Educate the whole child by building a culture of collaboration in your school! This book for K-12 general and special education teachers, administrators, and student support specialists explores how to make collaboration and coordination work, who takes responsibility for the process, and why collaboration is central to improving outcomes for students with complex learning needs. The author: Discusses the roles, responsibilities, and relationships between school professionals, community agencies, and service providers Offers case examples as real-world illustrations of collaboration Emphasizes…mehr
Educate the whole child by building a culture of collaboration in your school! This book for K-12 general and special education teachers, administrators, and student support specialists explores how to make collaboration and coordination work, who takes responsibility for the process, and why collaboration is central to improving outcomes for students with complex learning needs. The author: Discusses the roles, responsibilities, and relationships between school professionals, community agencies, and service providers Offers case examples as real-world illustrations of collaboration Emphasizes important developmental transitions from the elementary years through high school and afterHinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Carol Kochhar-Bryant is a professor of special education at the George Washington University. For 21 years she has developed and directed advanced graduate and doctoral leadership preparation programs related to secondary and transition services for youth with disabilities. She teaches courses in special education, legal issues and public policy, systemic change and leadership, and interdisciplinary planning and development. She currently consults with public school districts, state departments of education, and federal agencies, and has collaborated in international special education and transition policy research with the World Bank and the Office of Economic Cooperation and Development. She has conducted evaluations of state systemic reform initiatives, national technical assistance centers, transition services in correctional systems, and a variety of community-based agencies. Kochhar-Bryant is a former teacher of individuals with intellectual disabilities, a residential program director, case management program director, and evaluator. She is widely published in the areas of disability policy, leadership development, interagency service coordination, career-vocational programming, and secondary-to-postsecondary transition for special learners. She is past president of the Division on Career Development and Transition of the International Council for Exceptional Children.
Inhaltsangabe
Preface Acknowledgments About the Author About the Contributor 1. What Does It Mean to Educate the Whole Child? Chapter Topics Introduction: The New Face of Diversity Collaboration Makes Pioneers of Us All Dance of Development: The Paradox of Educating Children Who Develop at Different Rates What Does It Mean to Educate the Whole Child? What Is Collaboration, and Why Is It Important for Educating the Whole Child? What Is Developmentally Responsive Practice? How Do Environment and Health Status Affect Learning and Development? How Does Social-Emotional Health Affect Learning and Development? How Does Participation in High-Risk Behavior Affect Learning and Development? What Is the Family¿s Role in Promoting the Development of the Whole Child? An Imperative to Celebrate Our Work Closing Summary of Key Points Key Terms and Phrases 2. What Is a Developmentally Healthy School Environment? Chapter Topics Introduction What Is the Relationship Between Social and Emotional Health and Learning? What Are the Characteristics of a Developmentally Healthy School Environment? Ten Strategies That Promote a Developmentally Responsive School Environment What Models and Initiatives Exist for Creating Developmentally Responsive School Environments? Closing Summary of Key Points Key Terms and Phrases 3. What Laws Promote Collaboration for the Whole-Child Initiative? Chapter Topics Introduction Is the Whole-Child Initiative New? What Laws Support Professional Collaboration to Educate the Whole Child? Summary of Key Points Key Terms and Phrases 4. How Do Schools Create Developmentally Responsive Environments? A Shared Responsibility Chapter Topic Introduction What Are the Typical Roles of School Personnel, and How Can They Be Expanded to Address the Needs of Students? Closing: Toward a Culture of Collaboration Summary of Key Points Key Terms and Phrases 5. How Do Professionals Collaborate to Educate the Whole Child? Chapter Topics Introduction Why Is There a Growing Interest in Collaboration to Address the Developmental Needs of the Whole Child? How Does Collaboration Lead to Schoolwide Change? The Many Uses of Collaboration: The Four Action-Dimensions Is Collaboration a Developmental Process? Collaboration in the Early Years Collaboration in the Middle Years Collaboration in High School Years Ten Principles for Successful Collaboration and Coordination Summary of Key Points Key Terms and Phrases 6. What Is the Role of Community Agencies? Chapter Topics Introduction How Do Coordinated Services Support Developmentally Responsive School Environments? What Community Agencies Should Be Engaged With Schools? How Do Schools and Community Agencies Work Together? How Do Schools and Community Agencies Coordinate for Youth Placed at Risk? How Is an Interagency Agreement Developed? What Is the Role of the Local Interagency Planning Council? Summary of Key Points Key Terms and Phrases 7. How Does Cultural and Linguistic Diversity Affect Professional Collaboration? Chapter Topics Introduction Who Are Culturally and Linguistically Diverse Students and Families? What Is Cultural Diversity? How Does Cultural and Linguistic Diversity Enrich School Environments? How Does Cultural and Linguistic Diversity Affect Professional Collaboration? What Strategies Are Effective for Working With CLD Students and Parents? Eight Principles and Strategies to Strengthen Professional Collaboration in Highly Diverse Schools Summary of Key Points Key Terms and Phrases 8. Celebrating Our Work: What Are the Benefits and Positive Impacts of Professional Collaboration Chapter Topics Introduction The Power of Collaboration: Can the Success of Professional Collaboration and Interagency Coordination Be Measured? Does Professional Collaboration Improve Results for the Whole Child? How Do We Know That Whole-Child Approaches Impact Studet Learning? Does Collaboration Promote Student and Family Self-Determination? Why Is it Important to Celebrate Our Work and Renew Our Commitment? Closing: A Call to Action Summary of Key Points Key Terms and Phrases References Index
Preface Acknowledgments About the Author About the Contributor 1. What Does It Mean to Educate the Whole Child? Chapter Topics Introduction: The New Face of Diversity Collaboration Makes Pioneers of Us All Dance of Development: The Paradox of Educating Children Who Develop at Different Rates What Does It Mean to Educate the Whole Child? What Is Collaboration, and Why Is It Important for Educating the Whole Child? What Is Developmentally Responsive Practice? How Do Environment and Health Status Affect Learning and Development? How Does Social-Emotional Health Affect Learning and Development? How Does Participation in High-Risk Behavior Affect Learning and Development? What Is the Family¿s Role in Promoting the Development of the Whole Child? An Imperative to Celebrate Our Work Closing Summary of Key Points Key Terms and Phrases 2. What Is a Developmentally Healthy School Environment? Chapter Topics Introduction What Is the Relationship Between Social and Emotional Health and Learning? What Are the Characteristics of a Developmentally Healthy School Environment? Ten Strategies That Promote a Developmentally Responsive School Environment What Models and Initiatives Exist for Creating Developmentally Responsive School Environments? Closing Summary of Key Points Key Terms and Phrases 3. What Laws Promote Collaboration for the Whole-Child Initiative? Chapter Topics Introduction Is the Whole-Child Initiative New? What Laws Support Professional Collaboration to Educate the Whole Child? Summary of Key Points Key Terms and Phrases 4. How Do Schools Create Developmentally Responsive Environments? A Shared Responsibility Chapter Topic Introduction What Are the Typical Roles of School Personnel, and How Can They Be Expanded to Address the Needs of Students? Closing: Toward a Culture of Collaboration Summary of Key Points Key Terms and Phrases 5. How Do Professionals Collaborate to Educate the Whole Child? Chapter Topics Introduction Why Is There a Growing Interest in Collaboration to Address the Developmental Needs of the Whole Child? How Does Collaboration Lead to Schoolwide Change? The Many Uses of Collaboration: The Four Action-Dimensions Is Collaboration a Developmental Process? Collaboration in the Early Years Collaboration in the Middle Years Collaboration in High School Years Ten Principles for Successful Collaboration and Coordination Summary of Key Points Key Terms and Phrases 6. What Is the Role of Community Agencies? Chapter Topics Introduction How Do Coordinated Services Support Developmentally Responsive School Environments? What Community Agencies Should Be Engaged With Schools? How Do Schools and Community Agencies Work Together? How Do Schools and Community Agencies Coordinate for Youth Placed at Risk? How Is an Interagency Agreement Developed? What Is the Role of the Local Interagency Planning Council? Summary of Key Points Key Terms and Phrases 7. How Does Cultural and Linguistic Diversity Affect Professional Collaboration? Chapter Topics Introduction Who Are Culturally and Linguistically Diverse Students and Families? What Is Cultural Diversity? How Does Cultural and Linguistic Diversity Enrich School Environments? How Does Cultural and Linguistic Diversity Affect Professional Collaboration? What Strategies Are Effective for Working With CLD Students and Parents? Eight Principles and Strategies to Strengthen Professional Collaboration in Highly Diverse Schools Summary of Key Points Key Terms and Phrases 8. Celebrating Our Work: What Are the Benefits and Positive Impacts of Professional Collaboration Chapter Topics Introduction The Power of Collaboration: Can the Success of Professional Collaboration and Interagency Coordination Be Measured? Does Professional Collaboration Improve Results for the Whole Child? How Do We Know That Whole-Child Approaches Impact Studet Learning? Does Collaboration Promote Student and Family Self-Determination? Why Is it Important to Celebrate Our Work and Renew Our Commitment? Closing: A Call to Action Summary of Key Points Key Terms and Phrases References Index
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