Literaturnachweis - Detailanzeige
| Autor/inn/en | Johnson-Mussad, Albert; Peltier, Laurel |
|---|---|
| Titel | Responsive collaboration for IEP and 504 teams. |
| Quelle | Thousand Oaks, California: Corwin (2022), XV, 331 S. |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9781071854624 (Taschenbuch); 9781071854617 (EPUB); 9781071854600 (EPUB); 9781071854594 (PDF) |
| Schlagwörter | USA; Children with disabilities; Education; Evaluation; United States; Law and legislation; Individualized education programs; Erziehung |
| Abstract | "A Handbook for Leading Responsive IEP and 504 Teams is designed to help educators and administrators implement a responsive decision-making process on behalf of students with disabilities. IEP and 504 teams exist because federal regulations require them. The purpose of these teams is to make decisions about eligibility, services and supports, placement, and disciplinary consequences. The team decision-making process affords unique opportunities to build connection and collaboration between educators, establish relationships with community service providers, strengthen the school-family partnership, address inequities, and develop student self-determination. A responsive process is one by which teams start by identifying qualities of the student's unique profile. Next, teams partner to collect and analyze data to support claims and make decisions that optimize the opportunity for excellent outcomes. The result is decisions that fit closely with the documented needs of the student and the requirements of the law. This book will address the ongoing and growing dissonance between schools and families, especially in determining how to educate students with disabilities in partnership. A current pandemic-related challenge is the months-long disruption in learning, which is affecting literally millions of students with disabilities. It is critical at this time that schools, families, and community providers find ways to engage in frank conversations about student strengths, challenges, needs, and services in a way that promotes unity, partnership, and shared problem-solving and support for students. This is the only path toward equitable access to opportunities for excellent outcomes!"--Provided by publisher. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2023/3/07 |
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