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Historical and Legal Foundations of Family Involvement in Special Education | |
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Chapter Outline | |
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Chapter Objectives | |
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Introduction | |
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Overview of Historical and Legal Foundations of Family Involvement in Special Education | |
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Historical Foundations of Special Education | |
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Individuals with Disabilities Education Improvement Act (IDEA) of 2004 | |
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Procedural Safeguards: Parent Participation and Due Process | |
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Child Find/Zero Reject | |
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Appropriate Evaluation | |
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Free Appropriate Public Education | |
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Least Restrictive Environment | |
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Individualized Education Program | |
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The Individualized Education Program (IEP) Team | |
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IEP Meeting | |
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IEP Development | |
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Extended School Year Services | |
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Individual Family Service Plans | |
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Individual Transition Plans | |
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No Child Left Behind Act | |
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Right to Educational Achievement | |
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Applications for Parents | |
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The Family Education Rights and Privacy Act | |
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Access to Records | |
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Limiting Access to Records | |
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Amending and Destroying Records | |
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Age of Majority | |
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IDEA and FERPA | |
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Section 504 of the Vocational Rehabilitation Act of 1973 | |
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The 504 Plan | |
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The Americans with Disabilities Act | |
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Chapter Summary | |
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Linking Standards to Practice | |
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Resources | |
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Historical and Current Perspectives of Family Involvement | |
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Chapter Outline | |
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Chapter Objectives | |
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Introduction | |
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Historical Perspective | |
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Historical Treatment of Individuals with Disabilities | |
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Philosophical influences | |
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Advocacy | |
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Legal protection | |
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History of Family Involvement in Education | |
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Families and schools | |
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Laws | |
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Current Perspectives of Family Involvement | |
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Overlapping spheres of influence | |
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Model of parent involvement | |
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Parent involvement mechanisms | |
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Barriers to School Involvement | |
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Profiles of Families of Children with Special Needs | |
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Financial Stress | |
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Social Stigmatization | |
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Emotional Difficulty and Stress | |
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Chapter Summary | |
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Linking Standards to Practice | |
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Resources | |
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Family Members' Roles and Characteristics | |
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Chapter Outline | |
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Chapter Objectives | |
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Introduction | |
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Roles of Parents | |
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Parents as Advocates | |
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Social support advocacy | |
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Interpersonal advocacy | |
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Legal advocacy | |
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Parents as Learners | |
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Parents as Teachers | |
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Parent and Family Characteristics | |
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Fathers | |
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Mothers | |
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Isolated Parents | |
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Extended Family | |
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Non-traditional Family | |
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Single or teen parents | |
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Foster families | |
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Gay or lesbian families | |
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Siblings | |
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Working with Siblings | |
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Provide information | |
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Acknowledge feelings | |
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Give attention | |
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Sibling Concerns | |
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Sibling caretakers | |
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Sibling interpreters | |
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Identifying sibling difficulty | |
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Chapter Summary | |
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Linking Standards to Practice | |
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Resources | |
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Communicating and Collaborating with Families | |
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Chapter Outline | |
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Chapter Objectives | |
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Introduction | |
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Overview of Communicating and Collaborating with Families | |
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Purpose of Communication Purpose and Benefits of Collaboration | |
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Mutual Support | |
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Shared Knowledge | |
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Supported Student Learning | |
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Collaborative Practices | |
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Collaboration and Communication with Families | |
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Parity | |
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Common Goals | |
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Trust and Respect | |
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Styles of Communication | |
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Cultural Influences | |
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Barriers to Communicating and Collaborating | |
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Collaborative Attitudes | |
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Communication Skills | |
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Active Listening | |
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Non-Verbal Communication | |
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Verbal Language | |
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Reflecting | |
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Clarifying | |
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Summarizing | |
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Asking Questions | |
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Giving and Receiving Feedback | |
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Using Leading Strategies | |
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Reducing Miscommunication | |
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Problem-Solving | |
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Resolving Conflict Constructively | |
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Negotiating | |
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Conflict Management Styles | |
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Chapter Summary | |
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Linking Standards to Chapter Content | |
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Resources | |
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Overview of Diversity Among Families and Professionals | |
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Chapter Outline | |
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Chapter Objectives | |
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Introduction | |
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Demographics | |
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Children receiving special education | |
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Families | |
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Family Structure | |
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Family and Professional Values | |
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Family Dynamics | |
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Poverty | |
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Chapter Summary | |
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Linking Standards to Chapter Content | |
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Resources | |
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Cultural Competence and Working with Families from Diverse Backgrounds | |
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Chapter Outline | |
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Chapter Objectives | |
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Introduction | |
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Cultural Competence | |
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Multicultural Considerations for Parent Involvement | |
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Heterogeneity Among Diverse Populations | |
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Working with Families from Diverse Backgrounds | |
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Family Role Patterns | |
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American Indians or Alaska Natives | |
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African Americans | |
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Hispanics | |
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Asian, Native Hawaiian, and Other Pacific Islander Americans | |
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Language, Communication, and Culture | |
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Non-Verbal Communication | |
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Verbal Communication | |
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Language Characteristics | |
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American Indians or Alaska Natives | |
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African Americans | |
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Hispanics | |
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Asian, Native Hawaiian, and Other Pacific Islander Americans | |
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Health, Illness, and Disability Beliefs | |
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American Indians or Alaska Natives | |
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African Americans | |
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Hispanics | |
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Asian, Native Hawaiian, and Other Pacific Islander Americans | |
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Barriers to Working Effectively with Families from Diverse Backgrounds | |
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Strategies for Working with Families from Diverse Backgrounds | |
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Chapter Summary | |
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Linking Standards to Chapter Content | |
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Resources | |
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Understanding the Family Perspective | |
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Chapter Outline | |
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Chapter Objectives | |
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Introduction | |
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Understanding the Professional Perspective | |
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Understanding the Family Perspective | |
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Coping with Disability | |
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Appraisal | |
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Family Cohesiveness | |
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Social Support | |
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Child's Condition | |
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Education and SES | |
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Family Perceptions of Special Education Services | |
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Barriers to Participating in Special Education Processes | |
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Facilitating Family Involvement | |
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Information | |
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Trust | |
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Communication | |
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Chapter Summary | |
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Linking Standards to Chapter Content | |
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Resources | |
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Creating IEPS with Families and Strategies for Involving Students | |
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Chapter Outline | |
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Chapter Objectives | |
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Introduction | |
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Creating IEPs with Families | |
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Planning and Conducting IEP Meetings | |
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Placement | |
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Goals | |
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Assistive Technology | |
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Related Services | |
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Assessment | |
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Transition | |
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Strategies for Involving Students | |
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Pre-IEP Planning and Preparation | |
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IEP Planning and Preparation | |
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IEP Meeting | |
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IEP Monitoring | |
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Chapter Summary | |
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Linking Standards to Chapter Content | |
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Resources | |
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Overview of Diversity among Families and Professionals | |
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Chapter Outline | |
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Chapter Objectives | |
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Introduction | |
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Ethical Considerations on Educational Practice | |
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Definition of Ethics | |
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Codes of Ethics | |
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National Education Association | |
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National Association for the Education of Young Children | |
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Council for Exceptional Children | |
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The Ethical Concept of Doing No Harm | |
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Doing No Harm with Children and Youth | |
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Doing No Harm with Parents and Families | |
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Strategies to Ensure Ethical Practices When Working with Families | |
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Barriers to Ethical and Confidential Practices When Working With Families | |
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Inadequate Communication | |
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Educational Jargon | |
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Lack of Trust | |
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Myriad Points of View | |
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Scheduling and Space Issues | |
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Chapter Summary | |
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Linking Standards to Chapter Content | |
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Resources | |
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Special Considerations for Families: Birth through High School | |
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Chapter Outline | |
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Chapter Objectives | |
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Introduction | |
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Special Considerations When Working With Families of Infants and Toddlers or Preschoolers | |
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Working with Families of Infants and Toddlers | |
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Individualized Family Service Plan | |
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Statement of child's level of development | |
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Statement of family priorities, resources, and concerns | |
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Major outcomes | |
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Statement of early intervention services | |
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Projected dates for initiation and duration of services | |
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Service coordination | |
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Transition plan | |
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Working with Families of Preschoolers | |
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Summary | |
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Special Considerations When Working with Families of Elementary and Secondary Aged Children | |
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Concerns of parents of elementary-aged students | |
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Safety | |
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Attitudes of others | |
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Friendships | |
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Quality of the child's education | |
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Working with Families with Elementary-aged Students | |
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Volunteerism | |
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Response to intervention | |
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Individualized Education Programs (IEPs) | |
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Transition to secondary schools | |
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Summary | |
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Working with Families with Secondary-ages Students | |
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Individual Transition Plans | |
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Summary | |
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Chapter Summary | |
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Linking Standards to Chapter Content | |
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Resources | |
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Special Considerations for Families: Post-Secondary Students | |
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(by Tessie Rose, Ph.D., Mary Anne Prater, Ph.D., & Nancy M. Sileo, Ed.D) | |
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Chapter Outline | |
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Chapter Objectives | |
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Introduction | |
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Special Considerations for Families with Adult Children with Disabilities Living at Home | |
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Perceived benefits | |
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Perceived challenges | |
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Families with adult children living in community settings | |
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Families with adult children with disabilities in post-secondary education settings | |
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Lack of awareness | |
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Lack of adequate preparation | |
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Financial aid barriers | |
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Difficulties with interagency collaboration | |
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Recommendations for working with families of post secondary aged children | |
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Problem solving approaches | |
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Futures planning | |
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Consumer directed support | |
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Education and information sharing | |
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Summary | |
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Special Considerations for Families of Children with Disabilities in Residential Facilities | |
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Families with children in residential facilities | |
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Aging family caregivers | |
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Challenging behaviors | |
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Family stress | |
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Child desire for change of placement | |
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Recommendations for service providers | |
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Summary | |
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Chapter Summary | |
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Linking Standards to Chapter Content | |
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Resources | |
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Special Considerations for Families: Post-Secondary Students | |
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(by Nancy M. Sileo, Ed.D., & Mary Anne Prater, Ph.D.) | |
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Chapter Outline | |
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Chapter objectives | |
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Introduction | |
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A Family's Voice by Karolyn King-Peery | |
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Applications and considerations | |
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A Family's Voice by Claire Lynough Tredwell Our Journey Together | |
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Applications and considerations | |
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A Family's Voice by Ramon | |
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Applications and considerations | |
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A Family's Voice by Angela Quidileg Life Experience and My Culture | |
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Applications and considerations | |
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A Family's Voice by Elizabeth and Michael Ferro | |
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Applications and considerations | |
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A Family's Voice by Sarah Hanson, Lee Haney and Jennifer Hanson | |
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Applications and considerations | |
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Chapter Summary | |
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Appendices | |
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NEA Code of Ethics | |
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NAEYC Code of Ethical Conduct and Statement of Commitment | |
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CEC Code of Ethics for Educators of Persons with Exceptionalities | |
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References | |