| CODE | INE1702 | ||||||
| TITLE | Trans-Disciplinary Teamwork within an Inclusive Setting | ||||||
| UM LEVEL | 01 - Year 1 in Modular Undergraduate Course | ||||||
| MQF LEVEL | 5 | ||||||
| ECTS CREDITS | 4 | ||||||
| DEPARTMENT | Inclusion and Access to Learning | ||||||
| DESCRIPTION | This study-unit will provide a clear practical explanation of how persons with disability, parents, educators and service providers can include their specialized skills to improve the education of persons with disability within an inclusive setting creating a transdisciplinary team. The issue of therapy vs quality of life will be the underlying factor in this study-unit. Study-unit Aims: This study-unit aims to assist the students to provide a clear practical explanation of how persons with disability, parents, educators and service providers can include their specialized skills to improve the education of persons with disability within an inclusive setting creating a transdisciplinary team. The issue of therapy vs quality of life will be the underlying factor in this study-unit. Learning Outcomes: 1. Knowlege & Understanding By the end of the study-unit the student will be able to: • describe how persons with disability, parents, educators and service providers can include their specialized skills to improve the education of persons with disability within an inclusive setting supported by a transdisciplinary team; • define the concept of quality of life; • identify the issues involved in the therapy vs quality of life arguementargument; • describe different types of service models; • list the different members forming part of the transdisciplinary team; • describe the different roles of the various members of the trans disciplinary team; • define teaching objectives which are educationally relevant and necessary to the child's access to the general curriculum; • outline some models of transdisciplinary team work like MAPs, PATH, COACH and VISTA. 2. Skills By the end of the study-unit the student will be able to: • demonstrate how persons with disability, parents, educators and service providers can include their specialized skills to improve the education of persons with disability within an inclusive setting supported by a transdisciplinary team; • define the concept of quality of life; • analyse the issues involved in the therapy vs quality of life dilemma; • analyse and compare different types of service models; • explain the different roles of the various members of the trans disciplinary team; • select teaching objectives which are educationally relevant and necessary to the child's access to the general curriculum; • compare some models of transdisciplinary/ collaborative team work like MAPs, PATH, COACH and VISTA as opposed to multidisciplinary models. The students will be: • introduced to the different types of service model; • introduced to the concept of quality of life; • introduced to the various members of the trans disciplinary team and their respective roles; • able to understand when a teaching objective is relevant to the child's life and how to reach 'therapeutic' goals within ordinary life situations; • able to analyze some models of transdisciplinary team work like MAPs, PATH, COACH and VISTA. Study-unit Outline: • Multidisciplinary, inter-disciplinary and transdisciplinary teamwork • Quality of life • Decision making process – self determination • Persons with disability/ parents • The medical component • The psychologist • The speech and language pathologist • The occupational therapist • The physiotherapist • The teacher-facilitator team • The peers • The school administration Main Text/s and any supplemtary reading: Required Text: • Rainforth, B. & York-Barr, J. (1997) Collaborative teams for students with severe disabilities. Educating children with multiple disabilities. USA: Brookes Publishing Co. Reading list: • Fred, P., Orelove (Editor), Howard Garner (Editor) (1998) Teamwork: parents and professionals speak for themselves CWLA Press (Child Welfare League of America). • Howard Garner (2001) Helping others through teamwork: A handbook for professionals with workbook. CWLA Press (Child Welfare League of America). • Giangreco, M., (Editor) (2002) Quick guides to inclusion 3: Ideas for educating students with disabilities. USA: Brookes Publishing Co. • Giangreco, M., et al. (1998) Choosing Outcomes and Accommodations for Children (Coach): A Guide to Educational Planning for Students with Disabilities. USA: Brookes Publishing Co. • Orelove, F.P. (Editor) et al. (2004) A transdisciplinary approach. USA: Brookes Publishing Co. • Tanti Burlò ,E. Training of educators in special education in Stilon Ph. (1996), Towards a better future Malta: MUT Publication. • VISTA Vermont interdepartmental service team approach USA: University of Vermont. • Course Web Site: http://www.uvm.edu/~mgiangre/ http://www.bced.gov.bc.ca/specialed/ • King-Sears M.E. (Author), Janney R. (Author), Snell M.E. (Author), et al., (2015) Collaborative Teaming, (Teachers' Guides) (3rd Edition) Paul H Brookes Publishing Co. • Ministry of Education and Employment (2007). Job descriptions. Handbook for grades and positions within the directorate for quality and standards and the directorate for educational services. Ministry of Education and Employment, Malta. • Orelove, F.P. (Editor) Sobsey D., Silberman R. (2004) Educating Children With Multiple Disabilities: A Collaborative Approach 4th Edition. USA: Paul H Brookes Publishing Co (pp1-31). • Tanti Burlo’ E., (2010) Inclusive education, a qualitative leap in Lifespan and disability. XIII, 2 , 203-221. http://www.lifespan.it/client/abstract/ENG211_5.pdf • Tanti Burlo’ E. (2007). Parents and professionals working together. Services in Malta. In M. Carrozzino & P. Ruffinato (eds.) Towards a new humanism ethics and disability. Proceedings of 3rd International Congress “Mediterranean without handicap” pp.216 – 231. • Tanti Burlo’ E.(2002), in Ed. Angela Mecca & Simona de Simone: I servizzi educative in Italia e in europa, Atti seminario, Grafica Metelliana & csnc. Living for Therapy –living a life p.p.101-125. • Tanti Burlo’E., Falzon R., Nightingale B., (2000) Including the Excluded UK International Conference in Special Education. University of Manchester –Video Presentation “Including the Excluded – The Malta Experience” Channel 22, Malta. • Tanti Burlo’ E., (1994) Early Intervention (pp.41-55) in Child Welfare: Issues, Facts, Policies, Institute of Social Welfare, Malta: University of Malta. Supplementary Text: • Brown F.E.,(Author), McDonnell J.J.(Author), Snell M.E. (Author) (2015) Instruction of Students with Severe Disabilities, Pearson eText with Loose-Leaf Version -- Access Card Package (8th Edition), Pearson. • Turnbull Ann, Turnbull Rud, Erwin Elizabeth J., Soodak Leslie, C. & Shogren Karrie, A. (2011) Families, Professionals and Exceptionality: Positive Outcomes Through Partnerships and Trust. Pearson. |
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| STUDY-UNIT TYPE | Lecture | ||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Barbara Baschiera Anne-Marie Callus Juan Camilleri Elena Tanti Burlo' (Co-ord.) |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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