Coben S S, Thomas C C, Sattler R O, Morsink C V
Special Education Department, Slippery Rock University, PA 16057, USA.
J Learn Disabil. 1997 Jul-Aug;30(4):427-32. doi: 10.1177/002221949703000409.
The roles of special educators as consultants and collaborators have long been established and supported. The rationale for these roles is also well documented. Many models--consultative, collaborative, and teaming--have been suggested in the literature; sometimes, these models exhibit similar goals, competencies, and processes. Because of intensified pressures to collaborate, successful implementation of collaborative and team efforts requires that special educators expand their roles as interactive professionals. The purpose of this article is to define and describe the consultation, collaboration, and teaming models that have been implemented, discuss their strengths and limitations, delineate how these models contribute to interactive teaming, outline key features of the interactive team, and provide some guiding principles for successful implementation.
特殊教育工作者作为顾问和协作者的角色早已确立并得到支持。这些角色的基本原理也有充分的文献记载。文献中提出了许多模式——咨询、协作和团队合作模式；有时，这些模式展现出相似的目标、能力和流程。由于协作压力不断加大，成功实施协作和团队努力要求特殊教育工作者扩大其作为互动专业人员的角色。本文的目的是定义和描述已实施的咨询、协作和团队合作模式，讨论它们的优点和局限性，阐述这些模式如何促进互动团队合作，概述互动团队的关键特征，并提供一些成功实施的指导原则。
