CART

(0) items

Consultation, Collaboration, and Teamwork for Students With Special Needs,9780205340736
This item qualifies for
FREE SHIPPING!

FREE SHIPPING OVER $59!

Your order must be $59 or more, you must select US Postal Service Shipping as your shipping preference, and the "Group my items into as few shipments as possible" option when you place your order.

Bulk sales, PO's, Marketplace Items, eBooks, Apparel, and DVDs not included.

Consultation, Collaboration, and Teamwork for Students With Special Needs

by ; ;
Edition:
4th
ISBN13:

9780205340736

ISBN10:
0205340733
Format:
Paperback
Pub. Date:
1/1/2002
Publisher(s):
Allyn & Bacon
List Price: $87.20

Buy New Textbook

Currently Available, Usually Ships in 24-48 Hours
N9780205340736
$83.84

Rent Textbook

We're Sorry
Sold Out

Used Textbook

We're Sorry
Sold Out

eTextbook

We're Sorry
Not Available

More New and Used
from Private Sellers
Starting at $0.01
See Prices

Questions About This Book?

What version or edition is this?
This is the 4th edition with a publication date of 1/1/2002.
What is included with this book?
  • The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any CDs, lab manuals, study guides, etc.

Related Products


  • Collaboration, Consultation and Teamwork for Students with Special Needs
    Collaboration, Consultation and Teamwork for Students with Special Needs
  • Collaboration, Consultation, and Teamwork for Students with Special Needs
    Collaboration, Consultation, and Teamwork for Students with Special Needs
  • Consultation, Collaboration, and Teamwork for Students With Special Needs
    Consultation, Collaboration, and Teamwork for Students With Special Needs
  • Consultation, Collaboration, and Teamwork for Students with Special Needs
    Consultation, Collaboration, and Teamwork for Students with Special Needs




Summary

This book is a comprehensive, practical guide for preparing educators to consult, collaborate, and work as teams for the education of students with special learning and behavioral needs.This book is designed to help administrators, personnel, general classroom teachers, special education supporters, families, and students themselves to be 1.) clear and focused in regard to their roles and opportunities, 2.) prepared for fulfilling those roles and maximizing the service opportunities, 3.) organized and efficient for successful consultation and collaboration, and 4.) reflective in assessing and improving collaborative school consultation.

Table of Contents

Preface xiii
Acknowledgments xv
PART ONE Context
Working Together in Schools
1(32)
Focusing Questions
2(1)
Key Terms
2(1)
Educators' Responsibilities in Schools
2(2)
Teacher Autonomy and Professional Collegiality
4(1)
What Collaborative School Consultation Is
5(5)
Describing Collaborative School Consultation and Co-Teaching
6(1)
How Consultation, Collaboration, and Teaching as a Team Differ
7(3)
When Educators Consult, Collaborate, and Co-Teach
10(1)
What Collaborative School Consultation Is Not
10(1)
Role Responsibilities for Collaborative School Consultation
11(2)
Interchangeable Roles and Responsibilities
12(1)
Initiating School Consultation, Collaboration, and Teamwork
13(2)
Key Elements in Consulting and Collaborating
15(9)
Role Delineation
15(4)
Framework
19(2)
Evaluation and Support
21(1)
Preparation
22(2)
Themes That Can Interfere
24(2)
Problem Areas to Avoid
25(1)
Multiplier Effects of Collaborative School Consultation
26(1)
Process and Content in the School Context
27(2)
Synergy of Context, Process, and Content
29(1)
Tips for Working Together in Schools
30(1)
Chapter Review
31(1)
To Do and Think About
31(1)
For Further Reading
32(1)
Foundations and Frameworks for Collaborative School Consultation
33(36)
Focusing Questions
34(1)
Key Terms
34(1)
School Improvement Issues
34(8)
Inclusive or Unified School Systems
37(5)
Comprehensive School Reform
42(1)
A Brief History of School Consultation
42(3)
School Consultation before 1970
43(1)
School Consultation after 1970
43(2)
Theoretical Bases of School Consultation
45(1)
Research Bases of School Consultation
45(1)
Structure for School Consultation
46(14)
Semantics for Educational Issues
47(1)
Structural Elements of Collaborative School Consultation
47(13)
Synthesizing Structural Elements into Methods of Collaborative Consultation
60(6)
Tips for Structuring Collaborative School Consultation
66(1)
Chapter Review
66(1)
To Do and Think About
67(1)
For Further Reading
67(2)
Diversity in Collaborative School Environments
69(27)
Focusing Questions
69(1)
Key Terms
70(1)
Valuing Individual Differences
70(7)
Adult Differences in the School Context
71(1)
Thinking Together in Different Ways
72(1)
Assessing Individual Preferences and Styles
72(2)
Self-Study of Preferred Styles and Functions
74(3)
Constructive Use of Adult Differences for Consultation and Collaboration
77(2)
Differing Teacher Styles
78(1)
Using Adult Differences to Facilitate Team Interaction
79(2)
Adult Differences in Communication
80(1)
Adult Differences in Problem-Solving Styles
80(1)
Using Knowledge of Adult Differences Wisely
81(3)
Educators with Disabilities
83(1)
Effects of Human Diversity on School Consultation and Collaboration
84(9)
Assessing Multicultural Awareness of Educators for Special Needs Students
86(2)
Responding to Cultural Diversity in Collaborative Settings
88(3)
Working with Culturally Diverse Families
91(1)
Language Needs of Students from Culturally Diverse Groups
92(1)
Practices for Promoting Multicultural Education
92(1)
Tips for Using Diversity in School Settings
93(1)
Chapter Review
94(1)
To Do and Think About
94(1)
For Further Reading and Listening
95(1)
Family-Focused Home-School Collaboration
96(29)
Focusing Questions
97(1)
Key Terms
97(1)
Mandates for Family Involvement
97(2)
Educational Rationale for Family Involvement
99(1)
Family Empowerment
99(1)
Moving From Parent Involvement to Partnerships with Families
100(2)
Broadened Conceptualization of Family
100(1)
Beyond Involvement to Collaboration
101(1)
Values for Home-School Collaboration
101(1)
Barriers to Collaboration with Families
102(3)
Cultural Understanding by Educators
103(1)
Historical, Attitudinal, and Perceptual Factors
104(1)
Bridges to Successful Home-School Collaboration
105(2)
Focusing on Family Strengths
105(1)
Using Appropriate Communication Skills
106(1)
Providing Social Support
106(1)
Promoting Positive Roles for Family Members
106(1)
Developing Home-School Partnerships
107(14)
Five Steps for Collaborating with Families
108(13)
Tips for Family-Focused Collaboration
121(1)
Chapter Review
122(1)
To Do and Think About
122(1)
For Further Reading
123(1)
Resources
124(1)
PART TWO Process
Communication for Consultation and Collaboration
125(27)
Focusing Questions
126(1)
Key Terms
126(1)
Communication for Effective School Relationships
126(4)
Challenges of Communication
127(2)
Ethnic and Gender Differences in Communication
129(1)
Skills for Communicating
130(11)
Rapport-Building to Enhance Communication
131(1)
Responsive Listening Skills
132(4)
Roadblocks to Communication
136(2)
Assertiveness
138(3)
Managing Resistance, Anger, and Negativity
141(8)
Why Educators Resist
142(1)
How to Deal with Resistance
142(2)
Conflict Management
144(5)
Tips for Communicating Effectively
149(1)
Chapter Review
149(1)
To Do and Think About
150(1)
For Further Reading
151(1)
Problem-Solving Strategies for Collaborative Consultation
152(29)
Focusing Questions
152(1)
Key Terms
153(1)
The Problem-Solving Process
153(2)
Communication, Cooperation, and Coordination in Problem-Solving
155(4)
The POCS Concept for Problem Solving
156(3)
Problem-Solving Roles
159(1)
The 10-Step Process for Consultation
159(10)
What to Say During the Consultation
164(3)
What to Consider if Group Problem Solving Is Not Successful
167(2)
Techniques to Facilitate Group Problem Solving
169(8)
Brainstorming
170(1)
Creative Problem Solving (CPS)
170(1)
Lateral Thinking
171(1)
Concept Mapping
171(2)
Idea Checklist
173(1)
Metaphor
173(1)
Other Collaborative Activities
173(3)
Interaction Formats
176(1)
Tips for Problem-Solving Strategies
177(2)
Chapter Review
179(1)
To Do and Think About
179(1)
For Further Reading
180(1)
Managing Time and Technology for Collaborative Consultation
181(37)
Focusing Questions
181(1)
Key Terms
182(1)
Coping with Stress and Burnout
182(5)
Minimizing Stress of Professional Responsibilities
183(4)
Management of Time
187(8)
Finding Time for Collaboration and Teaming
188(1)
Techniques for Meetings, Interviews, and Observation
189(6)
Conducting Effective Interviews
195(1)
Making Prudent Observations
196(1)
Management of Consultation Records and Resources
197(6)
Using a Journal or Consultation Log
198(1)
Memos
198(2)
Organizing a Consultation Notebook
200(2)
Organizing and Distributing Materials
202(1)
Technology for Enhancing Collaboration
203(9)
Electronic Technology for Managing Responsibilities
204(1)
Telecommunications and Electronic Networks
205(1)
Electronic Scheduling Programs
206(1)
Information Services
206(1)
Internet Resources
206(1)
FAX Communication
207(1)
Monitoring Student Records
207(1)
Grades and Attendance Records
207(1)
Computerized Individual Educational Plans
207(1)
Assessment and Evaluation
208(2)
Adapting Materials and Tests
210(1)
Preparing Reports and Other Written Products
211(1)
Planning for Use of Technology
212(1)
Tips for Managing Stress, Time, and Technology
213(1)
Chapter Review
214(1)
To Do and Think About
215(1)
For Further Reading
216(2)
Assessment and Evaluation
218(29)
Focusing Questions
218(1)
Key Terms
219(1)
Assessing and Evaluating the Consultation
219(4)
Components of Consultation Evaluation
221(2)
Developing an Evaluation Plan
223(2)
Example of an Evaluation Plan
223(1)
Components of a Good Evaluation Plan
223(2)
Evaluating the Context of Consultation
225(1)
Assessment of Classroom Environments
226(1)
Evaluating the Process of Consultation
226(5)
Consultant Self-Assessment Procedures
228(2)
Records of Consultation Activities
230(1)
Evaluating the Content of Consultation
231(10)
Assessing Student Academic Performance
231(6)
Assessing Student Behaviors
237(4)
Evaluation of Consultation
241(1)
Skills and Competencies for Collaborative Consultation
241(2)
Tips for Assessing and Evaluating
243(1)
Chapter Review
244(1)
To Do and Think About
245(1)
For Further Reading
245(2)
PART THREE Content
Co-Planning and Co-Teaching for Inclusion
247(36)
Focusing Questions
248(1)
Key Terms
248(1)
Planning Inclusive Schools
249(2)
Importance of Planning for Inclusion
249(1)
Involving All Stakeholders
250(1)
Planning Lessons
251(11)
Typical Lesson Planning
252(1)
Co-Planning Lessons
252(4)
Co-Teaching a Lesson Plan
256(1)
Planning Cooperative Learning Lessons
256(5)
Resistance to the Concept of Co-Teaching
261(1)
Planning for Individuals in Inclusive Classrooms
262(1)
IEP Requirements
262(1)
Helping Teachers Use IEP Information
262(1)
Planning Curriculum Adaptations
262(8)
Technology-Based Accommodations
263(5)
Curriculum Modifications
268(2)
Planning Remedial Instruction
270(3)
Guidelines for Remedial Instruction
272(1)
Resources for Remedial Lessons
272(1)
Planning Instructional Support
273(6)
Planning for Peer Tutors and Other Instructional Assistants
273(1)
Teaching Study Strategies
274(1)
Teaching Self-Advocacy
275(1)
Adapting Tests
275(2)
Adapting Text Materials
277(2)
Monitoring Student Progress
279(1)
Tips for Co-Planning and Co-Teaching
279(1)
Chapter Review
280(1)
To Do and Think About
281(1)
For Further Reading
282(1)
Roles of Paraeducators and School Administrators in Collaboration and Inclusion
283(21)
Focusing Questions
284(1)
Key Terms
284(1)
Paraeducators as Partners
284(13)
Delineating the Role of Paraeducators
286(1)
Paraeducator Responsibilities
286(3)
Selection and Preparation of Paraeducators
289(1)
Need for Confidentiality by Paraeducator
290(1)
Framework for Working with Paraeducators
291(6)
The School Administrator's Role in Collaboration
297(3)
Tips for Consulting and Collaborating
300(1)
Chapter Review
301(1)
To Do and Think About
302(1)
For Further Reading
303(1)
Related Services and Support Personnel
304(29)
Focusing Questions
305(1)
Key Terms
305(1)
Related-Services and Support Personnel as Partners in Inclusion
305(3)
Collaboration for Students in Rural and Isolated Schools
308(3)
Needs of Students Who Move Frequently
309(1)
Needs of Military Dependent Students
310(1)
Collaboration in Early Childhood Education for Children with Disabilities
311(1)
Transition Services
311(2)
Transition from Preschool to School
312(1)
Transition from School to Work
312(1)
Roles for Related-Services and Support Personnel
313(5)
Array of Services for Inclusive Schools
316(1)
Using Library and Media Resources
316(2)
Consultants as Coordinators for an Array of Services
318(4)
Consultants as Coordinators for Interagency Collaboration
319(1)
Home-School-Community Networks
320(2)
Coordination and Support of Related Services
322(4)
Sources for Assistance
325(1)
Generating Proposals for External Funding
326(3)
Funding Sources
326(1)
Preparing the Proposal
327(2)
Tips for Using Related-Services and Support Personnel
329(1)
Chapter Review
330(1)
To Do and Think About
330(1)
For Further Reading
331(2)
Resources
332(1)
Internet Resources
332(1)
Growth and Change with Collaborative School Consultation and Teamwork
333(38)
Focusing Questions
334(1)
Key Terms
334(1)
Purposes of Professional Development
335(1)
Roles, Responsibilities, and Opportunities for Professional Development
335(14)
Characteristics of the Adult Learner
338(1)
Differentiating Inservice from Staff Development
339(1)
Determining Professional Development Needs
340(1)
Presenting Inservice and Staff Development
341(1)
Formal and Informal Inservice and Staff Development
342(1)
The Teachers' Workroom as a Forum for Staff Development
343(2)
Format for Inservice and Staff Development
345(1)
Outline for Inservice or Staff Development Activity
345(1)
Finding Time for Inservice and Staff Development
346(1)
Presenter and Participant Responsibilities
346(1)
Follow-up Activities
347(1)
Evaluation of the In-service and Staff Development
347(1)
Rewards of In-service and Staff Development
348(1)
Advocacy and Change for Special Needs
349(5)
Visionary Scope
350(3)
Advocacy for Students with Special Needs
353(1)
Student Self-Advocacy
353(1)
Ethics of Collaborative Consultation
354(3)
Characteristics and Skills of Effective Collaborative School Consultants
356(1)
Collaborative Consultants in Mentorships
356(1)
Developing New Metaphors for Education
357(3)
Benefits of Collaborative School Consultation
360(3)
Positive Ripple Effects of Collaborative School Consultation
361(2)
Developing a Plan for Integrating Consultation, Collaboration, and Teamwork into Your Professional Role
363(1)
Getting Started as a Collaborative School Consultant and Team Member
364(2)
Challenges for Consultation, Collaboration, and Teamwork in the Future
366(1)
Tips for Growth, Advocacy, and Change
367(1)
Chapter Review
368(1)
To Do and Think About
369(1)
For Further Reading
370(1)
References 371(19)
Author Index 390(6)
Subject Index 396


Please wait while the item is added to your cart...