Collaborative Teaming: One of the Teachers' Guides to Inclusive Practices

Save 10% when you order all four books in the Teachers' Guides to Inclusive Practices series!

Collaborative teaming is the glue that holds an inclusive school together, but most teachers don't get the training they need to put this critical process to work. Schools can fulfill that need with the new edition of this book, an easy-to-use guide to forming effective collaborative teams that help stimulate students' academic progress and social behavior in general education. Educators will learn how to

• select team members (educators, parents, counselors, SLPs, paraprofessionals, and others)
• define the team's purpose and focus
• schedule and preserve time for teaming, and
• facilitate smooth communication during team meetings

Teachers will also get new and expanded information to help them

• identify problems, decide on solutions, and create action plans
• work cooperatively with family members and paraprofessionals
• co-teach with other professionals
• avoid or resolve conflict

Filled with vignettes that show the strategies and suggestions in action, this guidebook will increase teacher motivation for collaborative teaming, bring about better decisions and outcomes, and facilitate the active involvement and learning of all students.

The book is part of theBrookes Publishing Teachers’ Guides to Inclusive Practices series

Martha E. Snell, Ph.D., Professor Emeritus, Special Education, Curry School of Education, University of Virginia, 405 Emmet Street, Charlottesville Virginia 22904

Dr. Martha Snell is a Professor Emeritus of Special Education at the Curry School of Education, University of Virginia where she directed the teacher preparation program in severe disabilities for 30 years. With others, she has authored a number of books on teaching methods and the definition of intellectual disability and has been an active member of TASH and the American Association for Individuals with Intellectual and Developmental Disabilities. She directed both federal and state grants directed toward the preparation of teachers and research with individuals having intellectual disability and autism and their teachers; more recently her research has concerned Head Start classrooms and young children at risk. Her research topics have encompassed the inclusion of students with disabilities in general education classrooms, effective teaching strategies, communication intervention, and positive behavior support for problem behavior.

Rachel Janney, Ph.D., is an independent scholar and consultant who has worked with and on behalf of children and adults with disabilities in a number of capacities, including special education teacher, educational and behavioral consultant, technical assistance provider, teacher educator, researcher, and author. For a number of years, she was a professor in the School of Teacher Education and Leadership at Radford University in Virginia, where she taught courses and supervised student teachers in the special education program, specializing in the inclusion of students with extensive learning and behavior support needs. Dr. Janney received her master's degree from Syracuse University and her doctorate from the University of Nebraska—Lincoln.