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Working With Families and Community Agencies to Support Students With Special Needs
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Working With Families and Community Agencies to Support Students With Special Needs
A Practical Guide for Every Teacher



May 2006 | 120 pages | Corwin
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 teaching.

Including a pre-test, post-test, and key vocabulary terms, this informative resource offers valuable answers to the following questions:

o What types of transition services exist and when are they necessary?

o What should educators know about early-childhood intervention?

o What issues should be considered when working with families?

o How can schools involve community agencies and businesses?

o What options are available to students with special needs after high school?

o What key elements are critical to a student's success in the classroom and beyond?

 
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

"The authors have presented an easy-to-read resource with self-assessments that can be used to help guide staff development on understanding basic tenets of special education and how parental invovlvement can be increased."

Principal Navigator, March 2007

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Sample Materials & Chapters

About the Series

Introduction

Chapter 1


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