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Interactions : Collaboration Skills for School Professionals,9780801330650
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Interactions : Collaboration Skills for School Professionals

by ;
ISBN13:

9780801330650

ISBN10:
0801330653
Format:
Paperback
Pub. Date:
12/1/1999
Publisher(s):
Pearson College Div
List Price: $77.00
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Summary

Interactions, 3/e, provides a cutting-edge look at how teams of school professionalsclassroom teachers, special education teachers, and counselorscan effectively work together to provide a necessary range of services to students with special needs. As a result, future teachers learn how to collaborate with others (school professionals and families) to help special education students who are more often being placed in general classroom settings.

Author Biography

Marilyn Friend is professor of special education at the University of North Carolina. Greensboro Lynne Cook is professor of special education at California State University, Northridge. Both authors have published widely in special education and inclusion.

Table of Contents

Foreword xi
William C. Morse
Preface xiii
The Fundamentals of Collaboration
1(24)
Introduction
2(2)
Collaboration Concepts
4(9)
Definition
6(1)
Defining Characteristics for Collaboration
6(5)
Emergent Characteristics
11(2)
Collaboration in Perspective
13(6)
Societal Trends
14(1)
School Collaboration
15(4)
The Dilemmas of Collaboration
19(6)
School Structure
20(1)
Professional Socialization
20(1)
Pragmatic Issues
21(1)
Summary
22(1)
Activities and Assignments
22(1)
For Further Reading
23(2)
Teams
25(22)
Introduction
26(1)
Team Concepts
27(5)
Characteristics of Teams
28(2)
Developmental Stages for Teams
30(1)
Rationale for and Benefits of Teams
31(1)
Team Models
32(11)
Disciplinary Relationships
32(3)
Types of Student-Centered Teams
35(6)
Effectiveness of Teams
41(2)
Collaboration and Teams
43(4)
Summary
44(1)
Activities and Assignments
45(1)
For Further Reading
45(2)
Co-Teaching
47(24)
Introduction
48(1)
Co-Teaching Concepts
48(6)
Defining Characteristics of Co-Teaching
48(4)
Rationale for Co-Teaching
52(2)
Co-Teaching Approaches
54(7)
One Teaching, One Observing
54(1)
One Teaching, One Drifting
55(1)
Station Teaching
56(1)
Parallel Teaching
57(1)
Alternative Teaching
58(1)
Team Teaching
59(2)
Co-Teaching and Collaboration
61(6)
The Co-Teaching Relationship
62(1)
Maintaining Collaborative Co-Teaching Relationships
63(4)
Administrative Support for Co-Teaching Services
67(4)
Summary
68(1)
Activities and Assignments
68(1)
For Further Reading
69(2)
Consultation
71(24)
Introduction
72(1)
Consultation Concepts
72(6)
Characteristics of Consultation
73(4)
Rationale for and Benefits of Consultation
77(1)
Consultation Models
78(8)
Behavioral Consultation
79(1)
Clinical Consultation
80(2)
Mental Health Consultation
82(2)
Organizational Consultation
84(1)
Choosing and Using Consultation Models
85(1)
Consultation and Collaboration
86(9)
The Consulting Relationship
88(1)
Issues in Consultation as Collaborative Service Delivery
89(2)
Summary
91(1)
Activities and Assignments
92(1)
For Further Reading
93(2)
Staff Development
95(26)
Introduction
96(1)
Staff Development Concepts
97(9)
A Framework for Staff Development
99(3)
Models of Staff Development
102(4)
Principles for Designing Staff Development
106(5)
Needs Assessment
106(3)
Adults as Learners
109(2)
Participant Involvement
111(1)
Planning and Conducting Staff Development
111(10)
Specifying Objectives
112(1)
Selecting Formats
112(4)
Making Presentations
116(2)
Summary
118(1)
Activities and Assignments
118(1)
For Further Reading
119(2)
The Pragmatic Issues of Collaboration
121(28)
Introduction
122(1)
Role Reponsibilities and Other Factors Affecting Collaboration
122(5)
Caseloads and Class Sizes
122(2)
Pullout versus In-Class Services
124(1)
Balancing the Needs of Students with Collaborative Activities
125(1)
Itinerant Teachers
126(1)
Time for Planning
127(4)
Options for Creating Shared Planning Time
128(3)
Scheduling and Coordinating Services
131(5)
Establishing Schedules in a Collaborative School
131(4)
Coordinating Services for Collaboration
135(1)
Program Development Tasks
136(13)
Establishing the Program and Its Goals
137(3)
Planning for Implementation
140(3)
Preparing for Implementation
143(2)
Implementing the Program
145(1)
Maintaining the Program
146(1)
Summary
147(1)
Activities and Assignments
147(1)
For Further Reading
148(1)
Interpersonal Problem Solving
149(24)
Introduction
150(1)
A Context For Interpersonal Problem Solving
150(5)
Reactive and Proactive Problem Solving
152(1)
Deciding Whether to Problem-Solve
153(2)
Steps In Interpersonal Problem Solving
155(18)
Identifying the Problem
155(1)
Characteristics of Well-Identified Problems
155(3)
Suggestions for Identifying the Problem
158(3)
Generating Potential Solutions
161(1)
Suggestions for Generating Potential Solutions
161(4)
Evaluating Potential Solutions
165(1)
Delineating the Positives and Negatives of Each Potential Solution
165(1)
Outlining Tasks for the Potential Solutions
166(1)
Selecting the Solution
167(1)
Implementing the Solution
167(1)
Finalizing Implementation Plans
167(1)
Carrying Out the Solution
168(2)
Evaluating the Outcome
170(1)
Summary
171(1)
Activities and Assignments
171(1)
For Further Reading
172(1)
Interpersonal Communication
173(26)
Introduction
174(1)
Models of Communication
174(3)
Common Attributes of Communication Models
174(1)
Communication Types
175(2)
Prerequisites to Effective Interactions
177(5)
Frame of Reference
177(1)
Frame of Reference and Your Role
178(1)
Frame of Reference in Multicultural Settings
179(1)
Selective Perception
180(2)
Communication Skills
182(6)
Listening
182(1)
Rationale for Listening
183(1)
Factors That Interfere with Effective Listening
183(2)
Suggestions for Improving Your Listening Skills
185(1)
Nonverbal Communication
186(2)
Developing Effective Communication Skills
188(11)
Principles for Effective Interpersonal Communication
189(1)
Nonverbal Communication Principles
189(2)
Verbal Communication Principles
191(2)
Suggestions for Improving Your Communications Skills
193(4)
Summary
197(1)
Activities and Assignments
197(1)
For Further Reading
198(1)
Using Statements
199(20)
Introduction
200(1)
Purposes of Statements
200(10)
Statements That Provide Information
200(5)
Statements That Seek Information
205(1)
Statements That Confirm or Clarify Information
206(4)
Giving Verbal Feedback
210(9)
Characteristics of Effective Interpersonal Feedback
211(2)
Suggestions for Giving Effective Feedback
213(2)
Summary
215(1)
Activities and Assignments
216(1)
For Further Reading
217(2)
Asking Questions
219(20)
Introduction
220(1)
Purposes of Questions
220(2)
Questions That Seek Information
220(1)
Questions That Provide Information
221(1)
Questions That Clarify or Confirm Information
222(1)
Characteristics of Questions
222(8)
Question Format
222(4)
Degree of Concreteness
226(4)
Suggestions for Effectively Asking Questions
230(2)
Use Pauses Effectively
230(1)
Monitor Question-Asking Interactions
230(1)
Make Questions Meaningful
231(1)
Conducting Interviews
232(1)
Prior to the Interview
232(7)
During the Interview
234(2)
After the Interview
236(1)
Final Thoughts on Interviewing
236(1)
Summary
237(1)
Activities and Assignments
237(1)
For Further Reading
238(1)
Difficult Interactions
239(34)
Introduction
240(1)
Understanding Conflict
240(11)
Causes of Conflict
242(2)
The Influence of Organizational Variables
244(1)
Conflict Response Styles
245(3)
Resolving Conflict through Negotiation
248(3)
Understanding Resistance
251(17)
Causes of Resistance
253(2)
Indicators of Resistance
255(1)
Assessing Whether to Address Resistance
255(2)
Persuasion as a Strategy for Responding to Resistance
257(9)
Summary
266(1)
Activities and Assignments
266(1)
For Further Reading
267(1)
Appendix: Thomas--Kilmann Conflict Mode Instrument
268(5)
Perspectives and Issues
273(24)
Introduction
274(1)
Role-Specific Considerations in Collaboration
274(13)
Working with Parents
274(4)
Working with Administrators
278(2)
Working with Professionals from Other Disciplines
280(3)
Working with General Education Teachers
283(2)
Working with Paraprofessionals
285(2)
Context Considerations for Collaboration
287(6)
Public or Private Agencies
288(2)
Early Childhood Settings
290(2)
Multicultural Contexts
292(1)
Ethics in Collaborative Practice
293(4)
Common Ethical Issues
293(1)
Summary
294(1)
Activities and Assignments
295(1)
For Further Reading
296(1)
References 297(14)
Index 311


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