Collaboration and Teaming

General Course Information

Course Lecturer Name(s):  Queen Annie Gill

Course Director Name: Queen Annie Gill

Course Lecturer(s) Contact Information:

Course Director Contact Information: 

Course Lecturer(s) Office Hours:  By Appointment 

Course Director Office Hours:  By Appointment

Course Lecturer(s) Office Location:  Ballsier Building Upper Floor

Course Director Office Location:  Ballsier Building Upper Floor

Course Support: Nichole Phillip,, ext. 3823

Course Management tool: To learn to use Sakai, the Course management tool, access the link

Course Curriculum Information

Course Description: 

This course will impart collaborative skills for the success of all students, but especially for those with special needs. It will challenge students to work as effective laisons between general and special education teachers, parents, para-educators, and other educational professionals and agencies. This course seeks to introduce students to the various stakeholders involved in special education. It addresses ways of communicating effectively and respectfully with these various constituencies in the interest of students with special needs. It will emphasize a team approach in planning and implementing Individualized Education Programs (IEPs) to empower the students in their care, to reach their fullest potential. Finally, it will prepare students for their role as knowledge experts, consultants and advocates for the integration of individuals with special needs into institutions of higher education and the world of work.

Course Objectives: 

  1. The course seeks to foster a nurturing and positive attitude towards all students regardless of their special needs, within a mainstream classroom. 
  2. By honing their collaborative skills, students will be able to support effective and meaningful learning for all of their students. 
  3. Students of this course will be empowered to be change agents and advocates for facilitating the valuable contributions of all of their students; in various spheres of life: economic, social, cultural.

Student Learning Outcomes:

On completion of this course students should be able to:

  1. Examine inclusive education as a process that engages issues of differences across ability, race, culture, age and socio-economic status.
  2. Identify the laws, policies and regulations that govern educational provisions for students with special needs.
  3. Apply collaborative skills in working with various constituents in facilitating the effective, practical and meaningful learning experiences for students with special needs both within the classroom and in the wider society.
  4. Plan effectively and implement scientifically based instructional techniques and strategies , to facilitate opportunities for student success in their classes.  

Program Outcomes Met By This Course:

  1. Critically analyse global and regional issues.
  2. Develop quantitative literacy skills and confidence using numeric data.
  3. Effectively communication of information by extracting and constructing meanings through analysis and critical thinking. 

Grading Scale: Grades will be assigned as follows:

A  = 89.5% or better

B+ = 84.5 - 89.4%

B  = 79.5 - 84.4%

C+ = 74.5 - 79.4%

C = 69.5 - 74.4%

D = 64.5 - 69.4%

F = 64.4% or less

Course Materials:

Text: Friend, M. & Cook, L. (2017). Interactions: Collaboration Skills for School Professionals (8th ed.) Boston: Allyn and Bacon

Supplementary Readings/Resources: 

  1. Overton, S.                  Collaborating with Families: A Case Study Approach 
  2. Rimm B. et. al.            Education of the Gifted and Talented
  3. Raymond, B. Eileen    Learners with Mild Disabilities: A Characteristics Approach

Course Grading Requirement:

  • Class activities                                             - 15%
  • Case Study Analysis                            - 20%
  • Response Papers                                          - 20%
  • Group Assignment and Presentation           - 45%  

Course Schedule

  • Wk. 1  - 18th & 20th January - Introduction to Course: Why Collaboration and teaming. Identify local and regional stakeholders.
  • Wk2. -  25th & 27th January – Foundations and Perspectives and Interpersonal communication (chs. 1 &2)
  • Wk. 3 – 1st & 3rd February – Listening, responding and giving feedback. (ch.3) Class activity 1
  • Wk. 4 – 8th & 19th February - Integrating Skills in formal and informal interviews. (ch.4) 
  • Wk. 5 – 15th & 17th February -  Group Problem Solving and Teams  (ch.5 & 6) Class activity 2
  • Wk 6 -  22nd & 24th February   – Co-teaching (ch. 7)   
  • Wk .7 – 1st & 3rd  March – Consultation, Coaching and Mentoring (ch. 8) -  Response Paper 1
  • Wk.8 – 8th  & 10th March – Mid terms / No exams
  • Wk. 9 -  15th & 17th March – Difficult Interactions ( ch.9) 
  • Wk. 10 – 22nd & 24th March – Paraeducators (ch. 10) – Class activity 3  
  • Wk. 11 -  29th & 31st March – Families (ch. 11)
  • Wk.12 – 5th & 7th April – Group meeting withinstructor  
  • Wk. 13 – 12th & 14th April – Special Considerations (ch. 12) – Response Paper 2
  • Wk. 14 – 19th 21st April – Group Presentations
  • Wk. 15 – 26th & 28th April – Group Presentations 
  • Wk. 16 -  Final Week / No exam

School of Arts and Sciences Master Syllabi — Info for All Sections

Plagiarism Policy

Academic Integrity

The St. George’s University Student Manual (2019/2020) states as follows:

Plagiarism is regarded as a cardinal offense in academia because it constitutes theft of the work of someone else, which is then purported as the original work of the plagiarist. Plagiarism draws into disrepute the credibility of the Institution, its faculty, and students; therefore, it is not tolerated” (p. 48).

Plagiarism also includes the unintentional copying or false accreditation of work, so double check your assignments BEFORE you hand them in.

Be sure to do good, honest work, credit your sources and reference accordingly and adhere to the University’s Honor Code. Plagiarism and cheating will be dealt with very seriously following the university’s policies on Plagiarism as outlined in the Student Manual.

Your work may be subject to submission to plagiarism detection software, submission to this system means that your work automatically becomes part of that database and can be compared with the work of your classmates.

Attendance Requirement

The St. George’s University Student Manual (2019/2020) states as follows:

Students are expected to attend all classes and or clinical rotations for which they have registered. Although attendance may not be recorded at every academic activity, attendance may be taken randomly. Students’ absence may adversely affect their academic status as specified in the grading policy. If absence from individual classes, examinations, and activities, or from the University itself is anticipated, or occurs spontaneously due to illness or other extenuating circumstances, proper notification procedures must be followed. A particular course may define additional policies regarding specific attendance or participation” (p. 9).

Examination Attendance

The St. George’s University Student Manual (2019/2020) states as follows:

All matriculated students are expected to attend all assigned academic activities for each course currently registered. Medical excuses will be based on self-reporting by students. Students who feel they are too sick to take an examination or other required activity on a specific day must submit the online SAS medical excuse, which is available on Carenage. Students are only allowed two such excuses a year. Upon consultation with the Director of University Health Service, the third excuse will result in a mandatory medical leave of absence. The policies regarding make-up examinations are at the option of the Course Director” (p.46).

For additional specific examination policies and procedures, refer to the St. George’s University Student Manual (2019/2020), pages 31 through 37.

Student Accessibility and Accommodation Services Policy

The St. George’s University Student Manual (2019/2020) states as follows:

A student with a disability or disabling condition that affects one or more major life activities, who would like to request an accommodation, must submit a completed application form and supporting documentation to the Student Accessibility and Accommodation Services (SAAS) located in the Dean of Students Office. It is highly recommended that students applying for accommodations do so at least one month before classes begin to allow for a more efficient and timely consideration of the request. If a fully completed application is not submitted in a timely fashion, an eligibility determination may not be made, and accommodations, where applicable, may not be granted prior to the commencement of classes and/or examinations” (p. 8).


It is the responsibility of the student to read and understand the policies, laws, rules and procedures that while they could affect your grade for a course, have not been specifically outlined in the course syllabus. These are contained in the St. George’s University Student Manual.