6: Appendix B-3
- Page ID
- 64371
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Teamwork and Conflict Resolution Module: Toolkit Lesson Template - UDL Aligned Introduction to the Module
The Teamwork and Conflict Resolution module supports adult learners with intellectual and developmental disabilities (IDD) in building collaboration, empathy, and interpersonal communication skills essential for integrated employment. Employers consistently rate teamwork, adaptability, and relationship management among the most valued competencies (Williams et al., 2023).
This lesson is designed for courses where students practice interpersonal communication in applied workforce settings.
Learners with IDD or ASD may experience barriers such as differing communication styles, anxiety in group settings, or difficulty interpreting nonverbal cues (Burke et al., 2021). This module applies Universal Design for Learning (UDL), Socially Just Disability Resources (SJDR), and trauma-informed scaffolding to create psychologically safe, culturally responsive spaces for collaboration practice.
Approximate time: 90 minutes - adaptable for single or double class periods. In alignment with Vision 2030 priorities access, equity, and workforce mobility this module advances institutional goals for equitable teamwork instruction and micro credentials in Collaboration and Conflict Resolution (CCCCO, 2025).
(UDL Checkpoint: Clarify Learning Goals - CAST, 2024)
By the end of this module, learners will be able to:
- Describe three strategies for effective teamwork and respectful collaboration.
- Demonstrate conflict-resolution techniques through structured role-play and guided practice.
- Reflect on personal teamwork strengths and set one goal for future collaboration.
Rationale: Employers link teamwork and conflict-resolution competence to retention and advancement (Williams et al., 2023).
Scenario-Based Hook
(UDL Checkpoint: Recruit Interest + Connect to Relevance)
“You’re assigned to a team project at your new job. Two coworkers disagree about how to complete the task, and everyone looks to you for input. How would you handle the situation?”
Learners brainstorm possible responses individually, then discuss solutions in pairs or breakout rooms. Facilitators emphasize respectful listening, shared problem solving, and compromise.
Use a group-agreement reminder before discussion to reinforce respect and turn taking.
You have 10 minutes to develop your response before teams share strategies.
Rationale: Authentic dilemmas strengthen relevance and promote emotional connection, increasing transfer to workplace contexts (RTI International, 2024; Stadd et al., 2023).
Direct Instruction: Multiple Means of Representation
(UDL Checkpoint: Provide Options for Perception and Understanding)
|
Format |
Example Resource |
UDL Justification |
|---|---|---|
|
Video |
Short clip showing effective vs. ineffective team communication. |
Visual + auditory modeling supports understanding (Melhem and Al-Zoubi, 2025). |
|
Infographic |
Step-by-step “Conflict Resolution Flow” diagram (Stop → Listen → Acknowledge → Collaborate). |
Visual structure aids executive function planning. |
|
Text Guide |
Two-page handout on active listening and “I-Statement” techniques - screen reader friendly with alt-text. |
Provides reference for repeated access. |
|
Hands-On Demo |
Learners sort color-coded cards labeled “escalating” vs. “de-escalating” phrases. |
Adds tactile reinforcement. |
|
Interactive Poll |
Learners vote on best conflict-resolution responses; results discussed live. |
Digital engagement supports online/hybrid learners. |
Rationale: Multimodal inputs enhance engagement and equitable access (Evmenova et al., 2024).
Scaffolded Activities
(UDL Checkpoint: Build Mastery + Gradually Release Responsibility)
|
Level |
Activity |
Supports / Timing |
|---|---|---|
|
Model |
Instructor demonstrates a team conflict and models resolution using the flowchart. |
Scripted example, cue cards (≈ 10 min). |
|
Guide |
Learners role-play scenarios in pairs or groups using sentence starters and facilitator feedback. |
Structured scripts + coaching (≈ 20 min). |
|
Release |
Learners create their own teamwork scenario and demonstrate resolution strategies to class or in breakouts. |
Optional supports available (≈ 25 min). |
After the guided stage, pause for a one-minute debrief: “What helped your team communicate effectively?”
Use a visual timer or auditory cue to signal each stage shift.
Rationale: Fading supports builds autonomy and confidence in collaboration (Montgomery et al., 2024).
Student Reflection and Self-Advocacy
(UDL Checkpoint: Foster Self-Regulation)
Prompts for journaling or discussion:
- “What role do you usually take when working in a team?”
- “How comfortable are you speaking up during a disagreement?”
- “Describe a time you helped resolve a conflict successfully.”
- “What strategies help you stay calm and focused when disagreement arises?”
- “What supports help you collaborate effectively, and how can you request them at work?”
Rationale: Reflection on roles, regulation, and supports strengthens self advocacy (Burke et al., 2021).
Assessment Options
(UDL Checkpoint: Multiple Means of Action and Expression)
|
Format |
Description |
Alignment |
|---|---|---|
|
Performance Rubric |
Instructor evaluates learners’ use of the Conflict-Resolution Flow and teamwork behaviors using a 3-point scale (Developing / Proficient / Advanced). |
Benchmarked to workforce competencies (Williams et al., 2023). |
|
Self-Assessment Checklist |
Learners rate teamwork skills and identify growth goals. |
Encourages metacognition (King, 2024). |
|
Peer Feedback |
Peers offer constructive comments on cooperation and tone. |
Promotes empathy and perspective-taking. |
Instructor Notes
Delivery Modes
- In-Person: Use team-building games, live role-plays, and small-group reflections.
- Online: Facilitate breakout-room dialogues and shared documents. Provide captioned videos and transcripts; ensure collaborative documents are keyboard navigable and use accessible color contrast.
Adaptations for Learners with IDD / ASD
- Supply visual communication cards and sentence frames.
- Offer opt-out choices for public performance.
- Begin each session with co-created group agreements on respect and confidentiality.
- Discuss how communal vs. individual time orientations or cultural norms influence team dynamics. Example: Compare direct vs. indirect communication styles in U.S. and collectivist workplaces (Ojeda-Ramirez et al., 2024).
Rationale: Culturally responsive and trauma-informed supports build belonging and reduce conflict-related stress (Westerlin and Folske-Starlin, 2024).
Faculty Reflection Prompts
(Linked to Appendix D Reflection Checklist)
- How did learners demonstrate agency and voice in team activities?
- Which supports helped groups collaborate most effectively?
- Whose perspectives were highlighted—or missing—in discussions?
- How did today’s lesson advance equity, access, or workforce-mobility goals?
- What minor change will you test next time to improve inclusion or efficiency?
- How does this lesson contribute to program-level equity and retention goals?
Before Teaching This Module - Visual Fidelity Checklist
☐ Captioning verified
☐ Infographics include alt-text
☐ Group agreement reviewed
☐ Timers and role-play materials ready
Cross-Module Transfer Prompt
“Which teamwork or conflict-resolution strategies could also help you manage change in the Adaptability module?”
Encourages learners to connect collaboration to flexibility and problem-solving. Faculty Professional Development Connection
Instructors are encouraged to share adapted teamwork scenarios or role-play scripts in their Professional Learning Community (PLC) to build a repository of inclusive workplace simulations and document term-end adaptations for system-wide scaling.
Optional Extensions
|
Resource |
Purpose |
Access Note |
|---|---|---|
|
Mini-Case Options |
Two short scenarios (Retail vs. Community Center) for learner choice → enhanced agency. |
Available as editable handouts. |
|
Conflict Resolution Flowchart |
Downloadable image with alt-text for faculty reuse. |
Embed in LMS or print. |
|
Team Roles Template |
Lists Facilitator, Recorder, Timekeeper roles to promote equitable participation. |
Include as optional handout. |
How to Use This Template
This module demonstrates how UDL and SJDR principles translate into practical teamwork instruction. Through authentic scenarios, multimodal delivery, and faded supports, it empowers faculty to teach collaboration as a core workforce competency. The design aligns with the recommendations outlined in research findings and supports Vision 2030 priorities by embedding access, equity, and career mobility into instructional practice (CCCCO, 2025).