Consultation, Collaboration, and Teamwork for Students with Special Needs,9780205435234

Consultation, Collaboration, and Teamwork for Students with Special Needs

by ; ;
Edition: 5th
ISBN13: 9780205435234
ISBN10: 0205435238
Format: Paperback
Pub. Date: 2005-01-01
Publisher(s): Allyn & Bacon
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List Price: $110.00

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Summary

This comprehensive guide prepares teachers to create strong, secure educational partnerships that support inclusive educational settings for students with special needs. Coverage of consultative, collaborative, and team models makes this resource invaluable for both general and special educators. From special education teachers and related service personnel to students and their families; from general classroom teachers to school administrators, this book helps individuals understand and take ownership of their roles and opportunities in educating a student with disabilities. In addition, those on the team will be: prepared with competencies and skills for fulfilling their roles; organized and efficient in processes for teaching, learning, and interacting; and reflective in assessing and improving educational partnerships to serve special needs of students. Updates to the Fifth Edition bull; bull;New! Chapter 9: Collaborative Consultation for Students with High Ability bull;New! Revised Chapter 12: Putting it all Together for Students' Special Needs bull;New! Expanded Chapter 7: Consulting and Collaborating for English Language Learners (ELL) and Other Diverse Populations bull;New! Added emphasis on the roles and responsibilities of school administrators and special education directors in a collaborative school context bull;New! Analysis and discussion of current issues reshaping special education such as No Child Left Behind and differentiated learning as they relate to and affect collaborative school consultation bull;New! Enhanced focus on the role of uniqueness among adult educators, and how it should be identified and used to educators' advantage

Table of Contents

Preface xv
Acknowledgments xvii
PART I CONTEXTS FOR WORKING TOGETHER IN SCHOOLS
Consultation, Collaboration, and Teamwork in Schools
1(34)
Focusing Questions
2(1)
Key Terms
2(1)
Professional Autonomy, Professional Collegiality
3(2)
Describing Collaborative School Consultation and Co-Teaching
5(5)
Useful Definitions
6(1)
How Consultation, Collaboration, and Team Teaching Differ
7(1)
What Collaborative School Consultation Is
8(1)
What Collaborative School Consultation Is Not
9(1)
Role Responsibilities in Collaborative School Consultation
10(4)
Interchangeable Roles and Responsibilities
11(1)
Initiating Collaborative School Consultation
12(2)
Key Elements in Consulting and Collaborating
14(8)
Role Delineation
14(3)
Framework
17(2)
Evaluation and Support
19(1)
Preparation
20(2)
Individual Differences Among Adults in School Environments
22(5)
Valuing Differences among Adults
23(1)
Thinking Together in Different Ways
24(1)
Recognizing Individual Preferences and Styles
25(1)
Self-Study of Preferred Styles and Functions
26(1)
Constructive Use of Adult Differences in Consultation and Collaboration
27(1)
Using Adult Differences to Facilitate Team Interaction
28(2)
Differences When Communicating
29(1)
Differences When Problem-Solving
29(1)
Using Adult Differences to Facilitate Educational Collaboration
30(1)
Tips for Working Together in Schools
31(2)
Chapter Review
33(1)
To Do and Think About
33(1)
For Further Reading
34(1)
Foundations and Frameworks for Collaborative School Consultation
35(32)
Focusing Questions
35(1)
Key Terms
36(1)
School Improvement Issues
37(6)
Inclusionary Schools
39(3)
No Child Left Behind
42(1)
A Brief History of School Consultation
43(3)
Collaborative School Consultation before 1970
43(1)
Collaborative School Consultation from 1970 to 1999
44(1)
Collaborative School Consultation after 245
45(1)
Theoretical and Research Bases of Collaborative School Consultation
46(1)
Structural Elements of Collaborative School Consultation
47(12)
Systems
48(1)
Perspectives
49(1)
Approaches
50(1)
Prototypes
51(1)
Modes
52(1)
Models
53(6)
Development and Application of Structures for Collaborative School Consultation
59(6)
Tips for Structuring Collaborative School Consultation
65(1)
Chapter Review
65(1)
To Do and Think About
66(1)
For Further Reading
66(1)
Working Together with Families and Students
67(30)
Focusing Questions
67(1)
Key Terms
68(1)
Mandates for Family Involvement
69(1)
Educational Rationale for Family Involvement
70(1)
Family Empowerment
70(1)
Moving from Parent Involvement to Partnerships with Families
71(2)
Broadened Conceptualization of Family
71(1)
Beyond Involvement to Collaboration
72(1)
Values Inherent in Home-School Collaboration
72(1)
Barriers to Collaboration with Families
73(5)
Culturally and Linguistically Diverse Families
74(2)
Historical, Attitudinal, and Perceptual Factors in Partnerships
76(2)
Bridge Building for Successful Home-School Collaboration
78(4)
Focusing on Family Strengths
78(1)
Using Appropriate Communication Skills
78(1)
Providing Social Support
79(1)
Promoting Positive Roles for Family Members
79(1)
Family Partners in IEP and IFSP Planning
80(2)
Developing Home-School Partnerships
82(10)
Five Steps for Collaborating with Families
83(6)
Equal Partnership Model
89(3)
Student Participation in Conferences
92(1)
Maintaining Home-School Collaboration and Partnerships
93(1)
Tips for Home and School Collaboration
94(1)
Chapter Review
95(1)
To Do and Think About
96(1)
For Further Reading
96(1)
PART II PROCESSES FOR EDUCATORS WORKING TOGETHER
Communication Processes for Consultation, Collaboration, and Teamwork
97(29)
Focusing Questions
98(1)
Key Terms
98(1)
Communication for Effective School Relationships
99(3)
Challenges of Communication
99(2)
Ethnic and Gender Differences in Communication
101(1)
Skills for Communicating
102(12)
Rapport-Building to Enhance Communication
102(1)
Responsive Listening Skills
103(2)
Nonverbal Communication
105(4)
Roadblocks to Communication
109(2)
Assertiveness
111(3)
Managing Resistance, Negativity, Anger, and Conflict
114(9)
Why Educators Resist
114(1)
How to Deal with Resistance and Negativity
115(1)
Why People Get Angry
116(1)
Why Conflict Occurs in School Contexts
117(1)
How to Resolve School-Related Conflicts
118(5)
Tips for Communicating Effectively
123(1)
Chapter Review
123(1)
To Do and Think About
124(1)
For Further Reading
125(1)
Problem-Solving Strategies for Collaborative School Consultation
126(32)
Focusing Questions
126(1)
Key Terms
127(1)
The Problem-Solving Process
127(6)
The POCS Concept for Problem Solving
129(3)
Problem-Solving Roles
132(1)
The Ten-Step Process for Collaborative School Consultation
133(10)
Preparing for the Consultation
133(2)
Initiating the Consultation
135(1)
Collecting and Organizing Information
135(1)
Isolating the Problem
135(1)
Identifying Concerns and Stating Realities Relevant to the Problem
135(1)
Generating Solutions
136(1)
Formulating the Plan
137(1)
Evaluating Progress and Process
137(1)
Following Through and Following Up the Consultation
137(1)
Repeating the Consultation If Needed
138(1)
What to Say during the Consultation
139(3)
What to Consider if Group Problem Solving Is Not Successful
142(1)
Tools for Group Problem Solving
143(9)
Brainstorming
144(1)
Lateral Thinking
145(1)
Six Thinking Hat Thinking
145(1)
Concept Mapping
146(1)
Idea Checklist
147(1)
Metaphorical Thinking
147(1)
Other Collaborative Activities
148(2)
Finding Solutions to Problems Using Multiple Intelligences
150(1)
Interaction Formats
151(1)
Themes That Can Interfere
152(4)
Hurdles to Overcome
153(3)
Tips for Problem Solving Through Collaborative Consultation
156(1)
Chapter Review
156(1)
To Do and Think About
156(1)
For Further Reading
157(1)
Management and Assessment of Collaborative School Consultation
158(41)
Focusing Questions
158(1)
Key Terms
159(1)
Stress and Burnout Among Educators
159(3)
Minimizing Stress of Professional Responsibilities
160(2)
Management of Time
162(11)
Finding Time for Collaboration and Teaming
163(4)
Techniques for Meetings, Interviews, and Observations
167(6)
Management of Consultation Records and Resources
173(5)
Using a Consultation Journal or Log
173(1)
Memos and Professional Cards
173(2)
Organizing a Consultation Notebook
175(3)
Organizing and Distributing Materials
178(1)
Assessment and Evaluation of Collaborative School Consultation
178(15)
Components of an Evaluation Plan
179(2)
Developing an Evaluation Plan
181(1)
Sources of Information
181(2)
Evaluating the Contexts of Collaborative School Consultation
183(1)
Evaluating the Processes of Collaborative School Consultation
184(1)
Self-Assessment Procedures
185(2)
Records of Collaborative Consultation Activities
187(1)
Evaluating the Content of Collaborative School Consultation
188(5)
Benefits from Evaluation of Collaborative School Consultation
193(2)
Tips for Managing and Evaluating Collaborative School Consultation
195(1)
Chapter Review
196(1)
To Do and Think About
197(1)
For Further Reading
198(1)
PART III CONTENT OF WORKING TOGETHER FOR STUDENTS' SPECIAL NEEDS
Working Together for Students from Diverse Populations
199(21)
Focusing Questions
200(1)
Key Terms
200(1)
Cultural and Linguistic Diversity (CLD)
201(2)
Cultural Diversity in the Teacher Population
202(1)
Terminology for Multicultural Awareness and Understanding
202(1)
Multicultural Competencies for Collaborative Consultants
203(3)
Self-Assessment of Cultural Awareness and Sensitivity
204(1)
Being Aware of One's Own Cultural Background
204(2)
Collaborative Consultation Processes in Diverse Cultural Settings
206(11)
Working in Teams for Culturally and Linguistically Diverse (CLD) Students
209(1)
Strategies for Success with CLDE Students
210(1)
Instructional Practices for English Language Learner (ELL) Students
211(1)
Special Needs of Students in Rural and Isolated School Settings
212(1)
Special Needs of Students Who Move Frequently
213(1)
Special Needs of Military Dependent Students
214(1)
Special Needs of Students Schooled at Home
215(1)
Educators with Disabilities
216(1)
Collaborative Consultation for Successful and Ethical Promotion of Cultural Diversity
217(1)
Tips for Working with Diverse Populations in School Settings
218(1)
Chapter Review
218(1)
To Do and Think About
219(1)
For Further Reading
219(1)
Working Together for Students with Disabilities
220(28)
Focusing Questions
221(1)
Key Terms
221(1)
Planning and Delivering Differentiated Instruction
222(10)
Typical Lesson Planning
222(1)
Co-Planning Lessons
223(4)
Delivering Differentiated Instruction
227(2)
Planning Cooperative Learning Lessons
229(1)
Resistance to the Concept of Co-Teaching
230(2)
Planning for Individual Students
232(1)
Helping Teachers Use IEP Information
232(1)
Planning and Making Adaptations
232(4)
Digital Resources to Assist in Adaptations
234(1)
Making Modifications
234(2)
Planning Remedial Instruction
236(1)
Guidelines for Remedial Instruction
236(1)
Resources for Remedial Lessons
236(1)
Planning Other Instructional Supports
237(8)
Planning for Peer Tutors and Other Instructional Assistants
237(1)
Teaching Study Strategies
238(1)
Teaching Self-Advocacy
239(1)
Adapting Tests
239(2)
Adapting Text Materials
241(1)
Monitoring Student Progress
242(3)
Tips for Collaborative Planning and Teaching
245(1)
Chapter Review
245(1)
To Do and Think About
246(1)
For Further Reading
246(2)
Working Together for Students with High Ability
248(40)
Focusing Questions
249(1)
Key Terms
249(1)
The Reality of Individual Differences
250(1)
Characteristics of Learners with High Ability and Talents
251(6)
Identifying Exceptional Abilities and Talents
252(5)
Needs of Learners with High Ability and Talents for School-Based Learning
257(2)
Differentiating the School-Based Curriculum
258(1)
Acceleration or Enrichment?
258(1)
Consultation, Collaboration, and Teamwork Roles with Students of High Ability
259(5)
Working in Teams to Serve Very Able Students' Needs
264(3)
Curricular Implications of High Ability Characteristics and Needs
267(6)
Taxonomy of the Cognitive Domain
268(1)
Taxonomy of the Affective Domain
269(1)
Taxonomy of the Psychomotor Domain
270(1)
Rethinking the Taxonomies for Creative, Sensorimotor, and Social Needs
270(1)
Taxonomy for a Social Domain
271(1)
Taxonomic Contributions to Curriculum Differentiation
272(1)
Student Collaboration in Differentiated Learning Activities
273(2)
Student Portfolios
273(2)
Selected Instructional Models for Differentiating Instruction
275(2)
The Enrichment Triad
276(1)
Resource Consultation Model
276(1)
Treat Program Model
276(1)
Tailoring the Curriculum for Highly Able Students
277(7)
Preassessment and Pretesting
277(1)
Textbook Analysis
278(1)
Curriculum Compacting
279(1)
Differentiated Learning Options in Inclusive Schools
280(2)
Beyond School Environments
282(2)
Benefits and Barriers in Collaborative Consultation for Students with High Ability and Talent
284(1)
Tips for Working Together for Students of High Ability
285(1)
Chapter Review
285(1)
To Do and Think About
286(1)
For Further Reading
287(1)
PART IV WORKING TOGETHER AS EDUCATORS FOR STUDENTS' NEEDS
Roles of School Administrators, Paraeducators, and Professional Development Personnel in School Consultation and Collaboration
288(37)
Focusing Questions
289(1)
Key Terms
289(1)
The School Administrator's Role in Collaborative, Inclusive Schools
289(3)
Ways Administrators Can Encourage Collaboration and Teamwork
290(2)
Paraeducators as Partners
292(15)
Delineating the Role of Paraeducators
294(1)
Paraeducator Responsibilities
295(1)
Supervision of Paraeducators
296(1)
Selection and Preparation of Paraeducators
297(2)
Need for Confidentiality by the Paraeducator
299(1)
Framework for Working with Paraeducators
300(7)
Roles, Responsibilities, and Opportunities for Professional Development
307(14)
Characteristics of the Adult Learner
309(1)
Differentiating In-service Sessions from Staff Development
310(1)
Determining Professional Development Needs
311(2)
Presenting Professional Development Activities
313(1)
Formal and Informal In-service and Staff Development
314(1)
The Teacher's Workroom as a Forum for Professional Development
315(1)
Outline for Professional Development Activity
316(1)
Finding Time for Professional Development Activities
317(1)
Presenter and Participant Responsibilities
317(1)
Follow-Up to the Professional Development Experience
317(2)
Evaluation of Professional Development
319(1)
Rewards of Professional Development
320(1)
Tips for Consulting, Collaborating, and Professional Growth
321(1)
Chapter Review
322(1)
To Do and Think About
322(1)
For Further Reading
323(2)
Related-Services Personnel, Resources, and Technology in Collaborative School Environments
325(35)
Focusing Questions
326(1)
Key Terms
326(1)
Related-Services and Support Personnel as Collaborators and Facilitators
326(2)
Transition Services
328(2)
Transition in Early Childhood
329(1)
Transition from School to Work
330(1)
Interagency Collaboration
330(1)
Roles for Related-Services and Support Personnel
331(8)
Array of Services for Inclusive, Collaborative Schools
333(1)
Using Library and Media Resources
334(2)
Consultants as Coordinators for an Array of Services
336(1)
Collaborative School Consultants as Coordinators for Interagency Collaboration
337(1)
Home-School-Community Networks
337(2)
Interagency Coordination of Related and Support Services
339(4)
Sources for Assistance
342(1)
Conventions and Workshops as Resources for Professional Growth
343(1)
Grant Proposals for External Funding
344(4)
Funding Sources
345(1)
Preparing the Proposal
345(3)
Technology in Collaborative School Environments
348(8)
Electronic Technology for Managing Responsibilities
348(1)
Telecommunications and Electronic Networks
349(1)
Electronic Scheduling Programs
350(1)
Information Services
350(1)
Internet Resources
350(1)
FAX Communication
351(1)
Monitoring Student Records
351(1)
Grades and Attendance Records
351(1)
Computerized Individual Educational Plans
351(1)
Assessment and Evaluation
352(2)
Adapting Materials and Tests
354(1)
Preparing Reports and Other Written Products
355(1)
Planning for Use of Technology
356(1)
Tips for Using Related-Services Personnel, Resources, and Technology
357(1)
Chapter Review
358(1)
To Do and Think About
358(1)
For Further Reading
359(1)
Putting It All Together with Collaborative School Consultation and Teamwork
360(23)
Focusing Questions
360(1)
Key Terms
361(1)
A Visionary Perspective for Education
361(2)
Leadership in Collaborative School Consultation Environments
363(4)
Collaborative Consultants in Mentorships
365(1)
Advocacy for Students with Special Needs
366(1)
Student Self-Advocacy
367(1)
Ethics of Collaborative Consultation
367(2)
Competencies of Effective Collaborative School Consultants
369(1)
Benefits of Collaborative School Consultation
370(4)
Positive Ripple Effects of Collaborative School Consultation
372(1)
Levels of Service
372(2)
Synergy of Context, Process, and Content
374(2)
Developing a Plan For Integrating Consultation, Collaboration, and Teamwork into One's Professional Role
376(1)
Getting Started as a Collaborative School Consultant and Team Member
376(2)
Challenges for Consultation, Collaboration, and Teamwork in the Future
378(1)
Tips for Putting It All Together to Serve Students' Special Needs
379(1)
Chapter Review
379(1)
To Do and Think About
380(1)
For Further Reading
381(2)
References 383(19)
Name Index 402(5)
Subject Index 407

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