Interactions

Each chapter begins with "Connections," "Learner Objectives," and "Introduction" and concludes with "Summary," "Activities and Assignments," and "For Further Reading."



1. THE FUNDAMENTALS OF COLLABORATION



COLLABORATION CONCEPTS
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


2. 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


3. 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
CONDUCTING MEETINGS
PRIOR TO THE MEETING
DURING THE MEETING
AFTER THE MEETING
COLLABORATION AND TEAMS


4. CONSULTATION



CONSULTATION CONCEPTS
CHARACTERISTICS OF CONSULTATION
RATIONALEFOR 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


5. 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 DRIFTING
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


6. PARAEDUCATORS



PARAEDUCATORS IN PUBLIC SCHOOLS
PARAEDUCATOR QUALIFICATIONS
THE PREVALENCE OF PARAEDUCATORS
PARAEDUCATOR ROLES AND RESPONSIBILITIES
INSTRUCTIONAL RESPONSIBILITIES
NONINSTRUCTIONAL RESPONSIBILITIES
ETHICAL CONSIDERATIONS
WORKING WITH PARAEDUCATORS
TRAINING PARAEDUCATORS
PLANNING WITH PARAEDUCATORS
ASSIGNING RESPONSIBILITIES TO PARAEDUCATORS
DAY-TO-DAY COMMUNICATION
SUPERVISING PARAEDUCATORS
PARAEDUCATORS AND COLLABORATION


7. 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
PROGRAM DEVELOPMENT TASKS
STAGE 1: ESTABLISHING THE PROGRAM AND ITS GOALS
STAGE 2: PLANNING FOR IMPLEMENTATION
STAGE 3: PREPARING FOR IMPLEMENTATION
STAGE 4: IMPLEMENTING THE PROGRAM
STAGE 5: MAINTAINING THE PROGRAM
STAFF DEVELOPMENT
TYPES OF STAFF DEVELOPMENT
PARTICIPANT INVOLVEMENT
DESIGN AND DELIVERY


8. 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
ADAPT YOUR COMMUNICATION TO MATCH THE TASK AND THE RELATIONSHIP


9. 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


10. ASKING QUESTIONS



PURPOSES OF QUESTIONS
QUESTIONS THAT SEEK INFORMATION
QUESTIONS THAT PROVIDE INFORMATION
QUESTIONS THAT CLARIFY 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


11. DIFFICULT INTERACTIONS



UNDERSTANDING CONFLICT
CAUSES OF CONFLICT
THE INFLUENCE OF ORGANIZATIONAL VARIABLES
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


12. PERSPECTIVES AND ISSUES



ROLE-SPECIFIC CONSIDERATIONS IN COLLABORATION
WORKING WITH ADMINISTRATORS
WORKING WITH GENERAL EDUCATION TEACHERS
WORKING WITH PROFESSIONALS FROM OTHER DISCIPLINES
SPECIAL CONSIDERATIONS FOR INTERACTING WITH PARENTS
UNDERSTANDING FAMILIES
FACILITATING FAMILY PARTICIPATION IN DECISION MAKING
CONTEXT CONSIDERATIONS FOR COLLABORATION
INTERAGENCY CONTEXTS
EARLY INTERVENTION AND PRESCHOOL PROGRAMS
VOCATIONAL AND COMMUNITY-BASED SERVICES
MULTICULTURAL CONTEXTS
STUDENT TO STUDENT COLLABORATION
ETHICS IN COLLABORATION
COMMON ETHICAL ISSUES