[abstract]
This Executive Position Paper explores promising practice recommendations for enhancing the collaborative capacity of individualized education programs (IEPs) in Delaware Schools. Recommendations marry existing literature on collaboration, building capacity through adult training/coaching, and special education, together with the hands-on expertise of conflict resolution professionals and experiences of IEP stakeholders. Data for this study was gathered primarily through IEP meeting observations and participant feedback in five Delaware school districts in spring 2000.
Position Paper One provides an overview of the special education landscape in which IEPs figure so prominently, including a discussion of the national and local scope of the problems associated with enhancing collaboration in IEPs. The Special Education Partnership for the Amicable Resolution of Conflict (SPARC) program under the auspices of the Conflict Resolution Program at the University of Delaware is then introduced as a resource in the effort to build collaboration in special education. SPARC and this companion study, is funded by the Delaware Department of Education. From this introduction, a summary of literature related to collaboration, building capacity, and promising practices in training and coaching efforts will be provided.
Position Paper Two shares and reflects upon the study methodology and collected data. Data analysis focuses on developing answers to the study question: What SPARC services and related training efforts can CRP make available to Delaware schools, districts and families that represent a promising practices approach to making a measurable difference in the special education arena?
Position Paper Three concludes with implications and recommendations. A statewide proposal for building collaborative capacity in IEP meetings is detailed. Recommendations are supported by the study's data analysis, past CRP professional experiences and research related to SPARC, district needs assessment work, a contextual understanding of special education legislation, the IEP process, and adult learning theory and development in the school setting.