Teaching Students With Special Needs in Inclusive Classrooms 1st Edition Bryant Test Bank 1

Teaching Students With Special Needs in
Inclusive Classrooms 1st Edition Bryant

Test Bank
Full download at link: https://testbankpack.com/
Chapter 5 Test Questions
Multiple Choice
1. Define collaboration.
a. Consists of identifying, implementing, and evaluating a plan to solve a chosen
problem by making decisions together
b. Disagreement of interests or ideas
c. Engages the listener in the message to enable the speaker to convey specific
concerns and to provide feedback to the speaker to ensure that the message was
correctly received and perceived
*d. An interactive process whereby individuals with diverse expertise choose to
work together to provide high-quality services to all students in inclusive
classrooms and their families
Learning Objective: N/A (Opening Challenge)

Cognitive Domain: Knowledge
Answer Location: Opening Challenge
Question Type: MC
2. Define active listening.

b. Disagreement of interests or ideas
*c. Engages the listener in the message to enable the speaker to convey specific
d. An interactive process whereby individuals with diverse expertise choose to work
together to provide high-quality services to all students in inclusive classrooms and
their families
Learning Objective: What are the critical prerequisite skills for effective
collaboration?
Answer Location: Communication Skills
Question Type: MC
3. Define conflict.
*b. Disagreement of interests or ideas
c. Engages the listener in the message to enable the speaker to convey specific
d. An interactive process whereby individuals with diverse expertise choose to work
together to provide high-quality services to all students in inclusive classrooms and
their families
Learning Objective: What are the critical prerequisite skills for effective
collaboration?
Answer Location: Conflict Resolution Skills
Question Type: MC
4. Which of the following is an example of an informal collaboration?

a. Team collaboration with family members
b. Team approach collaboration including related-service providers
*c. Two teachers meet to develop a plan together to help a student with special
needs
d. Team collaboration with administrators

Cognitive Domain: Comprehension
Question Type: MC
5. Which of the following is a characteristic of collaboration?

*a. Shared problem solving
b. Required placement
c. Individual responsibility
d. Passive listening
Learning Objective: What are the characteristics of collaboration?

Answer Location: What Are the Characteristics of Collaboration?
Question Type: MC
6. Which of the following is true of shared problem solving?

a. Collaboration is a process that individuals should volunteer to engage in, rather
than being assigned by school or district-level administration.
b. Each member of the collaboration team is equally responsible for ensuring that
tasks are accomplished during the process.
c. You must work well with people.
*d. It consists of identifying, implementing, and evaluating a plan to solve a chosen
problem by making decisions together.

Answer Location: Shared Problem Solving
Question Type: MC
7. Which of the following is true of shared responsibility?

a. Collaboration is a process that individuals should volunteer to engage in, rather
*b. Each member of the collaboration team is equally responsible for ensuring that
d. It consists of identifying, implementing, and evaluating a plan to solve a chosen

Answer Location: Shared Responsibility
Question Type: MC
8. Which of the following is true of voluntary involvement?

*a. Collaboration is a process that individuals should volunteer to engage in, rather
b. Each member of the collaboration team is equally responsible for ensuring that
d. It consists of identifying, implementing, and evaluating a plan to solve a chosen

Answer Location: Voluntary Involvement
Question Type: MC
9. Which of the following is an example of when conflict may arise?

a. When people are flexible with change
b. When roles are clearly defined
*c. When people perceive that they are forced into situations
d. When philosophies are aligned
Learning Objective: What are critical prerequisite skills for effective collaboration?
Question Type: MC
10. Which of the following is a helpful guideline for conflict resolution?

a. Never confront the conflict when it occurs.
*b. Do not expect the conflict to go away; it may diminish, but if problems and
feelings are not discussed, they will emerge again at another time.
c. Be judgmental and accusatory in your conversation.
d. Use passive listening.
Question Type: MC
11. Which of the following is NOT an aim in the collaborative process identified in
the text?
a. Successfully include all students in general education activities.
b. Identify adaptations of content and materials.
*c. Successfully implement necessary instruction in the special education setting.
d. Develop and implement specialized instruction as appropriate.

Cognitive Domain: Analysis
Question Type: MC
12. Which of the following is NOT one of the six types of active listening?
a. Acknowledging
b. Paraphrasing
*c. Distraction
d. Clarifying
Question Type: MC
13. Which of the following is NOT one of the procedures for facilitating effective
verbal communication?
a. Respond to e-mails received during business days within twenty-four hours, if
possible.
b. Answer e-mails using the original thread.
c. Edit for grammar and spelling errors.
*d. Before speaking, organize your thoughts to be sure that they are indeed
interested in the speaker’s message.
Question Type: MC
14. Which of the following is NOT one of the etiquette tips for various types of
written communication discussed in the textbook?
*a. Be concise.
b. Demonstrate good listening behaviors to show that you are indeed interested in
the speaker’s message.
c. Use feedback to show that you are listening and understanding the speaker’s
message.
d. Avoid being judgmental and evaluative.
Question Type: MC
15. Define collaborative consultation.

a. Educational tools that allow teachers to monitor their students’ learning in real
time using interactive software
b. Individuals hired to work with teachers in a supportive role under the
supervision of licensed professionals
c. A service delivery model in which two educators, one typically a general
education teacher and one a special education teacher or other specialist, combine
their expertise to jointly teach a heterogeneous group of students, some of whom
have disabilities or other special needs, in a single classroom for part or all of the
school day
*d. A model that focuses on the partnership between the general education and
special education teacher, tapping the expertise of both to provide appropriate
services to students
Learning Objective: How can professionals work together collaboratively?

Answer Location: Models of Collaborative Partnership with Professionals
Question Type: MC
16. Define co-teaching.

a. Educational tools that allow teachers to monitor their students’ learning in real
*c. A service delivery model in which two educators, one typically a general
school day
d. A model that focuses on the partnership between the general education and

Answer Location: Co-Teaching
Question Type: MC
17. Define student response systems.

*a. Educational tools that allow teachers to monitor their students’ learning in real
c. A service delivery model in which two educators, one typically a general
school day
d. A model that focuses on the partnership between the general education and

Answer Location: Student Response Systems
Question Type: MC
18. Which of the following is one of the co-teaching approaches?

a. Gaining entry and establishing team goals
b. Intervention recommendations
c. Evaluation
*d. One teaches, one observes

Answer Location: Co-Teaching Approaches
Question Type: MC
19. Which of the following is one of the six stages of the collaboration-consultation
process?
a. Station teaching
b. Parallel teaching
c. Alternative teaching
*d. Intervention recommendations

Answer Location: Models of Collaborative Partnership With Professionals
Question Type: MC
20. Which of the following is true of the gaining entry and establishing team goals
stage of the collaboration-consultation process?
a. Participants engage in assessment practices to identify the student’s current level
of academic performance, behavioral considerations, and affective/emotional
status.
b. Specific interventions are recommended for the problem.
c. Monitoring student progress to determine the effectiveness of the intervention(s)
is extremely important.
*d. Establishing rapport between or among participants and identifying specifically
each member’s goals, agenda, and outcomes for the collaborative process

Question Type: MC
21. Which of the following is true of the evaluation stage of the collaboration-
consultation process?
status.
b. Specific interventions are recommended for the problem.
*c. Monitoring student progress to determine the effectiveness of the
intervention(s) is extremely important.
d. Establishing rapport between or among participants and identifying specifically
each member’s goals, agenda, and outcomes for the collaborative process

Question Type: MC
22. Which of the following is true of the intervention recommendations stage of the
collaboration-consultation process?
status.
*b. Specific interventions are recommended for the problem.
c. Monitoring student progress to determine the effectiveness of the intervention(s)
is extremely important.
d. Establishing rapport between or among participants and identifying specifically
each member’s goals, agenda, and outcomes for the collaborative process.

Question Type: MC
23. Which of the following is an example of station teaching?

a. Two teachers each instruct half the class on the same material.
b. One teacher is responsible for teaching the class. The other teacher takes a small
group for enrichment, remediation, or assessment.
c. Two teachers lead large-group instruction by lecturing, debating, or
individualizing for specific students’ needs.
*d. Three stations are created for small-group student rotation.

Question Type: MC
24. Which of the following is an example of parallel teaching?

*a. Two teachers each instruct half the class on the same material.
b. One teacher is responsible for teaching the class. The other teacher takes a small
group for enrichment, remediation, or assessment.
c. Two teachers lead large-group instruction by lecturing, debating, or
individualizing for specific students’ needs.
d. Three stations are created for small-group student rotation.

Question Type: MC
25. Which of the following is not one of the procedures that teachers should
implement in a co-teaching or teaming arrangement?
a. They must mutually define roles in the teaming relationship that pertain to
instruction, behavior management, and evaluation.
b. Team members need to spend time discussing instructional philosophies to
determine whether a mutual, collaborative relationship can be established.
c. Team members should explain what they hope to gain from a team effort,
instructionally and for students.
*d. Team members should meet once a semester to work through problems,
evaluate student progress, communicate with families, and plan further instruction.
Answer Location: Student Response Systems
Question Type: MC
26. All of the following are necessary qualification of paraprofessionals who provide
instructional support EXCEPT this:
a. High school diploma or its equivalent
b. Completed two years of study in an institution of higher education
c. Obtained an associate’s degree(or higher)
*d. Hold teaching credentials or certification
Learning Objective: How can professionals collaborate with paraprofessionals?

Answer Location: How Can Professionals Collaborate With Paraprofessionals?
Question Type: MC
27. All of the following are examples of possible responsibilities of a

paraprofessional EXCEPT this:
a. Conducting curriculum-based assessments
*b. Ensure the delivery of services specified in the IEP
c. Implementing behavior management programs designed with the classroom
teacher
d. Providing instructional adaptations for lessons taught by teachers

Answer Location: Roles and Responsibilities of Paraprofessionals in Collaborative
Partnerships
Question Type: MC
28. All of the following are possible barriers to the development of collaborative
partnerships with paraeducators EXCEPT this:
*a. Respect
b. Lack of time
c. Differing roles and responsibilities
d. Differing years of experience
Learning Objective: How Can Professionals Collaborate With Paraprofessionals?

Answer Location: Barriers and Solutions for Collaborative Partnerships With
Paraeducators
Question Type: MC
29. Define family systems approach.

a. School contact with families that often focuses on a problem, disciplinary concern,
missing homework, truancy, etc.
b. A regular forum for families and teachers to develop collaborative,
communicative partnerships
c. Consists of parents observing their child’s teacher and providing them with
feedback
*d. Families’ needs and supports are defined according to resources, interactions,
functions, and the life cycle
Learning Objective: How can professionals collaborate with families?

Answer Location: Family Systems Approach
Question Type: MC
30. Define parent–teacher conference.

a. School contact with families that often focuses on a problem, disciplinary concern,
missing homework, truancy, etc.
*b. A regular forum for families and teachers to develop collaborative,
feedback
d. Families’ needs and supports are defined according to resources, interactions,

Answer Location: Parent–Teacher Conferences
Question Type: MC
31. Define home–school communication.

*a. School contact with families that often focuses on a problem, disciplinary
concern, missing homework, truancy, etc.
b. A regular forum for families and teachers to develop collaborative,
feedback
d. Families’ needs and supports are defined according to resources, interactions,

Answer Location: Home–School Communication
Question Type: MC
32. Which of the following is a step of the preconference stage of parent–teacher

conferences?
a. Discuss concerns about the child, and make a follow-up plan to address those
concerns.
b. Review any notes that were taken at the conference.
*c. Arrange the environment to foster a collaborative spirit.
d. Present the agenda, and be sure the parents’ questions and concerns are readily
noted for discussion.

Answer Location: Table 5.4
Question Type: MC
33. Which of the following is a step of the conference stage of parent–teacher

conferences?
*a. Apprise family members of their child’s progress and of the instructional plan for
the child.
b. Identify key professionals and paraprofessionals who can contribute important
information to the conference.
c. Make arrangements for an interpreter if English is not the primary language or if
sign language is needed.
d. Notify families of the time, day, and purpose of the conference.

Question Type: MC
34. Which of the following is a step of the postconference stage of parent–teacher

conferences?
a. Review assessment data that describe how the child is progressing academically,
socially, and behaviorally.
b. Jot down important points during the conference. However, check with families
about this practice to be sure it does not hinder communication.
c. End on a positive note, summarizing issues, successes, and plans for
improvement.
*d. Discuss concerns about the child, and make a follow-up plan to address those
concerns with other professionals as needed.

Question Type: MC
35. Which of the following is true regarding home–school communication?

a. Home–school communication can be greatly enhanced by making families part of
a positive communication network.
b. Teachers should make attempts at the beginning of the year and throughout the
year to focus on the positive by sending good news about class activities, student
progress, and behavior to build communication bridges that foster collaboration.
c. Developing communication bridges takes time and effort, and teachers must be
aware of cultural and linguistic factors to consider when working with families.
*d. All the above

Question Type: MC
36. Which of the following is true regarding the need for collaborative partnerships
with families?
*a. For collaboration to be achieved, educators must better understand families and
their dynamics.
b. Families have not been significant contributors to the field of special education.
c. Special education students should be viewed in isolation, without taking into
consideration their families.
d. Collaboration with families has always been a minor goal of schools.

Answer Location: The Need for Collaborative Partnership With Families
Question Type: MC
37. Which of the following is true of the family systems approach?

a. Lack of time can be a barrier for collaborative partnerships with families.
*b. Families may have specific issues, such as reactions to a family member with a
disability, economic needs, and future planning.
c. It is important for teachers to develop an atmosphere of trust and respect for their
students.
d. Teachers should apprise family members of their child’s progress and of the
instructional plan for the child.

Question Type: MC
38. All of the following are ways to involve the family and the community EXCEPT
this:
a. Be sure families and communities feel welcome.
*b. Communicate only when there is a problem.
c. Select and involve community leaders to serve as representatives of both school
and home.
d. Identify families’ preferred means of communication and use it effectively.

Answer Location: Ways to Involve the Family and the Community
Question Type: MC
39. All of the following are purposes for a parent–teacher conference EXCEPT this:
a. To jointly share information about the child’s educational progress
b. To work together in finding solutions to problems
*c. To waste the time of the teachers and the parents
d. To establish rapport and joint responsibility for the child’s educational program

Answer Location: Parent–Teacher Conference
Question Type: MC
40. Collaborative efforts can be greatly enhanced between home and school if
teachers are aware of all of the following EXCEPT this:
a. The family unit
b. Resources families need to function
c. The economic, vocational, and educational needs of families
*d. Communication that is most convenient for the teachers

Question Type: MC
True False
41. Collaboration is a key ingredient of the efforts of inclusive schools to meet the
needs of all students in different settings and activities.
*a. True
b. False

Question Type: TF
42. Partnership means working with people, and to do this well, teachers must be
prepared in those critical prerequisite skills that foster collaboration.
*a. True
b. False
Learning Objective: What are prerequisite skills for effective collaboration?
Answer Location: What Are Prerequisite Skills for Effective Collaboration?
Question Type: TF
43. One way shared problem solving is accomplished best is when participants in
the collaborative process develop a plan of action, including tasks, persons
responsible, and time lines.
*a. True
b. False

Answer Location: Shared Problem Solving
Question Type: TF
44. Collaboration always occurs most naturally when someone is assigned by school
or district-level administration.
a. True
*b. False

Answer Location: Voluntary Involvement
Question Type: TF
45. An example of shared responsibility is when one person might be responsible

for observing a student who is misbehaving in class and another team member
might contact the family to talk about how the student is performing in school.
*a. True
b. False

Answer Location: Shared Responsibility
Question Type: TF
46. Deterrents to effective listening include maintaining appropriate eye contact.

a. True
*b. False

Question Type: TF
47. Facial expressions are a form of verbal communication that can be very
informative about feelings, trust, and level of disdain or interest.
a. True
*b. False

Question Type: TF
48. One way to take cultural and linguistic factors that are part of the
communication process into consideration is to make sure an interpreter is
available if family members do not speak or understand English.
*a. True
b. False

Cognitive Domain: Application
Question Type: TF
49. Teaming in co-teaching is when two teachers lead large-group instruction by

lecturing, debating, or individualizing for specific students’ needs.
*a. True
b. False

Question Type: TF
50. A clinical teaching cycle can include teachers observing their peers and
providing interventions to English language learners who need supplemental
instruction.
a. True
*b. False

Answer Location: Collaboration Considerations for English Language Learners
Question Type: TF
51. In addition to working in special education and general education classes,

paraprofessionals are needed to help implement community-based instruction for
students with severe disabilities.
*a. True
b. False

Answer Location: How Can Professionals Collaborate With Paraprofessionals?
Question Type: TF
52. According to IDEA, paraprofessionals are responsible for ensuring the delivery
of services specified in the IEP.
a. True
*b. False

Partnerships
Question Type: TF
53. Discussing roles and responsibilities clearly so each person knows his or her
duties will help with the potential barrier of differing years of experience between
the classroom teacher and the paraprofessional.
a. True
*b. False

Partnerships
Question Type: TF
54. Paraprofessionals may hold responsibilities such as providing small-group

instruction to students who require more assistance.
*a. True
b. False

Partnerships
Question Type: TF
55. Paraprofessionals may hold responsibilities such scoring curriculum-based

assessments.
*a. True
b. False
Partnerships
Question Type: TF
56. Paraprofessionals may hold responsibilities such as developing the behavior

management program for the classroom teacher.
a. True
*b. False

Partnership
Question Type: TF
57. Families are an integral part of the school community; they know their children
better than anyone and can provide critical information that can help teachers
understand the students’ individual needs.
*a. True
b. False

Answer Location: How Can Professionals Collaborate With Families?
Question Type: TF
58. Professional jargon can be a barrier to collaborative partnerships with families.

*a. True
b. False

Question Type: TF
59. Holding meetings with families at times and places that are manageable for them
is necessary in the postconference stage.
a. True
*b. False

Answer Location: Ways to Involve the Family and the Community
Question Type: TF
60. Teachers can send home weekly or monthly newsletters describing events,
giving special student recognition, mentioning important dates, and so forth as a
way to engage in home–school communication.
*a. True
b. False

Question Type: TF
Fill in the Blank
61. ________ is/are beliefs, norms, and customs that vary within and between groups;
language differences; and identified disability needs.
a. Cultural awareness
*b. Cultural characteristics
c. Cultural diversity
d. Cultural acceptance

Answer Location: Awareness of Multicultural and Linguistic Diversity
Question Type: FITB
62. Besides having good listening skills, communication partners must be able to
convey their message ________ or in writing so it is correctly understood.
*a. orally
b. succinctly
c. confidently
d. nicely

Question Type: FITB
63. Educators must utilize ________ to collaborate with families, for they are the ones
who know the most about the students we serve.
a. coworkers
b. professional development
*c. effective practices
d. administrators
Question Type: FITB
64. ________ consists of sequenced instruction, reteaching if necessary, and informal

assessment procedures, including assessment of academic and conversational
language proficiency.
a. The teacher assistance team process
*b. A clinical teaching cycle
c. Peer or expert consultation
d. A paraprofessional

Answer Location: Collaboration Considerations for English Language Learners
Question Type: FITB
65. The ________ stage of the six stages of the collaboration-consultation process
consists of regularly scheduled meetings of participants to determine whether the
intervention was effective and to identify additional potential problem areas that
could be addressed during the collaboration process.
a. evaluation
*b. follow-up
c. problem
d. intervention recommendations

Answer Location: Models of Collaborative Partnerships With Professionals
Question Type: FITB
66. A solution for the potential barrier, ________, could be having the teacher and the
paraprofessional try to set aside thirty minutes before or after school several days a
week to discuss students’ progress.
a. differing years of experience
b. differing roles
*c. lack of time
d. differing responsibilities

Answer Location: Barriers and Solutions for Collaborative Partnerships With
Paraeducators
Question Type: FITB
67. ________ is a barrier to collaborative partnership with families and can be solved
by being sure to meet with parents at times that are mutually agreeable.
a. Professional jargon
b. Language difference
*c. Lack of time
d. Cultural difference

Question Type: FITB
68. ________ is a barrier to collaborative partnership with families and can be solved
by having an interpreter present during meetings for parents who do not speak
English.
a. Professional jargon
*b. Language difference
c. Lack of time
d. Cultural difference

Question Type: FITB
69. Collaborative efforts with students’ families can be developed through a ________
in which families’ needs and support are defined according to resources,
interactions, functions, and the life cycle.
a. teacher–parent approach
b. child–teacher approach
*c. family systems approach
d. child-only approach

Question Type: FITB
70. A way for ________ to involve families in the classroom is by having them come to
class on a regular basis just to read with students during reading time.
a. students
b. paraprofessionals
*c. teachers
d. administrators

Question Type: FITB
Short Answer
71. Identify the three characteristics of collaboration.

*a. Shared problem solving, shared responsibility, and voluntary involvement

Question Type: SA
72. Discuss three out of the six active-listening types.

*a. Acknowledging, paraphrasing, reflecting, clarifying, elaborating, and
summarizing
Question Type: SA
73. Provide an example for two out of the six stages of the collaboration-
consultation process.
*a. Gaining entry and establishing team goals, problem, intervention
recommendations, implementation of recommendations, evaluation, and follow up

Answer Location: Models of Collaborative Partnerships with Professionals
Question Type: SA
74. Discuss necessary steps that need to happen during the preconference stage
when planning for a parent–teacher conference.
*a. Notify families of the time, day, and purpose of the conference; review
assessment data that describe how the child is progressing academically, socially,
and behaviorally; develop an agenda for the meeting; arrange the environment to
foster a collaborative spirit; identify key professionals and paraprofessionals who
can contribute important information to the conference; and make arrangements
for an interpreter if English is not the primary language or if sign language is
necessary.

Answer Location: Models of Collaborative Partnerships with Families
Question Type: SA
75. Discuss possible roles and responsibilities of paraprofessionals.

*a. Answer can include responsibilities regarding assessment, behavior
management, instruction, communication, clerical support, student support, and
professionalism
Learning Objective: How can professionals collaborate with

paraprofessionals?Cognitive Domain: Application
Partnerships
Question Type: SA
Essay
76. Identify some of the etiquette tips provided in the text for various types of
written communication.
*a. Respond to e-mails received during business days within twenty-four hours,
answer e-mails using the original thread, write only what is appropriate for multiple
readers, be concise, edit for grammar and spelling errors, avoid educational jargon,
and use punctuation and capitalization correctly.
Question Type: ESS
77. Discuss one of the co-teaching approaches.

*a. One teaches, one observes; station teaching; parallel teaching; alternative
teaching; teaming; and one teach, one assist

Answer Location: Co-Teaching
Question Type: ESS
78. Discuss the four purposes of a parent–teacher conference.

*a. To jointly share information about the child’s educational progress, to work
together in finding solutions to problems, to establish rapport and joint
responsibility for the child’s educational program, and to exchange information that
might contribute to a better understanding of the child’s progress and individual
needs

Answer Location: Parent–Teacher Conferences
Question Type: ESS

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Chapter 5 Test Questions

Learning Objective: N/A (Opening Challenge)

2. Define active listening.

4. Which of the following is an example of an informal collaboration?

Learning Objective: N/A (Opening Challenge)

5. Which of the following is a characteristic of collaboration?

Learning Objective: What are the characteristics of collaboration?

6. Which of the following is true of shared problem solving?

Learning Objective: What are the characteristics of collaboration?

7. Which of the following is true of shared responsibility?

Learning Objective: What are the characteristics of collaboration?

8. Which of the following is true of voluntary involvement?

Learning Objective: What are the characteristics of collaboration?

9. Which of the following is an example of when conflict may arise?

10. Which of the following is a helpful guideline for conflict resolution?

Learning Objective: What are the characteristics of collaboration?

15. Define collaborative consultation.

Learning Objective: How can professionals work together collaboratively?

16. Define co-teaching.

Learning Objective: How can professionals work together collaboratively?

17. Define student response systems.

Learning Objective: How can professionals work together collaboratively?

18. Which of the following is one of the co-teaching approaches?

Learning Objective: How can professionals work together collaboratively?

Learning Objective: How can professionals work together collaboratively?

Learning Objective: How can professionals work together collaboratively?

Learning Objective: How can professionals work together collaboratively?

Learning Objective: How can professionals work together collaboratively?

23. Which of the following is an example of station teaching?

Learning Objective: How can professionals work together collaboratively?

24. Which of the following is an example of parallel teaching?

Learning Objective: How can professionals work together collaboratively?

Learning Objective: How can professionals collaborate with paraprofessionals?

27. All of the following are examples of possible responsibilities of a

Learning Objective: How can professionals collaborate with paraprofessionals?

Learning Objective: How Can Professionals Collaborate With Paraprofessionals?

29. Define family systems approach.

Learning Objective: How can professionals collaborate with families?

30. Define parent–teacher conference.

Learning Objective: How can professionals collaborate with families?

31. Define home–school communication.

Learning Objective: How can professionals collaborate with families?

32. Which of the following is a step of the preconference stage of parent–teacher

Learning Objective: How can professionals collaborate with families?

33. Which of the following is a step of the conference stage of parent–teacher

Learning Objective: How can professionals collaborate with families?

34. Which of the following is a step of the postconference stage of parent–teacher

Learning Objective: How can professionals collaborate with families?

35. Which of the following is true regarding home–school communication?

Learning Objective: How can professionals collaborate with families?

Learning Objective: How can professionals collaborate with families?

37. Which of the following is true of the family systems approach?

Learning Objective: How can professionals collaborate with families?

Learning Objective: How can professionals collaborate with families?

Learning Objective: How can professionals collaborate with families?

Learning Objective: How can professionals collaborate with families?

Learning Objective: What are the characteristics of collaboration?

Learning Objective: What are the characteristics of collaboration?

Learning Objective: What are the characteristics of collaboration?

45. An example of shared responsibility is when one person might be responsible