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| Features at a Glance | |
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| Preface | |
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| Foreword | |
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| The Fundamentals of Collaboration | |
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| Connections | |
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| Learner Objectives | |
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| Introduction | |
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| Collaboration Concepts | |
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| Definition | |
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| Defining Characteristics for Collaboration | |
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| Emergent Characteristics | |
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| The Dilemmas of Collaboration | |
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| Collaboration in a Contemporary Context | |
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| Societal Trends | |
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| School Collaboration | |
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| Special Education Collaboration | |
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| A Framework for Learning about Collaboration | |
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| Summary | |
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| Activities and Assignments | |
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| For Further Reading | |
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| Interpersonal Problem Solving | |
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| Connections | |
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| Learner Objectives | |
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| Introduction | |
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| A Context for Interpersonal Problem Solving | |
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| Reactive and Proactive Problem Solving | |
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| Deciding Whether to Problem Solve | |
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| Steps in Interpersonal Problem Solving | |
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| Identifying the Problem | |
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| Generating Potential Solutions | |
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| Evaluating Potential Solutions | |
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| Selecting the Solution | |
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| Implementing the Solution | |
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| Evaluating the Outcome | |
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| Putting the Problem-Solving Pieces Together | |
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| Summary | |
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| Activities and Assignments | |
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| For Further Reading | |
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| Teams | |
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| Connections | |
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| Learner Objectives | |
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| Introduction | |
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| Team Concepts | |
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| Characteristics of Teams | |
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| Developmental Stages for Teams | |
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| Rationale for and Benefits of Teams | |
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| Team Models | |
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| Disciplinary Relationships on Teams | |
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| Types of Student-Centered Teams | |
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| Effectiveness of Teams | |
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| The Team's Goals Are Clear | |
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| Members' Needs Are Met | |
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| Members Have Individual Accountability | |
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| Group Processes Maintain the Team | |
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| Team Members Have Leadership Skills | |
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| Conducting Meetings | |
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| Prior to the Meeting | |
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| During the Meeting | |
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| After the Meeting | |
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| Collaboration and Teams | |
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| Summary | |
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| Activities and Assignments | |
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| For Further Reading | |
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| Consultation | |
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| Connections | |
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| Learner Objectives | |
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| Introduction | |
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| Consultation Concepts | |
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| Characteristics of Consultation | |
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| Rationale for and Benefits of Consultation | |
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| Consultation Models | |
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| Behavioral Consultation | |
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| Clinical Consultation | |
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| Choosing and Using Consultation Models | |
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| Consultation and Collaboration | |
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| The Consulting Relationship | |
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| Issues in Consultation as Collaborative Service Delivery | |
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| Summary | |
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| Activities and Assignments | |
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| For Further Reading | |
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| Co-Teaching | |
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| Connections | |
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| Learner Objectives | |
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| Introduction | |
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| Co-Teaching Concepts | |
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| Defining Characteristics of Co-Teaching | |
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| Rationale for Co-Teaching | |
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| Co-Teaching Approaches | |
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| One Teaching, One Observing | |
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| Station Teaching | |
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| Parallel Teaching | |
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| Alternative Teaching | |
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| Teaming | |
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| One Teaching, One Assisting | |
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| Co-Teaching and Collaboration | |
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| The Co-Teaching Relationship | |
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| Maintaining Collaborative Relationships in Co-Teaching | |
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| Administrative and Pragmatic Matters Related to Co-Teaching | |
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| Use of Planning Time | |
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| Summary | |
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| Activities and Assignments | |
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| For Further Reading | |
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| Paraeducators | |
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| Connections | |
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| Learner Objectives | |
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| Introduction | |
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| Paraeducators in Public Schools | |
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| Paraeducator Qualifications | |
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| The Prevalence of Paraeducators | |
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| Paraeducator Roles and Responsibilities | |
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| Instructional Responsibilities | |
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| Noninstructional Responsibilities | |
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| Ethical Considerations | |
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| Paraeducators Supplement Instruction | |
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| Parent Communication and Input | |
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| The Problem of Proximity | |
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| Working with Paraeducators | |
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| Training Paraeducators | |
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| Planning with Paraeducators | |
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| Assigning Responsibilities to Paraeducators | |
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| Communicating with Paraeducators | |
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| Supervising Paraeducators | |
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| Paraeducators and Collaboration | |
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| Summary | |
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| Activities and Assignments | |
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| For Further Reading | |
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| Practical Matters | |
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| Connections | |
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| Learner Objectives | |
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| Introduction | |
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| Time for Planning | |
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| Options for Creating Shared Planning Time | |
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| Scheduling and Coordinating Services | |
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| Establishing Schedules in a Collaborative School | |
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| Coordinating Services for Collaboration | |
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| Roles and Role Responsibilities | |
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| School as a Professional Workplace | |
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| Role Management | |
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| Program Development Tasks | |
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| Establishing the Program and Its Goals | |
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| Planning for Implementation | |
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| Preparing for Implementation | |
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| Implementing the Program | |
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| Maintaining the Program | |
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| Staff Development | |
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| Types of Staff Development | |
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| Participant Involvement | |
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| Design and Delivery | |
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| Summary | |
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| Activities and Assignments | |
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| For Further Reading | |
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| Interpersonal Communication | |
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| Connections | |
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| Learner Objectives | |
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| Introduction | |
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| The Process of Communication | |
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| A Model of Communication | |
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| Concepts Reflected in the Communication Process | |
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| Communication Types | |
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| Prerequisities to Effective Interactions | |
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| Frame of Reference | |
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| Communication Skills | |
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| Listening | |
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| Nonverbal Communication | |
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| Developing Effective Communication Skills | |
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| Principles for Effective Interpersonal Communication | |
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| Suggestions for Improving Your Communication Skills | |
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| Summary | |
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| Activities and Assignments | |
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| For Further Reading | |
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| A Cultural Self-Awareness Journey | |
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| Using Statements | |
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| Connections | |
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| Learner Objectives | |
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| Introduction | |
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| Purposes of Statements | |
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| Statements That Provide Information | |
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| Statements That Seek Information | |
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| Statements That Confirm or Clarify Information | |
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| Giving Verbal Feedback | |
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| Characteristics of Effective Interpersonal Feedback | |
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| Guidelines for Giving Effective Feedback | |
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| Summary | |
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| Activities and Assignments | |
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| For Further Reading | |
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| Asking Questions | |
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| Connections | |
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| Learner Objectives | |
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| Introduction | |
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| Purposes of Questions | |
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| Questions That Seek Information | |
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| Questions That Provide Information | |
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| Questions That Clarify or Confirm Information | |
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| Characteristics of Questions | |
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| Question Format | |
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| Degree of Concreteness | |
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| Suggestions for Effectively Asking Questions | |
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| Use Pauses Effectively | |
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| Monitor Question-Asking Interactions | |
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| Attend to the Cultural Context | |
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| Make Questions Meaningful | |
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| Conducting Interviews | |
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| Prior to the Interview | |
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| During the Interview | |
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| After the Interview | |
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| Final Thoughts on Interviewing | |
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| Summary | |
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| Activities and Assignments | |
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| For Further Reading | |
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| Difficult Interactions | |
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| Connections | |
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| Learner Objectives | |
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| Introduction | |
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| Understanding Conflict | |
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| Causes of Conflict | |
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| The Influence of Organizational Variables | |
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| School Administration and Organization | |
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| Conflict Response Styles | |
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| Resolving Conflict through Negotiation | |
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| Resolving Conflict through Mediation | |
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| Conflict and Diversity | |
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| Understanding Resistance | |
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| Causes of Resistance | |
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| Indicators of Resistance | |
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| Assessing Whether to Address Resistance | |
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| Persuasion as a Strategy for Responding to Resistance | |
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| Putting the Pieces Together | |
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| Summary | |
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| Activities and Assignments | |
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| For Further Reading | |
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| Conflict Management Style Survey | |
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| Perspectives and Issues | |
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| Connections | |
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| Learner Objectives | |
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| Introduction | |
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| Role-Specific Considerations in Collaboration | |
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| Working with Administrators | |
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| Working with General Education Teachers | |
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| Working with Professionals from Other Disciplines | |
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| Special Considerations for Interacting with Parents | |
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| Understanding Families | |
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| Facilitating Family Participation in Decision Making | |
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| Context Considerations for Collaboration | |
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| Interagency Contexts | |
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| Early Intervention and Preschool Settings | |
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| Vocational and Community-Based Services | |
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| Multicultural Contexts | |
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| Student-to-Student Collaboration | |
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| Ethics in Collaborative Practice | |
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| Common Ethical Issues | |
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| Summary | |
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| Activities and Assignments | |
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| For Further Reading | |
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| References | |
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| Index | |