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