Collaborating, Consulting, and Working in
ST
Teams for Students with Special Needs – 8th
Edition
UV
SOLUTIONS
IA
_A
MANUAL & TEST
PP
BANK
RO
Ann Knackendoffel
VE
Comprehensive Solutions Manual and Test Bank
D?
for Instructors and Students
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© Ann Knackendoffel
All rights reserved. Reproduction or distribution without permission is prohibited.
©STUDYSTREAM
, Table of Contents
OVERVIEW AND ORIENTATION……………………………………………………...1
ST
SECTION ONE: Structuring a Collaborative School Consultation
Course or Workshop……………………………………………….2
Example of a Syllabus for Course or Workshop…………………………………………………………..3
UV
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
IA
SECTION TWO: Assessment of Learning…………………………………………16
_A
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
PP
Chapter 2……………………………………………………………………………………………..28
Chapter 3……………………………………………………………………………………………..33
Chapter 4……………………………………………………………………………………………..37
Chapter 5……………………………………………………………………………………………..42
Chapter 6……………………………………………………………………………………………..46
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Chapter 7……………………………………………………………………………………………..50
Chapter 8……………………………………………………………………………………………..56
Chapter 9……………………………………………………………………………………………..60
Chapter 10……………………………………………………………………………………………65
Chapter 11……………………………………………………………………………………………70
Chapter 12……………………………………………………………………………………………74
VE
SECTION THREE: Assignments……………………………………………………...79
Assignment One, Chapters 1-3…………………………………………………………………….79
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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
ST
SECTION FIVE: Additional Resources……………………………………………….104
Reflection and Projection for Final Paper Project…………………………………………………………..104
UV
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
IA
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
_A
Criteria for Evaluating Collaborative School Consultation………………………………………………...118
Checklist for Getting Started in the Collaborative School Consultation Role……………………………119
SUMMARY…………………………………………………………………………………………………...121
PP
RO
VE
D?
??
, OVERVIEW AND ORIENTATION
Book chapters provide Focus Questions that are linked to the main chapter headings,
ST
Key Terms integral to chapter content, Scenarios that “set the scene,” and Activities and
Exercises to provide opportunities for reflection and practice. Each chapter ends with a
collection of Tips and the eBook version has a Reflection and Feedback challenge with
which readers can assess their understanding of chapter content. Video clips at
UV
designated places in the chapters enhance understanding and appreciation of main
ideas.
One useful Tips-related activity would be to have each participant bring to every session
an original “Tips Card” that reflects reading of the material and has a focus on chapter
content. Near the end of the class or workshop these ideas could be organized into a
IA
handout, identified with names or initials of contributors for each tip, that would be a
useful resource and a memento of participants' shared experiences. This could include
favorite quotes or phrases to be remembered or shared as part of a logo, personal
calendar or consultation log or as an email signature line.
_A
After studying a chapter’s content, readers should be well prepared for engaging
in substantive class discussions, participating in the activities and exercises, and then
performing well on short quizzes. The quiz items provided in the Test Bank section of
this Instructor’s Manual are not designed to be tricky and they should not require much
PP
class time for completion.
RO
VE
D?
??
1
ST
Teams for Students with Special Needs – 8th
Edition
UV
SOLUTIONS
IA
_A
MANUAL & TEST
PP
BANK
RO
Ann Knackendoffel
VE
Comprehensive Solutions Manual and Test Bank
D?
for Instructors and Students
??
© Ann Knackendoffel
All rights reserved. Reproduction or distribution without permission is prohibited.
©STUDYSTREAM
, Table of Contents
OVERVIEW AND ORIENTATION……………………………………………………...1
ST
SECTION ONE: Structuring a Collaborative School Consultation
Course or Workshop……………………………………………….2
Example of a Syllabus for Course or Workshop…………………………………………………………..3
UV
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
IA
SECTION TWO: Assessment of Learning…………………………………………16
_A
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
PP
Chapter 2……………………………………………………………………………………………..28
Chapter 3……………………………………………………………………………………………..33
Chapter 4……………………………………………………………………………………………..37
Chapter 5……………………………………………………………………………………………..42
Chapter 6……………………………………………………………………………………………..46
RO
Chapter 7……………………………………………………………………………………………..50
Chapter 8……………………………………………………………………………………………..56
Chapter 9……………………………………………………………………………………………..60
Chapter 10……………………………………………………………………………………………65
Chapter 11……………………………………………………………………………………………70
Chapter 12……………………………………………………………………………………………74
VE
SECTION THREE: Assignments……………………………………………………...79
Assignment One, Chapters 1-3…………………………………………………………………….79
D?
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
ST
SECTION FIVE: Additional Resources……………………………………………….104
Reflection and Projection for Final Paper Project…………………………………………………………..104
UV
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
IA
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
_A
Criteria for Evaluating Collaborative School Consultation………………………………………………...118
Checklist for Getting Started in the Collaborative School Consultation Role……………………………119
SUMMARY…………………………………………………………………………………………………...121
PP
RO
VE
D?
??
, OVERVIEW AND ORIENTATION
Book chapters provide Focus Questions that are linked to the main chapter headings,
ST
Key Terms integral to chapter content, Scenarios that “set the scene,” and Activities and
Exercises to provide opportunities for reflection and practice. Each chapter ends with a
collection of Tips and the eBook version has a Reflection and Feedback challenge with
which readers can assess their understanding of chapter content. Video clips at
UV
designated places in the chapters enhance understanding and appreciation of main
ideas.
One useful Tips-related activity would be to have each participant bring to every session
an original “Tips Card” that reflects reading of the material and has a focus on chapter
content. Near the end of the class or workshop these ideas could be organized into a
IA
handout, identified with names or initials of contributors for each tip, that would be a
useful resource and a memento of participants' shared experiences. This could include
favorite quotes or phrases to be remembered or shared as part of a logo, personal
calendar or consultation log or as an email signature line.
_A
After studying a chapter’s content, readers should be well prepared for engaging
in substantive class discussions, participating in the activities and exercises, and then
performing well on short quizzes. The quiz items provided in the Test Bank section of
this Instructor’s Manual are not designed to be tricky and they should not require much
PP
class time for completion.
RO
VE
D?
??
1
