Research with parents of children with disabilities indicates one of the major hindrances to collaboration with professionals is difficulty with trust. However, it is also known…
Abstract
Research with parents of children with disabilities indicates one of the major hindrances to collaboration with professionals is difficulty with trust. However, it is also known that student outcomes are improved when there is a positive working relationship between parents, educators, and students, one that is founded on trust. This chapter explores the foundational constructs of trust and its role in parent-professional collaboration, from both literature in the field and the chapters contained in this volume. It suggests that trust is an essential component in securing identity, opportunity, and belonging, and offers strategies for (re-)building home-school collaborative partnerships based on principles of trust.
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Social inclusion incorporates attitudes, expectations and perceptions about what it means to belong to a group. Belonging is embedded in personal beliefs and social structures…
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Social inclusion incorporates attitudes, expectations and perceptions about what it means to belong to a group. Belonging is embedded in personal beliefs and social structures that set forth criteria that determine how individuals and groups are accorded value and esteem. This chapter explores the constructs of social inclusion, exclusion and belonging with regard to persons in general and more specifically children with disability. It examines the importance of belonging and social inclusion to academic and psychosocial well-being and the effects of stigmatization and exclusion on self-perception, agency and voice. The chapter concludes with a number of evidence-based strategies for creating classrooms, schools and communities in which all are valued, welcomed and belong.
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Chris Forlin and Joanne Deppeler
With the move toward a more inclusive educational system across most jurisdictions, the expectation is that students with the most complex needs who have previously attended…
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With the move toward a more inclusive educational system across most jurisdictions, the expectation is that students with the most complex needs who have previously attended special schools, will gradually transition into inclusive schools. This expectation raises issues regarding the practicality of this move and the capacity of inclusive schools in being able to provide appropriate support and curriculum for these learners. Examples of transition programs across different countries are discussed to establish the most effective processes, support structures, and initiatives that have been employed to facilitate this transfer. The role of collaboration between schools and a review of support models that are provided for learners with high support needs in inclusive settings are discussed. Compared to the expectations for this move, and to understand the reality of it, perceptions of teachers, parents, and students are considered.
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Michelle Ralston and Kerry Dally
Planning for transition to a new educational setting, such as changing grades or moving from primary to high school, is important for all students but particularly for those who…
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Planning for transition to a new educational setting, such as changing grades or moving from primary to high school, is important for all students but particularly for those who may require additional support for their individual needs. Research shows that transition planning and implementation for students with disability are best supported through collaboration and information sharing among all stakeholders. In Australia, the Disability Standards for Education (DSE) (2005) mandate consultation between education providers, students with disability, and their carers as part of the process of enrollment so that reasonable adjustments to support a student's progress can be identified and implemented. This chapter reports on two innovative approaches to the organization of transition and support systems for students with disability. The findings reveal that effective transition “doesn't just happen” and that school leaders need to establish effective mechanisms for consultation and collaboration.
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The purpose of this chapter is to define the role of libraries as civic institutions that assist citizens in significant transition points in the lives of children and adults…
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The purpose of this chapter is to define the role of libraries as civic institutions that assist citizens in significant transition points in the lives of children and adults. Libraries play an important role in society as essential democratic spaces that help create a sense of belonging in diverse communities. They provide opportunities for inclusive services to the marginalized, a wide range of literacy development services, from early childhood to older citizens, including literacy in more than one language for immigrant families. Libraries also provide community outreach programs, such as resources for access to healthcare, housing, and food. Many of these programs are connected to life transitions, such services for veterans and a pathway for immigrants to obtain US citizenship. Most of these programs are funded by grants and use community volunteers. This chapter highlights the work of one library, referred to as City Library, in a predominantly Latinx community in Southern California, including services and resources on literacy and essential neighborhood connections and partnerships.
Transitioning a child with Autism from home to school can be a very traumatic time. The process can be extremely challenging for not only the child but also the parent and the…
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Transitioning a child with Autism from home to school can be a very traumatic time. The process can be extremely challenging for not only the child but also the parent and the family. This is made even more challenging when a parent is transitioning more than one child at the same time. This chapter describes how one mum planned for and managed the transition for two boys, diagnosed with Autism, from home to school. This is her story and the impact it had on her family. It is full of a range of emotions as the family moves through this process.
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This chapter provides an insight into how one family managed the challenges their son faced going through school. Identified with Autism at aged six years, Ben has experienced a…
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This chapter provides an insight into how one family managed the challenges their son faced going through school. Identified with Autism at aged six years, Ben has experienced a range of transitions throughout his school life in inclusive classrooms and programs. One of the most challenging was the transition from primary into secondary school. Now in his final year of secondary schooling, the chapter explores Ben's educational experiences, family reflections on schooling, and post school opportunities.
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Effective collaboration with families when a child has chronic illness or disability involves the participation of all family members. Through a review of recent literature, this…
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Effective collaboration with families when a child has chronic illness or disability involves the participation of all family members. Through a review of recent literature, this chapter provides a snapshot into the unique experiences and perspectives of fathers and siblings, exploring roles, and responsibilities often assumed by each, such as protector, advocate, teacher, and caretaker. Professionals are invited to build greater awareness of the unique insights fathers and siblings can contribute to program planning. Strategies to build partnerships that benefit all family members are suggested.