Description |
1 online resource (xvi, 263 pages) : illustrations |
Contents |
Preface -- Acknowledgments About the author -- About the contributor -- What Does It Mean To Educate The Whole Child? -- Chapter topics -- Introduction: 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? -- Imperative to celebrate our work -- Closing -- Summary of key points -- Key terms and phrases -- 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 -- 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 -- How Do Schools Create Developmentally Responsive Environments? A Shared Responsibility / Angela Heishman -- 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 -- 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? -- 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 -- 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 -- 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 -- Celebrating Our Work: What Are The Benefits And Positive Impacts Of Professional Collaboration -- Chapter topics -- Introduction -- 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 student 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 |
Summary |
Synopsis: This book examines collaboration between teachers, administrators, student support specialists, community agencies, and service providers to improve outcomes for students with complex learning needs |
Bibliography |
Includes bibliographical references (pages 229-256) and index |
Notes |
Print version record |
Subject |
Children with social disabilities -- Education -- United States
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Multicultural education -- United States
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Group work in education -- United States
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School environment -- United States
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EDUCATION -- Special Education -- Physical Disabilities.
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Children with social disabilities -- Education
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Group work in education
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Multicultural education
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School environment
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United States
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Form |
Electronic book
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Author |
Heishman, Angela
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LC no. |
2009053419 |
ISBN |
9781452213583 |
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1452213585 |
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9781452219295 |
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145221929X |
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9781452271484 |
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1452271488 |
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