Preface | p. xiii |
Acknowledgements | p. xv |
Context | |
Working Together in Schools | p. 1 |
Focusing Questions | p. 2 |
Key Terms | p. 2 |
Educator Responsibilities in Schools | p. 2 |
Teacher Autonomy and Professional Collegiality | p. 3 |
What Collaborative School Consultation Is | p. 5 |
Defining Consultation, Collaboration, and Teamwork | p. 5 |
Descriptions of Collaborative School Consultation and Co-teaching | p. 6 |
How Consultation, Collaboration, and Co-teaching Differ | p. 7 |
When Educators Consult, Collaborate, and Co-teach | p. 9 |
What Collaborative School Consultation Is Not | p. 10 |
Role Responsibilities for Collaborative School Consultation | p. 10 |
Initiating School Consultation, Collaboration, and Teamwork | p. 11 |
Interchangeable Roles | p. 12 |
Key Elements in Consulting and Collaborating | p. 13 |
Role Delineation in Collaborative School Consultation | p. 14 |
Framework for School Consultation, Collaboration, and Teamwork | p. 18 |
Evaluation and Support of Consultation and Collaboration | p. 23 |
Preparation for School Consultation and Collaboration | p. 25 |
Multiplier Effects of Collaborative School Consultation | p. 27 |
Problem Areas to Avoid | p. 27 |
Process and Content in the School Context | p. 28 |
Synergy of Context, Process, and Content | p. 30 |
Tips for Working Together in Schools | p. 31 |
Chapter Review | p. 31 |
To Do and Think About | p. 32 |
For Further Reading | p. 33 |
Background, Theory, Research, And Structure | p. 34 |
Focusing Questions | p. 34 |
Key Terms | p. 35 |
School Reform Movements | p. 35 |
The Regular Education Initiative (REI) in Retrospect | p. 37 |
Inclusive or Unified School Systems | p. 38 |
Transition from Preschool to School and from School to Work | p. 42 |
Summary of School Reform Movements | p. 43 |
A Brief History of School Consultation | p. 43 |
School Consultation before 1970 | p. 43 |
School Consultation after 1970 | p. 44 |
Theoretical Bases of School Consultation | p. 45 |
Research Bases of School Consultation | p. 45 |
Structure for School Consultation | p. 47 |
Semantics | p. 47 |
Structural Elements | p. 47 |
Systems | p. 48 |
Perspectives | p. 49 |
Approaches | p. 50 |
Prototypes | p. 51 |
Modes | p. 52 |
Models | p. 53 |
Synthesizing Structural Elements into Methods of Collaborative Consultation | p. 59 |
Tips for Structuring Collaborative School Consultation | p. 64 |
Chapter Review | p. 65 |
To Do and Think About | p. 65 |
For Further Reading | p. 66 |
Diversity In Collaborative School Environments | p. 68 |
Focusing Questions | p. 68 |
Key Terms | p. 69 |
Valuing Individual Differences within the School Context | p. 69 |
Adult Differences within the School Context | p. 70 |
Assessing Individual Preferences | p. 71 |
Self-Study of Preferred Styles and Functions | p. 73 |
Constructive Use of Adult Differences for School Consultation | p. 74 |
Differing Teacher Styles | p. 76 |
Using Adult Differences to Facilitate Productive Team Interaction | p. 77 |
Adult Differences in Communication | p. 78 |
Adult Differences in Problem-Solving Styles | p. 78 |
Using Knowledge of Adult Differences Wisely | p. 79 |
Educators with Disabilities | p. 81 |
Effects of Diversity on School Consultation and Collaboration | p. 82 |
Assessing Multicultural Awareness of Educators | p. 83 |
Responding to Cultural Diversity in Collaborative Settings | p. 85 |
Involvement of Culturally Diverse Families | p. 88 |
Language Needs of Students from Culturally Diverse Groups | p. 89 |
Needs in Rural and Isolated Schools | p. 89 |
Needs of Students Who Move Frequently | p. 90 |
Needs of Military Dependent Students | p. 91 |
Practices for Promoting Multicultural Education | p. 92 |
Tips for Using Diversity in School Settings | p. 93 |
Chapter Review | p. 94 |
To Do and Think About | p. 94 |
For Further Reading | p. 95 |
Family Focused Home-School Collaboration | p. 96 |
Focusing Questions | p. 97 |
Key Terms | p. 97 |
Mandates for Family Involvement | p. 97 |
Educational Rationale for Family Involvement | p. 99 |
Family Empowerment | p. 99 |
Moving From Parent Involvement to Family-Focused Collaboration | p. 100 |
Broadened Conceptualization of Family | p. 100 |
Beyond Involvement to Collaboration | p. 101 |
Values for Home-School Collaboration | p. 101 |
Barriers to Collaboration with Families | p. 102 |
Cultural Competence of Educators | p. 103 |
Historical, Attitudinal, and Perceptual Factors | p. 103 |
Bridges to Successful Home-School Collaboration | p. 105 |
Focusing on Family Strengths | p. 105 |
Using Appropriate Communication Skills | p. 105 |
Promoting Positive Roles for Family Members | p. 106 |
Developing Home-School Partnerships | p. 106 |
Five Steps for Collaborating with Families | p. 107 |
Tips for Family-Focused Collaboration | p. 119 |
Chapter Review | p. 120 |
To Do and Think About | p. 121 |
For Further Reading | p. 122 |
Process | |
Problem-Solving Strategies | p. 123 |
Focusing Questions | p. 123 |
Key Terms | p. 124 |
The Problem-Solving Process | p. 124 |
Communication, Cooperation, and Coordination in Problem-Solving | p. 125 |
The POCS Method of Problem-Solving | p. 128 |
The Ten-Step Process for Consultation | p. 132 |
Preparing for the Consultation | p. 132 |
Initiating the Consultation | p. 134 |
Collecting Information | p. 134 |
Isolating the Problem | p. 134 |
Identifying Concerns Relevant to the Problem | p. 134 |
Generating Solutions | p. 135 |
Formulating a Plan | p. 136 |
Evaluating Progress and Process | p. 136 |
Following Up the Consultation | p. 136 |
Repeating the Consultation if Needed | p. 137 |
What to Say During the Consultation | p. 137 |
What to Consider if Group Problem-Solving Is Not Successful | p. 140 |
Tools to Facilitate Group Problem-Solving | p. 140 |
Brainstorming | p. 140 |
Creative Problem-Solving | p. 143 |
Lateral Thinking | p. 143 |
Concept Mapping | p. 144 |
Idea Checklist | p. 144 |
Benchmarking | p. 145 |
Other Collaborative Activities | p. 145 |
Interaction Formats | p. 147 |
Tips for Problem-Solving Strategies | p. 148 |
Chapter Review | p. 148 |
To Do and Think About | p. 149 |
For Further Reading | p. 149 |
Communication Processes | p. 151 |
Focusing Questions | p. 151 |
Key Terms | p. 152 |
Communication for Effective School Relationships | p. 153 |
Challenges of Communication | p. 153 |
Ethnic and Gender Differences in Communication | p. 154 |
Skills for Communicating | p. 156 |
Rapport-Building to Enhance Communication | p. 156 |
Responsive Listening Skills | p. 157 |
Roadblocks to Communication | p. 163 |
Assertiveness | p. 164 |
Managing Resistance, Anger, and Negativity | p. 167 |
Why Educators Resist | p. 167 |
How to Deal with Resistance | p. 168 |
Conflict Management | p. 170 |
Tips for Communicating Effectively | p. 175 |
Chapter Review | p. 175 |
To Do and Think About | p. 176 |
For Further Reading | p. 178 |
Managing Time and Technology | p. 179 |
Focusing Questions | p. 179 |
Key Terms | p. 180 |
Stress, Burnout, and Attrition | p. 180 |
Minimizing Stress of Professional Responsibilities | p. 181 |
Management of Time | p. 184 |
Finding Time for Collaboration and Teaming | p. 185 |
Techniques for Meetings, Interviews, and Observation | p. 188 |
Conducting Effective Interviews | p. 192 |
Making Prudent Observations | p. 193 |
Management of Consultation Records and Resources | p. 194 |
Using a Consultation Log | p. 194 |
Memos | p. 194 |
Organizing a Consultation Notebook | p. 196 |
Organizing and Distributing Materials | p. 199 |
Technology for Enriching Collaboration | p. 199 |
Technology for Managing Consultation and Collaboration | p. 200 |
Telecommunications and Electronic Networks | p. 201 |
Electronic Scheduling Programs | p. 202 |
Information Services | p. 202 |
Internet Resources | p. 202 |
FAX Communication | p. 203 |
Monitoring Student Records | p. 203 |
Grades and Attendance Records | p. 203 |
Individual Educational Plans | p. 204 |
Assessment and Evaluation | p. 204 |
Adapting Materials and Tests | p. 206 |
Preparing Reports and Other Written Products | p. 207 |
Planning for Use of Technology | p. 208 |
Tips for Managing Time and Technology | p. 209 |
Chapter Review | p. 210 |
To Do and Think About | p. 211 |
For Further Reading | p. 212 |
Assessment and Evaluation | p. 214 |
Focusing Questions | p. 214 |
Key Terms | p. 215 |
Assessing and Evaluating the Consultation | p. 215 |
Components of Consultation Evaluation | p. 217 |
Developing an Evaluation Plan | p. 219 |
Example of an Evaluation Plan | p. 219 |
Components of a Good Plan | p. 219 |
Evaluating the Context of Consultation | p. 221 |
Assessment of Classroom Environments | p. 222 |
Evaluating the Process of Consultation | p. 222 |
Consultant Self-Assessment Procedures | p. 224 |
Records of Consultation Activities | p. 226 |
Evaluating the Content of Consultation | p. 227 |
Assessing Student Academic Performance | p. 227 |
Assessing Student Behaviors | p. 233 |
Skills and Competencies for Collaborative Consultation | p. 237 |
Ethics of Consulting and Collaborating | p. 237 |
Tips for Assessing and Evaluating | p. 242 |
Chapter Review | p. 242 |
To Do and Think About | p. 243 |
For Further Reading | p. 244 |
Content | |
Planning for Inclusion | p. 246 |
Focusing Questions | p. 247 |
Key Terms | p. 247 |
Planning Inclusive Schools | p. 248 |
Importance of Planning for Inclusion | p. 248 |
Involving All Stakeholders | p. 249 |
Planning Lessons | p. 250 |
Typical Lesson Planning | p. 251 |
Co-Planning Lessons | p. 251 |
Co-Teaching a Lesson Plan | p. 255 |
Planning Cooperative Learning Lessons | p. 258 |
Planning for Individuals in Inclusive Classrooms | p. 260 |
IEP Requirements | p. 260 |
Helping Teachers Use IEP Information | p. 260 |
Planning Curriculum Adaptations | p. 261 |
Curriculum Accommodations | p. 262 |
Curriculum Modifications | p. 268 |
Planning Remedial Instruction | p. 270 |
Guidelines for Remedial Instruction | p. 272 |
Resources for Remedial Lessons | p. 272 |
Planning Instructional Support | p. 273 |
Planning for Paras | p. 273 |
Planning for Peer Tutors and Other Instructional Assistants | p. 274 |
Teaching Study Strategies | p. 275 |
Teaching Self-Advocacy | p. 276 |
Adapting Tests | p. 276 |
Adapting Text Materials | p. 278 |
Monitoring Student Progress | p. 279 |
Tips for Co-planning and Co-teaching | p. 279 |
Chapter Review | p. 281 |
To Do and Think About | p. 282 |
For Further Reading | p. 282 |
Related Services and Support Personnel | p. 283 |
Focusing Questions | p. 284 |
Key Terms | p. 284 |
Related-Services and Support Personnel as Partners in Inclusion | p. 284 |
Collaboration in Early Childhood Education for Children with Disabilities | p. 286 |
Transition from School to the Adult World | p. 287 |
Roles for Related-Services and Support Personnel | p. 288 |
Related Services in Inclusive Schools | p. 290 |
Using Library and Media Resources | p. 291 |
Paraeducators/Paraprofessionals/Paras | p. 293 |
School Administrator Role in Collaboration | p. 296 |
Consultants as Coordinators for Interagency Collaboration | p. 298 |
Coordination of Related Services | p. 299 |
Sources for Assistance | p. 301 |
Generating Proposals for External Funding | p. 302 |
Funding Sources | p. 303 |
Preparing the Proposal | p. 303 |
Tips for Using Related-Services and Support Personnel | p. 306 |
Chapter Review | p. 306 |
To Do and Think About | p. 307 |
For Further Reading | p. 308 |
Professional Development for Collaboration | p. 309 |
Focusing Questions | p. 310 |
Key Terms | p. 310 |
Purposes of Professional Development | p. 310 |
Roles, Responsibilities, and Opportunities for Professional | |
Development | p. 311 |
Characteristics of the Adult Learner | p. 314 |
Differentiating In-service from Staff Development | p. 316 |
Planning In-service and Staff Development | p. 316 |
Determining Professional Development Needs | p. 316 |
Presenting In-service and Staff Development | p. 318 |
Target Groups for In-service and Staff Development | p. 319 |
Formal and Informal In-service and Staff Development | p. 321 |
The Teachers' Workroom as a Staff Development Forum | p. 321 |
Format for In-service and Staff Development | p. 323 |
Time for In-service and Staff Development | p. 324 |
Incentives for Participation in ISD | p. 324 |
Techniques for Conducting ISD | p. 325 |
Presenter and Participant Responsibilities | p. 326 |
Delivery of ISD Content | p. 326 |
Follow-Up Activities | p. 328 |
Evaluation of the In-service and Staff Development | p. 330 |
Benefits of In-service and Staff Development | p. 330 |
Tips for Professional Development | p. 331 |
Chapter Review | p. 332 |
To Do and Think About | p. 333 |
For Further Reading | p. 334 |
Summing Up and Looking Ahead | p. 335 |
Focusing Questions | p. 335 |
Key Terms | p. 336 |
Global Trends and Social Concerns Affecting Education | p. 336 |
Societal Changes | p. 337 |
Economic Trends | p. 338 |
Family Structure Changes | p. 338 |
Demographic Trends | p. 338 |
A Visionary Scope: Educational Reforms | p. 338 |
Benefits of Collaborative School Consultation | p. 340 |
Positive Ripple Effects | p. 343 |
Developing New Metaphors for Education | p. 345 |
Developing a Plan Infusing Consultation, Collaboration, and Teamwork | p. 348 |
Challenges for Consultation, Collaboration, and Teamwork in the Future | p. 351 |
Tips for Looking Ahead | p. 352 |
Chapter Review | p. 352 |
To Do and Think About | p. 352 |
For Further Reading | p. 353 |
References | p. 354 |
Author Index | p. 374 |
Subject Index | p. 379 |
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