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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.
This book examines the words and discourse as well as their meaning
and impact on the everyday culture of a multidisciplinary team at a
school for students with mental disabilities. The book examines the
organizational, social, professional, and emotional experiences of
team members from such disciplines as child and school psychology,
special education, therapy (e.g., occupational, speech), social
work, and pediatric medicine within a special education school. It
explores the ways in which team members describe and interpret the
day-to-day requirements of working effectively in a special
education school, using their own language and discourse from a
subjective point of view. In addition, the book analyzes and
interprets the influence of language and discourse on the outlook,
behavior patterns, and the coping of team members working in the
school with the students, among themselves as a team, and with the
difficulties and dilemmas that concern them as well the solutions
that they themselves introduce for all these issues. This book,
with its focus on the unique and complex work environment of the
multidisciplinary special education team, is essential reading for
researchers, professionals, and graduate students in child and
school psychology, therapeutic disciplines (e.g., occupational,
speech), social work, pediatric medicine, and allied mental health
and medical fields.
This book examines the words and discourse as well as their meaning
and impact on the everyday culture of a multidisciplinary team at a
school for students with mental disabilities. The book examines the
organizational, social, professional, and emotional experiences of
team members from such disciplines as child and school psychology,
special education, therapy (e.g., occupational, speech), social
work, and pediatric medicine within a special education school. It
explores the ways in which team members describe and interpret the
day-to-day requirements of working effectively in a special
education school, using their own language and discourse from a
subjective point of view. In addition, the book analyzes and
interprets the influence of language and discourse on the outlook,
behavior patterns, and the coping of team members working in the
school with the students, among themselves as a team, and with the
difficulties and dilemmas that concern them as well the solutions
that they themselves introduce for all these issues. This book,
with its focus on the unique and complex work environment of the
multidisciplinary special education team, is essential reading for
researchers, professionals, and graduate students in child and
school psychology, therapeutic disciplines (e.g., occupational,
speech), social work, pediatric medicine, and allied mental health
and medical fields.
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