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?
Jim Ysseldyke, Ph.D., is Birkmaier Professor in the Department of Educational Psychology, director of the School Psychology Program, and director of the Center for Reading Research at the University of Minnesota. Widely requested as a staff developer and conference speaker, Ysseldyke brings more than 30 years of research and teaching experience to educational professionals around the globe. As the former director of the federally funded National Center on Educational Outcomes, Ysseldyke conducted research and provided technical support that helped to boost the academic performance of students with disabilities and improve school assessment techniques nationally. Today, he continues to work to improve the education of students with disabilities. The author of more than 300 publications on special education and school psychology, Ysseldyke is best known for his textbooks on assessment, effective instruction, issues in special education, and other cutting-edge areas of education and school psychology. With A Practical Approach to Special Education for Every Teacher, Ysseldyke seeks to equip educators with practical knowledge and methods that will help them to better engage students in exploring-and meeting-all their potentials. Bob Algozzine is a professor in the Department of Educational Leadership at the University of North Carolina and project codirector of the U.S. Department of Education-supported Behavior and Reading Improvement Center. With 25 years of research experience and extensive firsthand knowledge of teaching students classified as seriously emotionally disturbed, Algozzine is a uniquely qualified staff developer, conference speaker, and teacher of behavior management and effective teaching courses. He is active in special education practice as a partner and collaborator with professionals in the Charlotte-Mecklenburg schools in North Carolina and as an editor of several journals focused on special education. Algozzine has written more than 250 manuscripts on special education topics, including many books and textbooks on how to manage emotional and social behavior problems.
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