Chapter 10
TEAMING: COLLABORATION, PROBLEM SOLVING,
AND CONSULTATION
OUTLINE
I. Collaboration, Problem Solving, and Shared Decision Making
A. Communication Strategies: The Key to Successful Teaming
B. Problem Solving and Conflict Resolution
C. Dealing with Conflict: Perspective Taking and the Process of Conflict Resolution
D. Problem-Solving Case Study: Paulo
II. Models for Supporting Children with Special Needs in Inclusive Settings
A. No Support
B. Use of One-to-One Assistant
C. Staff Inservice Models
III. Coteaching Approaches to Inclusion Support
A. Coteaching Defined
B. Challenges of Coteaching
C. Components of Effective Coteaching
V. Working with Paraprofessionals
A. Who Are the Paraprofessionals?
B. Designing and Defining Jobs
C. Communicating Expectations
D. Discovering and Using Special Skills and Talents
E. Defining the Teacher’s Responsibilities to Paraprofessionals
F. Being and Appropriate Role Model
G. Allowing for Sufficient Planning Time
H. Providing Constructive Feedback: Coaching and Mentoring the Paraprofessional
VI. Paraprofessionals as One-to-One Assistants
A. Supervision of One-to-One Assistants in Inclusive Settings
B. Guidelines for Use of One-to-One Assistants
VII. Evaluating Paraprofessional Services
A. Using Self-Evaluations
XIV. Summary
XV. Discussion Topics and Activities
ESSENTIAL CONCEPTS AND VOCABULARY
Affective conflict
Coaching
Collaboration
Collaborative consultation model
Conflict resolution
Coteaching
Course Assignment
Inclusion Support Models Rubric Grading Sheet
Inclusion Support Models Chart (2 pages)
Inclusion Support Models Rubric Grading Sheet
Assignment directions:
Using the information in chapter 10 the student will compare and contrast 3 inclusion models by
filling out the Inclusion Support Model Chart. For each model, the student will describe the key
elements and distinctive characteristics, examine the advantages and challenges, and discuss the
resources needed to implement each model.
Rubric:
A
Exceeds standards
B
Meet standards
C
Majority meet standards some below standard
D
A few meet standards some below standards
F
Below standard
Exceeds Standard
Meets standard
Below standard
__Essay shows a deep level of
thinking, reflection, and risk–
taking
__Essay is thoughtful and has
some evidence of risk-taking
__Essay is mostly “surface
level” and lacks
thoughtfulness
__Thoroughly and
thoughtfully discussed key
elements of each model
__Adequately discussed key
elements of each model
__ Some key elements of each
model are missing or incorrect
__ Thoughtfully discussed
many advantages and
challenges of each model
__ Adequately discussed
several advantages and
challenges of each model
__ Some advantages and
challenges of each model are
missing or incorrect
__ Thoroughly identified
many resources needed for
each model
__ Adequately identified
several resources needed for
each model
__ Identified a few resources
needed for each model or
resources are missing
Inclusion Support Models Chart
Students Name:________________________________________
One-To-One
Assistant
Coteaching
Key elements of
model
Advantages
Inclusion Support Models Chart
One-To-One
Assistant
Coteaching
Challenges
Resources needed
to implement the
model
CHAPTER 10
Multiple Choice
1. Which of the following is not a factor in the successful inclusion of a child with special needs
in a community-based setting?
a. Well-trained, flexible ECE staff
b. Family involvement
c. Potty trained
d. Mutual respect between ECE staff and special education therapeutic staff
2. Examples of support that an inclusion specialist might provide include:
a. Inservice and information to staff members
b. Ongoing observation and assessment of child
c. Demonstration/modeling of specific interventions
d. All of the above
3. A common inclusion support model approach is
a. Peer coaching
b. Coteaching
c. Administrative support
d. Inclusion therapy
4. Itinerant consultant strategies and activities should include
a. Ongoing therapy
b. Lesson plans
c. Observation
d. Only working directly with the child, to give the staff release time
5. The preferred consultation approach in education today is
a. Collaborative consultation model
b. Clinical consultation model
c. Itinerant consultation model
d. ECSE consultation model
6. Important components of effective collaboration include
a. Effective communication
b. Problem solving
c. Conflict resolution
d. All of the above
7. A job description for a paraprofessional should be
a. Kept on the wall of the classroom
b. Written and kept by the teacher
c. Written at least once a year
d. Written by the principal
8. Which of the following give an indication that a paraprofessional knows how to begin
successful involvement with young children?
a. Say that he/she loves children
b. Get on eye level with the children
c. Show a real interest in the families
d. Has raised children of his or her own
9. Which role is not appropriate for the teacher in the teacher-paraprofessional relationship?
a. Role model
b. Manager
c. Leader
d. Boss
10. Which of the following is not a reason for professional burnout among paraprofessionals?
a. Recognition of a job well done
b. Inadequate training that keeps them off the team
c. Undefined role description
d. No opportunity for advancement
11. Which of the following does not contribute to effective coteaching?
a. Adequate planning time
b. The one teaching, one supporting structure
c. Commitment to collaboration
d. Strict adherence to one’s own teaching philosophy
12. One-to-one assistants should
a. Provide whatever degree of intervention they think is necessary
b. Act as a buffer between the child and her peers
c. Avoid stigmatizing the child as the only one in the class who requires a
personal assistant
d. View their position in the classroom as permanent
13. A service or services commonly provided by teaching assistants are
a. Planning individual goals for the children
b. Greeting the children and assisting with all routines
c. Representing the teacher in IEP meetings
d. All of the above
14. The job design is the responsibility of the
a. Teacher
b. Paraprofessional
c. Team including parents
d. Both a and b
15. An optimal working relationship between teacher and paraprofessional is highly dependent
on
a. Recognition of the paraprofessional’s job
b. Independence of the paraprofessional
c. Skills of the paraprofessional
d. Communication between early interventionist and paraprofessional
True-False
1. All states are required by IDEA to develop training for paraprofessionals.
2. A paraprofessional need only have the motivation to serve to be a good aide or volunteer.
3. Performance effectiveness of paraprofessionals should be evaluated only in an informal
session with the teacher.
4. The use of a one-on-one assistant can actually impede the progress of a child.
5. A one-on-one assistant is a great help to the classroom teacher because the assistant will meet
the needs of that one child, thus freeing the teacher to help the others.
6. One-on-one assistants should be viewed as temporary whenever possible.
7. Extreme disillusionment with one’s job is common among paraprofessionals.
8. Planning is the key for using a paraprofessional’s time and talents.
9. Teachers cannot avoid focusing on the paraprofessional’s personality when giving
constructive criticism to the paraprofessional.
10. Teacher-initiated evaluations should not be necessary because teaching assistants can learn
most from self-evaluations.
11. The ways in which young children with special needs are supported in inclusive settings is
highly variable.
12. As mandated by IDEA (P.L. 105-17), toddlers and preschoolers who have disabilities should
be served in special education classrooms.
13. One of the major barriers to successful inclusion is the philosophical differences between
ECSC and ECE staff.
14. An inclusion support specialist is usually a therapist who sees the child in an inclusive
setting.
15. Adequate planning time is an essential component of coteaching.
Short Answer
1. Describe the role of an inclusion support specialist.
2. What is consultation?
3. Explain why the use of increase, decrease, or continue technique is a good method for the
evaluation of the paraprofessional by the teacher and the teacher by the paraprofessional.
4. Describe how you would determine a paraprofessional’s skills and talents.
5. Write 5 short tips for a paraprofessional who goes into the inclusion classroom during
learning center time to support peer interaction and social skills with a child who has a
disability.
6. Why might there not be support for a child who has a disability who is placed in a
community-based preschool?
7. Discuss what is meant by the term “professional burnout” for paraprofessionals.
8. How is the role of an itinerant consultant very different than the traditional role of a special
education teacher in a special education classroom?
9. Discuss the challenges of coteaching in an inclusive environment.
10. Describe 2 critical components for effective coteaching within an inclusive environment.
Comprehensive Essay
1. Name and describe the factors which support successful inclusion of young children with
special needs in community-based settings.
2. Describe two major support service delivery models for inclusion.
3. Describe the philosophical differences between ECE and ECSE and how these differences
can influence inclusion.
4. What type of evaluation process would you use for your teaching assistant?
5. Write a job description for a paraprofessional who would assist you during circle and snack
time. Be very specific about the duties.
6. Compare and contrast the teacher as boss and the teacher as coach.
7. Sue is the teacher assistant in your class. You have noticed that she does an excellent job of
keeping the classroom neat and uncluttered. You wish, however, that she would relate
better to the children—get on their level when she talks with them and give them more
praise for what they do. Write a brief dialogue that illustrates constructive criticism to Sue
during your evaluation session with her.
8. Paul, in your classroom, has a one-to-one aide, Diane. Paul is a child with autism. Diane
has not worked with Paul before. When Paul is jostled he cries out as if in pain. He
becomes very disruptive during times of transition in the classroom. List five concepts you
would cover with Diane in your first meeting with her.
9. In the situation above, list at least five steps in helping Paul to become more independent of
Diane’s help. The terminal objective is to have Paul function in the classroom without
Diane. Give reasons for each of the steps.
10. List three duties that you would like a teacher’s assistant to do in your classroom. Now tell
how you would provide feedback to the aide for each of those duties, using both praise and
constructive criticism.
Chapter 10 :