Instructor’s Manual For Collaborating,
Consulting, and Working in Teams for
Students with Special Needs
Table of Contents
OVERVIEW AND ORIENTATION……………………………………………………...1
SECTION ONE: Structuring a Collaborative School Consultation Course or
Workshop……………………………………………….2
Example of a Syllabus for Course or Workshop…………………………………………………………..3
Alternate Example of a Syllabus for Course or Workshop……………………………………………….6
Example of a Summary Data Report……………………………………………………………………….9
Assessment of a Group Project…………………………………………………………………………….10
Rubric for Coursework……………………………………………………………………………………….12
Grade Report Form…………………………………………………………………………………………..13
Participant Feedback Form………………………………………………………………………………….14
SECTION TWO: Assessment of Learning…………………………………………16
General Directions for Objective and Short-Answer, Constructed Items ………………………………17
Directions for Categories of Item Type……………………………………………………………………18
Ten-Point Quiz Template…………………………………………………………………………………..18
Chapter-by-Chapter Test Items, Keyed Responses/Constructed Responses………………………..21
Preface/Acknowledgments…………………………………………………………………………22
Chapter 1……………………………………………………………………………………………..23
Chapter 2……………………………………………………………………………………………..28
Chapter 3……………………………………………………………………………………………..33
Chapter 4……………………………………………………………………………………………..37
Chapter 5……………………………………………………………………………………………..42
Chapter 6……………………………………………………………………………………………..46
Chapter 7……………………………………………………………………………………………..50
Chapter 8……………………………………………………………………………………………..56
Chapter 9……………………………………………………………………………………………..60
Chapter 10……………………………………………………………………………………………65
Chapter 11……………………………………………………………………………………………70
Chapter 12……………………………………………………………………………………………74
,SECTION THREE: Assignments……………………………………………………...79
Assignment One, Chapters 1-3…………………………………………………………………….79
Assignment Two, Chapters 4-6…………………………………………………………………….80
Assignment Three, Chapters 7-10…………………………………………………………………81
Assignment Four, Chapters 11-12…………………………………………………………………81
SECTION FOUR: Reflection and Application Activities and
Exercises……………………………………………………..83
Situations for Role Play and Practice………………………………………………………………………..83
Activities and Exercises for Knowledge and Application…………………………………………………..88
SECTION FIVE: Additional Resources……………………………………………….104
Reflection and Projection for Final Paper Project…………………………………………………………..104
101 Activities that Teachers Do (introduced in Chapter 1) ………………………………………………..105
Two Ice Breaker Activities……………………………………………………………………………………109
Article Review Form…………………………………………………………………………………………..110
Wet-Blanket Phrases and Contrasting Fresh-Air Phrases………………………………………………..111
Rating Form for Student-Led Conference…………………………………………………………………..114
Self-Rating Form for Collaborative Consultation Activity………………………………………………….114
Related Services and Support Personnel…………………………………………………………………..115
Library/Media Search………………………………………………………………………………………….116
Summary Paper for Readings………………………………………………………………………………..117
Checklist for Planning and Implementing Collaborative School Consultation Evaluation……………..118
Criteria for Evaluating Collaborative School Consultation………………………………………………...118
Checklist for Getting Started in the Collaborative School Consultation Role……………………………119
SUMMARY…………………………………………………………………………………………………...121
, 1
SECTION ONE: Structuring a Course or Workshop
A collaborative school consultation course for educators is well suited for a semester
course, summer course, or orientation week course or workshop format. Sessions of
two-and-a half to three hours provide the time needed to include brief lectures or
overviews of content, discussions, group activities, observed or recorded practice,
feedback, and short quizzes over the material. A four-week, Monday-through-
Thursdayafternoon summer session is an effective format for building interest among
participants, sustaining concentration, and capitalizing on group camaraderie and
collaboration. Another very workable format is a single weekly class of similar length for
one semester.
Instructors for courses or professional development planners will want to construct
learning activities that address contexts, characteristics, and professional needs of their
constituents. However, by having available tools such as the general course outlines,
instructional objectives, test items, assignments, activities, and supplemental materials
that are included here, instructional leaders can put more time and effort into preparing
group activities and guiding individual study, facilitating lively discussions, assessing skills
development of participants and providing constructive feedback.
Two examples of syllabi are presented along with suggestions for placement of
assignments, readings, and quizzes. These are followed by recommendations for
various organizational and management tools for course instructors or professional
development leaders.
, 2
Sample Syllabus
Collaborating, Consulting, and Working in Teams for
Students with Special Needs
Instructor: ________________ Term: __________ Institution: ___________
COURSE DESCRIPTION: To prepare special education personnel, classroom teachers, school
administrators, paraeducators, related services personnel, and other
support staff for engaging in collaborative school consultation and
teamwork in serving the educational needs of students.
ADDITIONAL READING: Resources selected by instructor or leader to fit the local context
and special needs of students and co-educators.
INSTRUCTOR [As it applies in the local context] AVAILABILITY:
COURSE OBJECTIVES: (As fits the local context) The School/College at ______ institution
anchors the preparation of educators in a professional knowledge base
that characterizes the institution’s overall mission and theme. This
theme is: [as relevant; for example: Preparing educators to be
knowledgeable, caring, ethical decision makers in a diverse world.]
The professional knowledge base guides the planning and delivery of courses for each teacher
preparation program. Objectives for this course are designed to reflect the program’s mission, theme, and
knowledge base. The objectives address the needs of educators for development of skills that enable
them to collaborate, consult, and engage in teamwork to facilitate learning by students with special needs.
On completion of this course, the participant will:
1. Understand collaborative school consultation theory and its application in special and
general education contexts.
2. Recognize factors that affect collaborative school consultation and working in teams in the
contexts of schools and students’ families, including tradition, time, territory, taxonomies, trust,
and talent.
3. Demonstrate skills in facilitating the team effort required for effective collaboration, and
coteaching to serve students’ special learning needs.
4. Apply problem-solving techniques in collaboration with co-educators, and related and
ancillary personnel to facilitate student growth and development in cognitive, affective,
sensorimotor, and social areas.
5. Formulate strategies for managing time, records, resources, and ethical issues when
engaged in school-based collaborative consultation, co-teaching, and other forms of teamwork.
6. Demonstrate skills in locating and directing use of appropriate instructional resources and
educational technology by consultants, consultees, and students with special needs.
7. Demonstrate verbal and nonverbal communication skills of listening, avoiding verbal and
nonverbal roadblocks, addressing resistance and anger, being appropriately assertive, and
resolving conflicts.
8. Exhibit self-understanding, appreciation of cultural diversity, and constructive use of
individual differences among adults as well as students in school-based collaboration and in
multicultural settings to co-teach, collaborate, and consult effectively.
Consulting, and Working in Teams for
Students with Special Needs
Table of Contents
OVERVIEW AND ORIENTATION……………………………………………………...1
SECTION ONE: Structuring a Collaborative School Consultation Course or
Workshop……………………………………………….2
Example of a Syllabus for Course or Workshop…………………………………………………………..3
Alternate Example of a Syllabus for Course or Workshop……………………………………………….6
Example of a Summary Data Report……………………………………………………………………….9
Assessment of a Group Project…………………………………………………………………………….10
Rubric for Coursework……………………………………………………………………………………….12
Grade Report Form…………………………………………………………………………………………..13
Participant Feedback Form………………………………………………………………………………….14
SECTION TWO: Assessment of Learning…………………………………………16
General Directions for Objective and Short-Answer, Constructed Items ………………………………17
Directions for Categories of Item Type……………………………………………………………………18
Ten-Point Quiz Template…………………………………………………………………………………..18
Chapter-by-Chapter Test Items, Keyed Responses/Constructed Responses………………………..21
Preface/Acknowledgments…………………………………………………………………………22
Chapter 1……………………………………………………………………………………………..23
Chapter 2……………………………………………………………………………………………..28
Chapter 3……………………………………………………………………………………………..33
Chapter 4……………………………………………………………………………………………..37
Chapter 5……………………………………………………………………………………………..42
Chapter 6……………………………………………………………………………………………..46
Chapter 7……………………………………………………………………………………………..50
Chapter 8……………………………………………………………………………………………..56
Chapter 9……………………………………………………………………………………………..60
Chapter 10……………………………………………………………………………………………65
Chapter 11……………………………………………………………………………………………70
Chapter 12……………………………………………………………………………………………74
,SECTION THREE: Assignments……………………………………………………...79
Assignment One, Chapters 1-3…………………………………………………………………….79
Assignment Two, Chapters 4-6…………………………………………………………………….80
Assignment Three, Chapters 7-10…………………………………………………………………81
Assignment Four, Chapters 11-12…………………………………………………………………81
SECTION FOUR: Reflection and Application Activities and
Exercises……………………………………………………..83
Situations for Role Play and Practice………………………………………………………………………..83
Activities and Exercises for Knowledge and Application…………………………………………………..88
SECTION FIVE: Additional Resources……………………………………………….104
Reflection and Projection for Final Paper Project…………………………………………………………..104
101 Activities that Teachers Do (introduced in Chapter 1) ………………………………………………..105
Two Ice Breaker Activities……………………………………………………………………………………109
Article Review Form…………………………………………………………………………………………..110
Wet-Blanket Phrases and Contrasting Fresh-Air Phrases………………………………………………..111
Rating Form for Student-Led Conference…………………………………………………………………..114
Self-Rating Form for Collaborative Consultation Activity………………………………………………….114
Related Services and Support Personnel…………………………………………………………………..115
Library/Media Search………………………………………………………………………………………….116
Summary Paper for Readings………………………………………………………………………………..117
Checklist for Planning and Implementing Collaborative School Consultation Evaluation……………..118
Criteria for Evaluating Collaborative School Consultation………………………………………………...118
Checklist for Getting Started in the Collaborative School Consultation Role……………………………119
SUMMARY…………………………………………………………………………………………………...121
, 1
SECTION ONE: Structuring a Course or Workshop
A collaborative school consultation course for educators is well suited for a semester
course, summer course, or orientation week course or workshop format. Sessions of
two-and-a half to three hours provide the time needed to include brief lectures or
overviews of content, discussions, group activities, observed or recorded practice,
feedback, and short quizzes over the material. A four-week, Monday-through-
Thursdayafternoon summer session is an effective format for building interest among
participants, sustaining concentration, and capitalizing on group camaraderie and
collaboration. Another very workable format is a single weekly class of similar length for
one semester.
Instructors for courses or professional development planners will want to construct
learning activities that address contexts, characteristics, and professional needs of their
constituents. However, by having available tools such as the general course outlines,
instructional objectives, test items, assignments, activities, and supplemental materials
that are included here, instructional leaders can put more time and effort into preparing
group activities and guiding individual study, facilitating lively discussions, assessing skills
development of participants and providing constructive feedback.
Two examples of syllabi are presented along with suggestions for placement of
assignments, readings, and quizzes. These are followed by recommendations for
various organizational and management tools for course instructors or professional
development leaders.
, 2
Sample Syllabus
Collaborating, Consulting, and Working in Teams for
Students with Special Needs
Instructor: ________________ Term: __________ Institution: ___________
COURSE DESCRIPTION: To prepare special education personnel, classroom teachers, school
administrators, paraeducators, related services personnel, and other
support staff for engaging in collaborative school consultation and
teamwork in serving the educational needs of students.
ADDITIONAL READING: Resources selected by instructor or leader to fit the local context
and special needs of students and co-educators.
INSTRUCTOR [As it applies in the local context] AVAILABILITY:
COURSE OBJECTIVES: (As fits the local context) The School/College at ______ institution
anchors the preparation of educators in a professional knowledge base
that characterizes the institution’s overall mission and theme. This
theme is: [as relevant; for example: Preparing educators to be
knowledgeable, caring, ethical decision makers in a diverse world.]
The professional knowledge base guides the planning and delivery of courses for each teacher
preparation program. Objectives for this course are designed to reflect the program’s mission, theme, and
knowledge base. The objectives address the needs of educators for development of skills that enable
them to collaborate, consult, and engage in teamwork to facilitate learning by students with special needs.
On completion of this course, the participant will:
1. Understand collaborative school consultation theory and its application in special and
general education contexts.
2. Recognize factors that affect collaborative school consultation and working in teams in the
contexts of schools and students’ families, including tradition, time, territory, taxonomies, trust,
and talent.
3. Demonstrate skills in facilitating the team effort required for effective collaboration, and
coteaching to serve students’ special learning needs.
4. Apply problem-solving techniques in collaboration with co-educators, and related and
ancillary personnel to facilitate student growth and development in cognitive, affective,
sensorimotor, and social areas.
5. Formulate strategies for managing time, records, resources, and ethical issues when
engaged in school-based collaborative consultation, co-teaching, and other forms of teamwork.
6. Demonstrate skills in locating and directing use of appropriate instructional resources and
educational technology by consultants, consultees, and students with special needs.
7. Demonstrate verbal and nonverbal communication skills of listening, avoiding verbal and
nonverbal roadblocks, addressing resistance and anger, being appropriately assertive, and
resolving conflicts.
8. Exhibit self-understanding, appreciation of cultural diversity, and constructive use of
individual differences among adults as well as students in school-based collaboration and in
multicultural settings to co-teach, collaborate, and consult effectively.
