Preface xv
Acknowledgments xviii
PART I Contexts for Working Together as Co-Educators 1
1 Working Together in Collaboration, Consultation, and Teams 3
Teacher Isolation in the Past 5
Why Work Together as Educators? 7
Describing Consultation, Collaboration, and Teamwork 8
Why Work Together for Special Needs? 11
What Collaborative School Consultation Is and What It Is Not 12
Motivation for Working Collaboratively 14
Co-Educator Responsibilities in Collaborative Endeavors 15
Interchangeable Roles and Responsibilities 16
The Case Study as a Way to Explore Educational Issues 17
A Little History of Educational Reform Movements 19
The No Child Left Behind Legislation 22
Collaborative School Consultation as Change Agent in Special Education 23
Common Core Standards 25
Technology for Working Together Effectively 26
Information Gathering and Sharing 27
Communicating with Co-Educators 28
Ethics for Working Together as Co-Educators 28
Tips for Working Together in Schools 29
2 Working Together with Professional Perspectives That Differ 30
Professional Differences Among Co-Educators in Educational Environments 32
Factors of Tradition, Time, Territory, Talent, and Trust in Schools 32
Tradition in Schools 32
Time in Schools 33
Territory in Schools 35
Talent in Schools 36
Trust in School 37
Recognizing Individual Differences in Professional Perspectives 38
General Education and Special
Education Collaborators 39
Grade-Level and Curriculum-Area Collaborators 41
Instructional Differences in Perspectives among Collaborators 42
Principles of Learning and Teaching for Collaborators 42
Taxonomies of Learning and Doing 43
Thinking and Doing Together, but Often in Different Ways 56
Case Study for Addressing Differences in Professional Perspectives 57
Technology for General Education and Special Education in Collaboration 58
Ethical Issues Concerning Professional Perspectives 58
Tips for Using Adult Differences Constructively 59
3 Working Together with Personal Preferences That Differ 60
Thinking Together in Different Ways 61
Cultivating Awareness of Individual Preferences 63
Self-Study of Own Preferred Styles and Functions 64
Respecting Different Viewpoints and Inclinations 67
Using Adult Differences Constructively in Schools 69
Differences When Communicating 70
Differences When Problem Finding and Problem Solving 71
Differences When Evaluating and Reporting 71
Facilitating Team Interactions 72
Cautions to Note When Addressing Individual Differences 73
A Preview of Competencies for Collaborators 75
Case Study for Addressing Personal Preference Differences 76
Technology to Strengthen Collaborative School Consultation and Teamwork 79
Ethics of Collaboration When Personal Preferences Differ 81
Tips for Using Adult Differences Constructively 81
Part II Content for Working Together as Co-Educators 83
4 Components, Structures, and Methods for Collaboration, Consultation,
and Teamwork 85
Preparation for Collaborative School Consultation 87
Preservice Teacher Preparation Programs 88
Advanced Teacher Education Programs 91
Professional Development Programs 92
Role Responsibilities for Collaborative School Consultation 92
Role Delineation 93
Role Clarification 93
Role Parity 94
Role Expectations 95
Structures for Collaborative School Consultation 96
Time 96
Resources 97
Organization 97
Management 98
Support for Collaborative School Consultation 99
Assessment 99
Evaluation 100
Acceptance 100
Commitment 100
Theory Base of Collaborative School Consultation 101
Facets of Methods for Collaborative School Consultation 101
Systems 102
Perspectives 103
Approaches 104
Prototypes 105
Modes 106
Models 107
Development of Plans for Collaborative School Consultation 110
Case Situations for Formulating Methods 112
Technology’s Tools for Strengthening Collaborative Services 113
An Ethical Climate for Developing Collaborative
School Consultation 114
Tips for Structuring Collaborative School Consultation 115
5 Problem-Solving Strategies for Collaborative School Consultation
and Teamwork 117
The Problem-Solving Process 119
Delineating the Problem 120
Generating Possibilities 122
Implementing Plans Agreed On 123
Following Through and Following Up 124
Problem-Solving Roles 124
Problem Solving with Consultation 124
Problem Solving with Collaboration 125
Problem Solving with Teamwork 125
A Ten-Step Process for Collaborative Problem Solving 126
Step 1: Preparing for the Collaborative Consultation 127
Step 2: Initiating the Collaborative Interaction 127
Step 3: Collecting and Organizing Information 127
Step 4: Isolating the Problem 128
Step 5: Identifying Concerns and Stating RealitiesRelevant to the Problem 128
Step 6: Generating Options 128
Step 7: Formulating the Plan 129
Step 8: Evaluating Progress and Process 130
Step 9: Following Through and Following Up 130
Step 10: Repeating Collaborative Consultation, if Needed 130
Case Study in Using the Ten-Step Problem Solving Process 131
What to Say During a Collaborative Consultation 133
What to Consider if Group Problem Solving Is Not Successful 136
Tools for Collaborative Problem Solving 137
Brainstorming 138
Concept Mapping 140
Synectics, Metaphors, and Janusian Thinking 140
More Techniques for Collaborative Problem Solving 143
Interferences and Hurdles to Overcome 144
Positive and Not-So-Positive Interactions 145
Technology for Collaborative Problem Solving 146
Ethics for Collaborative and Consultative Problem Solving 147
Tips for Problem Solving Through Collaborative Consultation 148
6 Organization and Management of Collaborative School Consultation 150
Teacher Attrition, Satisfaction, and Efficacy 152
Reducing Teacher Stress and Teacher Burnout 153
Strategies for Reducing Stress 154
Managing Time and Turf 156
Accountability for Collaborative Consultation Time 157
Finding Time for Collaboration and Teaming 159
Techniques for Meetings, Interviews, and Observations 161
Conducting Efficient Meetings 162
Conducting Effective Interviews 167
Making Prudent Observations 167
Managing Consultation Records and Resources 170
Using a Consultation Journal or Log 171
Developing Memos and Professional Cards 171
Organizing a Consultation Notebook 173
Managing Consultation Schedules 175
Organizing and Distributing Materials 176
Teacher Portfolios for Data Keeping and Accountability 177
Case Study for Accountability in Co-Taught, Blended Classes 179
Technology for Working Smarter, Not Harder, as Co-Educators 179
Ethics in Organizing and Managing Collaborative School Consultation 181
Tips for Managing and Evaluating Collaborative School Consultation 182
Part III Processes for Working Together as Co-Educators 183
7 Communicating as Collaborators, Consultants, and Team Members 185
Communication for Effective School Relationships 186
Challenges in Communicating Effectively 187
Verbal Aspects of Communication 188
Nonverbal Aspects of Communication 189
Ethnic and Gender Differences in Communication 189
Building Skills for Communicating 190
Rapport-Building Skills 191
Responsive-Listening Skills 192
Assertiveness 197
The Art of Apologizing 199
Roadblocks to Communication 200
Nonverbal Roadblocks 200
Verbal Roadblocks 200
Terms, Labels, and Phrases as Roadblocks 202
Managing Resistance, Negativity, Anger, and Conflict 202
Why Collaborative Partners Resist 203
How to Deal with Resistance and Negativity 204
Why People Get Angry 206
Why Conflict Occurs in School Contexts 207
How to Resolve School-Related Conflicts 208
Mini-Case Study: Assumptions about Communication 211
Technology to Facilitate Communication among Collaborators 212
Communicating Ethically in Collaborative Ways 213
Tips for Communicating Effectively 213
8 Cultivating Home-School Collaborations and Partnerships 215
Rationale for Collaborative Family-School Partnerships 217
Broadened Concept of Family 217
Legal Mandates for Family Involvement 217
Benefits of Family and School Partnership 218
Moving from Parent Involvement to Partnerships with Families 220
The Equal Partnership Model 221
Potential Barriers to Collaboration with Families 226
Family Structures and Characteristics 226
Attitudes and Understandings of Home-School Collaborators 227
Cultural and Linguistic Diversity among Families 228
Developing Home-School Partnerships: A Five-Step Process 230
Step 1: Examining Personal Values 230
Step 2: Building Collaborative Relationships 232
Step 3: Initiating Home-School Interactions 235
Step 4: Individualizing for Families 235
Step 5: Evaluating Home-School Collaboration 236
Case Study: Carlotta’s Feuding Family 237
Collaborating in Planning and Conferencing 237
Family Partners in IEP, ITP, and IFSP Planning 237
Student-Led Conferences 238
Maintaining Home-School Collaboration and Partnerships 241
Technology and Other Resources for School Educators and Home Educators 242
Ethics for Working Together with Families and Communities 243
Tips for Home-School Collaboration 244
9 Working Together for Students in Diverse Populations 246
Diversity and Educational Collaboration and Consultation 248
What Is Diversity? 248
What Is Culture? 249
What Is Multicultural Education? 250
Is There Diversity in the Teacher Population? 250
Diversity-Related Terminology for Educational Collaborators 250
Cultural Awareness by Collaborative Consultants 251
Developing Cultural Competencies 252
Increase Awareness of Diversity 252
Cultivate Appreciation for Diversity 254
Increasing Knowledge and Understanding of Diverse Cultures 255
Communication and Culture 255
Monitoring Language and Colloquialisms 256
Promoting Multicultural Education 257
Collaboration and Consultation in Diverse Cultural Settings
with Diverse Team Members 258
Collaboration with Partners for CLDE Students 258
Collaboration and Consultation in Rural and Isolated Schools 259
Collaborating with Families Who Move Frequently 260
Collaborating with Gay and Lesbian Home and School Co-Educators 261
Collaborating in Educating Military-Dependent Students 264
Collaborating on Behalf of Students Schooled at Home 266
Collaborating on Behalf of Students with Disabilities Who Are Abused 267
Working with Educators Who Have Disabilities 268
Technology for Collaboration with Diverse Individuals 270
Culturally Responsive, Ethical Collaborative Consultation 271
Tips for Working with Diverse Populations 272
Part IV Practices for Working Together as Co-Educators 273
10 Collaborating and Co-Teaching for Students with Special Needs 275
Universal Design for Learning 277
Aspects of Universal Learning Design 277
Common Core Standards 279
Planning and Delivering Differentiated Instruction 279
Typical Lesson Planning 280
Co-Planning Lessons 281
Delivering Differentiated Instruction 284
Preparation for Co-Teaching 285
Selecting the Best Co-Teaching Approach 285
Case Study Plan: Co-Teaching with UDL 287
Designing Curricular Adaptations Collaboratively 289
Making Text Accessible 290
National Instructional Materials Accessibility Standard (NIMAS) 290
Adapting Tests 291
Making Modifications 293
Using IEP Information Collaboratively 295
Response to Intervention 295
Monitoring Student Progress 296
Collaborating and Co-Teaching for Students with High
Abilities and Talents 297
Revisiting the Reality of Individual Differences 298
Checklist Tools for Recognizing Exceptional Ability and Talent 298
Needs of Learners with High Ability and Talents in School-Based Learning Programs 302
Differentiating the School-Based Curriculum 302
Should Differentiated Curriculum Be Accelerated or Enriched? 302
Co-Educating for Very Able and Talented Students’ Needs 303
Assessing What Highly Able Students Know and Can Do 304
Textbook Analysis 305
Examples of Curricular Strategies for Very Able Learners 306
Sample of Instructional Models for Differentiating Instruction 309
The Enrichment Triad Model 309
Resource Consultation Model 310
Differentiated Learning Options in the School Environment 310
Differentiated Learning Opportunities Beyond the School Setting 312
Mini-Case Study 313
Technology for Co-Teaching Students with Special Needs 314
Ethics for Co-Teaching Students with Exceptional Learning Needs 316
Tips for Collaborative Planning and Teaching 316
11 Supervising and Collaborating with Paraeducators 319
Paraeducators as Partners 320
Paraeducator Requirements 321
Delineating the Paraeducator Role 323
Paraeducator Responsibilities 324
Selection and Preparation of Paraeducators 332
Strategies for Ongoing Communication with Paraeducators 338
Need for Confidentiality by the Paraeducator 338
Framework for Working with Paraeducators 340
Evaluating the Paraeducator—Teacher Relationship 343
Case Study: Supervising Paraeducators 346
Technology for Supervising and Communicating with Paraeducators 347
Ethical Considerations When Utilizing Paraeducators 348
Tips for Collaboration with Paraprofessionals 348
12 Evaluation of Collaborative School Consultation 351
The Role of Evaluation in Collaborative School Consultation 353
What Is Evaluation? 353
Who Cares About Evaluation? 354
What Are the Purposes of Evaluation? 355
Case Study 1: Who Are Stakeholders and What Do They Want to Know? 355
What Types of Evaluations Are Used for Collaborative School Consultation? 356
Steps in Designing Collaborative School Consultation Evaluation 357
Describing the Purpose of Evaluation 357
Articulating Evaluation Questions of the Stakeholders 360
Articulating the Activities of the Program being Evaluated 360
Measuring Outputs and Expected Outcomes for Activities 361
Collecting and Analyzing Data 362
Reporting and Using Findings 363
Conducting Evaluation for Collaborative School Consultation 363
Case Study 2: Evaluation of a District-Wide Program for Mothers 365
Self-Evaluation of Collaborative Consultation Skills 366
A Framework for Self-Evaluation 366
Methods of Self-Assessment for Self-Improvement 367
Technology for Evaluation of Collaborative School Consultation 370
Ethical Issues in Evaluating Collaborative School Consultation 370
Tips for Evaluating Collaborative School Consultation 371
Part V Support for Working Together as Co-Educators 373
13 Developing and Utilizing Collaborations with Educational Personnel
and Community Organizations 375
Collaborations with Education, Community, and Agency Partners 377
Developing Collaborative Partnerships 378
Engaging Related Services Personnel 378
Engaging School and Community Support Personnel 379
Utilizing Resources for Assistance to Schools and Families 381
Developing Collaborative Community Relationships 383
Engaging in Interagency Partnerships 384
Special Needs Advocacy and Education Across Educational, Community, and Governmental Spectrums 386
Organizing Interagency Collaboration for Transition Services 389
Collaboration across Critical Educational Junctures 389
Collaborations in Early Childhood Education 389
Transition from Early Childhood to Kindergarten 391
Transition from Middle School to High School 392
Transition from Secondary School to Postsecondary Opportunities 393
Collaborating on Grant Proposals for External Funding 394
Case Study: Teamwork for a Proposal to Obtain External Funding 397
Technology That Facilitates Cross-Agency Collaboration 398
Ethics for Collaborating Across School Programs, Community Organizations, and Agencies 399
Tips for Intra-Agency and Interagency Collaboration 400
14 Leadership, Mentorships, and Professional Development for Collaborative
School Consultation 401
Leadership in Inclusive, Collaborative School Environments 402
Collaborative School Consultants as Mentors 403
The School Administrator’s Role in Inclusive, Collaborative Schools 406
Getting Off to the Right Start with School Administrators 407
School Board Members as Partners in Education 408
Professional Development for Co-Educators 410
Components of Effective Professional Development 411
Assessing Needs for Professional Development 412
Presenting Professional Development Activities 412
Formal and Informal Approaches to Professional Development 412
Steps in Providing Professional Development Activities 413
Finding Time for Professional Development Activities 414
Presenter and Participant Responsibilities 415
Outcomes of Professional Development 417
The Teachers’ Workroom as Forum for Collegial Interaction 417
Conferences and Conventions for Professional Growth 419
Case Study for Blending Collaborative School Consultation with Response to Intervention 419
Technology for Professional Development Activity 421
An Ethical Climate for Leadership and Professional Development 423
Tips for Providing Leadership and Professional Development 423
15 Synthesis and Support for Working Together as Co-Educators 425
Challenges in Working Together for the Future 426
Advocacy for Students with Special Needs 428
Student Self-Advocacy 428
Synergy of Contexts, Content, Processes, Practices, and Support 428
Positive Ripple Effects of Collaborative School Consultation 429
Levels of Service 429
Benefits of Collaborative School Consultation 431
Competencies of Effective Collaborative School Co-Educators 433
Technology for Positive Ripple Effects That Serve the Special Needs of All Students 436
Ethics of Collaborative School Consultation 437
Case Study: Planning Ahead for Collaborative School Consultation and
Teamwork 439
In Conclusion 440
Tips for Putting It All Together 440
Appendix: Website Resources 442
References 443
Name Index 455
Subject Index 458
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