Chapter 13: Issues Related to Educational Collaboration
Chapter Assessment
1. A team abdicating responsibility for a group decision and hoping that the administrator
would use his authority to “control” the situation—even though this matter would have
been handled more appropriately through collaborative decision making reflects which
challenge in working with administrators?
A. Overreliance on administrative authority
B. Is it collaborative or not
C. Administrator knowledge
D. Administrator support
2. Many related service professionals have extremely large caseloads or several school
assignments and, as a result, have extraordinary numbers of meetings and conferences to
attend. What challenge in working with specialist from other discipline does this
represent?
A. Professional Orientation
B. Time on site
C. Competing professional obligations
D. Control and ownership
3. General education teachers often are very concerned about how the scores of students
with special needs may reflect—too often, poorly—on their teaching performance. Which
challenge in working with other teachers does this represent?
A. Role specific pressures
B. Control and ownership
C. Competing professional obligations
D. Time on site
4. General education teachers say “my class,” and the result may be that the other teacher or
specialist is relegated to the role of helper. Which challenge in working with other
teachers does this represent?
A. Role specific pressures
B. Control and ownership
C. Competing professional obligations
D. Time on site
5. All of the following are scheduling issues for schools except
A. Time of day when language arts is taught
B. The number of priorities that must be considered
C. Block scheduling versus traditional scheduling
D. State mandates for collaborative hours
6. Professionals delivering in-class interventions may need to do all of the following except
A. assist each other in meeting students’ needs
B. coordinate efforts
C. coordinate with the schedule of general educators
D. coordinate with the desires of parents for scheduling
7. Peer mediated instruction has demonstrated effectiveness with all of the following except
A. Increasing academic engagement
B. Improving math outcomes
C. Building conflict resolution skills
D. Improving service learning skills
8. In the third grade, Melissa, a student with a learning disability, attended her IEP meeting.
Her role was to introduce herself and to talk about what she liked about school, what
she could do well at school, and what she found difficult. What type of collaboration
does this represent?
A. Student-professional collaboration
B. Peer mediated collaboration
C. Student technology collaboration
D. Student-centered technology collaboration
9. Challenges of collaborating with general education teachers include all of the following
except
A. few general education teachers have been prepared for collaborative work
B. the varying language used by special education and general education teachers
C. a common belief among general education teachers that they should not have any
responsibilities relative to students with disabilities
D. their expertise in collaborating with other general education teachers
10. Disproportionate representation of African-American males in special education is the
clearest example of
A. the ethic of justice.
B. the ethic of critique.
C. the ethic of care.
D. the ethic of the profession.
11. True or False Special educators should keep a bit of flexibility so that if they have to
cancel a service, another option might be available.
12. True or False When resources and staff are readily available, daily co-teaching permits
both teachers to have a higher sense of ownership in the co-taught class.
13. True or False Many special educators are strongly supportive of collaborative service
models, but they occasionally are asked to work with so many different
professionals that they grow concerned.
14, True or False In some schools, many collaborative activities are scheduled and
mandatory, and teachers sometimes believe that their other necessary work
is neglected.
15. True or False One common scheduling matter in middle schools concerns the time of
day when language arts is taught.
16. True or False Collaboration is a complex endeavor.
17. True or False Collaboration is a professional choice.
18. True or False IDEA suggests that students may be actively involved in their own
transition planning.
19. True or False IDEA requires formal transition planning for students with disabilities
beginning at age 16.
20. True or False Cooperative learning is a valuable and effective learning approach with a
long and robust history for only young children.
21. Briefly discuss the challenges regarding administrative participation in collaborative
activities.
22. What are three of the challenges related to collaborating with professionals from other
disciplines?
23. Describe five special issues concerning collaboration within technology-based
environments.
24. Discuss two ethical issues which can arise as part of interagency collaboration.
25. Describe two ethical considerations of collaborative practice.
Chapter 13: Issues Related to Educational Collaboration
Chapter Assessment
