Special education policy and practice: accountability, instruction, and social challenges
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Denver, Colo. [u.a.]
Love Publ.
2005
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | X, 582 S. Ill. |
| ISBN: | 0891083103 |
Internformat
MARC
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| 245 | 1 | 0 | |a Special education policy and practice |b accountability, instruction, and social challenges |c ed. by Thomas M. Skrtic ... |
| 264 | 1 | |a Denver, Colo. [u.a.] |b Love Publ. |c 2005 | |
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| 650 | 4 | |a Children with disabilities |x Education | |
| 650 | 4 | |a Educational accountability | |
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Datensatz im Suchindex
| _version_ | 1804136601290276864 |
|---|---|
| adam_text | C NT PREFACE IX 1 THE CONTEXT OF SPECIAL EDUCATION PRACTICE TODAY T
STANDARDS-BASED REFORM 2 CONDITIONS OF SPECIAL EDUCATION PRACTICE 5
ADVANCES AND ISSUES IN PREVENTION AND INTERVENTION 8 SOCIAL CHALIENGES
AND OPPORTUNITIES 11 REFERENCES 14 PART ONE STANDARDS-BASED REFORM AND
THE COUDITIONS OF PRACTICE T 9 REFERENCES 28 2 THE IDM AMENDMENTS OF T
997: IMPLICATIONS FOR SPECIAL AND GENERAL EDUCATION TEACHERS,
ADMINISTRATORS, AND TEACHER TRAINERS 29 RESTRUCTURING OF THE IDEA 30
EVALUATION 30 THE INDIVIDUALIZED EDUCATION PROGRAM 33 ISSUES OF
ASSESSMENT AS A MEANS OF ACCOUNTABILITY 39 DEVELOPMENT OF PERFORMANCE
GOALS AND INDICATORS 41 REPORTING OF PERFORMANCELPROGRESS/
ACCOUNTABILITY 43 DISCIPLINE OF STUDENTS IN SPECIAL EDUCATION 44 FURTHER
PROCEDURAL SAFEGUARDS 49 SPECIAL EDUCATION IN THE CORRECTIONAL SYSTEMS
51 PRIVATE SCHOOLS 51 FUNDING 53 ADDITIONAL CHANGES TO THE IDEA 54
IMPLICATIONS FOR TEACHERS, ADMINISTRATORS, AND TEACHER TRAINERS 54
CONCLUSION 56 REFERENCES 57 3 STANDARDS-BASED REFORM AND STUDENTS WITH
DISABILITIES: RESSECTIONS ON A DECADE OF CHANGE 59 ABRIEF HISTORY OF
STANDARDS AND STANDARDS-BASED REFORM 60 INCLUDING STUDENTS WITH
DISABILITIES IN STANDARDS-BASED REFORM 62 III IV SPECIAL EDUCATION
POLICY AND PRAGTICE LESSONS LEARNED ABOUT INCLUDING STUDENTS WITH
DISABILITIES IN STANDARDS-BASED REFORMS 74 REFERENCES 78 4 TO ENSURE TBE
LEAMIN,; OF EVERY ~BILD WITB A DISABILITY 83 CARING AND COMPETENT
PROFESSIONAL EDUCATORS 84 TEACHING AND LEARNING CONDITIONS TO PRACTICE
EFFECTIVELY 88 STRONG EXPECTATIONS FOR EFFECTIVE VALIDATED INSTRUCTIONAL
PRACTICES 91 CONCLUSION 98 REFERENCES 99 5 SPECIAL EDUCATION TEACBER
SUPPLY AND TEACBER OUALITY: TBE PROBLESSLS, TBE SOLUTIONS 103 NO CHILD
LEFT BEHIND 104 NATIONAL COMMISSION ON TEACHING AND AMERICA S FUTURE 104
COMPARISON OF THE TWO APPROACHES 105 THE SPECIAL EDUCATION CONTEXT 105
MAJOR FACTORS CONTRIBUTING TO SPECIAL EDUCATION ATTRITION 107 WHY ARE
BEGINNING SPECIAL EDUCATION TEACHERS MOST VULNERABLE TO ATTRITION? 111
STRATEGIES FOR RETAINING SPECIAL EDUCATION TEACHERS 112 CONCLUSIONS
ABOUT POLICY AND PRACTICE IN REDUCING SPECIAL EDUCATION TEACHER
SHORTAGES 122 REFERENCES 124 RESOURCES 128 FI ACCESS OF ADOLESCENTS WITB
DISABILITIES TO GENERAL EDUCATION URRICULUSSL: MYTBOR BEALITY? 129
ATTEMPTS TO INCREASE ACCESS FOR ADOLESCENTS WITH DISABILITIES 130 A
RENEWED COMMITMENT TO MEANINGFUL ACADEMIC ACCESS 131 CONCEPTUAL
FRAMEWORK FOR THE INSTITUTE FOR ACADEMIC ACCESS 132 UNDERSTANDING THE
REALITIES OF THE HIGH SCHOOL CONTEXT 135 DETAILS OF THE DESCRIPTIVE
STUDY 135 THE MAJOR FINDINGS 145 SIGNIFICANCE OF THE FINDINGS 152
REFERENCES 154 7. SUPPORTIN,; BE,;INNIN,; SPECIAL EDUCATION TEACBERS 156
FACTORS RELATED TO THE DIFFICULTIES EXPERIENCED IN THE FIRST YEAR 157
INDUCTION AND MENTORING AS SUPPORTS FOR BEGINNING TEACHERS 165
RECOMMENDATIONS FOR SUPPORTING BEGINNING SPECIAL EDUCATION TEACHERS 168
CONTENTS FINAL THOUGHTS 178 REFERENCES 179 8 COLLABORATION TO SUPPORT
STUDENTS SUCCESS 182 FUNDAMENTALS OF EFFECTIVE COLLABORATION 183
CREATING COLLABORATIVE COMMUNITIES 185 PROVIDING COLLABORATIVE SUPPORT
FOR PROFESSIONALS 185 PROVIDING COLLABORATIVE SUPPORT FOR STUDENTS 192
CONSIDERATIONS FOR EFFECTIVE COLLABORATION 194 COMMON START-UP PROBLEMS
AND STRATEGIES FOR SUCCESS 198 CONCLUSION 206 REFERENCES 206 APPENDIX
211 9 STUDENTS WITH DISABILITIES AND PARAPROFESSIONAL SUPPORTS: BENENTS,
BALANCE, AND BAND-AIDS 212 TRENDS 212 CHAN GING ROLES 213 QUESTIONS
REGARDING PARAPROFESSIONAL SUPPORTS 215 CONCLUSIONS AND FUTURE
DIRECTIONS 228 REFERENCES 229 PARTTWO PREVENTION AND INTERVENTION
STRATEGIES 232 1 0 CROSSING BOUNDARIES: WHAT CONSTRUCTIVISTS CAN TEACH
INTENSIVE-EXPLICIT INSTRUCTORS AND VICE VERSA 242 WHERE DID THE TERMS
CONSTRUCTIVIST AND INTENSIVE-EXPLICIT COME FROM? 243 WHAT IS
CONSTRUCTIVIST INSTRUCTION? 244 WHAT IS INTENSIVE-EXPLICIT INSTRUCTION?
246 POINTS OF CONTRAST 249 POINTS OF CONVERGENCE 256 CONCLUSION 262
FINAL THOUGHTS 263 REFERENCES 264 V 11 BALANCED LITERACY INSTRUCTION 267
BALANCING MANY ELEMENTS OF INSTRUCTION 268 WELL YALIDATED COMPONENTS OF
BALANCED ELEMENTARY LITERACY INSTRUCTION 276 VI SUMMARY REFERENCES 284
285 SPECIAL EDUEATION POLIEY AND PRAETIEE 12 SELF.REULATED STRATEGY
DEVELOPMENT IN THE (;IASSROOM: PART OF A BALANED APPROA~H TO WRITIN~
INSTRU~TION FOR STUDENTS WITH DISABILITIES 291 SELF-REGULATED STRATEGY
DEVELOPMENT(SRSD) AND STUDENTS WITH SEVERE LEARNING PROBLEMS 292 SRSD:
UNDERLYING PREMISES 293 SRSD: THE RESEARCH EVIDENCE 297 SRSD: STAGES OF
INSTRUCTION 298 SRSD IN THE SECOND GRADE 302 CHARACTERISTICS OF
EFFECTIVE SRSD INSTRUCTION: IT S NOT LUST WHAT YOU DO BUT HOW YOU DO IT
310 EVALUATING SRSD INSTRUCTION 313 A FEW FINAL TIPS FUER SRSD 316
CONCLUSION 316 REFERENCES 317 13 BALANCIN~ PERSPE~TIVES ON MATHEMATL~S
INSTRU~TION 321 BALANCED INSTRUCTION: AN IMPLIED COMPARISON 323 RESEARCH
IN MATHEMATICS EDUCATION 332 TEACHER EDUCATION AND PRACTICE 336
STRENGTHS OF BOTH APPROACHES 337 CONCLUSION 341 REFERENCES 343 14
SEAR~HIN~ FOR THE BEST MODEL FOR INSTRU~TIN~ STUDENTS WITH DISABILITLES
348 PREVIOUS SYNTHESES 349 SEPARATING STUDIES INTO DIRECT-INSTRUCTION
MODELS 350 PROCEDURES IN SEARCHING AND CLASSIFYING THE LITERATURE 354
TYPICAL CHARACTERISTICS OF STUDIES IN THIS SYNTHESIS 358 A THREE- TIER
STRATEGY FOR ANALYZING THE STUDIES 358 WHAT S THE BIG PICTURE? 364 SOME
SHORTCOMINGS 366 REFERENCES 367 APPENDIX 370 CONTENTS 15 FOSTERING THE
LITERACY DEVELOPLSSENT OF LATINO STUDENTS 371 EDUCATIONAL ISSUES 372 A
LATINO PERSPECTIVE 383 REFERENCES 385 VII 16 POST-SECONDARY EDUCATION
AND TRANSITION SERVICES FOR STUDENTS AGES 18-21 WITH SIGNIFTCANT
DISABILITIES 387 DIFFERENTIATING EDUCATIONAL AND TRANSITIONAL SERVICES
FOR SECONDARY STUDENTS WITH SD 388 PROGRAMS IN POST-SECONDARY SETTINGS
390 INDIVIDUAL SUPPORTS IN POST-SECONDARY SETTINGS 395 SUMMARY 398
REFERENCES 399 APPENDIX A 401 APPENDIX B 402 1 7 SELF-DETERLSSINATION AND
OUALITY OF LIFE: ILSSPLICATIONS FOR SPECIAL EDUCATION SERVICES AND
SUPPORTS 403 OVERVIEW OF SELF-DETERMINATION 404 OVERVIEW OF QUALITY OF
LIFE 408 HOW ARE QUALITY OF LIFE AND SELF-DETERMINATION RELATED? 413 ARE
SELF-DETERMINATION AND QUALITY OF LIFE IMPORTANT FOR STUDENTS WITH
DISABILITIES? 415 INSTRUCTIONAL, ASSESSMENT, AND CURRICULAR ISSUES IN
SELF-DETERMINATION 417 INSTRUCTION, ASSESSMENT, AND CURRICULUM ISSUES IN
QUALITY OF LIFE 424 CONCLUSIONS 427 REFERENCES 427 18 SUPPORTING
STUDENTS WITH HEALTH NEEDS IN SCHOOLS: AN OVERVIEW OF SELECTED HEALTH
~ONDITIONS 432 WHO ARE STUDENTS WITH HEALTH CARE NEEDS? 434 PLANNING
APPROPRIATE HEALTH CARE SERVICES AND RELATED ACCOMODATIONS 435 FOOD
ALLERGIES 440 ASTHMA 444 CYSTIC FIBROSIS 447 HIV AND AIDS 450 DIABETES
452 EPILEPSY 456 SICKLE CELL DISEASE 461 SUMMARY AND RECOMMENDATIONS 463
REFERENCES 464 VIII SPECIAL EDUEATION POLIEY AND PRAETIEE 19 SCHOOL
VIOLENCE AND DISRUPTION: RHETORIC, REALITY, AND REASONABLE BALANCE 471
THE CONTEXT OF SCHOO1 VIO1ENCE 472 UNDERSTANDING SCHOO1 VIO1ENCE 477
BA1ANCING EDUCATIONA1 RIGHTS WITH AN ORDERLY SCHOO1 ENVIRONMENT 481
CONCLUSIONS DRAWN FROM STUDIES 486 HOW SCHOO1S HAVE RESPONDED TO
PROBLEMS OF SCHOO1 VIO1ENCE 488 DEVE10PING A PLAN TO PREVENT SCHOO1
VIO1ENCE 495 CHALLENGES AHEAD: NEXT STEPS 497 A FINAL NOTE 498
REFERENCES 498 PART THREE RISK, SCHOOL, AND SOCIETY 503 20 RISK,
FAMILIES, AND SCHOOLS 509 WHY STUDY RISK? 509 DEFINING RISK 510
PREDICTING OUTCOMES 511 PROTECTIVE FACTORS 511 OPERATIONALIZING RISK AND
PROTECTIVE FACTORS 512 FUNCTIONA1 ASPECTS OF SCHOO1S 519 THE ECO1OGY OF
C1ASSROOMS AND SCHOO1S 521 RESILIENCE 522 REFERENCES 523 21 INTEGRATID ;
SERVICES, (;OLLABORATIN,;, AND DEVELOPIN,; (;ONNECTIONS WITH SCHOOLS 526
SKETCHING A CONTEXT 528 INTRODUCING INTERPROFESSIONAL COLLABORATION 532
DEFINING SERVICE INTEGRATION AND INTERPROFESSIONAL COLLABORATION 537
P1ANNING FOR COMP1EX CHANGE 545 THIRD-WAVE THINKING: CHI1DREN AND YOUTH
READY AND AB1E TO LEARN 547 FOURTH- WAVE THINKING 552 POVERTY, SOCIA1
EXCLUSION, AND THE FUTURE OF AMERICAN DEMOCRACY 558 REFERENCES 559 NAME
INDEX 565 SUBJECT INDEX 573
|
| adam_txt |
C NT PREFACE IX 1 THE CONTEXT OF SPECIAL EDUCATION PRACTICE TODAY T
STANDARDS-BASED REFORM 2 CONDITIONS OF SPECIAL EDUCATION PRACTICE 5
ADVANCES AND ISSUES IN PREVENTION AND INTERVENTION 8 SOCIAL CHALIENGES
AND OPPORTUNITIES 11 REFERENCES 14 PART ONE STANDARDS-BASED REFORM AND
THE COUDITIONS OF PRACTICE T 9 REFERENCES 28 2 THE IDM AMENDMENTS OF T
997: IMPLICATIONS FOR SPECIAL AND GENERAL EDUCATION TEACHERS,
ADMINISTRATORS, AND TEACHER TRAINERS 29 RESTRUCTURING OF THE IDEA 30
EVALUATION 30 THE INDIVIDUALIZED EDUCATION PROGRAM 33 ISSUES OF
ASSESSMENT AS A MEANS OF ACCOUNTABILITY 39 DEVELOPMENT OF PERFORMANCE
GOALS AND INDICATORS 41 REPORTING OF PERFORMANCELPROGRESS/
ACCOUNTABILITY 43 DISCIPLINE OF STUDENTS IN SPECIAL EDUCATION 44 FURTHER
PROCEDURAL SAFEGUARDS 49 SPECIAL EDUCATION IN THE CORRECTIONAL SYSTEMS
51 PRIVATE SCHOOLS 51 FUNDING 53 ADDITIONAL CHANGES TO THE IDEA 54
IMPLICATIONS FOR TEACHERS, ADMINISTRATORS, AND TEACHER TRAINERS 54
CONCLUSION 56 REFERENCES 57 3 STANDARDS-BASED REFORM AND STUDENTS WITH
DISABILITIES: RESSECTIONS ON A DECADE OF CHANGE 59 ABRIEF HISTORY OF
STANDARDS AND STANDARDS-BASED REFORM 60 INCLUDING STUDENTS WITH
DISABILITIES IN STANDARDS-BASED REFORM 62 III IV SPECIAL EDUCATION
POLICY AND PRAGTICE LESSONS LEARNED ABOUT INCLUDING STUDENTS WITH
DISABILITIES IN STANDARDS-BASED REFORMS 74 REFERENCES 78 4 TO ENSURE TBE
LEAMIN,; OF EVERY ~BILD WITB A DISABILITY 83 CARING AND COMPETENT
PROFESSIONAL EDUCATORS 84 TEACHING AND LEARNING CONDITIONS TO PRACTICE
EFFECTIVELY 88 STRONG EXPECTATIONS FOR EFFECTIVE VALIDATED INSTRUCTIONAL
PRACTICES 91 CONCLUSION 98 REFERENCES 99 5 SPECIAL EDUCATION TEACBER
SUPPLY AND TEACBER OUALITY: TBE PROBLESSLS, TBE SOLUTIONS 103 NO CHILD
LEFT BEHIND 104 NATIONAL COMMISSION ON TEACHING AND AMERICA'S FUTURE 104
COMPARISON OF THE TWO APPROACHES 105 THE SPECIAL EDUCATION CONTEXT 105
MAJOR FACTORS CONTRIBUTING TO SPECIAL EDUCATION ATTRITION 107 WHY ARE
BEGINNING SPECIAL EDUCATION TEACHERS MOST VULNERABLE TO ATTRITION? 111
STRATEGIES FOR RETAINING SPECIAL EDUCATION TEACHERS 112 CONCLUSIONS
ABOUT POLICY AND PRACTICE IN REDUCING SPECIAL EDUCATION TEACHER
SHORTAGES 122 REFERENCES 124 RESOURCES 128 FI ACCESS OF ADOLESCENTS WITB
DISABILITIES TO GENERAL EDUCATION URRICULUSSL: MYTBOR BEALITY? 129
ATTEMPTS TO INCREASE ACCESS FOR ADOLESCENTS WITH DISABILITIES 130 A
RENEWED COMMITMENT TO MEANINGFUL ACADEMIC ACCESS 131 CONCEPTUAL
FRAMEWORK FOR THE INSTITUTE FOR ACADEMIC ACCESS 132 UNDERSTANDING THE
REALITIES OF THE HIGH SCHOOL CONTEXT 135 DETAILS OF THE DESCRIPTIVE
STUDY 135 THE MAJOR FINDINGS 145 SIGNIFICANCE OF THE FINDINGS 152
REFERENCES 154 7. SUPPORTIN,; BE,;INNIN,; SPECIAL EDUCATION TEACBERS 156
FACTORS RELATED TO THE DIFFICULTIES EXPERIENCED IN THE FIRST YEAR 157
INDUCTION AND MENTORING AS SUPPORTS FOR BEGINNING TEACHERS 165
RECOMMENDATIONS FOR SUPPORTING BEGINNING SPECIAL EDUCATION TEACHERS 168
CONTENTS FINAL THOUGHTS 178 REFERENCES 179 8 COLLABORATION TO SUPPORT
STUDENTS' SUCCESS 182 FUNDAMENTALS OF EFFECTIVE COLLABORATION 183
CREATING COLLABORATIVE COMMUNITIES 185 PROVIDING COLLABORATIVE SUPPORT
FOR PROFESSIONALS 185 PROVIDING COLLABORATIVE SUPPORT FOR STUDENTS 192
CONSIDERATIONS FOR EFFECTIVE COLLABORATION 194 COMMON START-UP PROBLEMS
AND STRATEGIES FOR SUCCESS 198 CONCLUSION 206 REFERENCES 206 APPENDIX
211 9 STUDENTS WITH DISABILITIES AND PARAPROFESSIONAL SUPPORTS: BENENTS,
BALANCE, AND BAND-AIDS 212 TRENDS 212 CHAN GING ROLES 213 QUESTIONS
REGARDING PARAPROFESSIONAL SUPPORTS 215 CONCLUSIONS AND FUTURE
DIRECTIONS 228 REFERENCES 229 PARTTWO PREVENTION AND INTERVENTION
STRATEGIES 232 1 0 CROSSING BOUNDARIES: WHAT CONSTRUCTIVISTS CAN TEACH
INTENSIVE-EXPLICIT INSTRUCTORS AND VICE VERSA 242 WHERE DID THE TERMS
"CONSTRUCTIVIST" AND "INTENSIVE-EXPLICIT" COME FROM? 243 WHAT IS
CONSTRUCTIVIST INSTRUCTION? 244 WHAT IS INTENSIVE-EXPLICIT INSTRUCTION?
246 POINTS OF CONTRAST 249 POINTS OF CONVERGENCE 256 CONCLUSION 262
FINAL THOUGHTS 263 REFERENCES 264 V 11 BALANCED LITERACY INSTRUCTION 267
BALANCING MANY ELEMENTS OF INSTRUCTION 268 WELL YALIDATED COMPONENTS OF
BALANCED ELEMENTARY LITERACY INSTRUCTION 276 VI SUMMARY REFERENCES 284
285 SPECIAL EDUEATION POLIEY AND PRAETIEE 12 SELF.REULATED STRATEGY
DEVELOPMENT IN THE (;IASSROOM: PART OF A BALANED APPROA~H TO WRITIN~
INSTRU~TION FOR STUDENTS WITH DISABILITIES 291 SELF-REGULATED STRATEGY
DEVELOPMENT(SRSD) AND STUDENTS WITH SEVERE LEARNING PROBLEMS 292 SRSD:
UNDERLYING PREMISES 293 SRSD: THE RESEARCH EVIDENCE 297 SRSD: STAGES OF
INSTRUCTION 298 SRSD IN THE SECOND GRADE 302 CHARACTERISTICS OF
EFFECTIVE SRSD INSTRUCTION: IT'S NOT LUST WHAT YOU DO BUT HOW YOU DO IT
310 EVALUATING SRSD INSTRUCTION 313 A FEW FINAL TIPS FUER SRSD 316
CONCLUSION 316 REFERENCES 317 13 BALANCIN~ PERSPE~TIVES ON MATHEMATL~S
INSTRU~TION 321 BALANCED INSTRUCTION: AN IMPLIED COMPARISON 323 RESEARCH
IN MATHEMATICS EDUCATION 332 TEACHER EDUCATION AND PRACTICE 336
STRENGTHS OF BOTH APPROACHES 337 CONCLUSION 341 REFERENCES 343 14
SEAR~HIN~ FOR THE BEST MODEL FOR INSTRU~TIN~ STUDENTS WITH DISABILITLES
348 PREVIOUS SYNTHESES 349 SEPARATING STUDIES INTO DIRECT-INSTRUCTION
MODELS 350 PROCEDURES IN SEARCHING AND CLASSIFYING THE LITERATURE 354
TYPICAL CHARACTERISTICS OF STUDIES IN THIS SYNTHESIS 358 A THREE- TIER
STRATEGY FOR ANALYZING THE STUDIES 358 WHAT'S THE BIG PICTURE? 364 SOME
SHORTCOMINGS 366 REFERENCES 367 APPENDIX 370 CONTENTS 15 FOSTERING THE
LITERACY DEVELOPLSSENT OF LATINO STUDENTS 371 EDUCATIONAL ISSUES 372 A
LATINO PERSPECTIVE 383 REFERENCES 385 VII 16 POST-SECONDARY EDUCATION
AND TRANSITION SERVICES FOR STUDENTS AGES 18-21 WITH SIGNIFTCANT
DISABILITIES 387 DIFFERENTIATING EDUCATIONAL AND TRANSITIONAL SERVICES
FOR SECONDARY STUDENTS WITH SD 388 PROGRAMS IN POST-SECONDARY SETTINGS
390 INDIVIDUAL SUPPORTS IN POST-SECONDARY SETTINGS 395 SUMMARY 398
REFERENCES 399 APPENDIX A 401 APPENDIX B 402 1 7 SELF-DETERLSSINATION AND
OUALITY OF LIFE: ILSSPLICATIONS FOR SPECIAL EDUCATION SERVICES AND
SUPPORTS 403 OVERVIEW OF SELF-DETERMINATION 404 OVERVIEW OF QUALITY OF
LIFE 408 HOW ARE QUALITY OF LIFE AND SELF-DETERMINATION RELATED? 413 ARE
SELF-DETERMINATION AND QUALITY OF LIFE IMPORTANT FOR STUDENTS WITH
DISABILITIES? 415 INSTRUCTIONAL, ASSESSMENT, AND CURRICULAR ISSUES IN
SELF-DETERMINATION 417 INSTRUCTION, ASSESSMENT, AND CURRICULUM ISSUES IN
QUALITY OF LIFE 424 CONCLUSIONS 427 REFERENCES 427 18 SUPPORTING
STUDENTS WITH HEALTH NEEDS IN SCHOOLS: AN OVERVIEW OF SELECTED HEALTH
~ONDITIONS 432 WHO ARE STUDENTS WITH HEALTH CARE NEEDS? 434 PLANNING
APPROPRIATE HEALTH CARE SERVICES AND RELATED ACCOMODATIONS 435 FOOD
ALLERGIES 440 ASTHMA 444 CYSTIC FIBROSIS 447 HIV AND AIDS 450 DIABETES
452 EPILEPSY 456 SICKLE CELL DISEASE 461 SUMMARY AND RECOMMENDATIONS 463
REFERENCES 464 VIII SPECIAL EDUEATION POLIEY AND PRAETIEE 19 SCHOOL
VIOLENCE AND DISRUPTION: RHETORIC, REALITY, AND REASONABLE BALANCE 471
THE CONTEXT OF SCHOO1 VIO1ENCE 472 UNDERSTANDING SCHOO1 VIO1ENCE 477
BA1ANCING EDUCATIONA1 RIGHTS WITH AN ORDERLY SCHOO1 ENVIRONMENT 481
CONCLUSIONS DRAWN FROM STUDIES 486 HOW SCHOO1S HAVE RESPONDED TO
PROBLEMS OF SCHOO1 VIO1ENCE 488 DEVE10PING A PLAN TO PREVENT SCHOO1
VIO1ENCE 495 CHALLENGES AHEAD: NEXT STEPS 497 A FINAL NOTE 498
REFERENCES 498 PART THREE RISK, SCHOOL, AND SOCIETY 503 20 RISK,
FAMILIES, AND SCHOOLS 509 WHY STUDY RISK? 509 DEFINING RISK 510
PREDICTING OUTCOMES 511 PROTECTIVE FACTORS 511 OPERATIONALIZING RISK AND
PROTECTIVE FACTORS 512 FUNCTIONA1 ASPECTS OF SCHOO1S 519 THE ECO1OGY OF
C1ASSROOMS AND SCHOO1S 521 RESILIENCE 522 REFERENCES 523 21 INTEGRATID';
SERVICES, (;OLLABORATIN,;, AND DEVELOPIN,; (;ONNECTIONS WITH SCHOOLS 526
SKETCHING A CONTEXT 528 INTRODUCING INTERPROFESSIONAL COLLABORATION 532
DEFINING SERVICE INTEGRATION AND INTERPROFESSIONAL COLLABORATION 537
P1ANNING FOR COMP1EX CHANGE 545 THIRD-WAVE THINKING: CHI1DREN AND YOUTH
READY AND AB1E TO LEARN 547 FOURTH- WAVE THINKING 552 POVERTY, SOCIA1
EXCLUSION, AND THE FUTURE OF AMERICAN DEMOCRACY 558 REFERENCES 559 NAME
INDEX 565 SUBJECT INDEX 573 |
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| author | Skrtic, Thomas M. |
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| callnumber-search | LC3981 |
| callnumber-sort | LC 43981 |
| callnumber-subject | LC - Social Aspects of Education |
| classification_rvk | DT 1000 |
| ctrlnum | (OCoLC)57028167 (DE-599)BVBBV022501881 |
| dewey-full | 371.9 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
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| discipline_str_mv | Pädagogik |
| format | Book |
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| geographic | USA |
| geographic_facet | USA |
| id | DE-604.BV022501881 |
| illustrated | Illustrated |
| index_date | 2024-07-02T17:55:50Z |
| indexdate | 2024-07-09T20:58:59Z |
| institution | BVB |
| isbn | 0891083103 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-015708929 |
| oclc_num | 57028167 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | X, 582 S. Ill. |
| publishDate | 2005 |
| publishDateSearch | 2005 |
| publishDateSort | 2005 |
| publisher | Love Publ. |
| record_format | marc |
| spelling | Skrtic, Thomas M. Verfasser aut Special education policy and practice accountability, instruction, and social challenges ed. by Thomas M. Skrtic ... Denver, Colo. [u.a.] Love Publ. 2005 X, 582 S. Ill. txt rdacontent n rdamedia nc rdacarrier Erziehung Children with disabilities Education Educational accountability Special education United States Sonderpädagogik (DE-588)4077513-6 gnd rswk-swf USA Sonderpädagogik (DE-588)4077513-6 s DE-604 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=015708929&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Skrtic, Thomas M. Special education policy and practice accountability, instruction, and social challenges Erziehung Children with disabilities Education Educational accountability Special education United States Sonderpädagogik (DE-588)4077513-6 gnd |
| subject_GND | (DE-588)4077513-6 |
| title | Special education policy and practice accountability, instruction, and social challenges |
| title_auth | Special education policy and practice accountability, instruction, and social challenges |
| title_exact_search | Special education policy and practice accountability, instruction, and social challenges |
| title_exact_search_txtP | Special education policy and practice accountability, instruction, and social challenges |
| title_full | Special education policy and practice accountability, instruction, and social challenges ed. by Thomas M. Skrtic ... |
| title_fullStr | Special education policy and practice accountability, instruction, and social challenges ed. by Thomas M. Skrtic ... |
| title_full_unstemmed | Special education policy and practice accountability, instruction, and social challenges ed. by Thomas M. Skrtic ... |
| title_short | Special education policy and practice |
| title_sort | special education policy and practice accountability instruction and social challenges |
| title_sub | accountability, instruction, and social challenges |
| topic | Erziehung Children with disabilities Education Educational accountability Special education United States Sonderpädagogik (DE-588)4077513-6 gnd |
| topic_facet | Erziehung Children with disabilities Education Educational accountability Special education United States Sonderpädagogik USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=015708929&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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