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1. ASH ESE 633 Week 5 Assignment Collaborative Problem
Solving
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ESE 633 Week 5 Assignment Collaborative Problem
Solving
In this assignment you will demonstrate your
understanding of the following learning objectives:
Analyze ways to create a collaborative school culture to
promote professional growth and leadership;
Determine some of the causes of education-based
conflict. Evaluate problem solving and negotiation
strategies to resolve education-based conflict. Recognize
the importance of knowing personal strengths and
weaknesses in conflict resolution. Justify the
collaborative role of transition team members who

2. actively participate in transition meetings.
Additionally, the assignment represents your mastery of
Course Learning Outcomes 1, 2, & 3.
Providing tools for academic success to students with
disabilities is a collaborative effort. Sometimes however,
individuals within the collaborative team face conflict
due to a strong emotional or professional investment
from a particular member. Examples of education-based
conflict include disagreements over the allocation of
limited resources and funding, differing curriculum
delivery methods, class behavior management styles,
misinterpreted conversations (due to cultural
differences, communication styles, personal or
professional backgrounds, and other differences), and
misunderstanding of professional roles, school policy,
and other school or district-based guidelines. Chapter 9
in your Murawski and Spencer (2011) text outlines the
causes of conflict and how to problem-solve through
negotiation strategies with peers and in a collaborative
team setting.
Instructions:
Content
The collaboration steps, as defined by Windle and
Warren’s (n.d.) Collaborative Problem Solving: Steps in
the Process, are listed below. Use the headings named in
this section within your paper.

3. Before the Meeting - Interests and Options (1 point):
Windle and Warren (n.d.) suggest that interests are the
“underlying need, want, or desire that we are trying to
satisfy with our position (solution)” Consider that
statement, then:
Identify each team member’s interest in Lily’s post-
graduation goals, including options that may be
available given each team member’s point of view.
During the Meeting - Perception/Emotions (1 point):
Remember that by sharing why your perception is
important and relevant, the team will understand why
each member has a certain perspective. In this section of
your assignment:
Hypothesize each team member’s perceptions and the
emotions tied to those perceptions, including an
explanation that supports your rationale for the
perception and associated emotions.
During the Meeting - Define the Issue (2 points):Windle
and Warren (n.d.) suggest that an issue “may be defined
as an element of the dispute that represents a party’s
need or interest.” Consider that statement, then:
Identify one issue that the team will discuss, including a
supporting rationale for your choice of this issue over
others.
During the Meeting - Generate Options/ Brainstorming
(2 points): Windle and Warren (n.d.) suggest that “Most
of us are not accustomed to inventing options and we
slip easily into critiquing and judging as soon as
possibilities are put on the board.” Consider this

4. statement, then:
Using each team member’s ideas, perceptions, and the
overall issue, describe at least five options that may
satisfy the interest of all the team members, including a
rationale for your chosen options.
During the Meeting - Objective Criteria/ Reach
Agreement (1 point): After you have generated a list of
brainstorming options, in this section of your
assignment you will:
Decide which option is the most agreeable to everyone,
including a justification of how this agreement meets
each team member’s interests, options, and perceptions.
During the Meeting - Self-Reflection (2 points):Using
what you learned about yourself from the Week 1 self-
assessment and other knowledge you have acquired
throughout the course:
Write a self-reflection about the strengths and
weaknesses you have in relation to the case study for
this assignment. Be sure to consider what you know
about how you can leverage your personal strengths as a
team leader in the transition meeting in the role of
special educator.
Lily Case Study
Lily was diagnosed with Asperger’s syndrome at age
eight when she started displaying ”typical behaviors”

5. including misunderstanding social cues with girls her
age, perseverating on Sponge Bob cartoons, and holding
her ears every time a bell would ring to change classes.
She has always been educated in an inclusive general
classroom using the collaborative consultation model,
receiving pull-out SLP (Speech & Language Pathologist)
services where she learned social skills and how to
communicate with peers. Lily’s teacher says that she
loves writing stories about her favorite cartoons and has
always loved Sponge Bob. She is an outstanding artist
and works well independently because she gets
overwhelmed very easily in a group. Her least favorite
subject is social studies as she has a very difficult time
understanding past events as the concepts are too
abstract.
Now that she has turned 16, Lily’s transition team is
meeting for the first time to discuss a post-graduation
plan. They need to set realistic goals, discuss interest
inventories, and evaluate Lily’s options. Included in this
meeting is the lead special education coordinator, Lily’s
mother and father (who are divorced), the general
educator, the school psychologist, and the speech and
language pathologist. Her past IEP meetings have been
very challenging; although everyone has her best
interest at heart, they have differing opinions of how
“best interest” is defined. Lily’s parents want her to go to
a 4-year college with a focus on computer animation.
The special education coordinator supports Lily’s wish
to work at a daycare center as an assistant, because she

6. really enjoys children and doesn’t feel her usual social
anxiety around them. The general educator and speech
and language pathologist at this school don’t know her
well enough to provide post-graduation input. The
school psychologist says that Lily’s interest inventory
identifies that her area of strength is in an engineering
field working independently with concrete concepts.
Written Communication
Page Requirement (1 point): Five to seven pages, not
including the title and reference pages.
APA Formatting (1 point): Use APA formatting
consistently throughout the assignment.
Syntax and Mechanics (1 point): Display meticulous
comprehension and organiz

7. really enjoys children and doesn’t feel her usual social
anxiety around them. The general educator and speech
and language pathologist at this school don’t know her
well enough to provide post-graduation input. The
school psychologist says that Lily’s interest inventory
identifies that her area of strength is in an engineering
field working independently with concrete concepts.
Written Communication
Page Requirement (1 point): Five to seven pages, not
including the title and reference pages.
APA Formatting (1 point): Use APA formatting
consistently throughout the assignment.
Syntax and Mechanics (1 point): Display meticulous
comprehension and organiz