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Collaboration, Consultation, and Teamwork for Students with Special Needs
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Table of Contents

Preface xvAcknowledgments xviii
PART I Contexts for Working Together as Co-Educators 11 Working Together in Collaboration, Consultation, and Teams 3Teacher Isolation in the Past 5Why Work Together as Educators? 7Describing Consultation, Collaboration, and Teamwork 8Why Work Together for Special Needs? 11What Collaborative School Consultation Is and What It Is Not 12Motivation for Working Collaboratively 14Co-Educator Responsibilities in Collaborative Endeavors 15Interchangeable Roles and Responsibilities 16The Case Study as a Way to Explore Educational Issues 17A Little History of Educational Reform Movements 19The No Child Left Behind Legislation 22Collaborative School Consultation as Change Agent in Special Education 23Common Core Standards 25Technology for Working Together Effectively 26Information Gathering and Sharing 27Communicating with Co-Educators 28Ethics for Working Together as Co-Educators 28Tips for Working Together in Schools 29
2 Working Together with Professional Perspectives That Differ 30Professional Differences Among Co-Educators in Educational Environments 32Factors of Tradition, Time, Territory, Talent, and Trust in Schools 32Tradition in Schools 32Time in Schools 33 Territory in Schools 35Talent in Schools 36Trust in School 37Recognizing Individual Differences in Professional Perspectives 38General Education and SpecialEducation Collaborators 39Grade-Level and Curriculum-Area Collaborators 41Instructional Differences in Perspectives among Collaborators 42Principles of Learning and Teaching for Collaborators 42Taxonomies of Learning and Doing 43Thinking and Doing Together, but Often in Different Ways 56Case Study for Addressing Differences in Professional Perspectives 57Technology for General Education and Special Education in Collaboration 58Ethical Issues Concerning Professional Perspectives 58Tips for Using Adult Differences Constructively 59
3 Working Together with Personal Preferences That Differ 60Thinking Together in Different Ways 61Cultivating Awareness of Individual Preferences 63Self-Study of Own Preferred Styles and Functions 64Respecting Different Viewpoints and Inclinations 67Using Adult Differences Constructively in Schools 69Differences When Communicating 70Differences When Problem Finding and Problem Solving 71Differences When Evaluating and Reporting 71Facilitating Team Interactions 72Cautions to Note When Addressing Individual Differences 73A Preview of Competencies for Collaborators 75Case Study for Addressing Personal Preference Differences 76Technology to Strengthen Collaborative School Consultation and Teamwork 79Ethics of Collaboration When Personal Preferences Differ 81Tips 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 85Preparation for Collaborative School Consultation 87Preservice Teacher Preparation Programs 88Advanced Teacher Education Programs 91Professional Development Programs 92Role Responsibilities for Collaborative School Consultation 92Role Delineation 93Role Clarification 93Role Parity 94Role Expectations 95Structures for Collaborative School Consultation 96Time 96Resources 97Organization 97Management 98Support for Collaborative School Consultation 99Assessment 99Evaluation 100Acceptance 100Commitment 100Theory Base of Collaborative School Consultation 101Facets of Methods for Collaborative School Consultation 101Systems 102Perspectives 103Approaches 104Prototypes 105Modes 106Models 107Development of Plans for Collaborative School Consultation 110Case Situations for Formulating Methods 112Technology's Tools for Strengthening Collaborative Services 113An Ethical Climate for Developing CollaborativeSchool Consultation 114Tips for Structuring Collaborative School Consultation 115 5 Problem-Solving Strategies for Collaborative School Consultationand Teamwork 117
The Problem-Solving Process 119Delineating the Problem 120Generating Possibilities 122Implementing Plans Agreed On 123Following Through and Following Up 124Problem-Solving Roles 124Problem Solving with Consultation 124Problem Solving with Collaboration 125Problem Solving with Teamwork 125A Ten-Step Process for Collaborative Problem Solving 126Step 1: Preparing for the Collaborative Consultation 127Step 2: Initiating the Collaborative Interaction 127Step 3: Collecting and Organizing Information 127Step 4: Isolating the Problem 128Step 5: Identifying Concerns and Stating RealitiesRelevant to the Problem 128Step 6: Generating Options 128Step 7: Formulating the Plan 129Step 8: Evaluating Progress and Process 130Step 9: Following Through and Following Up 130Step 10: Repeating Collaborative Consultation, if Needed 130Case Study in Using the Ten-Step Problem Solving Process 131What to Say During a Collaborative Consultation 133What to Consider if Group Problem Solving Is Not Successful 136Tools for Collaborative Problem Solving 137Brainstorming 138Concept Mapping 140Synectics, Metaphors, and Janusian Thinking 140More Techniques for Collaborative Problem Solving 143Interferences and Hurdles to Overcome 144Positive and Not-So-Positive Interactions 145Technology for Collaborative Problem Solving 146Ethics for Collaborative and Consultative Problem Solving 147Tips for Problem Solving Through Collaborative Consultation 148 6 Organization and Management of Collaborative School Consultation 150Teacher Attrition, Satisfaction, and Efficacy 152Reducing Teacher Stress and Teacher Burnout 153Strategies for Reducing Stress 154Managing Time and Turf 156Accountability for Collaborative Consultation Time 157Finding Time for Collaboration and Teaming 159Techniques for Meetings, Interviews, and Observations 161Conducting Efficient Meetings 162Conducting Effective Interviews 167Making Prudent Observations 167Managing Consultation Records and Resources 170Using a Consultation Journal or Log 171Developing Memos and Professional Cards 171Organizing a Consultation Notebook 173Managing Consultation Schedules 175Organizing and Distributing Materials 176Teacher Portfolios for Data Keeping and Accountability 177Case Study for Accountability in Co-Taught, Blended Classes 179Technology for Working Smarter, Not Harder, as Co-Educators 179Ethics in Organizing and Managing Collaborative School Consultation 181Tips 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 185Communication for Effective School Relationships 186Challenges in Communicating Effectively 187Verbal Aspects of Communication 188Nonverbal Aspects of Communication 189Ethnic and Gender Differences in Communication 189Building Skills for Communicating 190Rapport-Building Skills 191Responsive-Listening Skills 192Assertiveness 197The Art of Apologizing 199Roadblocks to Communication 200Nonverbal Roadblocks 200Verbal Roadblocks 200Terms, Labels, and Phrases as Roadblocks 202Managing Resistance, Negativity, Anger, and Conflict 202Why Collaborative Partners Resist 203How to Deal with Resistance and Negativity 204Why People Get Angry 206Why Conflict Occurs in School Contexts 207How to Resolve School-Related Conflicts 208Mini-Case Study: Assumptions about Communication 211Technology to Facilitate Communication among Collaborators 212Communicating Ethically in Collaborative Ways 213Tips for Communicating Effectively 213
8 Cultivating Home-School Collaborations and Partnerships 215Rationale for Collaborative Family-School Partnerships 217Broadened Concept of Family 217Legal Mandates for Family Involvement 217Benefits of Family and School Partnership 218Moving from Parent Involvement to Partnerships with Families 220The Equal Partnership Model 221Potential Barriers to Collaboration with Families 226Family Structures and Characteristics 226Attitudes and Understandings of Home-School Collaborators 227Cultural and Linguistic Diversity among Families 228Developing Home-School Partnerships: A Five-Step Process 230Step 1: Examining Personal Values 230Step 2: Building Collaborative Relationships 232Step 3: Initiating Home-School Interactions 235Step 4: Individualizing for Families 235Step 5: Evaluating Home-School Collaboration 236Case Study: Carlotta's Feuding Family 237Collaborating in Planning and Conferencing 237Family Partners in IEP, ITP, and IFSP Planning 237Student-Led Conferences 238Maintaining Home-School Collaboration and Partnerships 241Technology and Other Resources for School Educators and Home Educators 242Ethics for Working Together with Families and Communities 243Tips for Home-School Collaboration 244
9 Working Together for Students in Diverse Populations 246Diversity and Educational Collaboration and Consultation 248What Is Diversity? 248What Is Culture? 249What Is Multicultural Education? 250Is There Diversity in the Teacher Population? 250Diversity-Related Terminology for Educational Collaborators 250Cultural Awareness by Collaborative Consultants 251Developing Cultural Competencies 252Increase Awareness of Diversity 252Cultivate Appreciation for Diversity 254Increasing Knowledge and Understanding of Diverse Cultures 255Communication and Culture 255Monitoring Language and Colloquialisms 256Promoting Multicultural Education 257Collaboration and Consultation in Diverse Cultural Settingswith Diverse Team Members 258Collaboration with Partners for CLDE Students 258Collaboration and Consultation in Rural and Isolated Schools 259Collaborating with Families Who Move Frequently 260Collaborating with Gay and Lesbian Home and School Co-Educators 261Collaborating in Educating Military-Dependent Students 264Collaborating on Behalf of Students Schooled at Home 266Collaborating on Behalf of Students with Disabilities Who Are Abused 267Working with Educators Who Have Disabilities 268Technology for Collaboration with Diverse Individuals 270Culturally Responsive, Ethical Collaborative Consultation 271Tips 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 275Universal Design for Learning 277Aspects of Universal Learning Design 277Common Core Standards 279Planning and Delivering Differentiated Instruction 279Typical Lesson Planning 280Co-Planning Lessons 281Delivering Differentiated Instruction 284Preparation for Co-Teaching 285Selecting the Best Co-Teaching Approach 285Case Study Plan: Co-Teaching with UDL 287Designing Curricular Adaptations Collaboratively 289Making Text Accessible 290National Instructional Materials Accessibility Standard (NIMAS) 290Adapting Tests 291Making Modifications 293Using IEP Information Collaboratively 295Response to Intervention 295Monitoring Student Progress 296Collaborating and Co-Teaching for Students with HighAbilities and Talents 297Revisiting the Reality of Individual Differences 298Checklist Tools for Recognizing Exceptional Ability and Talent 298Needs of Learners with High Ability and Talents in School-Based Learning Programs 302Differentiating the School-Based Curriculum 302Should Differentiated Curriculum Be Accelerated or Enriched? 302Co-Educating for Very Able and Talented Students' Needs 303Assessing What Highly Able Students Know and Can Do 304Textbook Analysis 305Examples of Curricular Strategies for Very Able Learners 306Sample of Instructional Models for Differentiating Instruction 309The Enrichment Triad Model 309Resource Consultation Model 310Differentiated Learning Options in the School Environment 310Differentiated Learning Opportunities Beyond the School Setting 312Mini-Case Study 313Technology for Co-Teaching Students with Special Needs 314Ethics for Co-Teaching Students with Exceptional Learning Needs 316Tips for Collaborative Planning and Teaching 316

11 Supervising and Collaborating with Paraeducators 319Paraeducators as Partners 320Paraeducator Requirements 321Delineating the Paraeducator Role 323Paraeducator Responsibilities 324Selection and Preparation of Paraeducators 332Strategies for Ongoing Communication with Paraeducators 338Need for Confidentiality by the Paraeducator 338Framework for Working with Paraeducators 340Evaluating the Paraeducator-Teacher Relationship 343Case Study: Supervising Paraeducators 346Technology for Supervising and Communicating with Paraeducators 347Ethical Considerations When Utilizing Paraeducators 348Tips for Collaboration with Paraprofessionals 348
12 Evaluation of Collaborative School Consultation 351The Role of Evaluation in Collaborative School Consultation 353What Is Evaluation? 353Who Cares About Evaluation? 354What Are the Purposes of Evaluation? 355Case Study 1: Who Are Stakeholders and What Do They Want to Know? 355What Types of Evaluations Are Used for Collaborative School Consultation? 356Steps in Designing Collaborative School Consultation Evaluation 357Describing the Purpose of Evaluation 357Articulating Evaluation Questions of the Stakeholders 360Articulating the Activities of the Program being Evaluated 360Measuring Outputs and Expected Outcomes for Activities 361Collecting and Analyzing Data 362Reporting and Using Findings 363Conducting Evaluation for Collaborative School Consultation 363Case Study 2: Evaluation of a District-Wide Program for Mothers 365Self-Evaluation of Collaborative Consultation Skills 366A Framework for Self-Evaluation 366Methods of Self-Assessment for Self-Improvement 367Technology for Evaluation of Collaborative School Consultation 370Ethical Issues in Evaluating Collaborative School Consultation 370Tips for Evaluating Collaborative School Consultation 371 Part V Support for Working Together as Co-Educators 373
13 Developing and Utilizing Collaborations with Educational Personneland Community Organizations 375Collaborations with Education, Community, and Agency Partners 377Developing Collaborative Partnerships 378Engaging Related Services Personnel 378Engaging School and Community Support Personnel 379Utilizing Resources for Assistance to Schools and Families 381Developing Collaborative Community Relationships 383Engaging in Interagency Partnerships 384Special Needs Advocacy and Education Across Educational, Community, and Governmental Spectrums 386Organizing Interagency Collaboration for Transition Services 389Collaboration across Critical Educational Junctures 389Collaborations in Early Childhood Education 389Transition from Early Childhood to Kindergarten 391Transition from Middle School to High School 392Transition from Secondary School to Postsecondary Opportunities 393Collaborating on Grant Proposals for External Funding 394Case Study: Teamwork for a Proposal to Obtain External Funding 397Technology That Facilitates Cross-Agency Collaboration 398Ethics for Collaborating Across School Programs, Community Organizations, and Agencies 399Tips for Intra-Agency and Interagency Collaboration 400
14 Leadership, Mentorships, and Professional Development for CollaborativeSchool Consultation 401Leadership in Inclusive, Collaborative School Environments 402Collaborative School Consultants as Mentors 403The School Administrator's Role in Inclusive, Collaborative Schools 406Getting Off to the Right Start with School Administrators 407School Board Members as Partners in Education 408Professional Development for Co-Educators 410Components of Effective Professional Development 411Assessing Needs for Professional Development 412Presenting Professional Development Activities 412Formal and Informal Approaches to Professional Development 412Steps in Providing Professional Development Activities 413Finding Time for Professional Development Activities 414Presenter and Participant Responsibilities 415Outcomes of Professional Development 417The Teachers' Workroom as Forum for Collegial Interaction 417Conferences and Conventions for Professional Growth 419Case Study for Blending Collaborative School Consultation with Response to Intervention 419Technology for Professional Development Activity 421An Ethical Climate for Leadership and Professional Development 423Tips for Providing Leadership and Professional Development 423
15 Synthesis and Support for Working Together as Co-Educators 425Challenges in Working Together for the Future 426Advocacy for Students with Special Needs 428Student Self-Advocacy 428Synergy of Contexts, Content, Processes, Practices, and Support 428Positive Ripple Effects of Collaborative School Consultation 429Levels of Service 429Benefits of Collaborative School Consultation 431Competencies of Effective Collaborative School Co-Educators 433Technology for Positive Ripple Effects That Serve the Special Needs of All Students 436Ethics of Collaborative School Consultation 437Case Study: Planning Ahead for Collaborative School Consultation andTeamwork 439In Conclusion 440Tips for Putting It All Together 440
Appendix: Website Resources 442
References 443
Name Index 455
Subject Index 458

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