Lily Case Study

Paper instructions:
Instructions

Content
The Collaboration Steps as defined by Collaborative Problem Solving: Steps in the Process (Windel & Warren, n.d.) are listed below. Use the headings named in this section within your paper.
ïBefore the Meeting – Interests and Options (1 point): Windel and Warren (n.d.) suggest that interests are the ìunderlying need, want, or desire that we are trying to satisfy with our position (solution).î Consider that statement, then identify each team memberís interest in Lilyís post-graduation goals and state options that may be available given each team memberís point of view.

ïDuring 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 team memberís perceptions and the emotions tied to those perceptions. Include an explanation that supports your rationale for the perception and associated emotions.

ïDuring the Meeting – Define the Issue (1 point): Windel and Warren (n.d.) suggest that an issue ìmay be defined as an element of the dispute that represents a partyís need or interest.î Consider that statement, then identify one issue that the team will discuss along with a supporting rational for your choice of this issue over others.

ïDuring the Meeting – Generate Options/ Brainstorming (1 point): Windel and Warren (n.d.) suggest that ìMost 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.î Consider this statement. Then, using each teamís ideas, perceptions, and the overall issue, describe at least five options that may satisfy the interest of all the team members. Include a rationale for your chosen options.

ïDuring 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 is the most agreeable to everyone including a justification of how this agreement meets each team memberís interests, options, and perceptions.

ïDuring the Meeting – Self-Reflection (1 point): 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 Aspergerís syndrome at age eight when she started displaying ëtypical behaviorsí including not understanding 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. Lilyís 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, Lilyís 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 Lilyís options. Included in this meeting is the lead special education coordinator, Lilyís mother and father (who are divorced), the general educator, the school psychologist, and the speech pathologist. Her past IEP meetings have been very challenging; although everyone has her best interest at heart, they have differing opinions of how ëbest interestí is defined. Lilyís parents want her to go to a 4-year college with a focus on computer animation. The special education coordinator and Lily want her to work at a daycare center as an assistant, because she really enjoys children and doesnít feel her usual social anxiety around them. The general educator and speech pathologist at this school donít know her well enough to provide post-graduation input. The school psychologist says that Lilyís interest inventory identifies that her area of strength is in an engineering field working independently with concrete concepts.

Paper instructions:
Instructions

Content
The Collaboration Steps as defined by Collaborative Problem Solving: Steps in the Process (Windel & Warren, n.d.) are listed below. Use the headings named in this section within your paper.
ïBefore the Meeting – Interests and Options (1 point): Windel and Warren (n.d.) suggest that interests are the ìunderlying need, want, or desire that we are trying to satisfy with our position (solution).î Consider that statement, then identify each team memberís interest in Lilyís post-graduation goals and state options that may be available given each team memberís point of view.
ïDuring 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 team memberís perceptions and the emotions tied to those perceptions. Include an explanation that supports your rationale for the perception and associated emotions.
ïDuring the Meeting – Define the Issue (1 point): Windel and Warren (n.d.) suggest that an issue ìmay be defined as an element of the dispute that represents a partyís need or interest.î Consider that statement, then identify one issue that the team will discuss along with a supporting rational for your choice of this issue over others.
ïDuring the Meeting – Generate Options/ Brainstorming (1 point): Windel and Warren (n.d.) suggest that ìMost 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.î Consider this statement. Then, using each teamís ideas, perceptions, and the overall issue, describe at least five options that may satisfy the interest of all the team members. Include a rationale for your chosen options.
ïDuring 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 is the most agreeable to everyone including a justification of how this agreement meets each team memberís interests, options, and perceptions.
ïDuring the Meeting – Self-Reflection (1 point): 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 Aspergerís syndrome at age eight when she started displaying ëtypical behaviorsí including not understanding 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. Lilyís 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, Lilyís 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 Lilyís options. Included in this meeting is the lead special education coordinator, Lilyís mother and father (who are divorced), the general educator, the school psychologist, and the speech pathologist. Her past IEP meetings have been very challenging; although everyone has her best interest at heart, they have differing opinions of how ëbest interestí is defined. Lilyís parents want her to go to a 4-year college with a focus on computer animation. The special education coordinator and Lily want her to work at a daycare center as an assistant, because she really enjoys children and doesnít feel her usual social anxiety around them. The general educator and speech pathologist at this school donít know her well enough to provide post-graduation input. The school psychologist says that Lilyís interest inventory identifies that her area of strength is in an engineering field working independently with concrete concepts.

Paper instructions:
Instructions

Content
The Collaboration Steps as defined by Collaborative Problem Solving: Steps in the Process (Windel & Warren, n.d.) are listed below. Use the headings named in this section within your paper.
ïBefore the Meeting – Interests and Options (1 point): Windel and Warren (n.d.) suggest that interests are the ìunderlying need, want, or desire that we are trying to satisfy with our position (solution).î Consider that statement, then identify each team memberís interest in Lilyís post-graduation goals and state options that may be available given each team memberís point of view.
ïDuring 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 team memberís perceptions and the emotions tied to those perceptions. Include an explanation that supports your rationale for the perception and associated emotions.
ïDuring the Meeting – Define the Issue (1 point): Windel and Warren (n.d.) suggest that an issue ìmay be defined as an element of the dispute that represents a partyís need or interest.î Consider that statement, then identify one issue that the team will discuss along with a supporting rational for your choice of this issue over others.
ïDuring the Meeting – Generate Options/ Brainstorming (1 point): Windel and Warren (n.d.) suggest that ìMost 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.î Consider this statement. Then, using each teamís ideas, perceptions, and the overall issue, describe at least five options that may satisfy the interest of all the team members. Include a rationale for your chosen options.
ïDuring 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 is the most agreeable to everyone including a justification of how this agreement meets each team memberís interests, options, and perceptions.
ïDuring the Meeting – Self-Reflection (1 point): 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 Aspergerís syndrome at age eight when she started displaying ëtypical behaviorsí including not understanding 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. Lilyís 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, Lilyís 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 Lilyís options. Included in this meeting is the lead special education coordinator, Lilyís mother and father (who are divorced), the general educator, the school psychologist, and the speech pathologist. Her past IEP meetings have been very challenging; although everyone has her best interest at heart, they have differing opinions of how ëbest interestí is defined. Lilyís parents want her to go to a 4-year college with a focus on computer animation. The special education coordinator and Lily want her to work at a daycare center as an assistant, because she really enjoys children and doesnít feel her usual social anxiety around them. The general educator and speech pathologist at this school donít know her well enough to provide post-graduation input. The school psychologist says that Lilyís interest inventory identifies that her area of strength is in an engineering field working independently with concrete concepts.