human edu ch 3

To be effective leaders, Villa, Thousand, and Nevin suggested that administrators in collaborative teams for students with learning disabilities must believe that ______.

all students have a right to be educated with their peers

Identify an accurate statement about community building in today's schools.

Professional learning communities are established to further collaboration among teachers and administrators.

True or false: In collaborative work, each party is engaged in the achievement of a common goal, but each is not necessarily equally involved in carrying out the work.

True

Identify the suggestions that were made by Laskey and Karge for involving language minority parents of students with learning disabilities in schools. (Check all that apply.)

Use community resources to build rapport and involvement. Provide parent liaisons/advisors. Offer English language classes for family members.

In the ______ model of co-teaching, one teacher teaches students with learning disabilities and the other examines during instructional times.

one teach, one observe

Gavin is concerned about the collaborative efforts in educational services, and he wants to contribute his knowledge and skills to the issues being addressed. In the context of collaboration, this is an example of ______.

volunteering

Co-teaching has received increased attention because ______.

inclusive models of education have stressed maintaining students with disabilities in the general education classroom

True or false: Complete agreement with each decision is necessary in collaboration.

False

True or false: Parity exists in all collaborative situations.

False

Identify a true statement about the "ongoing communication, information sharing, and basic program involvement" level of parent and family participation as identified by Fiedler et al.

At this level, family members and professionals are engaged in a free-flowing exchange of information and ideas.

______ tends to emerge when teachers and administrators express anxiety over working collaboratively.

Attitudinal barriers

Identify an accurate statement about collaboration in an educational setting.

Collaboration can be informal and spontaneous.

Which of the following is true about collaboration in educational settings?

Collaboration is typically conceived as a planned, thoughtful, and formalized process.

______ barriers emerge when collaboration in some way conflicts with the way things are done.

Conceptual

According to Duke, which of the following tends to create a barrier to collaboration in an educational setting?

Different agendas of general and special education teachers.

Identify an accurate statement about collaborative practices in early childhood of students with disabilities.

Early intervention and preschool programs can reduce the need for special education by school age.

Identify a true statement about the alternative teaching model of co-teaching.

It involves each co-teacher teaching a separate heterogeneous group of students.

Identify a feature of the teaming model of co-teaching.

It is the most collaborative model of co-teaching.

Identify a feature of co-teaching.

It represents a major aspect of the collaborative efforts among teachers working with students with disabilities.

Identify the causes behind conflicts that arise with parents of children with learning disabilities. (Check all that apply.)

Parents tend to be afraid of the implications of a diagnosis of disability in their children. Parents tend to be hurt by comments about their children that are negative.

Identify the key components of collaboration. (Check all that apply.)

Parties collaborate as equal partners. Two or more parties work together. Parties share responsibility. Parties share resources.

______ are considered the most significant barriers in collaboration.

Pragmatic barriers

Identify the basic rules for effective communication between teachers and families as suggested by Seligman. (Check all that apply.)

Teachers should make comments to family members that follow from what the family members have been saying. Teachers should maintain varying eye contact at an appropriate level. Teachers should assume a relaxed and natural posture.

According to Ryndak and Pullen, which of the following concepts results in effective collaboration for students with disabilities?

Team accomplishments are accepted by the team as a whole.

Identify a problem with the service delivery model in which special education teachers worked in consultation with general education teachers in the 1970s.

The tendency of a special education teacher to prescribe interventions for a general education teacher.

Identify a true statement about collaborative work.

There is less potential for conflict if a work is divided equally among the parties involved.

Which of the following is true about professional learning communities in an educational setting?

These communities are often focused on using student outcomes data to plan instruction.

Identify a true statement about related services that are used to teach students with disabilities.

These services are delivered in a general education setting.

Which of the following is a true statement about related services personnel involved in a collaboration to teach students with disabilities?

They are necessary for the students to receive an appropriate education.

Identify a true statement about paraprofessionals that contribute to collaborative teaching to students with learning disabilities.

They are, sometimes, responsible for delivering a significant portion of a student's instruction.

Identify an accurate statement about interagency agreements that tend to promote the collaboration efforts of an individualized education program (IEP) team.

They can be at local or state levels.

Identify a suggestion provided by Callicott for teachers working with culturally or linguistically diverse families of students with learning disabilities.

Use culturally responsive feedback and methods of communication.

Person-centered planning (PCP) allows professionals to ______.

better focus on the student and thereby encourage student participation

According to Staples and Diliberto, teachers can enhance parent involvement in school activities by ______.

building rapport with them

Interagency agreements enable agencies with competing interests to ______.

collaborate and function more effectively

Which of the following are the transition services identified by the Individuals with Disabilities Education Act (IDEA) that promote the transition of students with disabilities from school to adult activities? (Check all that apply.)

employment vocational training

The one teache, one observe the model of co-teaching students with learning disabilities involves ______.

less collaboration between the co-teachers than other models

School administrators as facilitators in collaboration are expected to ______.

maintain a positive atmosphere and cohesiveness within a team

For students with moderate to severe disabilities, collaborative educational services were typically provided in ______.

self-contained classes

Ben and Rachel are teachers who plan and deliver instruction to eighth grade students. They together make changes in the instructional format if the instruction does not prove to be fruitful for the students. In the context of collaboration, this is an example of ______.

sharing responsibility

Which of the following models of co-teaching involves co-teachers that take equal responsibility for all aspects of a classroom?

teaming

An accurate statement about attitudinal barriers to collaboration is that they ______.

tend to make adults cautious about team or joint ventures and projects

The "awareness, attendance, and basic participation" level of parent and family participation involves ______.

the familiarization of family members with school and community programs

is a specific method of involving students in individualized education programs (IEPs) that places a student and his or her family at the center of team planning.

Blank 1: Person Blank 2: centered Blank 3: planning

under Individuals with Disabilities Education Act (IDEA) are coordinated activities for a student, within an outcome-oriented process, that promote the transition from school to adult activities.

Blank 1: Transition Blank 2: services

A(n) is a written agreement that agencies commit to that outlines their shared responsibilities for student learning and the participation of school, community, and family in achieving positive outcomes for students with disabilities.

Blank 1: interagency Blank 2: agreement

Friend and Cook defined as a style for direct interaction between at least two coequal parties voluntarily engaged in shared decision making as they work toward a common goal.

Blank 1: interpersonal Blank 2: collaboration

Which of the following are necessary in collaboration with regard to sharing decision making? (Check all that apply.)

Each party must abide by decisions arrived at through a fair and collaborative effort. Each party must accept any group decision. Each party must be willing to compromise as needed.

Identify a scenario that best illustrates volunteering as a concept of collaboration.

James is concerned about an issue and wants to contribute his knowledge and skills to the issue.

______ are typically hired to provide specific support in a classroom or to a specific student or students with learning disabilities.

Paraprofessionals

In the context of special education, identify the procedures suggested by Westling and Fox (2009) and Crudden (2012) that enable teams to collaborate more effectively for planning and programming for the transition of a student who requires special education to adult living. (Check all that apply.)

Scheduling meetings at convenient times including follow-up meetings. Identifying personnel who will be on the team.

Why is sharing responsibility an important part of the collaboration? (Check all that apply.)

Sharing responsibility means each party is willing to be held accountable for the effort they made, good or bad. Sharing responsibility verifies that each party assumes a stake by working toward the goals of a process.

According to Westling and Fox (2009) and Crudden (2012), which of the following should be identified to enable teams to collaborate more effectively for planning and programming for the transition of a student with disabilities to adult living? (Check all that apply.)

Skills needed by the student and how they benefit him or her. Service agencies that will provide services and ensure their attendance.

What should administration and teachers do to enhance student involvement in developing their own individualized education programs (IEPs)?

They should ensure ongoing collaboration with students' families through progress reports.

In the context of collaboration, what should general and special education teachers do if their agendas for students with learning disabilities differ?

They should work together to achieve the overall goals of successful progress for all students.

Identify a true statement about the conceptual barriers to collaboration.

This type of barrier tends to emerge based on roles people play and typical expectations.

Variables that promote team effectiveness in a collaborative process include ______.

good team communication

To promote a collaborative context for the development of students with disabilities, each team member should ______.

have a positive attitude toward change

The best and most inclusive collaborative program for children can be provided by ______.

involving participants in delivery of information and teaching skills

According to Meyer, Bevan-Brown, Harry, and Sapon-Shevin, teachers involved in the special education process are more likely to be ______.

middle-class Americans

Which concept of collaboration suggests that each person is equally valued as a contributor to an effort?

parity

Match the ways in which siblings of students with disabilities are affected (in the left column) with their examples (in the right column).

positive ways matches Choice, learning advocacy and empathy skills learning advocacy and empathy skills negative ways matches Choice, feeling that the sibling with disabilities receives more attention and help feeling that the sibling with disabilities receives more attention and help

Identify the level of parent and family participation that involves the direct involvement of family members in goal identification and analyses of strategies.

advocacy and collaborative program involvement

The ______ model of co-teaching involves each co-teacher planning and instructing students.

alternative teaching

Which of the following is the level of parent and family participation at which family members tend to assume greater advocacy roles that involve other parents and children?

collaboration and partnership participation

According to Martin, good ______ are critical in avoiding and resolving conflicts when they arise with parents of children with learning disabilities.

communication skills

John is a general educator who teaches students with intellectual disability. The school administrator of the school suggests him to determine the best education program for the students collaboratively with Jerry, a speech and language pathologist. But due to their busy schedules, John and Jerry face difficulty to decide on a particular day for a meeting to discuss the responsibility. Identify the barrier to collaboration in this scenario.

pragmatic barriers

According to Giangreco, Doyle, and Suter, paraprofessionals are best utilized when they ______.

provide teacher-planned instructions

Student participation in the development of individualized education programs (IEPs) can be enhanced by ______.

providing students with background knowledge concerning the IEP

According to Fiedler et al., siblings of the students with learning disabilities can be supported by ______.

providing them with information about their sibling's disability

Administrators that collaborate in teaching students with learning disabilities are responsible for ______.

recruiting, hiring, and retaining culturally responsive faculty and staff

involving participants in delivery of information and teaching skills

recruiting, hiring, and retaining culturally responsive faculty and staff

In the context of collaboration, historically, students with mild disabilities went to a ______.

resource room to receive individualized instruction