Chapter 4

Chapter 4 describes the components, structures, and methods for collaboration, consultation, and teamwork. Key terms that are important to know as a Dyslexia Therapist are listed below.

Those participating in collaborative consultation services must voice their concerns about the dynamics of their new roles. The four essential components of the teamwork process are preparation, role, structure, and support. 

Preparation roles: Collaborative school consultation is the best practice for helping students that have an exceptional need. All teachers and administrators are expected to participate in collaborations and teamwork. Preparation is needed for all four areas which include: prior experiences, pre-service teacher education, advanced teacher education programs, and professional development programs. Pre-service teachers assign articles and textbooks for studying the "what for" and "how to" aspects that involve collaboration, consultation, and co-teaching. They also model professional interactions in venues such as co-teaching and departmental meetings. These are just a couple things that pre-service teachers are involved in. 

As a special education teacher, they have to know their role to consult and collaborate with general education colleagues to scope and sequence of grade-level curriculum content. General education teachers need to be knowledgeable and be able to apply instructional behavioral techniques. Some states may require preparation in consultation skills for teacher certification. A basic program should include: preparing experienced teachers and perseverance teachers, along with school administrators and related services personnel, understanding and delineating co-educator roles, developing the frameworks and skills that help educators fulfill those roles, and evaluating effectiveness of collaborative and co-teaching activities. 

Roles: School roles such as a school counselor, general classroom teacher, learning disabilities specialist, speech pathologist, or facilitator for gifted education programs does not automatically determine the situational role for collaborative consultation.

Organizing for consulting and collaborating need to design a hypothetical method of consultation. Management for consulting and collaborating is when educators point out several problems listed below:

• Uncertainty about what and how to communicate with those who resist or resent collaboration. 
• Being regarded as a teacher's aide.
• Having consultation regarded as a tutorial for students.
• Losing touch with the students when not in direct service with them.
• Rigid curriculum and assessment procedures.
• Not having enough information or appropriate materials to share.
• Difficulty managing time and keeping track of resources spread among many schools and classrooms.
• Lack of training for the job.
• Excessive caseloads that short-circuit effectiveness
• Too many "hats" to wear in the role.
• Reluctance of some teachers and school administrators to make changes.

The 4th of the key components in collaborative school consultation is support. Support is provided in a number of different ways in several different levels. Co-teachers may be involved initially because they are told to be involved. 

The 6 components in a constructing method are to decide which components extent structured to help frame the plan:

1.) System (schools systems, other social systems)

2.) Perspective (purchase, doctor-patient, process)

3.) Approach (formal, informal)

4.) Prototype (mental health, behavioral)

5.) Mode (direct, indirect)

6.) Model (Instructional Consultation)