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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.