Collaborating with School Psychologists: Moving beyond Traditional Assessment Practices

Autor/inn/en	Albritton, Kizzy; Chen, Ching-I; Bauer, Sara G.; Johnson, Ashley; Mathews, Rachel E.
Titel	Collaborating with School Psychologists: Moving beyond Traditional Assessment Practices
Quelle	In: Young Exceptional Children, 24 (2021) 1, S.28-38 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Albritton, Kizzy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-2506
DOI	10.1177/1096250619871951
Schlagwörter	Young Children; At Risk Students; Teamwork; Interdisciplinary Approach; Early Intervention; Early Childhood Education; Special Education; Students with Disabilities; Developmental Delays; Family Involvement; Partnerships in Education; Interaction; Preschool Children; Equal Education; Educational Legislation; Federal Legislation; School Psychologists; Role; Counseling; Consultants; Student Evaluation; Individualized Education Programs; Cooperative Planning; Family School Relationship + Suchen Sie Ihr Suchwort? Frühe Kindheit; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Entwicklungsverzögerung; Hochschulpartnerschaft; Interaktion; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Bildungsrecht; Schulgesetz; Bundesrecht; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Rollen; Counselling; Beratung; Consultant; Berater; Schulnote; Studentische Bewertung; Individualized education program; Individualisierendes Lernen
Abstract	Due to the diverse needs of young children at risk for or with developmental delays/ disabilities and their families, an interdisciplinary and collaborative team is required in schools to deliver family-centered, individualized early intervention/early childhood special education (EI/ECSE) services (Division for Early Childhood of the Council for Exceptional Children [DEC], 2017). DEC (2014) recommended practices point out that by nature, the intervention service team should always include multiple adults. This team typically consists of the family and professionals from various disciplines working together to plan and implement supports that are relevant to child and family needs. Another key personnel within early childhood (EC) settings is the school psychologist. EC practitioners (including EI/ECSE specialists) are highly encouraged to utilize DEC-recommended practices as guidelines to collaborate with school psychologists and other team members to develop positive family-- professional partnerships, empower families by building their capacities, and help children meaningfully participate in daily routines and activities in natural environments. Positive dynamics and quality interactions among team members can improve the fidelity, effectiveness, and sustainability of intervention programs and supports (DEC, 2014). In this article, the authors outline ways in which school psychologists can collaborate with EC personnel to improve the developmental, social-- emotional, and academic outcomes for preschool-age children. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01