Collaborating, Consulting, and Working in Teams for Students with Special Needs, 8th edition
- Ann Knackendoffel |
- Peggy Dettmer |
- Linda P. Thurston |
Title overview
Invigorate learning with the Enhanced Pearson eText
The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content with the following multimedia features:
Embedded videos in each chapter illustrate key concepts and strategies.
Students can experience the advantages of the Enhanced Pearson eText along with all the benefits of print for 40% to 50% less than a print bound book! Students, register for or purchase your eText at pearsonhighered.com/etextbooks/ted. Instructors, visit pearsonhighered.com/etextbooks/ted to register for your digital examination copy.
Additional text features and benefits include:
Emphasizes the constructive use of educator differences by exploring teaching style, experience level, time constraints, etc. and how they can be used to form stronger teams that best serve students with special needs.
Considers a broad range of collaborative relationships that reach beyond the classroom by including the collaborative process among novice and veteran teachers, co-teachers, early childhood education teachers, school counseling personnel, administrators, families, school boards, community leaders and community agencies.
UPDATED! Shows how to use collaborative school consultation and co-teaching to help diverse populations, using a social justice lens as a framework for considering diversity, and defining diversity broadly to include students and teams members who are LGBTQ-identified, team members with disabilities, and military-connected team members and families (Chapter 8).
Encourages readers to actively explore collaborative school consultation through hands-on features such as:
NEW! Chapter-opening school-based situations which include examples of realistic school scenarios where collaboration and teaming skills are needed.
NEW! Instructional Objectives for each chapter that serve as springboards into the content and are aligned with main headings to focus on designated topics.
UPDATED! Focus Questions, Action Activities, and Reflection Activities, and How-to tips which provide opportunities to apply the concepts.
Lists of Key Terms that alert students to the most important ideas.
Vignettes, case studies, and real-life scenarios which invite participation and reflection on actual teaching and learning situations.
Recommendations for further resources to support additional learning.
UPDATED! Tackles important issues surrounding the ethics of collaborative consultation throughout the text.
UPDATED! Discusses new technology tools for collaboration and communication using Technology Tools sections in each chapter.
UPDATED! Blends the professional perspectives and personal preferences of co-educators into one chapter with unique and forthright discussions of adult differences that can impede collaboration and teamwork, and strategies to effectively work together for the benefit of students with special learning needs.
NEW! Draws from a number of different disciplines—such as business, communication sciences, and counseling—to bring together the latest research and effective strategies and how they can be applied to consultation and collaboration within schools.
NEW! Emphasizes planning and delivering differential instruction within general education. Chapter 7:
Explores the preparation and ongoing activities needed when special and general educators join together to meet the learning needs of all students in today’s diverse classrooms.
Discusses the role of the special educator in these settings and on MTSS teams.
Looks at collaborating and co-teaching to meet the needs of high ability students.
UPDATED! Streamlines and restructures information for clarity, reducing the number of chapters from 15 to 12 and reordering some chapters. Communication now appears earlier and evaluation topics are now included in the organization and management chapter.
The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content with the following multimedia features:
- Embedded videos in each chapter illustrate key concepts and strategies.
Students can experience the advantages of the Enhanced Pearson eText along with all the benefits of print for 40% to 50% less than a print bound book! Students, register for or purchase your eText at pearsonhighered.com/etextbooks/ted. Instructors, visit pearsonhighered.com/etextbooks/ted to register for your digital examination copy.
Key content changes include:
Shows how to use collaborative school consultation and co-teaching to help diverse populations, using a social justice lens as a framework for considering diversity, and defining diversity broadly to include students and teams members who are LGBTQ-identified, team members with disabilities, and military-connected team members and families (Chapter 8).
Encourages readers to actively explore collaborative school consultation through hands-on features such as:
Chapter-opening school-based situations which include examples of realistic school scenarios where collaboration and teaming skills are needed.
Instructional Objectives for each chapter that serve as springboards into the content and are aligned with main headings to focus on designated topics.
UPDATED! Focus Questions, Action Activities, and Reflection Activities, and How-to tips which provide opportunities to apply the concepts.
Tackles important issues surrounding the ethics of collaborative consultation throughout the text.
Discusses new technology tools for collaboration and communication using Technology Tools sections in each chapter.
Blends the professional perspectives and personal preferences of co-educators into one chapter with unique and forthright discussions of adult differences that can impede collaboration and teamwork, and strategies to effectively work together for the benefit of students with special learning needs.
Draws from a number of different disciplines–such as business, communication sciences, and counseling–to bring together the latest research and effective strategies and how they can be applied to consultation and collaboration within schools.
Emphasizes planning and delivering differential instruction within general education. Chapter 7:
Explores the preparation and ongoing activities needed when special and general educators join together to meet the learning needs of all students in today’s diverse classrooms.
Discusses the role of the special educator in these settings and on MTSS teams.
Looks at collaborating and co-teaching to meet the needs of high ability students.
UPDATED! Streamlines and restructures information for clarity, reducing the number of chapters from 15 to 12 and reordering some chapters. Communication now appears earlier and evaluation topics are now included in the organization and management chapter.
Table of contents
Chapter 1: Working Together in Collaboration, Consultation, and Teams
Chapter 2: Working Together with Differing Perspectives and Preferences
Chapter 3: Structuring Collaborative Foundations and Teamwork
Chapter 4: Communicating Effectively for Collaboration and Teaming
Chapter 5: Using the Problem-Solving Process in Collaborative School Consultation and Teamwork
Chapter 6: Using Tools for Organizing, Managing and Evaluating Collaboration
Chapter 7: Collaborating as Instructional Partners and Teams
Chapter 8: Building Collaborative Relationships with Team Members from Diverse Populations and Contexts
Chapter 9: Engaging Families in Home-School Collaborations and Partnerships
Chapter 10: Working in Collaborative Teams with Paraeducators
Chapter 11: Collaborating through Leadership, Advocacy, and Community Partnerships
Chapter 12: Charting Your Course for Collaborative School Consultation
Author bios
Ann Knackendoffel is an assistant professor in the Department of Special Education, Counseling and Student Affairs, at Kansas State University. She earned her PhD in Special Education from the University of Kansas. Her interest in collaboration and consulting began with her dissertation research on collaboration between general and special educators and it has continued with her being lead author of a book on collaborative problem solving and in her role as co-author of the previous two editions of this book. Dr. Knackendoffel has been a teacher at both elementary and secondary levels and a special educator for students with learning disabilities, intellectual disabilities, and emotional and behavior disorders. She currently teaches a graduate-level course in consultation and collaboration for special educators at Kansas State University. She has also conducted numerous workshops and conference presentations on collaborative school consultation. She has authored online course materials used the introductory special education courses for general education majors and teaches a section of that course. Dr. Knackendoffel also teaches graduate courses for special education majors in academic interventions, assistive technology, and teaches an online course about students with disabilities for college advisors as part of an online graduate program in college academic advising. Her particular interests are in collaborative problem solving, educational technology, and the utilization and supervision of paraeducators.
Peggy Dettmer is professor emeritus of Education at Kansas State University, where she earned an MS in Special Education and a PhD in Educational Psychology. For several years she chaired the Educational Psychology and Counseling Department and directed the College of Education honors program. Her 42 years of teaching experience includes teaching K-8, coordinating gifted programs for a special education cooperative, teaching and advising graduate and undergraduate students in teacher education, and directing federal and state grants for programs in education of gifted and talented. Her areas of teaching were educational psychology, assessment for effective teaching, education of gifted and talented students, creativity, professional development, and collaborative school consultation. She has written a number of books and articles for refereed journals and has conducted numerous professional development activities on these topics. She chaired the Professional Development Division of the National Association of Gifted Children (NAGC) and participated in construction of NAGC program standards for education of gifted, as well as state standards for special education in Kansas. Areas of professional interest include the constructive use of adult differences for teaching and collaborating; context-adaptive planning and assessment to enhance classroom teaching; and providing responsive environments for teaching and learning.
Linda P. Thurston is a professor in the Department of Special Education, Counseling and Student Affairs, Associate Dean for Research and Graduate Studies, and Lydia E. Skeen Endowed Chair in Education at Kansas State University. In addition to teaching research and evaluation courses at the graduate level in the College of Education, she founded of a university-based evaluation center and led efforts to create a graduate certificate in social justice education. Thurston has published and taught in the areas of disabilities, gender, family, and issues related to social justice in evaluation and education. She served as a program officer in the Education and Human Resources Directorate at the National Science Foundation for several years.