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 1

Table of Contents 2

Group Activities 3

Individual Contribution 3

Content of Group Work 3

Strategy 6

Conclusion/Group Reflection 7

Reference List 8

Evaluation Form 9

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