‘An all-in-one book—a lighthearted and well grounded introduction to collaboration, how it can improve education for all children, and its role in effectively educating students with special needs. Murawski and Spencer tell it like it is, and they do so with humor and straight talk.’
—Lynne Cook, Professor, School of Education
California State University, Dominguez Hills
‘As a kid who struggled in school, this is the book that I wish every one of my teachers had read. It is a stunning achievement and huge step forward to making all schools inclusive of all learners!’
—Johnathan Mooney, Author, The Short Bus: A Journey Beyond Normal
Collaboration 101 for teachers, parents, and school communities
Teachers in both general and special education classrooms are being asked to collaborate to give all students access to the general education curriculum. The challenge is that teachers receive very little training in how to work together to educate students successfully. Do you wonder how to get started, how much time it will take, and what the results will be? Collaborate, Communicate, and Differentiate! addresses those issues and more, taking collaboration out of the abstract and supplying easy-to-use strategies that apply to daily tasks such as
- Planning and differentiating instruction
- Communicating with families
- Using Universal Design for Learning to form instruction
- Assessing students with diverse backgrounds and abilities
- Co-teaching
- Coordinating with all staff members
This reader-friendly text ties each strategy to the goal of improving student outcomes. Included are vignettes, In a Nutshell and Eye on the Research quick-reference guides, reproducible forms, Principal Points to share with administrators, and a companion website. Educators who have wondered how to make collaboration reasonable, feasible, and time-efficient will find the answers in this book!
Table of Content
Acknowledgments
About the Authors
Introduction
1. Understanding the Historical Context
2. Unscrambling the Range of Settings and Services
3. Improving Student Outcomes by Working in Teams
4. Improving Collaboration Through Powerful Communication
5. Proactively Planning and Differentiating Instruction
6. Modifying and Accommodating to Reactively Address Student Needs
7. Improving Student Learning Through Co-Teaching
8. Collaboratively Planning and Assessing
9. Addressing Conflict and Engaging in Problem Solving
10. Creating a Collaborative School Culture
References
Index
Appendices on the Internet (http://www.corwin.com/diverseschools)
Appendix I. UDL Lesson Plans
Appendix II. Instructional Strategies
Appendix III. Examples of Adapted Work
Appendix IV. Adaptive Products and Services
Appendix V. Student Profile Sheet
Appendix VI. Co-Teaching Lesson Plans
Appendix VII. What/How/Who Co-Planning Format
About the author
Sally Spencer, Ed.D. is an Assistant Professor in the Department of Special Education at California State University, Northridge, where she teaches courses in assessment, special education teaching methods, reading instruction, and collaborative processes. Prior to that, she was a special education teacher for the Los Angeles Unified School District, where she experienced the joys and challenges of collaboration as a teacher of self-contained special education classes, as a resource specialist, and as a co-teacher in a fully-inclusive elementary school. In 2001 she was awarded Outstanding Special Educator of the year by the Southern California branch of the Council for Exceptional Children, and her heart is still in the classroom with the hundreds of students who touched her life and taught her everything she knows about special education. Sally is a presenter nationally on the subject of teaching reading to students with mild to moderate disabilities, and is published in the areas of reading instruction, collaboration and inclusion. She lives in Northridge, CA, with her husband, three dogs and six birds.
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