Collaboration, Consultation, and Teamwork for Students with Special Needs

The seventh edition ofCollaboration, Consultation, and Teamwork for Students with Special Needs,focuses on collaboration in a variety of environments and emphasizes constructive ways to use educator differences to serve students with special needs. This text's broad perspective ensures coverage of the history of collaboration, ways to structure and implement collaborative teams, important processes and practices that ensure effective co-educator partnerships, and the external support that makes collaborative school consultation successful. The seventh edition features new chapters devoted to professional perspectives, personal preferences, paraeducators and evaluation techniques. With expanded Technology Tools sections, coverage of the latest educational reforms, and updated activities, this edition prepares educators, school personnel, families, and community leaders with a strong knowledge base that celebrates the strengths in personal differences.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