Table of contents for Collaboration, consultation, and teamwork for students with special needs / Peggy Dettmer ... [et al.].

Bibliographic record and links to related information available from the Library of Congress catalog.

Note: Contents data are machine generated based on pre-publication provided by the publisher. Contents may have variations from the printed book or be incomplete or contain other coding.


Counter
Contents
Preface and Acknowledgements??000
All Chapters Have: Focus Questions, Key Terms, Scenario(s), Tips For Chapter Content, Chapter Review that Reflects Focus Questions, To Do and Think About Activities, and Additional Readings and Resources??000
Part I:
Contexts for Working Together as Co-Educators??000
Chapter 1
Working Together in Collaboration, Consultation, and Co-Teaching??000
Teacher Autonomy in the Past??000
Why Work Together and Not Autonomously???000
Defining Consultation, Collaboration, and Co-Teaching??000
Why Collaboration Is So Important for Educators??000
Distinguishing Among Consultation, Collaboration, and Working in Teams??000
What Collaborative Consultation Is??000
What Collaborative Consultation Is Not??000
Role Responsibilities in Collaborative Endeavors??000
Interchangeable Roles and Responsibilities??000
Initiating Collaborative Activities??000
Key Elements in Successful Collaboration??000
Preparation??000
Role Delineation??000
Framework??000
Evaluation and Support??000
Competencies of Effective Collaborators, Consultants, and Team Participants??000
Benefits from Collaborative School Consultation??000
Ethics for Working Together as Co-Educators ??000
Chapter 2
Differences in Perspectives and Preferences among Co-Educators??000
Individual Differences Among Adults in Educational Environments??000
Recognizing Differences in Professional Perspectives??000
General Education and Special Education??000
Grade Levels and Curriculum Areas??000
More Differences of Perspective??000
Principles of Learning??000
Taxonomies for Thinking and Doing??000
Thinking and Doing Together But in Different Ways??000
Recognizing Differences in Personality Preferences??000
Self Study of Preferred Styles and Functions??000
Respecting Different Viewpoints and Different Inclinations during Collaborative Consultation??000
Using Adult Differences to Facilitate Collaboration??000
Differences When Communicating??000
Differences When Problem Finding and Problem Solving??000
Differences When Evaluating and Reporting??000
Using Adult Differences to Facilitate Team Interactions??000
Ethical Issues Concerning Individual Perspectives and Preferences??000
Chapter 3
Foundations and Frameworks for Consultation, Collaboration, and Teamwork??000
Movements for School Improvement??000
Inclusive Schools??000
Reauthorization of Individuals with Disabilities Education Act??000
Reauthorization of No Child Left Behind Legislation??000
A Brief History of Collaborative School Consultation??000
Collaborative School Consultation before 1970??000
Collaborative School Consultation from 1970¿2000??000
Collaborative School Consultation after 2000??000
Theoretical and Research Bases of Collaborative School Consultation??000
Structural Elements of Collaborative School Consultation??000
Systems??000
Perspectives??000
Approaches??000
Prototypes??000
Modes??000
Models??000
Development and Application of Plans for Collaborative School Consultation and Co-Teaching??000
Ethical Considerations for Developing Foundations and Frameworks??000
Part II
Processes for Working Together as Educators??000
Chapter 4
Communication Processes in Collaborative School Consultation and??000
Teamwork??000
Communication for Effective School Relationships??000
Challenges of Communication??000
Ethnic and Gender Differences in Communication??000
Computer-Mediated Communication??000
Nonverbal Communication??000
Skills for Communicating??000
Rapport-Building Skills??000
Responsive Listening Skills??000
Assertiveness??000
Roadblocks to Communication??000
Managing Resistance, Negativity, Anger, and Conflict??000
Why Collaborative Partners Resist??000
How to Deal with Resistance and Negativity??000
Why People Get Angry??000
Why Conflict Occurs in School Contexts??000
How to Resolve School-Related Conflicts??000
What to Do When Communication Goes Wrong??000
Communicating Ethically in Collaborative Ways??000
Chapter 5: Problem-Solving Strategies for Collaborative School Consultation and Teamwork??000
The Problem-Solving Process??000
Communicating in Problem-Solving Teams??000
Problem-Solving Roles??000
Ten-Step Process for Collaborative Problem Solving??000
What to Say During the Consultation??000
What to Consider if Group Problem Solving Is Not Successful??000
Tools for Group Problem Solving??000
Brainstorming??000
Lateral Thinking??000
Six Thinking Hats??000
Concept Mapping??000
Idea Checklist??000
Using Synectics, Metaphors, and Janusian Thinking??000
More Techniques for Collaborative Problem Solving??000
Use of Multiple Intelligences??000
Interaction Formats??000
Interferences and Hurdles to Overcome??000
Positive and Not-So-Positive Consultations??000
Ethics for Collaborative and Consultative Problem Solving??000
Chapter 6: Management and Evaluation of Collaborative School Consultation??000
Stress and Burnout among Educators??000
Management of Time??000
Finding Time for Collaboration and Teaming??000
Techniques for Meetings, Interviews, and Observations??000
Organizing and Distributing Materials??000
Management of Consultation Records and Resources??000
Using a Consultation Journal or Log??000
Memos and Professional Cards??000
Organizing a Consultation Notebook??000
Consultation Schedules??000
Organizing and Distributing Materials??000
Evaluation of Collaborative School Consultation??000
What Is Evaluation???000
Types of Program Evaluation??000
Designing Evaluation Processes??000
The Logic Model??000
Phases of the Evaluation??000
Self-Evaluation of Collaborative Consultation Skills??000
Teacher Portfolios for Self Assessment Records of Collaborative Consultation Activities??000
Benefits from Evaluation of Collaborative School Consultation??000
Ethics for Managing and Evaluating Collaborative School Consultation??000
Part III
Content of Working Together as Co-Educators??000
Chapter 7
Collaborating and Co-Teaching for Students Who Have Special Needs??000
Universal Design for Learning??000
Aspects of Universal Learning Design??000
Planning and Delivering Differentiated Instruction??000
Typical Lesson Planning??000
Co-Planning Lessons??000
Delivering Differentiated Instruction??000
Preparation for Co-Teaching??000
Selecting the Best Co-Teaching Approach??000
Designing Curricular Adaptations Collaboratively??000
Making Text Accessible??000
National Instructional Materials Accessibility Standard??000
Response to Intervention??000
Other Ways to Adapt, Extend, and Enrich Text Materials??000
Addressing Misbehavior Collaboratively??000
Behavior Intervention Plans??000
Using IEP Information Collaboratively??000
Planning and Making Adaptations??000
Digital Resources to Assist in Adaptations??000
Making Modifications??000
Planning Remedial Instruction and Other Supports??000
Resources for Remedial Lessons??000
Planning for Peer Tutors and Other Instructional Assistants??000
Teaching Study Strategies??000
Teaching Self Advocacy??000
Adapting Tests??000
Adapting Text Materials??000
Monitoring Student Progress??000
Monitoring Classroom Grades??000
Collaborating and Co-Teaching for Students with High Abilities??000
Reviewing the Reality of Individual Differences??000
Characteristics of Learners with High Aptitude and Talent??000
Identifying Exceptional Ability and Talents through Checklists and??000
Interest Inventories??000
Curricular Needs of Learners with High Aptitude and Talent??000
Differentiating School-Based Curriculum??000
Co-educator Roles for Students of High Ability and Talents??000
Ensuring Differentiated Curriculum in Inclusive Schools??000
Ethics for Co-Teaching Students with Exceptional Learning Needs??000
Chapter 8
Working Together with Families and Communities ??000
Mandates for Family Participation??000
Educational Rationale for Family Involvement??000
Family Empowerment??000
Broadened Conceptualization of Family??000
Moving from Parent Involvement to Partnerships with Families??000
Values Inherent in Home-School Collaboration??000
Barriers to Collaboration with Families??000
Culturally and Linguistically Diverse Families??000
Bridge Building for Successful Home-School Collaboration??000
Focusing on Family Strength??000
Using Appropriate Communication Skills??000
Providing Social Support??000
Promoting Positive Roles for Family Members??000
Developing Home-School Partnerships??000
Five Steps for Collaborating with Families??000
Family Partners in IEP and IFSP Planning??000
Equal Partnership Model??000
Student Participation in Conferences??000
Maintaining Home-School Collaboration and Partnership??000
Resources for Educators and Families??000
Ethics for Working Together with Family and Communities??000
Chapter 9
Working Together for Students from Diverse Populations??000
Diversity and Educational Collaboration and Consultation??000
What Is Culture???000
Cultural Diversity in the Teacher Population??000
Diversity-Related Terminology for Educational Collaborators??000
Cultural Awareness by Collaborative Consultants??000
Developing Cultural Competencies??000
Collaboration and Consultation in Diverse Settings and with Diverse Team Members??000
Collaboration with Partners for CLDE Students??000
Collaboration and Consultation in Rural and Isolated School Settings??000
Collaborating with Families Who Move Frequently??000
Collaborating with Gay and Lesbian Families??000
Collaborating with Partners in Educating Military Dependent Students??000
Collaborating on Behalf of Students Schooled at Home??000
Working with Educators Who Have Disabilities??000
Collaborating on Behalf of Students with Disabilities Who Are Abused??000
Cultural Issues that Impact Successful Collaboration??000
Communication and Culture??000
Language and Colloquialisms??000
Culturally Responsive and Ethical Collaborative Consultation??000
Part Iv: Synthesis for Working Together as Co-Educators??000
Chapter 10
Paraeducators and Teachers, Early Childhood Educators, and??000
Preservice Teachers as Collaborators??000
Paraeducators as Partners??000
Paraeducator Requirements??000
Delineating the Role of Paraeducators??000
Paraeducator Responsibilities??000
Selection and Preparation of Paraeducators??000
Need for Confidentiality by the Paraeducator??000
Framework for Working with Paraeducators??000
Evaluating the Paraeducator/Teacher Relationship??000
Early Childhood Educators and Early Childhood Special Educators as Collaborators??000
Teams for Early Childhood Special Education??000
Preservice Teachers as Students of Collaboration, Consultation, and Co-Teaching??000
Novice Special Education Teachers??000
Ethics for Paraeducators, Early Childhood Educators, and Preservice Teachers??000
Chapter 11
Related Services and Support Personnel, Interagency Networks, and Technology in Collaboration for Special Needs??000
Related Services Personnel as Partners in Collaboration and Consultation??000
Support Services Personnel as Partners in Collaboration and Consultation??000
Organizing Related and Support Services??000
Organizing Interagency Collaboration??000
Home-School-Community Collaboration??000
Sources for Assistance??000
Collaboration for Transition Services??000
Transition from Early Childhood to Kindergarten??000
Transition from Middle School to High School??000
Transition from Secondary School to Postsecondary Opportunities??000
Technology in Collaborative School Environments??000
Technology for Managing Educational Responsibilities??000
Twenty Uses for Technology to Organize and Collaborate??000
Anticipated and Unexpected Effects of Technology??000
Collaborating on Grant Proposals for External Funding??000
Ethics for Involving Related Services and Support Personnel, and Technology?? in Collaborative Activities??000
Chapter 12
Leadership, Professional Development, and Positive Ripple??000
Effects of Collaborative Consultation and Teamwork??000
Challenges for Collaborative Consultation and Working as Teams in the Future??000
Leadership for Collaborative School Consultation??000
Collaborative Consultants as Mentors??000
The School Administrator¿s Role in Collaborative, Inclusive Schools??000
How Administrators Can Encourage Collaboration and Teamwork??000
Getting Off to the Right Start with Administrators??000
School Board Members as Partners in Education??000
Advocacy for Students with Special Needs??000
Student Self-Advocacy??000
Professional Development for Co-Educators??000
Characteristics of the Adult Learner??000
Determining Professional Development Needs??000
Presenting Professional Development Activities??000
Formal and Informal Approaches to Professional Development??000
The Teacher¿s Workroom as a Forum for Professional Development??000
Outline for Professional Development Activity??000
Finding Time for Professional Development Activities??000
Presenter and Participant Responsibilities??000
Follow-Up to the Professional Development Experience??000
Evaluation of Professional Development??000
Conferences and Conventions for Professional Growth??000
Rewards of Professional Development Activities??000
Synergy of Context, Process, and Content??000
Positive Ripple Effects of Collaborative School Consultation??000
Levels of Service??000
Ethics of Collaborative School Consultation??000
Competencies of Effective Collaborative School Co-Educators??000
Final Thoughts??000
References??000
Figures And Graphics file??000
Author Index??000
Subject Index??000

Library of Congress Subject Headings for this publication:

Children with disabilities -- Education -- United States.
Special education -- United States.
Educational consultants -- United States.
Teaching teams -- United States.