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Effective Collaboration for Educating the Whole Child
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Effective Collaboration for Educating the Whole Child

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© 2010 | 280 pages | Corwin

Published in Association with National Staff Development Council

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 primary and secondary 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 primary years through secondary 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.

 
Preface
 
Acknowledgments
 
About the Author
About the Contributor  
 
1. What Does It Mean to Educate the Whole Child?
Chapter Topics  
Introduction: The New Face of Diversity  
Collaboration Makes Pioneers of Us All  
Dance of Development: The Paradox of Educating Children Who Develop at Different Rates  
What Does It Mean to Educate the Whole Child?  
What Is Collaboration, and Why Is It Important for Educating the Whole Child?  
What Is Developmentally Responsive Practice?  
How Do Environment and Health Status Affect Learning and Development?  
How Does Social-Emotional Health Affect Learning and Development?  
How Does Participation in High-Risk Behavior Affect Learning and Development?  
What Is the Family's Role in Promoting the Development of the Whole Child?  
An Imperative to Celebrate Our Work  
Closing  
Summary of Key Points  
Key Terms and Phrases  
 
2. What Is a Developmentally Healthy School Environment?
Chapter Topics  
Introduction  
What Is the Relationship Between Social and Emotional Health and Learning?  
What Are the Characteristics of a Developmentally Healthy School Environment?  
Ten Strategies That Promote a Developmentally Responsive School Environment  
What Models and Initiatives Exist for Creating Developmentally Responsive School Environments?  
Closing  
Summary of Key Points  
Key Terms and Phrases  
 
3. What Laws Promote Collaboration for the Whole-Child Initiative?
Chapter Topics  
Introduction  
Is the Whole-Child Initiative New?  
What Laws Support Professional Collaboration to Educate the Whole Child?  
Summary of Key Points  
Key Terms and Phrases  
 
4. How Do Schools Create Developmentally Responsive Environments? A Shared Responsibility
Chapter Topic  
Introduction  
What Are the Typical Roles of School Personnel, and How Can They Be Expanded to Address the Needs of Students?  
Closing: Toward a Culture of Collaboration  
Summary of Key Points  
Key Terms and Phrases  
 
5. How Do Professionals Collaborate to Educate the Whole Child?
Chapter Topics  
Introduction  
Why Is There a Growing Interest in Collaboration to Address the Developmental Needs of the Whole Child?  
How Does Collaboration Lead to Schoolwide Change?  
The Many Uses of Collaboration: The Four Action-Dimensions  
Is Collaboration a Developmental Process?  
Collaboration in the Early Years  
Collaboration in the Middle Years  
Collaboration in High School Years  
Ten Principles for Successful Collaboration and Coordination  
Summary of Key Points  
Key Terms and Phrases  
 
6. What Is the Role of Community Agencies?
Chapter Topics  
Introduction  
How Do Coordinated Services Support Developmentally Responsive School Environments?  
What Community Agencies Should Be Engaged With Schools?  
How Do Schools and Community Agencies Work Together?  
How Do Schools and Community Agencies Coordinate for Youth Placed at Risk?  
How Is an Interagency Agreement Developed?  
What Is the Role of the Local Interagency Planning Council?  
Summary of Key Points  
Key Terms and Phrases  
 
7. How Does Cultural and Linguistic Diversity Affect Professional Collaboration?
Chapter Topics  
Introduction  
Who Are Culturally and Linguistically Diverse Students and Families?  
What Is Cultural Diversity?  
How Does Cultural and Linguistic Diversity Enrich School Environments?  
How Does Cultural and Linguistic Diversity Affect Professional Collaboration?  
What Strategies Are Effective for Working With CLD Students and Parents?  
Eight Principles and Strategies to Strengthen Professional Collaboration in Highly Diverse Schools  
Summary of Key Points  
Key Terms and Phrases  
 
8. Celebrating Our Work: What Are the Benefits and Positive Impacts of Professional Collaboration
Chapter Topics  
Introduction  
The Power of Collaboration: Can the Success of Professional Collaboration and Interagency Coordination Be Measured?  
Does Professional Collaboration Improve Results for the Whole Child?  
How Do We Know That Whole-Child Approaches Impact Studet Learning?  
Does Collaboration Promote Student and Family Self-Determination?  
Why Is it Important to Celebrate Our Work and Renew Our Commitment?  
Closing: A Call to Action  
Summary of Key Points  
Key Terms and Phrases  
 
References
 
Index

"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
Case Middle School, Watertown, NY

"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
Talladega City Schools, AL

"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
Omaha Public Schools, NE

"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
The George Washington University

"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
Prince William County Public Schools, VA

"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
The George Washington University

"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
The George Washington University

"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
California State University, Long Beach

group decision not all wanted to switch texts

Caron Mellblom
Special Education , California State University-Dominiguez Hills
October 5, 2011

Sample Materials & Chapters

Preface

Chapter 1: What Does It Mean to Educate the Whole Child?


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ISBN: 9781412965279
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