Consultation, Collaboration, and Teamwork for Students with Special Needs

by Dettmer, Peggy; Thurston, Linda P.; Dyck, Norma J.

• ISBN13: 9780205435234
• ISBN10: 0205435238
• Edition: 5th
• Format: Paperback
• Copyright: 2005-01-01
• Publisher: Allyn & Bacon

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