Discover the many valuable resources available to support students with special needs!
Working With Families and Community Agencies to Support Students With Special Needs addresses two of the most exciting facets of working with students with disabilities: ‘life-stage’ issues (early intervention and effective transition) and collaboration (working with families and professionals). Ysseldyke and Algozzine explore the larger context of students′ lives outside school, and how life-stage issues and collaboration interact with and influence instruction.
Including a pretest, posttest, and key vocabulary terms, this informative resource offers valuable answers to the following questions: ·
- What types of transition services exist and when are they necessary?
- What should educators know about early-childhood intervention?
- What issues should be considered when working with families?
- How can schools involve community agencies and businesses?
- What options are available to students with special needs after high school?
- What key program elements are critical to a student′s success in the classroom and beyond?
Содержание
About A Practical Approach to Special Education for Every Teacher
Acknowledgements
About the Authors
Self-Assessment I
Introduction to Working With Families and Community Agencies to Support Students With Special Needs
1.What Should Every Teacher Know About Early Childhood Intervention?
Federal Laws and Incentives
Direct and Indirect Services
Home-Based Programs
Hospital- or Center-Based Programs
Does Early Intervention Help?
2.What Are Transition Services and When Are They Necessary?
Transition into School
Transition During School
Everyday Transitions
Transition in General Education Classrooms
Dropping Out of School
Post-School Transition
3.What Living Arrangements Are Available to Adults With Special Needs?
Group Homes
Alternative Living Units
Foster Homes
Independent Living
Institutions
4.What Issues Should Be Taken Into Consideration When Working With Families?
How Exceptionalities Affect Families
Effects on Family Structure
Family Concerns
Transition to School
Adolescence
Post-School Transition
Concerns of Families With Children Who Are Gifted
What the Research Says
Change Over Time
Types of Family Involvement
Overcoming Barriers to Home-School Collaboration
5.How Should Schools Involve Community Agencies and Businesses?
Business Involvement
Special Programs
6.What Are the Keys to Success in the Wider Context?
Individualized Planning
Commitment to Normal Life Experiences
Compatible Physical Environment
Commitment to Remedial Programming
Encouraging Appropriate Behavior
Lifelong Learning
7.Working With Families and Agencies in Perspective
8. What Have We Learned?
Key Points
Key Vocabulary
Self-Assessment II
Answer Key for Self-Assessments
On Your Own
Resources
Books
Journals & Articles
Organizations
References
Index
Об авторе
Bob Algozzine is a professor in the Department of Educational Leadership at the University of North Carolina and project codirector of the U.S. Department of Education-supported Behavior and Reading Improvement Center. With 25 years of research experience and extensive firsthand knowledge of teaching students classified as seriously emotionally disturbed, Algozzine is a uniquely qualified staff developer, conference speaker, and teacher of behavior management and effective teaching courses. He is active in special education practice as a partner and collaborator with professionals in the Charlotte-Mecklenburg schools in North Carolina and as an editor of several journals focused on special education. Algozzine has written more than 250 manuscripts on special education topics, including many books and textbooks on how to manage emotional and social behavior problems.
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