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This important book is an exploration of the ways parents, teachers, and academics view the development and schooling of young children with disabilities.
List of contents
Preface
Chapter 1 -- Telling Stories as a Way to Share PerspectivesPart 1: A Mother's Perspective
Part 2: A Teacher's Perspective
Part 3: The Academic Perspective
Historical Overview of Special Education Changes in Disability Classification Over the YearsParent Roles in Development of ServicesDisability, Civil Rights and Social Justice Evolution of Partnerships and CollaborationProfessional HumilityWhat About Inclusion? What Follows in This BookReferences
Guiding Questions and Activities
Chapter 2 -- Wondering and NoticingPart 1: A Mother's Perspective
Part 2: A Teacher's Perspective
Part 3: The Academic Perspective
The Purposes of ObservationVariations in DevelopmentRacial Disparities in ClassroomPreschool Suspension/Expulsion and the School-to-Prison Pipeline The Unintended Outcomes of Wondering and NoticingReferences
Guiding Questions and Activities
Chapter 3 -- Putting the Pieces Together: Assessment, Evaluation and DiagnosisPart 1: A Mother's Perspective
Part 2: A Teacher's Perspective
Part 3: The Academic Perspective
Developmental and Universal Screening An Overview of Assessment Types of Traditional Assessment Biases and Issues with Traditional TestsAuthentic AssessmentTeam Approaches to Assessment Multidisciplinary Approach to AssessmentInterdisciplinary Approach to AssessmentTransdisciplinary Approach to AssessmentAdditional Considerations and Planning for Assessment References
Guiding Questions and Activities
Chapter 4 - Processes, Plans and Protections Under the Law: IFSP, IEP and Section 504Part 1: A Mother's Perspective
Part 2: A Teacher's Perspective
Part 3: The Academic Perspective
Main Themes in the IDEA IFSPs504 Plans and RTIIEPs The IEP ProcessThe IEP ContentAlphabet Soup: PBS, FBAs and BIPsDue ProcessCreating Collaborative Teams within the IEP Process References
Guiding Questions and Activities
Chapter 5 -- Collaborating to Implement Programs and Services Part 1: A Mother's Perspective
Part 2: A Teacher's Perspective
Part 3: The Academic Perspective
Developing Collaborative RelationshipsCollaboration in Early Intervention Early Intervention Professional Standards and DispositionsAccess and Barriers to Early Intervention ServicesHome-Based and Center-Based ServicesCollaboration in the ClassroomPush-In and Pull-Out ServicesWorking with ParaprofessionalsGeneral Education and Special Education Teachers Working Together References
Guiding Questions and Activities
Chapter 6 -- AdvocatingPart 1: A Mother's Perspective
Part 2: A Teacher's Perspective
Part 3: The Academic Perspective
Parents as Advocates Professionals as Advocates Teachers as Advocates and Partners with FamiliesChildren as Self-Advocates and Self-Determined BeingsSelf-DeterminationCultural Considerations within Self-Advocacy and Self-DeterminationThe Dignity of Risk Points of ReflectionRocking the BoatFamilial and Cultural Considerations in AdvocacyWhy We (Still) Need to AdvocateReferences
Guiding Questions and Activities
Epilogue -- Final Thoughts and Moving ForwardIndex
About the author
Nancy Sall, Ed.D., Assistant Professor, Department of Special Education at Hunter College, City University of New York, USA. Nancy previously was a faculty lecturer at Teachers College, Columbia University. She has worked on numerous federally funded research projects on the communication and social development of children with significant disabilities.
Catherine Hall Rikhye, Ed.D., Special Education Curriculum Consultant, NYC Public Schools, USA. Cathy was a faculty lecturer at Teachers College, Columbia University, and Associate Professor of Special Education at Hunter College and Dominican College in NY. She created and directed the Office of Inclusive Education, NYC Department of Education.
Darnell Carr Newsum, MBA., Diversity, Equity & Inclusion Consultant, SPARK/Boston Children's Hospital, USA. Darnell is the parent of two children with Autism and a parent advocate, serving on the boards of two schools in New York City. She speaks at colleges and organizations about issues impacting families of children with autism.
Samreen Hoda, M.A., Assessment Editor, Curriculum Associates iReady, USA. Samreen designs large-scale early literacy assessments while incorporating cultural and linguistic responsiveness. She taught students with autism and other developmental disabilities in New York City Public Schools where she also served as a mentor and supervisor for novice teachers.
Summary
This important book is an exploration of the ways parents, teachers, and academics view the development and schooling of young children with disabilities.
