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Effective Collaboration for Educating the Whole ChildFrom Corwin
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Educate the whole child by building a culture of collaboration in your school!
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 with complex learning needs. The author:
- Discusses the roles, responsibilities, and relationships between school professionals, community agencies, and service providers
- Offers case examples as real-world illustrations of collaboration
- Emphasizes important developmental transitions from the elementary years through high school and after
- Sales Rank: #1893837 in Books
- Brand: Corwin
- Published on: 2010-04-21
- Original language: English
- Number of items: 1
- Dimensions: 10.90" h x .70" w x 8.40" l, 1.70 pounds
- Binding: Paperback
- 280 pages
- Discusses the roles, responsibilities, and relationships between school professionals, community
- 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 professionalsDevelopmentally responsive
- Title - Effective Collaboration for Educating the Whole Child
Review
"In this day and age, schools are seen as more then a place where a child receives an education. Schools now must also instill responsibility, be surrogate parents, and contribute to creating a well-rounded person. Not only have the authors explained the research, they have also given ways to accomplish the goal of educating the whole child. After reading the book, there would be no reason for practitioners to not examine their own school and determine any changes that could be made." (Maria Mesires, Seventh-Grade Life Science Teacher 2009-10-22)
"This book woke me up to many possibilities for collaboration and coordination within my school and community. It helped me view the whole picture and see the school as just a part of that picture. The book provides the ‘how-to’ that folks are looking for. The author identifies the purpose, points out the players, backs the purpose with research and specific success stories, breaks the how-to into bite-size pieces, and assures the reader that success can happen at any school." (Pattie Thomas, School Improvement Specialist 2009-10-22)
"It is important for educators, and future educators, to understand how collaboration affects all individuals in and out of the educational setting. This book makes a distinct contribution to the field because it clarifies the importance of how and why collaboration will affect student learning and academic achievement." (Sancta Sorenson, Special Education Teacher 2009-10-22)
"As educators strive to focus on the whole child, we are called on to join forces with families, community agencies, and other school professionals to address the cognitive, social-emotional, physical, and ethical development of students. This book comprehensively describes the characteristics of effective collaborative teams for educating the whole child, how to create them, and how to make them successful." (Christine Morano Magee, Studio Learning Specialist and Educational Consultant 2009-11-05)
"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. This text presents models of school collaboration and agency coordination and real-life strategies for veterans and novices. Of utmost importance is that the tools discussed are for students with disabilities as well as those who might not meet the criteria to receive special education services but who require additional supports to experience success." (Renee H. Lacey, Supervisor of Alternative and Summer Programs 2009-11-05)
"A long-overdue response to a critical issue in our schools―that one size does not fit all―coupled with the need to educate the whole child. 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 2009-11-05)
"This book is full of wonderful ideas that can easily be implemented in any school counseling program. A must for counselors preparing to go into schools to make a difference for every child they work with. I can't think of any text that could be more useful for teachers and counselors." (Pat Schwallie-Giddis, Chair, Department of Counseling, Human, and Organizational Studies 2009-11-16)
"A very timely book on an extremely important subject. Much of the emphasis on education in the past decade has shifted too far in the direction of standards and accountability to the detriment of educating the whole child. This book clearly articulates the need to revisit educational philosophy and practice in American public education and provides excellent guidelines and information on how to accomplish educating the whole child." (Gary Greene, Professor of Special Education 2009-12-01)
About the Author
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.
Most helpful customer reviews
2 of 2 people found the following review helpful.
A fine survey
By Midwest Book Review
Carol A. Kochhar-Bryant with Angela Heishman's EFFECTIVE COLLABORATION FOR EDUCATING THE WHOLE CHILD considers the impact of collaboration between educators on kids with learning disabilities or different learning needs, and is written for K-12 general and special education teachers and administrators alike. From the roles and relationships of school professionals to case history examples and details on developmental transition points through high school and after graduation, this makes for a fine survey.
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