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School Connectedness for Students with Disabilities: From Theory to
Evidence-based Practice focuses on the importance of school
connectedness for students with disabilities, and presents ways in
which this sense of connectedness can be fostered. Written from a
holistic perspective, it embraces a variety of approaches,
strategies and interventions rooted in evidence-based theory and
practice, and examines them not only in regard to the student with
a disability, but also school leaders, teachers, families and
community members. The book describes and defines the concept of
school connectedness, provides the reader with a theoretical
framework from which to examine connectedness and explores
connectedness from the lens of each of its components. It discusses
the importance of assessing school connectedness in order to make
data-based intervention decisions, as well as unpacking the
components of student engagement, school climate, bonding and
attachment. Several school-wide and leadership approaches that
foster school connectedness are presented, as are ways to involve
families. All of these are discussed through the lens of
disability, in order to acknowledge the characteristics of
disability that affect student levels of school connectedness.
School connectedness has become a priority for many schools and
educators internationally. Research demonstrates the importance of
connectedness as a protective factor, and its impact on the health
behaviour, social, emotional and academic outcomes of young people.
Grounded in theory and relevant to practice, this is essential
reading for anyone interested in improving the school connectedness
of students with different disabilities across the lifespan.
School Connectedness for Students with Disabilities: From Theory to
Evidence-based Practice focuses on the importance of school
connectedness for students with disabilities, and presents ways in
which this sense of connectedness can be fostered. Written from a
holistic perspective, it embraces a variety of approaches,
strategies and interventions rooted in evidence-based theory and
practice, and examines them not only in regard to the student with
a disability, but also school leaders, teachers, families and
community members. The book describes and defines the concept of
school connectedness, provides the reader with a theoretical
framework from which to examine connectedness and explores
connectedness from the lens of each of its components. It discusses
the importance of assessing school connectedness in order to make
data-based intervention decisions, as well as unpacking the
components of student engagement, school climate, bonding and
attachment. Several school-wide and leadership approaches that
foster school connectedness are presented, as are ways to involve
families. All of these are discussed through the lens of
disability, in order to acknowledge the characteristics of
disability that affect student levels of school connectedness.
School connectedness has become a priority for many schools and
educators internationally. Research demonstrates the importance of
connectedness as a protective factor, and its impact on the health
behaviour, social, emotional and academic outcomes of young people.
Grounded in theory and relevant to practice, this is essential
reading for anyone interested in improving the school connectedness
of students with different disabilities across the lifespan.
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