Transition planning for culturally and linguistically diverse youth:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Baltimore [u.a.]
Brookes
2011
|
| Schriftenreihe: | The Brookes transition to adulthood series
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XVII, 142 S. |
| ISBN: | 9781598571592 1598571591 |
Internformat
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Datensatz im Suchindex
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|---|---|
| adam_text | IMAGE 1
CONTENTS
SERIES PREFACE VIIEDI TORI AL ADVISORY BOARD IXABOUT THE AUTHOR
XIPREFACE XIIIACKNOWLEDGMENTS XV1 CHALLENGES FACED BY CULTURALLY AND
LINGUISTICALLYDIVERSE FAMILIES AND YOUTH WITH DISABILITIES DURING
THETRANSITION YEARS LWHAT IS MEANT BY THE TERMS CULTURALDIVERSITY AND
CULTURALAND LINGUISTICDIVERSITY? WHAT ARE THE EFFECTS OFLOW
SOCIOECONOMIC STATUS ANDPOVERTY ON THE TRANSITION EXPERIENCES OF CLD
YOUTHWITH DISABILITIES?WHAT ARE THE EXPERIENCES OFCLD FAMILIES OFYOUTH
WITHDISABILITIES IN THE TRANSITION PLANNING PROCESS?2 CULTURALLY
RESPONSIVE TRANSITION PLANNING ANDRECOMMENDED PRACTICES .23WHAT ARE THE
KEY ELEMENTS AND SKILLS INVOLVED IN CULTURALLYRESPONSIVE COLLABORATION
IN SPECIAL EDUCATION?WHAT ARE RECOMMENDED PRACTICES IN CULTURALLY
RESPONSIVETRANSITION PLANNING WITH CLD FAMILIES OFYOUTH
WITHDISABILITIES, AND WHAT DO THESE LOOK LIKE IN PUBLICSCHOOLS?3
TRANSITION INDIVIDUALIZED EDUCATION PROGRAMS AND SUMMARYOF FUNCTIONAL
PERFORMANCE DOCUMENTS FR CULTURALLYAND LINGUISTICALLY DIVERSE FAMILY
EXAMPLES 55WHAT IS THE RATIONALE FOR WRITING TRANSITION IEPS AND SOPSFOR
YOUTH WITH DISABILITIES?WHAT ARE THE LEGAL REQUIREMENTS OFIDEA 2004
WITHRESPECT TO TRANSITION IEPS AND SOPS?V
IMAGE 2
VI
CONTENTS
HOW CAN SPECIAL EDUCATION AND TRANSITION PERSONNEL CONDUCT TRANSITION
ASSESSMENTS TO OBTAIN INFORMATION NEEDED FOR WRITING CULTURALLY
RESPONSIVE TRANSITION IEPS AND SOPS? WHAT TYPES OFTRANSITION PROGRAMS
AND SERVICES ARE
AVAILABLE IN HIGH SCHOOL AND BEYOND THAT MEET THE NEEDS OF CLD FAMILIES
AND YOUTH WITH DISABILITIES? WHAT ARE EXAMPLES OF Q!IALITY, CULTURALLY
RESPONSIVE TRANSITION IEPS AND SOPS?
4 THE ROLE OFTEACHER LEADERSHIP IN PROMOTING ORGANIZATIONAL CHANGE AND
SUCCESSFUL TRANSITION FOR CULTURALLY AND LINGUISTICALLY DIVERSE YOUTH
WITH DISABILITIES 93
WHAT IS THE DEFINITION AND WHAT ARE THE CHARACTERISTICS OF TEACHER
LEADERSHIP? HOW CAN TEACHER LEADERSHIP BE PROMOTED IN THE PUBLIC
SCHOOLS? WHAT STRATEGIES CAN BE USED BY TEACHER LEADERS TO
PROMOTE ORGANIZATIONAL CHANGE IN THEIR SCHOOLS OR DISTRICTS?
5 EPILOGUE: WHAT DO WE KNOW, WHAT HAVE WE LEAMED, AND WHERE DO WE GO
FROM HERE TO HELP CULTURALLY AND LINGUISTICALLY DIVERSE FAMILIES AND
YOUTH WITH DISABILITIES IN THE TRANSITION PROCESS? 117
WHAT DO WE KNOW ABOUT THE TRANSITION EXPERIENCES OF CLD FAMILIES AND
YOUTH WITH DISABILITIES? WHAT HAVE WE LEAMED ABOUT HOW TO SUPPORT CLD
FAMILIES OFYOUTH WITH DISABILITIES DURING THE TRANSITION
YEARS? WHERE DO WE GO FROM HERE?
REFERENCES 125
FOR FURTHER INFORMATION 131
INDEX 138
|
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| spelling | Greene, Gary Verfasser aut Transition planning for culturally and linguistically diverse youth by Gary Greene Baltimore [u.a.] Brookes 2011 XVII, 142 S. txt rdacontent n rdamedia nc rdacarrier The Brookes transition to adulthood series Includes bibliographical references and index Minority people with disabilities Education (Secondary) United States Minority people with disabilities Counseling of United States Minority people with disabilities Vocational guidance United States School-to-work transition United States Behinderung (DE-588)4112696-8 gnd rswk-swf Schüler (DE-588)4053369-4 gnd rswk-swf Berufsvorbereitung (DE-588)4005961-3 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Schüler (DE-588)4053369-4 s Behinderung (DE-588)4112696-8 s Berufsvorbereitung (DE-588)4005961-3 s DE-604 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024435223&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Greene, Gary Transition planning for culturally and linguistically diverse youth Minority people with disabilities Education (Secondary) United States Minority people with disabilities Counseling of United States Minority people with disabilities Vocational guidance United States School-to-work transition United States Behinderung (DE-588)4112696-8 gnd Schüler (DE-588)4053369-4 gnd Berufsvorbereitung (DE-588)4005961-3 gnd |
| subject_GND | (DE-588)4112696-8 (DE-588)4053369-4 (DE-588)4005961-3 (DE-588)4078704-7 |
| title | Transition planning for culturally and linguistically diverse youth |
| title_auth | Transition planning for culturally and linguistically diverse youth |
| title_exact_search | Transition planning for culturally and linguistically diverse youth |
| title_full | Transition planning for culturally and linguistically diverse youth by Gary Greene |
| title_fullStr | Transition planning for culturally and linguistically diverse youth by Gary Greene |
| title_full_unstemmed | Transition planning for culturally and linguistically diverse youth by Gary Greene |
| title_short | Transition planning for culturally and linguistically diverse youth |
| title_sort | transition planning for culturally and linguistically diverse youth |
| topic | Minority people with disabilities Education (Secondary) United States Minority people with disabilities Counseling of United States Minority people with disabilities Vocational guidance United States School-to-work transition United States Behinderung (DE-588)4112696-8 gnd Schüler (DE-588)4053369-4 gnd Berufsvorbereitung (DE-588)4005961-3 gnd |
| topic_facet | Minority people with disabilities Education (Secondary) United States Minority people with disabilities Counseling of United States Minority people with disabilities Vocational guidance United States School-to-work transition United States Behinderung Schüler Berufsvorbereitung USA |
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