Download or read book Impact of Culture on the Working Relationship Between African American Parents of Children with Moderate to Severe Disabilities and Special Education Teams written by Carey N. Raph and published by . This book was released on 2004 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Promising Practices To Empower Culturally And Linguistically Diverse Families Of Children With Disabilities written by Lusa Lo and published by IAP. This book was released on 2014-05-01 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: (sponsored by the Family School Community Partnership Issues SIG) Promising Practices to Empower Culturally and Linguistically Diverse Families of Children with Disabilities offers research-supported school practices to empower families from diverse cultural backgrounds to make informed decisions regarding their children with diverse disabilities. In order to insure that every child is receiving the most appropriate educational program, these practices should be included in teacher and administrator preparation program throughout every county, state, and province. Every site administrator, school counselor and special education teacher should have a copy of this book at one’s fingertips for ready reference. Suggested practices include activities for parent organizing, parent education, ways to provide co-mentoring of families, and formal support at Individualized Education Program meetings.
Download or read book Determinants of Socialization in African American Families Raising Children with Special Needs written by M. Dewana Thompson and published by . This book was released on 1998 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Educating One and All written by National Research Council and published by National Academies Press. This book was released on 1997-06-27 with total page 305 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the movement toward standards-based education, an important question stands out: How will this reform affect the 10% of school-aged children who have disabilities and thus qualify for special education? In Educating One and All, an expert committee addresses how to reconcile common learning for all students with individualized education for "one"â€"the unique student. The book makes recommendations to states and communities that have adopted standards-based reform and that seek policies and practices to make reform consistent with the requirements of special education. The committee explores the ideas, implementation issues, and legislative initiatives behind the tradition of special education for people with disabilities. It investigates the policy and practice implications of the current reform movement toward high educational standards for all students. Educating One and All examines the curricula and expected outcomes of standards-based education and the educational experience of students with disabilitiesâ€"and identifies points of alignment between the two areas. The volume documents the diverse population of students with disabilities and their school experiences. Because approaches to assessment and accountability are key to standards-based reforms, the committee analyzes how assessment systems currently address students with disabilities, including testing accommodations. The book addresses legal and resource implications, as well as parental participation in children's education.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 836 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book African American Mothers of Children with Disabilities written by Summer Lynn Gainey Stanley and published by . This book was released on 2013 with total page 291 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Studies on parent involvement in education have most often been gender-neutral, although it is primarily mothers who undertake such work (Reay, 1998; West & Noden, 1998). While African American mothers advocating for their children's educational needs is not a new occurrence, it is one that has yet to receive the attention it necessitates. Mothering work in support of children's education is rarely explored, while qualitative studies that focus specifically on African American mothers' of children with disabilities, and the decisions they make on behalf of their children, are a rarity. And, while special education research has examined varied experiences of parents, there is an obvious gap in examining specific diverse populations within the context of special education. The purpose of this research is to critically examine the overlap of race, class, and gender in parental special education advocacy, combining social and cultural capital theories with a framework Collins (1994) and Cooper (2007) describe as 'motherwork' to provide an understanding, from a strengths-based perspective, of the experiences and meanings African American mothers make of their interactions within the special education setting as they attempt to elicit their voices in the decision-making for their children. The findings will add to the research on parent involvement in special education settings, examine the experiences of African American mothers of children with disabilities in an effort to counteract educators' sometimes negative perceptions of parents as adversarial, dysfunctional (Powell, Hecimovic, & Christenson, 1993, as cited in Spann, Kohler, & Soenksen, 2003; Rosin, 1996, as cited in Spann et al., 2003; Salisbury & Dunst, 1997, as cited in Spann et al., 2003) or untrustworthy sources of information (Gilliam & Coleman, 1981, as cited in Spann et al., 2003; McAfee & Vergason, 1979, as cited in Spann et al., 2003), and provide a perspective that will enable educators and policymakers to focus on the strengths of rural African American mothers while understanding some of the barriers they face."--Abstract from author supplied metadata.
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 1144 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Pediatric Primary Care E Book written by Catherine E. Burns and published by Elsevier Health Sciences. This book was released on 2012-03-01 with total page 1288 pages. Available in PDF, EPUB and Kindle. Book excerpt: Covering the full spectrum of health conditions seen in the primary care of children, Pediatric Primary Care, 5th Edition emphasizes both prevention and management from the unique perspective of the Nurse Practitioner. Written by an expert editor/contributor team, it provides in-depth, evidence-based guidance for assessing and managing health problems in children from infancy through adolescence. Other key topics include developmental theory, the health status of children today, issues of daily living, and cultural considerations. Four-part organization includes an introductory unit, plus units on child development, the health management of children, and diseases and disorders common to childhood. UNIQUE! Functional health patterns framework in Unit Three provides a lens for discussing health promotion through the various components of healthy living. UNIQUE! ICD framework in Unit Four addresses the classification used to code diseases in both hospital and outpatient settings. UNIQUE! Practice management chapter provides need-to-know information on managing a private healthcare practice, including issues of productivity, compliance with applicable laws, quality-of-care indicators, and successful business practices. UNIQUE! Environmental health chapter offers evidence-based content on the effects of environmental toxicants, such as tobacco smoke, heavy metals, and air pollutants. An 8-page color insert presents over 40 photos that visually demonstrate key assessment findings for ear, skin, and other conditions. NEW! Pediatric Pain Management chapter addresses the increased recognition of pain as the "fifth vital sign" with expanded coverage of acute and chronic pain management in children. Extensively revised and updated genetics chapter presents a new paradigm for addressing genetic considerations in clinical practice, including an introduction to epigenetics. Increased emphasis on health disparities explores the growing health disparities among children in the U.S and worldwide and provides strategies to help patients and parents gain accessibility to health care resources. NEW! Content on implementing a "medical home" explores the trend toward family-centered coordinated health care and fosters appropriate treatment for children with chronic disease. NEW! Updated coverage takes a more global approach, exploring the health status of children outside the U.S. Expanded imaging content offers valuable guidance on using various imaging modalities, including how to prepare the child for diagnostics.
Download or read book Funds of Knowledge written by Norma Gonzalez and published by Routledge. This book was released on 2006-04-21 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: The concept of "funds of knowledge" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents "how to do school" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2005 with total page 620 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Family Systems Within Educational Contexts written by Rosemary Lambie and published by . This book was released on 2000 with total page 552 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Current Index to Journals in Education written by and published by . This book was released on 2002 with total page 896 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Crises of Identifying written by Dymaneke D. Mitchell and published by Information Age Publishing. This book was released on 2013 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although there has been an increase in literature regarding children of color with disabilities, it mainly focuses on their experiences in one social context. Crises of Identifying: Negotiating and Mediating Race, Gender, and Disability within Family and Schools includes narratives on the familial and educational experiences in public, private, and institutional educational settings of five African American adults who have disabilities associated with blindness, cerebral palsy, and speech impairment. As a deaf African American female, the author and researcher also highlights her familial and educational experiences throughout the book as a frame of analysis. This book can serve as a literary resource to academics and educational programs and/or institutions as well as an informational guide to parents, teachers, administrators, and paraprofessionals/ caregivers of children with disabilities regarding the significance of leadership, advocacy, activism, and identification development within familial and educational contexts on the experiences of children including the impact of complex dynamics that exist within and between families and schools. Hopefully, this book will provide parents, teachers, administrators, and paraprofessionals with an understanding and comprehension of complexities concerning disability, gender, and race within family and schools including their association with crises of identifying, essentialist discourses, as well as power and privilege dynamics. This book consists of nine chapters which are organized into three parts. Part I focuses on background, rationale, theoretical and methodological underpinnings of the research this book is based on. Part II introduces the reader to the narratives of five African Americans with disabilities. Each narrative provides insights into the lived experiences and leadership qualities of two males and three females. Part III presents the concluding chapters of the book and highlights the significance of this research for the educational field including disability studies, teacher education programs, and special education.
Download or read book A Qualitative Study of the Perceptions of African American Parents of Low Socioeconomic Status about Their Involvement with Their Children s Schools written by Vivian A. Roper and published by . This book was released on 2008 with total page 408 pages. Available in PDF, EPUB and Kindle. Book excerpt: Interest in the perceptions of African American parents about their relationships with their children's teacher necessitated a search for answers through the voices of African American parents of low socioeconomic status whose children are considered actively engaged in the academic programs at an urban charter school. Some of the educational literature supports that race is a factor in the investigation of relationships between parents of color and schools. The goals of this critical, phenomenological study is to share the voices and perceptions of these parents as they make sense of the relationships they experience when they are involved with their children's urban charter school. Four themes emerged in this study of the perceptions of African American parents about their relationships and involvement with their children's urban charter school teachers. The themes are labeled: 1) my mother/myself; 2) parent as teacher; 3) don't stereotype me; and 4) barrier breakers. The first theme illuminates that parents see the world, as it relates to school participation, through what they experienced as children. The second theme exemplifies how parents provide their children with cultural and social capital when they teach and demonstrate the importance, the value of education . The third theme reveals what parents think teacher think about working-class African American parents with regard to the value of education . The fourth theme emphasizes how these parents use visibility and school culture to initiate relationships with the school personnel in their children's schools. Qualitative research that addresses perceptions of African American parents whose children are actively engaged in school may provide important insights for educators to consider as they endeavor to implement effective programs to improve student engagement amidst issues of class, race, and unequal power that line the walls of hegemonic institution of public education.
Download or read book African American Mothers and Urban Schools written by Wendy Glasgow Winters and published by Lexington Books. This book was released on 1993 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Professor Winters, while challenging stereotypes about the capacity of the poor to change and grow, certainly does not gloss over the major barriers. . . .Winters' book is a testament to the strength, the willpower, and the indomitable courage of these African-American women, who by participating actively to improve their children's education, stretched themselves to achieve new goals. . . ". -- Jewelle Taylor Gibbs, University of California, Berkeley; Author, Young, Black and Male in America.
Download or read book Annual Editions written by Karen L. Freiberg and published by McGraw-Hill/Dushkin. This book was released on 1996-09 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Unique Challenges in Urban Schools written by Eric R. Jackson and published by Rowman & Littlefield. This book was released on 2015-04-03 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explores the various ways in which parental involvement can help to increase student academic success. More specifically, this analysis is based on the notions that: 1) parent involvement in inner city schools present unique challenges that are different from the traditional middle class perspective; 2) there is value in a cooperative approach between parents, teachers, and administrators that places the student at the center of each major discussion and decision; and 3) illustrates that parental involvement is a real perspective and not just rhetorical jargon. Although the focus of this book is in increasing parent involvement in inner city schools, readers must be mindful that the ultimate objective for this work and others like it is the successful educating of all children, so that they graduate from high school, and move into higher education, or into the workforce. Parent involvement by itself will not ensure academic success of children, but, combined with many strategies, including a clear understanding of the differences between an inner city school environment and a middle class school setting, effective teaching, sound and relevant curricula, safe and secure learning environment, and visionary leadership, children attending inner city schools can be just as effective as those in middle class school settings.
