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Effective Collaboration for Educating the Whole Child

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Category=JNSC
CLD
Collaborative Teaching
Community Collaboration
Community Involvement
Culturally and liguistically diverse
Developmentally Responsive Practice
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eq_nobargain
eq_non-fiction
eq_society-politics
Family Collaboration
Family Involvement
Health Care Needs
Heishman
Kochhar-Bryant
Learning Disabilities
Section 504
SEL
Social-emotional Health
Special Education
Special Needs
Wellbeing

Product details

  • ISBN 9781412965279
  • Weight: 770g
  • Dimensions: 215 x 279mm
  • Publication Date: 03 Aug 2010
  • Publisher: SAGE Publications Inc
  • Publication City/Country: US
  • Product Form: Paperback
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Description

"The authors eloquently capture the tasks and interconnections of school and community professionals who share the responsibility of developing healthy environments so that all children have the opportunity to learn."
—Renee H. Lacey, Supervisor of Alternative and Summer Programs
Prince William County Public Schools, VA

"Finally, a practical look at how professionals from different disciplines can work together and blend their skills and talents to address the developmental needs of all students."
—Robert N. Ianacone, Associate Dean
Graduate School of Education and Human Development
The George Washington University

Educate the whole child by building a culture of collaboration in your school!

It takes a team of professionals working together to support a child′s emotional, physical, and academic development. Effective Collaboration for Educating the Whole Child examines collaboration between educators to successfully teach children with complex learning needs, both with and without identified disabilities.

This book for K–12 general and special education teachers, administrators, and student support specialists explores how to make collaboration and coordination work, who takes responsibility for the process, and why collaboration is central to improving outcomes for students considered at risk. Focusing on coordinating across systems to improve education, the author:

  • Discusses the roles, responsibilities, and relationships between school professionals, community agencies, and service providers
  • Offers case examples in each chapter as windows into schools and classrooms
  • Emphasizes important developmental transitions from the elementary years through high school and after
  • Presents personal reflections from parents, students, and professionals

Developmentally responsive school environments depend on constructive relationships between the adults in a student′s life, making this a vital resource for anyone who interacts with children.
About
Carol Kochhar-Bryant is a professor of special education at the George Washington University. For 21 years she has developed and directed advanced graduate and doctoral leadership preparation programs related to secondary and transition services for youth with disabilities. She teaches courses in special education, legal issues and public policy, systemic change and leadership, and interdisciplinary planning and development. She currently consults with public school districts, state departments of education, and federal agencies, and has collaborated in international special education and transition policy research with the World Bank and the Office of Economic Cooperation and Development. She has conducted evaluations of state systemic reform initiatives, national technical assistance centers, transition services in correctional systems, and a variety of community-based agencies. Kochhar-Bryant is a former teacher of individuals with intellectual disabilities, a residential program director, case management program director, and evaluator. She is widely published in the areas of disability policy, leadership development, interagency service coordination, career-vocational programming, and secondary-to-postsecondary transition for special learners. She is past president of the Division on Career Development and Transition of the International Council for Exceptional Children. Angela Heishman is a Nationally Certified School Psychologist, a Certified School Psychologist in Pennsylvania, and a Licensed Professional Counselor. She holds a Diplomate in School Neuropsychology from the American Board of School Neuropsychology. She is currently a school psychologist and Student Assistance Coordinator at the Big Spring School District in Newville, Pennsylvania. In her previous employment at Teenline at Holy Spirit Hospital in Camp Hill, she served as a mental health liaison, program consultant, and crisis responder for several Student Assistance Teams across central Pennsylvania. She was also a lead trainer on the Student Assistance Program (SAP) model as endorsed by the Commonwealth Approved Training System through the Pennsylvania Department of Education’s Division of Safe and Drug Free schools. In addition to her experiences as an outpatient counselor, she has also worked extensively with adults with disabilities in residential services. She is currently a doctoral candidate in special education at George Washington University, Washington, D.C.