well as
inclusive setting, they should put it as their goal and work toward achieving it. This will allow
the teams to discuss some of the issues that may hinder collaboration in the special as well as
inclusive setting thereby working toward correcting them. Also, the interdisciplinary teams
should create an action plan to allow for implementation process of the core values of the
institution. The primary building block of transparency, trust, commitment and integrity are
important for a well performing team. Nevertheless, depending on the team culture, there may be
other core values. When the interdisciplinary teams make these values reality, they may in turn
maximize collaboration for example in education setting. This is because the teams will have to
share their values with other stakeholders thereby increasing the level of collaboration.

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References
Brown, J. E., & Beamish, W. (2012). The changing role and practice of teachers of students with
visual impairments: Practitioners’ views from Australia. Journal of Visual Impairment &
Blindness, 106(2), 81-92.
Fielding‐Barnsley, R. (2005). The attributes of a successful learning support teacher in
Australian inclusive classrooms. Journal of Research in Special Educational Needs, 5(2),
68-76.
Fu, Q. K., & Hwang, G. J. (2018). Trends in mobile technology-supported collaborative
learning: A systematic review of journal publications from 2007 to 2016. Computers &
Education, 119, 129-143.
Jang, D., Elfenbein, H. A., & Bottom, W. P. (2018). More than a phase: Form and features of a
general theory of negotiation. Academy of Management Annals, 12(1), 318-356.
Magnisalis, I., Demetriadis, S., & Karakostas, A. (2011). Adaptive and intelligent systems for
collaborative learning support: A review of the field. IEEE transactions on Learning
Technologies, 4(1), 5-20.
Mulvale, G., Embrett, M., & Razavi, S. D. (2016). ‘Gearing Up’to improve interprofessional
collaboration in primary care: a systematic review and conceptual framework. BMC
family practice, 17(1), 83.
Reddy, L. A., Glover, T., Kurz, A., & Elliott, S. N. (2019). Assessing the effectiveness and
interactions of instructional coaches: Initial psychometric evidence for the Instructional
Coaching Assessments–Teacher Forms. Assessment for Effective Intervention, 44(2),
104-119.

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Wendelborg, C., & Tøssebro, J. (2008). School placement and classroom participation among
children with disabilities in primary school in Norway: a longitudinal study. European
Journal of Special Needs Education, 23(4), 305-319.