Interactive Teaming: Consultation and Collaboration in Special Programs

Interactive Teaming: Consultation and Collaboration in Special Programs

Hardcover(Older Edition)

$70.00

Overview

Discuss how collaboration and the formation of collaborative teams of regular and special education personnel can be used to foster successful integration of special needs readers into the regular classroom. New coverage on how to make teams work more effectively: and how to implement the model in early childhood programs. More practical applications are now provided that show the "how" of collaboration.

Product Details

ISBN-13: 9780024202048
Publisher: Prentice Hall Professional Technical Reference
Publication date: 01/28/1995
Edition description: Older Edition
Pages: 418
Product dimensions: 7.50(w) x 9.59(h) x 1.02(d)

Table of Contents

PART I Context and Foundations 3(101)
Framework and Rationale for Interctive Teaming
5
Definition of Interactive Teaming
7(1)
Why Interactive Teaming Is Needed Now
8(8)
Target Population
9(5)
Increase in Students at Risk
14(2)
When Interactive Teaming Can be Used
16(2)
Limitations of Current Approaches
18(4)
Poor Quality of Instruction in Tracking and Pullout Programs
18(2)
Marginal Professional and Parent Interactions
20(2)
Promising New Practices
22(2)
Effective Schools Research
22(1)
Representative Models Using Collegial Problem Solving
23(1)
Total Quality Management (TQM)
23(1)
The Common Elements Contributing to Interactive Teaming
24(4)
Decision Points in Teaming
26(2)
Application of Interactive Teaming
28(1)
Summary
28(5)
Activities
33(1)
References
33
Historical Foundations of Consultation, Collaboration, and Teaming
3(66)
Historical and Legal Foundations
40(1)
Professional Viewpoints: Early 1970s
40(1)
Legal Influences: 1970s, 1980s, and 1990s
41(1)
Expanding Applications: Late 1970s, 1980s, and 1990s
42(2)
Consultation and Collaboration
44(7)
Definitions
44(2)
Models
46(2)
Dimensions
48(1)
Goals
49(1)
Competencies
49(1)
Process
50(1)
Teaming
51(6)
Definitions
51(1)
Models
51(2)
Dimensions
53(1)
Goals
54(1)
Competencies
54(1)
Process
55(2)
Impediments and Barriers
57(2)
Consultation
57(1)
Teaming
58(1)
Positive Features
59(1)
Application
60(1)
Summary
61(1)
Activities
61(1)
References
62(7)
Dimensions of the Interactive Team
69(32)
Bases for Interactive Teaming
75(1)
Legitimacy and Autonomy
75(1)
Purpose and Objectives
75(1)
Aspects of Team Functioning
76(13)
Competencies of Team Members and Clarity of Their Roles
76(1)
Role Release and Role Transitions
77(1)
Awareness of the Individuality of Team Members
78(4)
The Process of Team Building
82(1)
Attention to Factors that Affect Team Functioning
82(4)
Leadership Styles
86(3)
Implementation of Interactive Teaming
89(2)
Implementation Procedures
89(1)
Commitment to Common Goals
89(2)
Application
91(4)
Summary
95(1)
Activities
96(1)
References
96(5)
PART II Facilitating Factors 101(180)
Understanding Roles and Perspectives of Team Members
103
Roles and Perspectives of Team Members
106(1)
Team Composition and Functions
106(1)
Trends: Preschool and Postschool Service Delivery
106(2)
Changes in Team Composition and Functions
108(1)
Roles of Special Educators
109(3)
Role When Serving Culturally Different Students
109(1)
Role When Serving Students with Mild Disabilities
109(2)
Role When Serving Students with Severe Disabilities
111(1)
Role Descriptions of Other Team Members
112(11)
Program Administrator
113(1)
Classroom Teacher
114(1)
School Psychologist, Counselor, or Social Worker
115(2)
Speech-Language Therapist and ESL or Bilingual Specialist
117(2)
Physical Therapist, Adaptive Physical Educator, Occupational Therapist, and Computer Specialist
119(2)
Vocational or Transition Specialist
121(1)
Migrant Education or Chapter 1 Teacher
122(1)
School Nurse and Other Health-Related Professionals
122(1)
Physician's Role As Consultant
123(1)
Roles of Family Members and Paraprofessionals
123(1)
Application
123(3)
Summary
126(1)
Activities
127(1)
References
127
Enhancing Communication Skills
1(15)
Components of the Process of Communication
134(1)
Definition of Communication
134(1)
Elements of the Communication Process
134(1)
Characteristics of Effective Communication in Interactive Teaming
135(1)
Factors to Consider in Communication
136(4)
Personal Factors
136(2)
Attitudinal and Experiential Factors
138(1)
Backup Support Factors
139(1)
Context or Situational Factors
140(1)
Forms of Communication
140(9)
Nonverbal Behaviors
140(3)
Listening
143(2)
Verbal Behaviors
145(4)
Using and Misusing Forms of Communication
149(1)
Managing Conflict
150(3)
Conflicts Within the Group
153(1)
Dealing with Resistance
154(1)
Application of Communication Strategies
155(1)
Summary
155(4)
Activities
159(1)
References
159
Considering Cultural and Linguistic Diversity
16(169)
Definition of Culture
164(1)
Importance of Cultural Competence
165(1)
Recognition of Cultural Norms
166(2)
Recognition of Language Differences
168(2)
Understanding the Effects of Cultural Context
170(8)
Effect on the Student
171(3)
Effect on the Family
174(1)
Effect on the School
175(2)
Effect on Team Members
177(1)
Application
178(1)
Summary
179(1)
Activities
180(1)
References
181(4)
Developing Service Coordination Skills
185(32)
Essential Skills for Leadership of Professionals
187(4)
Research on Leadership
188(1)
Summary of Skills for Team Leaders
189(2)
Initial Tasks of the Team Leader
191(7)
Setting up the Team
191(1)
Identifying Resources
191(3)
Establishing Operating Procedures
194(4)
Service Coordination Procedures for Quality Advisors
198(9)
Coordinating Needed Services
199(2)
Delegating Responsibility
201(2)
Providing Follow-Up
203(2)
Guiding Paraprofessionals and Volunteers
205(2)
Application
207(5)
Summary
212(1)
Activities
213(2)
References
215(2)
Empowering Team Members Through Professional Development
217(34)
Power, Empowerment, and Change
220(11)
Responsible and Effective Use of Power
220(4)
Bringing About Change
224(5)
Empowering Others
229(2)
Summary of Best Practices
231(1)
Strategies for Professional Development
232(9)
Sharing Knowledge
232(6)
Developing Skills
238(3)
Developing the Team
241(1)
Application
241(1)
Summary
242(4)
Activities
246(1)
References
247(4)
Enabling and Supporting Families
251(30)
Factors that have Influenced Changes in Attitudes
254(3)
Legislative Factors
255(1)
Theoretical Factors
255(1)
Research Factors
255(2)
Role of the Professional
257(10)
Providing Basic Information
257(2)
Reporting Evaluation Results
259(1)
Understanding and Gathering Family Information
260(1)
Providing Instruction to Families
261(2)
Understanding Culturally Diverse Families
263(1)
Interpreting Information
264(2)
Communicating Effectively
266(1)
Role of the Family
267(4)
Providing Information
267(1)
Reinforcing School Program at Home
268(1)
Advocating for Quality Services
269(1)
Understanding the Professional's Perspective
270(1)
Strategies for Supporting Families
271(1)
Application
272(1)
Summary
273(2)
Activities
275(1)
References
276(5)
PART III Implementation of Interactive Teaming 281(120)
Implementation with Students from Culturally and Linguistically Diverse Backgrounds
283(28)
Characteristics of Culturally Diverse Students
286(6)
Language Characteristics
286(2)
Cultural Characteristics
288(3)
Socioeconomic Characteristics
291(1)
Meeting Educational Needs
292(8)
Service Delivery Options
292(1)
Assessment and Curricular Design
293(2)
Instructional Strategies
295(5)
Roles of Professionals Involved with Culturally Diverse Students
300(1)
Application
300(4)
Summary
304(1)
Activities
305(1)
References
306(5)
Implementation with Infants and Preschoolers with Disabilities
311(20)
Characteristics of Young Children with Disabilities and Their Families
313(2)
Intervention Needs of Young Children with Disabilities
315(6)
Family-Centered Approaches
315(1)
Service Delivery Options
316(3)
Assessment Techniques
319(1)
Intervention Strategies
319(2)
The Role of the Professionals
321(4)
Application
325(2)
Hospital Transition
325(1)
Neonatal Follow-Up Transition
325(1)
Home-Based and Clinic-Based Early Intervention Transition
326(1)
School District Transition
326(1)
Observations
327(1)
Summary
327(1)
Activities
327(1)
References
328(3)
Implementation for Students with Mild Disabilities
331(22)
Characteristics of Students with Mild Disabilities
333(4)
Learning Disabilities
334(1)
Mental Retardation
334(1)
Emotional Disturbances/Behavior Disorders
335(1)
Visual Impairments
335(1)
Hearing Impairments
335(1)
Physical Impairments
336(1)
Communication Disorders
336(1)
Considerations
336(1)
Meeting Educational Needs
337(5)
Problem Identification and Designing Interventions
337(1)
Service Delivery Options
338(2)
Teacher Competencies
340(2)
Selected Teaching Strategies
342(3)
Considerations
343(2)
Roles of Professionals Involved with Students with Mild Disabilities
345(1)
Application
345(4)
Summary
349(1)
Activities
349(1)
References
350(3)
Implementation for Students with Severe Disabilities
353(24)
Characteristics of Students with Severe Disabilities
355(2)
Physical and Sensory Impairments
356(1)
Challenging Behavior
356(1)
Medical Conditions
357(1)
Meeting Educational and Community Needs
357(1)
Support Service Options
358(8)
Assessment and Program Design
359(2)
Specialized Curriculum Components
361(5)
Selected Teaching Strategies
366(3)
Roles of the Professionals Involved with Students with Severe Disabilities
369(1)
Application
369(4)
Summary
373(1)
Activities
373(1)
References
374(3)
Summary and Application of the Model in the Future
377(24)
Features of the Interactive Teaming Model
379(1)
Extended Case Study
379(5)
Application of the Model in the Future
384(5)
Previous Predictions and Realities
384(1)
Current Trends That Affect Programs for Students with Special Needs
385(4)
Major Trends in Promising Practices
389(3)
Success of Total Quality Education
389(1)
Increased Efforts in Restructuring Teacher Education
390(2)
Promising Solutions: The Future Model
392(2)
Conclusion
394(1)
Application
394(1)
Activities
395(1)
References
395(6)
Name Index 401(10)
Subject Index 411

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