2. Quote of the Day
“So I’m co-teaching this year! It’s kind
of funny to watch all the different
teachers I work with. You know, it’s the
beginning of the year. I just stand in the
back of the room and watch.”
• Clark County Special Education Teacher, September 2011
3. Definition of Terms
Consult--advise, confer, confab, huddle, parley,
counsel, deliberate, consider, examine, review, apply
information, take counsel, discuss, seek the opinion
of
Consultation--a council, conference, or formal
deliberation
Consulting--deliberating together, asking advice or
opinion of, conferring
Consultant--one who gives professional advice or
services in a field of special knowledge and training
4. Definition of Terms
Consulting teacher--one with major teaching responsibilities who also
works with other school personnel in order to serve the needs of
students with disabilities
Client--individual, group, agency, community that benefits from the
services of a consultant
Collaborate--labor together or work jointly
Communication--the act of transmitting, giving, or exchanging
information
Cooperation--the act of uniting, banding, combining, or working
together
Coordination--bringing elements into action
Teamwork/teaming--joining forces or efforts, with each individual
contributing a clearly defined portion of the effort
5. Definition of Terms
School Consultation---an activity in which
professional educators and parents collaborate
within the school context by communicating,
cooperating, and coordinating their efforts as a team
to serve the learning and behavioral needs of
students with disabilities.
6. Definition of Terms
A school consultant--a facilitator of communication,
cooperation, and coordination who consults,
collaborates, and engages in teamwork with other
educators to identify learning and behavioral needs
of students with disabilities, and plans, implements,
and evaluates educational programs to meet those
needs.
13. Activity
Discuss how the context, process, and content affect
learning.
What affect do they have on teachers and students?
14. Key Elements for Effective School
Consultation
Role
Structure
Role Expectations
Role Parity
Role Clarification
Framework
Structure
Resources
Management
Assessment
15. Key Elements for Effective School
Consultation
Preparation
Role Clarification
Teacher Education
In-service and staff
development
Pre-service training
Evaluation
Assessment
Involvement
Acceptance
Pre-service training
17. Principle Components of Consultation
(Idol-Maestas, 2006)
Team Ownership
Equality: demonstrated by listening, respecting, and learning
from each other
Parity: demonstrated when the general education teacher’s
skills and knowledge are blended with the skills and knowledge
of the special education consultant's skills and knowledge
18. Principle Components of Consultation
(Idol-Maestas, 2006)
Recognition of Individual Differences
Remember that change can be uncomfortable
Special education consultant must be sensitive to general
education teacher’s feelings
19. Principle Components of Consultation
(Idol-Maestas, 2006)
Application of Reinforcement
New behaviors are learned when their occurrence is followed
by reinforcement
Consultant must use liberal amounts of reinforcement
Positive reinforcement is the key
20. Principle Components of Consultation
(Idol-Maestas, 2006)
Data-based Evaluation
Measure the extent to which the special educator and general
educator learn from each other
Measure the extent to which the student succeeds academically
and socially
Lots of data must be collected
21. Group Time-Discuss the Roles and
Responsibilities of Each
General
Education
Teacher
Special
Education
Teacher
22. Roles and Responsibilities of All Involved
in the Collaborative Process
General Education Teachers
View student as a regular member of the class, not as a visitor
Modify teaching techniques, course content, evaluation and
grading procedures to accommodate student’s special learning
needs
See and use the expertise of others
Incorporate IEP goals in typical classroom activities
Understand that the special education consultant may be
responsible for a large number of students in a variety of
settings and has a limited amount of time to devote to each
student
Realize that it is unlikely a new intervention or strategy will
have an immediate effect
Acknowledge that all students differ in the extent of
adaptations or modifications they will need
23. Roles and Responsibilities of All Involved
in the Collaborative Process
Special Educators
Provide consultation and collaboration
Suggest and or make adaptations in curriculum, materials, or
equipment
Incorporate IEP goals in typical activities
Recognize that the general educator has effective academic
and behavioral interventions that will work
Understand that the general educator must respond to many
students in a rapid fashion
Acknowledge that placing a student with a disability in the
general education classroom does not relieve the teacher of
responsibility to the other students
Recognize that some techniques may work in the Resource
Room and not in the general education classroom
24. Stop and Jot
Why is it important to define the roles of general education
teacher and special education teacher?
What advice would you give the special education teacher
from the quote of the day?
“So I’m co-teaching this year! It’s kind of funny to watch all
the different teachers I work with. You know, it’s the
beginning of the year. I just stand in the back of the room and
watch.”
25. Three Outcomes in Collaborative Situations
Win / lose
Some group members win, while others feel they have lost
Lose / lose
Both groups are disappointed with the outcome
Win / win
All members are satisfied with the outcome