Interactions: Collaboration Skills for School Professionals,9780205483518

Interactions: Collaboration Skills for School Professionals

by ;
Edition: 5th
ISBN13: 9780205483518
ISBN10: 0205483518
Format: Paperback
Pub. Date: 2010-01-01
Publisher(s): Prentice Hall
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Summary

This book addresses collaboration as a style, with accompanying knowledge and skills, which guides practices in many education efforts. As a result, future teachers learn how teams of school professionals- special educators, general educators and related services professionals-can effectively work together to provide a necessary range of services to students with special needs.

Table of Contents

Features at a Glance xiii
Preface xv
Foreword xxi
The Fundamentals of Collaboration
1(26)
Connections
1(1)
Learner Objectives
1(1)
Introduction
2(4)
Collaboration Concepts
6(11)
Definition
7(1)
Defining Characteristics for Collaboration
7(5)
Emergent Characteristics
12(3)
The Dilemmas of Collaboration
15(2)
Collaboration in a Contemporary Context
17(6)
Societal Trends
18(1)
School Collaboration
19(1)
Special Education Collaboration
20(3)
A Framework for Learning about Collaboration
23(4)
Summary
24(1)
Activities and Assignments
25(1)
For Further Reading
26(1)
Interpersonal Problem Solving
27(30)
Connections
27(1)
Learner Objectives
27(1)
Introduction
28(1)
A Context for Interpersonal Problem Solving
29(6)
Reactive and Proactive Problem Solving
31(1)
Deciding Whether to Problem Solve
32(3)
Steps in Interpersonal Problem Solving
35(18)
Identifying the Problem
35(7)
Generating Potential Solutions
42(4)
Evaluating Potential Solutions
46(2)
Selecting the Solution
48(1)
Implementing the Solution
49(3)
Evaluating the Outcome
52(1)
Putting the Problem-Solving Pieces Together
53(4)
Summary
54(1)
Activities and Assignments
55(1)
For Further Reading
56(1)
Teams
57(30)
Connections
57(1)
Learner Objectives
57(1)
Introduction
58(1)
Team Concepts
59(6)
Characteristics of Teams
60(3)
Developmental Stages for Teams
63(2)
Rationale for and Benefits of Teams
65(1)
Team Models
65(11)
Disciplinary Relationships on Teams
66(3)
Types of Student-Centered Teams
69(7)
Effectiveness of Teams
76(3)
The Team's Goals Are Clear
78(1)
Members' Needs Are Met
78(1)
Members Have Individual Accountability
78(1)
Group Processes Maintain the Team
78(1)
Team Members Have Leadership Skills
79(1)
Conducting Meetings
79(5)
Prior to the Meeting
79(3)
During the Meeting
82(2)
After the Meeting
84(1)
Collaboration and Teams
84(3)
Summary
85(1)
Activities and Assignments
85(1)
For Further Reading
86(1)
Consultation
87(24)
Connections
87(1)
Learner Objectives
87(1)
Introduction
88(1)
Consultation Concepts
89(7)
Characteristics of Consultation
89(5)
Rationale for and Benefits of Consultation
94(2)
Consultation Models
96(6)
Behavioral Consultation
96(3)
Clinical Consultation
99(1)
Choosing and Using Consultation Models
100(2)
Consultation and Collaboration
102(9)
The Consulting Relationship
104(1)
Issues in Consultation as Collaborative Service Delivery
105(3)
Summary
108(1)
Activities and Assignments
109(1)
For Further Reading
110(1)
Co-Teaching
111(28)
Connections
111(1)
Learner Objectives
111(1)
Introduction
112(1)
Co-Teaching Concepts
113(5)
Defining Characteristics of Co-Teaching
113(5)
Rationale for Co-Teaching
118(2)
Co-Teaching Approaches
120(8)
One Teaching, One Observing
120(2)
Station Teaching
122(2)
Parallel Teaching
124(1)
Alternative Teaching
125(1)
Teaming
126(1)
One Teaching, One Assisting
127(1)
Co-Teaching and Collaboration
128(1)
The Co-Teaching Relationship
129(5)
Maintaining Collaborative Relationships in Co-Teaching
130(4)
Administrative and Pragmatic Matters Related to Co-Teaching
134(5)
Use of Planning Time
134(2)
Summary
136(1)
Activities and Assignments
137(1)
For Further Reading
138(1)
Paraeducators
139(25)
Connections
139(1)
Learner Objectives
139(1)
Introduction
140(1)
Paraeducators in Public Schools
141(3)
Paraeducator Qualifications
141(1)
The Prevalence of Paraeducators
142(2)
Paraeducator Roles and Responsibilities
144(6)
Instructional Responsibilities
145(2)
Noninstructional Responsibilities
147(3)
Ethical Considerations
150(3)
Paraeducators Supplement Instruction
150(1)
Parent Communication and Input
151(1)
The Problem of Proximity
152(1)
Working with Paraeducators
153(8)
Training Paraeducators
153(2)
Planning with Paraeducators
155(1)
Assigning Responsibilities to Paraeducators
156(1)
Communicating with Paraeducators
157(1)
Supervising Paraeducators
158(3)
Paraeducators and Collaboration
161(3)
Summary
161(1)
Activities and Assignments
162(1)
For Further Reading
163(1)
Practical Matters
164(36)
Connections
164(1)
Learner Objectives
164(1)
Introduction
165(1)
Time for Planning
166(5)
Options for Creating Shared Planning Time
167(4)
Scheduling and Coordinating Services
171(7)
Establishing Schedules in a Collaborative School
171(5)
Coordinating Services for Collaboration
176(2)
Roles and Role Responsibilities
178(3)
School as a Professional Workplace
178(3)
Role Management
181(1)
Program Development Tasks
181(9)
Stage 1: Establishing the Program and Its Goals
181(3)
Stage 2: Planning for Implementation
184(2)
Stage 3: Preparing for Implementation
186(2)
Stage 4: Implementing the Program
188(1)
Stage 5: Maintaining the Program
189(1)
Staff Development
190(10)
Types of Staff Development
190(3)
Participant Involvement
193(1)
Design and Delivery
194(4)
Summary
198(1)
Activities and Assignments
198(1)
For Further Reading
199(1)
Interpersonal Communication
200(36)
Connections
200(1)
Learner Objectives
200(1)
Introduction
201(1)
The Process of Communication
201(6)
A Model of Communication
202(1)
Concepts Reflected in the Communication Process
202(3)
Communication Types
205(2)
Prerequisites to Effective Interactions
207(6)
Frame of Reference
208(5)
Communication Skills
213(9)
Listening
214(4)
Nonverbal Communication
218(4)
Developing Effective Communication Skills
222(14)
Principles for Effective Interpersonal Communication
223(4)
Suggestions for Improving Your Communication Skills
227(5)
Summary
232(1)
Activities and Assignments
232(2)
For Further Reading
234(1)
Appendix: A Cultural Self-Awareness Journey
234(2)
Using Statements
236(25)
Connections
236(1)
Learner Objectives
236(1)
Introduction
237(1)
Purposes of Statements
238(14)
Statements That Provide Information
238(7)
Statements That Seek Information
245(1)
Statements That Confirm or Clarify Information
245(7)
Giving Verbal Feedback
252(9)
Characteristics of Effective Interpersonal Feedback
253(2)
Guidelines for Giving Effective Feedback
255(3)
Summary
258(1)
Activities and Assignments
259(1)
For Further Reading
260(1)
Asking Questions
261(27)
Connections
261(1)
Learner Objectives
261(1)
Introduction
262(1)
Purposes of Questions
263(3)
Questions That Seek Information
263(1)
Questions That Provide Information
263(2)
Questions That Clarify or Confirm Information
265(1)
Characteristics of Questions
266(8)
Question Format
266(5)
Degree of Concreteness
271(3)
Suggestions for Effectively Asking Questions
274(4)
Use Pauses Effectively
275(1)
Monitor Question-Asking Interactions
275(1)
Attend to the Cultural Context
275(1)
Make Questions Meaningful
276(2)
Conducting Interviews
278(10)
Prior to the Interview
278(4)
During the Interview
282(2)
After the Interview
284(1)
Final Thoughts on Interviewing
284(2)
Summary
286(1)
Activities and Assignments
286(1)
For Further Reading
287(1)
Difficult Interactions
288(37)
Connections
288(1)
Learner Objectives
288(1)
Introduction
289(1)
Understanding Conflict
290(14)
Causes of Conflict
292(3)
The Influence of Organizational Variables
295(1)
School Administration and Organization
295(1)
Conflict Response Styles
296(3)
Resolving Conflict through Negotiation
299(2)
Resolving Conflict through Mediation
301(3)
Conflict and Diversity
304(1)
Understanding Resistance
304(12)
Causes of Resistance
306(3)
Indicators of Resistance
309(1)
Assessing Whether to Address Resistance
309(2)
Persuasion as a Strategy for Responding to Resistance
311(5)
Putting the Pieces Together
316(9)
Summary
317(1)
Activities and Assignments
318(1)
For Further Reading
319(1)
Appendix: Conflict Management Style Survey
319(6)
Perspectives and Issues
325(35)
Connections
325(1)
Learner Objectives
325(1)
Introduction
326(1)
Role-Specific Considerations in Collaboration
326(8)
Working with Administrators
327(2)
Working with General Education Teachers
329(3)
Working with Professionals from Other Disciplines
332(2)
Special Considerations for Interacting with Parents
334(8)
Understanding Families
334(5)
Facilitating Family Participation in Decision Making
339(3)
Context Considerations for Collaboration
342(13)
Interagency Contexts
342(2)
Early Intervention and Preschool Settings
344(3)
Vocational and Community-Based Services
347(4)
Multicultural Contexts
351(4)
Student-to-Student Collaboration
355(1)
Ethics in Collaborative Practice
356(4)
Common Ethical Issues
356(1)
Summary
357(1)
Activities and Assignments
358(1)
For Further Reading
359(1)
References 360(28)
Index 388

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