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| Foundations for Collaboration and System Coordination | |
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| Introduction to Part 1 | |
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| Why Are Collaboration and System Coordination Important? | |
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| What Is Collaboration? | |
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| Who Is Involved in School Collaboration? | |
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| Who Are Special Needs Learners? | |
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| Why Is There a Growing Interest in School Collaboration and System Coordination? | |
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| How Does Collaboration Lead to System Change? | |
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| How Does Collaboration Serve as an Instrument of Change? | |
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| What Are the Developmental Aspects of Collaboration? | |
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| Can Collaboration Be Evaluated? | |
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| How Does School Collaboration Work? | |
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| What Is Collaboration and Collaborative Culture? | |
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| What Factors Influence Collaboration? | |
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| How Are School Collaboration and System Coordination Linked? | |
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| How Are Reciprocal Functions Applied in Collaborative Practice? | |
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| What Are Foundation Theories and Applications in Practice? | |
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| What Are Ten Principles for Successful Collaboration and Coordination? | |
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| How Does System Coordination Work? | |
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| What Is System Coordination? | |
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| How Has System Coordination Evolved? | |
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| What Does a Service Coordinator Do? | |
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| What Are the Functions of Service Coordination? | |
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| What Are the Various Models of System Coordination? | |
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| What Principles and Practices Contribute to Effective System Coordination? | |
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| What System Coordination Practices Improve the Education and Well-Being of Students and Families? | |
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| Can System Coordination Be Evaluated? | |
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| What Education Laws Promote School Collaboration and System Coordination? | |
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| Who Are Children With Disabilities? | |
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| What Philosophical Ideas Are Reflected in Our Education Laws? | |
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| Why Do Federal Policies Promote School Collaboration and System Coordination? | |
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| How Does IDEA Promote Collaboration and System Coordination? Early Childhood to Postsecondary | |
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| What Provisions of the No Child Left Behind Act of 2001 Promote Collaboration and System Coordination? | |
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| How Do NCLB and IDEA Differ in Principles and Policies? | |
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| What Provisions of the Americans With Disabilities Act Promote Collaboration and System Coordination? | |
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| What Provisions of the Job Training Improvement Act of 2005/Rehabilitation Act Amendments of 1998 Promote Collaboration and System Coordination? | |
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| What Provisions of the Carl D. Perkins Career and Technical Education Improvement Act Promote Collaboration and System Coordination? | |
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| What Research Evidence Links Collaboration and System Coordination With Results for Students? | |
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| Why Conduct Research on Collaboration and System Coordination? | |
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| Collaboration and Community: Is There a Basis in Biology and Brain Research? | |
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| Does Collaboration Improve Results for Students From Early Childhood to Postsecondary? | |
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| Do Collaboration and System Coordination Promote Student and Family Self-Determination? | |
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| What Have We Learned From National Studies of System Coordination? | |
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| People Make the Difference in Collaboration and System Coordination | |
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| Introduction to Part 2 | |
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| What Are the Essential Skills for Effective Communication, Collaboration, and Coordination? | |
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| What Is the Connection Between Adult Learning and Collaboration? | |
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| What Strategies Can Help Collaborative Teams Improve Communication? | |
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| What Are the Barriers to Collaboration and How Can They Be Overcome? | |
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| What Attitudes and Beliefs (Dispositions) About Collaboration and Coordination Help People Work Together More Effectively? | |
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| What Professional Development Content and Standards Promote Collaboration and Coordination Skills? | |
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| How Do General and Special Educators Collaborate to CoTeach Effectively? | |
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| Why Is Collaboration Between Special and General Education Teachers Important? | |
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| How Do Special and General Education Teachers Structure Their Work to Collaborate? | |
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| What Are the Barriers to Coteaching and How Can Teams Work Together More Efficiently? | |
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| What Professional Development Content and Standards Promote Collaboration Between Special and General Educators? | |
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| What Is the Role of the Family in School Collaboration and System Coordination? | |
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| Parents as Partners: What Is the Role of Families in School Collaboration and System Coordination? | |
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| What Lessons Have Been Learned From Research on Family Collaboration? | |
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| A Brief History of Parent Participation in Education | |
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| What Family Characteristics and Stressors Impact Participation in Children's Education? A Resilience Framework | |
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| What Are the Barriers to Effective Family Collaboration? | |
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| Applying the Four Functions of Collaboration to Family Partnerships | |
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| Principles for Family-Centered Service Coordination | |
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| How Does Cultural and Linguistic Diversity Affect School Collaboration and System Coordination? | |
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| Why Do the Needs of Culturally and Linguistically Diverse Students Demand Special Attention? | |
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| Who Are Culturally and Linguistically Diverse Students and Families? | |
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| What Theories About Culture Are Important for Understanding Culturally and Linguistically Diverse Students? | |
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| How Does Cultural and Linguistic Diversity Affect Collaboration? | |
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| How Can Educators Improve Collaboration and Coordination of Services for CLD Students With Disabilities? | |
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| Collaboration and Coordination from Early Childhood Through Postsecondary Transition | |
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| Introduction to Part 3 | |
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| How Can School Collaboration and System Coordination Promote Progress of Children in Early Childhood Programs? | |
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| What Are Developmental Services in Early Childhood Education? | |
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| What Professional Roles Support Children in Early Childhood Programs? | |
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| What Lessons Are Learned From Research on Collaboration and Coordination in Early Childhood Education? | |
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| What Services Are Mandated for Young Children With Disabilities and Their Families? | |
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| What Are the Barriers to Collaboration in Early Childhood Education? | |
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| What Collaboration and System Coordination Strategies Support Young Children in Early Childhood Programs? | |
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| How Can School Collaboration and System Coordination Promote Progress of Children in the Elementary Years? | |
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| How Do Collaboration and System Coordination Change as the Child Advances From Kindergarten to Elementary School? | |
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| What Are the Barriers to Collaboration in the Elementary School? | |
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| What Collaboration and System Coordination Strategies Support Students in the Elementary School? | |
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| What Professional Roles Support Students in the Elementary School? | |
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| What Collaboration and System Coordination Strategies Facilitate Transition to Middle School? | |
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| How Can School Collaboration and System Coordination Promote Progress of Middle School Children? | |
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| What Are the Special Needs of Middle School Students? | |
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| What Service Coordination Roles Support Middle School Students? | |
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| What Are the Barriers to Collaboration and Coordination Between School and Home? | |
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| What Collaboration and System Coordination Strategies Promote Success in Middle School? | |
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| What System Coordination Strategies Support Transition From Middle to High School? | |
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| How Can School Collaboration and System Coordination Promote Progress of High School Students? | |
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| Who Decides About High School Curriculum for Students With and Without Disabilities? A Historical Perspective | |
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| What Are the Legal Requirements to Prepare High School Students for Transition? | |
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| What Coordination Roles and Competencies Promote Progress of Students in High School? | |
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| What Planning Strategies Are Effective for High School Students With Special Needs? | |
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| What Collaboration and System Coordination Strategies Promote Progress for Secondary Students? | |
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| What Is the School- or District-Level Interagency Transition Team? | |
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| How Can School Collaboration and System Coordination Promote Progress of Students in Alternative Education? | |
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| Why Is Alternative Education Becoming a National Concern? | |
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| Who Is the Student Likely to Enter Alternative Education? | |
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| What Are the Characteristics of Students With Disabilities in Alternative Education Programs? | |
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| What Laws and State Policies Affect Student Placement in Alternative Education? | |
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| What Models and Collaborative Practices Promote Student Progress in Alternative Education? | |
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| What Is the Role of the Student in Exercising Personal Decision Making in Life Planning? | |
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| What Worked for Tommy? | |
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| How Can School Collaboration and System Coordination Promote Transition of Students to Postsecondary Settings? | |
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| What Do We Know About the Participation of Graduates With Disabilities in Postsecondary Education? | |
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| What Changes as the Student Moves From the Secondary to the Postsecondary World? | |
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| What Laws Promote Collaboration for Participation in Postsecondary Education and Employment? | |
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| What Service Coordination Roles Support the Transition of Youth to Postsecondary Settings? | |
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| What System Coordination Strategies Support Graduates Preparing for Postsecondary Settings? | |
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| What Are the Barriers to Participation in Postsecondary Education? | |
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| What Do We Know About Youth Employment After High School? | |
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| What Are the Barriers to Employment for Youth With Disabilities? | |
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| What System Coordination Strategies Support High School Graduates in Their Transition to Employment? | |
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| References | |
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| Author Index | |
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| Subject Index | |