CiNii Books - Collaboration, consultation, and teamwork for students with special needs

This text provides a comprehensive, practical foundation and guide for preparing school personnel and families to work together in the education of students with special needs. The book addresses the roles and responsibilities of all educators at school, while working with families and in their communities, to allow them to provide services that will help students with special needs achieve and develop their potential. The book's organization works well with the conventional formats of a special education course in collaborative school consultation at the pre-service or graduate-level , with classes for general teacher education, and with school districts' professional development plans. HIGHLIGHTS OF WHAT'S NEW IN THE SIXTH EDITION: NEW chapter on the constructive use of individual differences among adults who will collaborate, consult, and co-teach, underlining for readers the importance of teamwork in the collaborative process. NEW attention throughout the book is paid to the preservice teacher as a novice collaborating and co-teaching with veteran teachers, and ways of preparing novices in preservice programs, then beyond in professional development activities and mentorships, to address the special needs of preservice teachers with an eye towards avoiding early burnout. NEW descriptions of several recently developed and researched models for collaborative consultation presents readers with the most cutting edge information available in the field. NEW discussion of the reauthorizations of IDEA and NCLB make readers aware of how the most recent laws and legislation impact their roles. NEW discussion of the roles of school psychology and school counseling personnel as critical components of collaborative teamsfor special needs, underscoring the availability of additional professionals, beyond the classroom, to aid in the collaborative process. Expanded coverage of the evaluation processes for noting successes and ensuring accountability of collaborative and teaming efforts underscores for the reader the importance of accountability. Updated and enhanced presentation of co-teaching methods presents readers with the most recent research and practice.

Table of Contents

PART 1 focuses on contexts of collaboration, consultation, and teamwork. o Chapter 1 describes collaborative consultation and co-teaching and introduces key elements in the collaborative environment. o Chapter 2 emphasizes the array of differences in professional perspectives and personal preferences among educators, and highlights variables that create these differences. o Chapter 3 provides a brief overview of school improvement issues and collaborative school consultation history, theory, and research. PART 2 features processes that facilitate collaborative school consultation and working in teams. o Chapter 4 develops co-educators' verbal and nonverbal communication skills. o Chapter 5 presents a format for finding the problems that affect student learning and behavior, and then planning ways to address those problems so that students with special needs can succeed. o Chapter 6 focuses on avoiding stress that can lead to burnout from the profession. PART 3 provides content needed by co-educators to work effectively in partnerships for students' special needs. o Chapter 7 introduces co-teaching as a way of addressing all students' special needs collaboratively. o Chapter 8 features family partnerships as the focus of collaborative consultation between home-based co-educators and school-based. o Chapter 9 addresses needs of many diverse populations, including culturally and linguistically diverse students, those in rural and isolated areas, military dependent students, students who more frequently, those who are home schooled, and more. PART 4 addresses the collaborative roles among a variety of co-educators in the schools and communities, the place of technology in collaborative consultation and team efforts, and advocacy and leadership among educators for the future. o Chapter 10 involves school administrators as partners in collaborative activities and addresses the paraeducator role and supervising teachers of paras. o Chapter 11 explores the electronic role of technology as it relates to collaborative communication and networking. o Chapter 12 concludes the text with attention to mentorships among veteran teachers and novice teachers, leadership development for effective schools, and resource acquisition through grants and other funded projects.

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Collaboration, consultation, and teamwork for students with special needs

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