Integrated Services: New Roles for Schools, New Challenges for Teacher Education. ERIC Digest.

Autor/in	Abdal-Haqq, Ismat
Institution	ERIC Clearinghouse on Teacher Education, Washington, DC.
Titel	Integrated Services: New Roles for Schools, New Challenges for Teacher Education. ERIC Digest.
Quelle	(1993), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications; ERIC Digests in Full Text
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Agency Cooperation; Coordination; Educational Environment; Elementary Secondary Education; Family School Relationship; Health Needs; High Risk Students; Holistic Approach; School Role; Social Services; Student Needs; Student Welfare; Teacher Education Curriculum; Teacher Role + Suchen Sie Ihr Suchwort? Koordination; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Problemschüler; Holistischer Ansatz; Social service; Soziale Dienstleistung; Soziale Dienste; Studentenseelsorge; Lehrerrolle
Abstract	Integrated services is a coordinated, holistic approach to addressing children's needs, particularly the needs of at-risk children, in which the school is the hub of a network of service providers and a link between these service providers and children and their families. The focus is on wellness and prevention; the programs provide a comprehensive range of education and human services to help children overcome barriers to academic success. Integrated services programs may be school-based or school-linked. Examples of services may include tutoring and remediation, job counseling, medical services, mental health counseling, drop-out prevention, recreation, and services for homeless youth. The argument for this approach to meeting children's needs rests on six basic premises: that (1) all facets of a child's well-being impact on his or her potential for academic success; (2) an increasing number of American school-age children can be considered at risk for failure; (3) prevention is more cost-effective than correction or remediation; (4) at-risk children, come to school with multiple problems that cut across conventional health, social, and education systems boundaries; (5) current child-delivery services are fragmented and uncoordinated; and (6) because schools have sustained long-term contact with the majority of children, they are the logical gateway for providing multiple services to children. Although various integrated service models exist, successful programs share many of the same characteristics. They are family-focused, prevention-oriented, community-centered, and responsive to local needs; they offer a continuum of services; they avoid duplication and gaps, and they enable personal relationships to exist between families and staff. These programs bring with them various implications for teacher education, for example: teachers need to be trained to identify students who need intervention, to take part in the collaborative process; and to view themselves as part of a team effort to address the academic social, and health development of students. (IAH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC