Parental Involvement in the IEP for Israeli Students with Disabilities PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Parental Involvement in the IEP for Israeli Students with Disabilities PDF full book. Access full book title Parental Involvement in the IEP for Israeli Students with Disabilities by Hebel Orly. Download full books in PDF and EPUB format.
Author: Hebel Orly Publisher: LAP Lambert Academic Publishing ISBN: 9783659504822 Category : Languages : en Pages : 344
Book Description
The book describes a qualitative phenomenological study conducted in Israel to achieve an understanding of the perceptions and experiences of Israeli parents of students with severe disabilities about the involvement of parents in the IEP process. Data collection involved two sequential stages. The first part of the process started with interviewing parents whose children study in special education schools in the Tel Aviv area in Israel. In the second part of the process, special education teachers involved in IEP processes participated in a focus group and shared their perceptions about the themes revealed in parents' responses. Through analysis of parents' responses, five main themes became apparent: a child-centered focus, parents' self-efficacy, parent-teacher communication, parent-teacher collaboration, and trust. The main conclusion of the research described in this book is that parental involvement and effective parent-teacher collaboration in the IEPs of students with severe disabilities is founded on relationships of trust and positive communication between families and schools.
Author: Hebel Orly Publisher: LAP Lambert Academic Publishing ISBN: 9783659504822 Category : Languages : en Pages : 344
Book Description
The book describes a qualitative phenomenological study conducted in Israel to achieve an understanding of the perceptions and experiences of Israeli parents of students with severe disabilities about the involvement of parents in the IEP process. Data collection involved two sequential stages. The first part of the process started with interviewing parents whose children study in special education schools in the Tel Aviv area in Israel. In the second part of the process, special education teachers involved in IEP processes participated in a focus group and shared their perceptions about the themes revealed in parents' responses. Through analysis of parents' responses, five main themes became apparent: a child-centered focus, parents' self-efficacy, parent-teacher communication, parent-teacher collaboration, and trust. The main conclusion of the research described in this book is that parental involvement and effective parent-teacher collaboration in the IEPs of students with severe disabilities is founded on relationships of trust and positive communication between families and schools.
Author: Amanda Webster Publisher: Springer ISBN: 9811020841 Category : Education Languages : en Pages : 258
Book Description
This book presents an international research-based framework that has empowered parents of children with autism spectrum disorder (ASD) to become critical decision makers to actively guide their child’s learning and self-advocacy. Parents can use this framework to identify their child’s vision and dreams, and to work with educators and service providers to establish specific learning goals and to implement effective interventions and programs that enable their child to achieve those goals and realise their vision for the future. The book begins by reviewing available research on evidence-based practice for children with ASD and outlining the Cycle of Learning decision-making framework for parents and professionals. Throughout the remainder of the book, case studies are presented to illustrate the ways in which different parents have successfully utilised this framework to develop effective plans for their child and to advocate for learning and education programs for both their child and other children with ASD in school and community settings. In addition, it highlights concrete examples of how parents have used the framework to empower their children with ASD to develop their self-awareness and self-determination, and to be able to self-advocate as they move through adolescence and into adult life.
Author: Robin LaBarbera Publisher: SAGE Publications ISBN: 1506338879 Category : Education Languages : en Pages : 301
Book Description
Educating Students with Autism Spectrum Disorders: Partnering with Families for Positive Outcomes focuses on practical strategies for educating children with autism spectrum disorders in the classroom. Additional features describe how to partner with families in the implementation of many of the strategies, giving voice to parents, based on recent quantitative and qualitative research. Case studies developed from real interviews with parents and educators open each chapter, and the book focuses on what "works" and what "does not work" in their collaborative experiences.
Author: Margarette Mahotiere Publisher: ISBN: Category : Languages : en Pages :
Book Description
Current literature and recent legislation advocate parental involvement in education as 'best subsequent reauthorizations practice.' The Individuals with Disabilities Education Act (IDEA) Amendment of 1997 and its promote parental participation in the special education process by requiring schools to consider parents as equal partners in the development of the Individualized Education Plan (IEP) for students with disabilities. However, parents have reported the process as stressful and confusing. Prior research revealed barriers that marginalize culturally and linguistically diverse (CLD) parents to passive roles in the process. Using qualitative methods, this study focused on Haitian parents' participation in both the IEP process and in their children's education in general. School personnel's perceptions of Haitian parents' participation in the educational process were also investigated. Rogoff's theory of the cultural nature of human development was used to frame the study and analyze the potential dissonance between parents' and school personnel's perceptions of parental participation. The findings revealed that Haitian parents' cultural background and their decreased trust in the educational system following their children's disability designation limited their participation in educational matters. Additional findings suggested that the limited parental participation in the IEP process contributed to school personnel's negative perceptions of Haitian parents. Beyond school personnel's negative perceptions, the data also revealed that Haitian parents were participating in their children's education in ways that were not obvious to school personnel. Service providers need to consider Haitian parents' social and cultural backgrounds in order to provide services that have potentials to lead to true partnerships as intended by IDEA.
Author: Iris Manor-Binyamini Publisher: Springer Science & Business Media ISBN: 1461489849 Category : Psychology Languages : en Pages : 219
Book Description
Poverty. Lack of social support. Limited access to education. High risk for health problems. Indigenous communities face an inordinate number of hardships. But when children have special needs, these problems multiply exponentially, making existing difficulties considerably worse. School-Parent Collaborations in Indigenous Communities: Providing Services for Children with Disabilities begins with an in-depth overview of indigenous experience and psychology, and situates disabilities within the contexts of indigenous communities and education services. The pilot study at the core of the book, conducted among the Bedouins of southern Israel, shows this knowledge in action as special education personnel engage parents in interventions for their children. Going beyond facile concepts of cultural sensitivity, the model recasts professionals as cultural mediators between school and family. This practice-oriented information has the potential to improve not only the well-being of children and families, but of the greater community as well. Featured in the coverage: Unique characteristics of indigenous communities and children with disabilities. Psychological models of reactions to disability. Benefits of multidisciplinary teams. Factors affecting collaboration between indigenous parents of children with disabilities and school professionals. Core principles of indigenously attuned collaboration. An extended case study on collaboration between parents of children with disabilities and school professionals in a Bedouin community. School-Parent Collaborations in Indigenous Communities is a breakthrough resource for researchers, graduate students, and professionals working with special needs children in child and school psychology, international and comparative education, social work, cross-cultural psychology, public health, and educational psychology.
Author: Hebel Orly
Author: Hebel Orly
Author: Orly Hebel
Author: Regina Marie Fishman
Author: Amanda Webster
Author: Kathleen J. Podany
Author: Robin LaBarbera
Author: Margarette Mahotiere
Author: Marcy McGahee
Author: Lois Jane Moulin
Author: Iris Manor-Binyamini