"Don't Sell Them Dreams without the Foundations": Collaboration for the Transitional Needs of Foster Care Adolescents with Disabilities

Autor/in	Palladino, John
Titel	"Don't Sell Them Dreams without the Foundations": Collaboration for the Transitional Needs of Foster Care Adolescents with Disabilities
Quelle	In: High School Journal, 90 (2006) 1, S.22-32 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1498
Schlagwörter	Foster Care; Adolescents; Case Studies; Special Education Teachers; Teacher Attitudes; Research Methodology; Parent Participation; Learning Disabilities; Secondary School Teachers; Parent Teacher Cooperation + Suchen Sie Ihr Suchwort? Pflegehilfe; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Case study; Fallstudie; Case Study; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Research method; Forschungsmethode; Elternmitwirkung; Learning handicap; Lernbehinderung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung
Abstract	The 1999 Revisions of the Individuals with Disabilities Education Act (IDEA), now known as the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA), confirmed the legal role of foster parents in special education decision making on behalf of the youth in their care. The present study responded with a multiple case study of seven secondary special education teachers and their attitudes, experiences, and recommendations for collaboration with foster parents of adolescent youth. Collaborative theory was used to frame the study and analyze the data. The participants reported that they lacked full awareness of foster care and limited the scope of their collaboration to address youth's behavioral and vocational needs. This report includes noted gaps between the participants' accounts and the literature, and implications for ongoing research. (Contains 1 table.) (Author).
Anmerkungen	University of North Carolina Press. 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 800-848-6224; Tel: 919-966-7449; Fax: 919-962-2704; e-mail: uncpress@unc.edu; Web site: http://uncpress.unc.edu/.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10