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Contents I Context and Foundations (CORRE WILL FILL IN WITH NEW CHAPTER OUTLINES AND INFORMATION) Chapter 1 Framework and Rationale for Interactive Teaming Definition of Interactive Teaming Why Interactive Teaming Is Needed Now Target Population 6 ? Increase in Students at Risk - Legal Basis for Special Services - Limitations of Traditional Approaches - Poor Quality of Instruction in Tracking and Pull-Out Programs 16 ? ?Top- Down? Bureaucratic Solutions 18 ? Marginal Professional and Parent Interactions 19 ? Limited Understanding of the Change Process 20 Promising New Practices 21 Effective Schools Research 22 ? Representative Samples of Promising Practices 22 ? Total Quality Management 23 The Common Elements Contributing to Interactive Teaming History of Success 24 ? Decision Points in Teaming 26 Application of Interactive Teaming 28 Summary 29 Activities 30 References 31 Chapter 2 Historical Foundations of Consultation, Collaboration, and Teaming 36 Historical and Legal Foundations 40 Professional Viewpoints: Early 1970s 40 ? Legal Influences: 1970s, 1980s, and 1990s 40 ? Expanding Applications: Late 1970s, 1980s, and 1990s 41 Consultation and Collaboration 46 Definitions 46 ? Models 49 ? Dimensions 50 ? Goals 51 ? Competencies 52 ? Process 54 Teaming 55 Definitions 55 ? Models 55 ? Dimensions 57 ? Goals 57 ? Competencies 59 ? Process 60 ? Committee Approaches 62 Impediments and Barriers 63 Consultation 63 ? Teaming 64 Positive Features 65 Application 66 Summary 67 Activities 67 References 68 Chapter 3 Dimensions of the Interactive Team 78 Bases for Interactive Teaming 85 Legitimacy and Autonomy 85 ? Purpose and Objectives 86 Aspects of Team Functioning 87 Competencies of Team Members and Clarity of Their Roles 87 ? Role Release and Role Transitions 88 ? Awareness of the Individuality of Team Members 89 ? The Process of Team Building 94 ? Attention to Factors that Affect Team Functioning 94 ? Leadership Styles 98 Implementation of Interactive Teaming 101 Implementation Procedures 101 ? Commitment to Common Goals 103 Application: Unsuccessful Teaming 107 Application: Successful Teaming 108 Summary 108 Activities 109 References 109 II Facilitating Factors Chapter 4 Understanding Roles and Perspectives of Team Members 116 Roles and Perspectives of Team Members 119 Team Composition and Functions 120 Trends in Service Delivery 120 Expansion into New Settings 120 ? Changes in the Health Care System 122 Changes in Team Composition and Functions 123 Roles of Special Educators 124 Role When Serving Culturally Different Students 124 ? Role When Serving Students with Mild Disabilities 125 ? Role When Serving Students with Severe Disabilities 126 Application: Informal Interviews 128 Role Descriptions of Other Team Members 130 Program Administrator 131 ? Classroom Teacher 132 ? Behavior Specialist, School Psychologist, Counselor, or Social Worker 134 Application: A Timely Workshop 136 Speech-Language Therapist and ESL or Bilingual Specialist 137 ? Physical Therapist, Adaptive Physical Educator, Occupational Therapist, and Adaptive Technology Specialist 139 ? Vocational or Transition Specialist 142 ? Migrant Education or Chapter 1 Teacher 143 ? School Nurse and Other Health-Related Professionals 143 ? Physician?s Role as Consultant 144 Roles of Family Members and Paraprofessionals 144 Interactive Teaming in Hospital Settings 145 Application: Caring for James, A Day in the Life of a Pediatric Nurse 147 Summary 149 Activities 150 References 151 Chapter 4 Enhancing Communication Skills Components of the Process of Communication 160 Definition of Communication 160 Elements of the Communication Process 160 Characteristics of Effective Communication in Interactive Teaming 161 Factors to Consider in Communication 162 Personal Factors 162 ? Cultural Differences 164 ? Attitudinal and Experiential Factors 165 ? Backup Support Factors 168 ? Context or Situational Factors 168 Forms of Communication 170 Nonverbal Behaviors 170 ? Listening 172 ? Verbal Behaviors 174 Using and Misusing Forms of Communication 178 Managing Conflict 181 Conflicts Within the Group 183 Dealing with Resistance 185 Application of Communication Strategies 188 Summary 189 Activities 189 References 190 Chapter 5 Developing Service Coordination Skills - Essential Skills for Leadership of Professionals - Research on Leadership - ? Summary of Skills for Team Leaders - Initial Tasks of the Team Leader - Setting up the Team - ? Identifying Resources - ? Establishing Operating Procedures - Service Coordination Procedures for Quality Advisers Coordinating Needed Services ? Delegating Responsibility ? Providing Follow-Up ? Guiding Paraprofessionals and Volunteers Application Summary 225 Activities 226 References 227 Chapter 6 Empowering Team Members Through Professional Development 230 Power, Empowerment, and Change 233 Responsible and Effective Use of Power 233 Application 237 Bringing About Change 237 ? Application of Change Strategy 243 ? Empowering Others 245 Application 247 Summary of Best Practices 248 Strategies for Professional Development 250 Sharing Knowledge 251 ? Developing Skills 257 ? Developing the Team 259 Application 260 Summary 264 Activities 265 References 266 Chapter 7 Enabling and Supporting Families 270 Changes in the Family Structure and Parental Involvement 273 Understanding Families of Children with Disabilities 275 Legislative Factors 275 ? Theoretical Factors 277 ? Research Factors 278 Role of the Professional 279 Providing Basic Information 279 ? Reporting Evaluation Results 281 ? Understanding and Gathering Family Information 282 ? Providing Instruction to Families 284 ? Understanding Culturally Diverse Families 285 ? Interpreting Information 287 ? Communicating Effectively 288 Role of the Family 289 Providing Information 289 ? Reinforcing the School Program at Home 291 ? Advocating for Quality Services 292 ? Understanding the Professional?s Perspective 293 Strategies for Supporting Families 294 Application 295 Summary 298 Activities 299 References 299 III Implementation of Interactive Teaming Chapter 8 Implementation with Students from Culturally and Linguistically Diverse Backgrounds 308 Understanding the Needs of Students from Culturally and Linguistically Diverse Backgrounds 312 Language Characteristics 313 ? Cultural Characteristics 316 ? Socioeconomic Characteristics 318 Meeting Educational Needs 320 Service Delivery Options 320 ? Assessment and Curricular Design 321 ? Instructional Strategies 324 Roles of Professionals Involved with Students from Culturally and Linguistically Diverse Backgrounds 328 Application 328 Summary 333 Activities 334 References 335 Chapter 9 Implementation with Infants and Preschoolers with Disabilities 342 Characteristics of Young Children with Disabilities and Their Families 345 Intervention Needs of Young Children with Disabilities 347 Family-Centered Approaches 347 ? Service Delivery Options 348 ? Assessment Techniques 353 ? Intervention Strategies 353 The Role of the Professionals 355 Application 361 Summary 363 Activities 364 References 364 Chapter 10 Implementation for Students with Mild Disabilities 368 Characteristics of Students with Mild Disabilities 371 Learning Disabilities 372 ? Mental Retardation 372 ? Emotional Disturbances/Behavior Disorders 373 ? Visual Impairments 373 ? Hearing Impairments 373 ? Physical Impairments 374 ? Communication Disorders 374 ? Considerations 375 Meeting Educational Needs 375 Problem Identification and Designing Interventions 375 ? Service Delivery Options 376 ? Teacher Competencies 382 Selected Teaching Strategies 383 Considerations 386 Roles of Professionals Involved with Students with Mild Disabilities 389 Application 392 Summary 393 Activities 393 References 394 Chapter 11 Implementation for Students with Severe Disabilities 400 Characteristics of Students with Severe Disabilities 403 Physical and Sensory Impairments 405 ? Challenging Behavior 405 ? Medical Conditions 406 Meeting Educational and Community Needs 407 Support Service Options 407 Assessment and Program Design 409 ? Specialized Curriculum Components 412 Selected Teaching Strategies 419 Roles of the Professionals Involved with Students with Severe Disabilities 421 Application 425 Summary 427 Activities 428 References 428 Chapter 12 Summary and Application of the Model in the Future 434 Features of the Interactive Teaming Model 437 Application: Extended Care Study 437 Application of the Model in the Future 441 Previous Predictions and Realities 442 ? Current Trends That Affect Programs for Students with Special Needs 443 Major Trends in Promising Practices: The 1990s 448 Success of Total Quality Education/Learning Communities 448 ? Increased Efforts in Restructuring Teacher Education 449 Promising Solutions: The Future Model 451 Summary 452 Application 457 Activities 457 References 458 Name Index 463 Subject Index 474
Library of Congress Subject Headings for this publication:
Children with disabilities -- Education -- United States.
Team learning approach in education -- United States.
Communication in education -- United States.
Group guidance in education -- United States.