Education > SOLUTIONS MANUAL > Families and Professionals: Trusting Partnerships in General and Special Education 8th Edition By An (All)

Families and Professionals: Trusting Partnerships in General and Special Education 8th Edition By Ann Turnbull, H Rutherford Turnbull, Grace L Francis, Meghan M. Burke, Kathleen Kyzar, Shana Haines, Tracy Gershwin, Katharine Shepherd, Natalie Holdren, George H.S. Singer (Solutions Manual )

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Brief Table of Contents PART I: The “Why” of Partnerships Trust, Partnerships, and Social Justice Trusting Partnerships and the Law PART II: The “Who” of Partnerships Family Systems and F... amily Family Systems: Interactions, Functions, and Life Span School Systems PART III: The “How” of Partnerships Equity Respect Communication Advocacy Commitment PART IV: Compendium of Research-Based Strategies Full Table of Contents PART I: The “Why” of Partnerships Trust, Partnerships, and Social Justice Learning Outcomes The First Day of School and Its Challenges Foundations of Trusting Family-Professional Partnerships Ecology of Education Definitions Overview of Research on the Nature of Partnerships in General and Special Education The Sunshine Model of Trusting Family-Professional Partnerships A Holistic Research-based Approach to Trusting Partnerships in General and Special Education Five Dimensions of Trusting Partnerships: The “How” of Trust Seven Opportunities for Trusting Partnerships: The “What to Do” in Creating Trust Benefits of Trusting Family-Professional Partnerships in General and Special Education Trusting Partnerships and Social Justice Defining Social Justice: A Problem and a Solution The 14th Amendment of the U. S. Constitution: A Source of Fairness, Equality of Opportunity, and Dignity Activism for Civil Rights: Seeking Fairness, Equality of Opportunity, and Dignity Social Justice and Partnerships in Education Summary Trusting Partnerships and the Law Learning Outcomes Using Laws to Create Trust Every Student Succeeds Act (ESSA) Background Problems and Reasons Goals Key Requirements for All Schools Key Requirements for Title I Districts and Schools Implications for Family-Professional Partnerships Federal Education Rights and Privacy Act (FERPA) Background Problems and Reasons Goals Key Requirements Implications for Family-Professional Partnerships Individuals with Disabilities Education Act (IDEA): Students with Disabilities Goals Requirement: Categories of Disability Requirement: Ages of Eligibility The Principle of Zero Reject The Principle of Nondiscriminatory Evaluation The Principle of Appropriate Education The Principle of Placement in the Least Restrictive Environment The Principle of Procedural Due Process The Principle of Parent Participation Section 504 Background Problems and Reasons Goals Key Requirements Implications for Family-Professional Partnerships Summary PART II: The “Who” of Partnership Family Systems and Family Characteristics Learning Outcomes Appreciating a Family's Characteristics An Overview of Family Systems Theory Inputs and Outputs Wholeness and Subsystems Boundaries Family Characteristics: Culture and Identity The Meaning and Relevance of Culture Significant Influencers on Culture and Identity Influence of Race and Ethnicity Influence of Household Income Influence of Geography Influence of Disability Family Characteristics: Lived Experiences Influence of Immigration Influence of Family Trauma Summary Family Systems: Interactions, Functions, and Life Span Learning Outcomes Understanding a Family Life in Flux Influence of Family Interactions Partner Subsystem Parental Subsystem Sibling Subsystem Extended Family Subsystem Influence of Family Functions Socialization Education Influence of the Family Life Span Life Span Developmental Stages Implications For Family-Professional Partnerships Transitions Summary School Systems Learning Outcomes Living and Learning in Buckley Schools As Systems Ecological Context School Systems Framework School System Characteristics Population School Types Educators Culture Interactions Within School Subsystems Administrator Subsystem Educator and Staff Subsystem Community Subsystem Family Subsystem Interactions Between and Among School Subsystems Influence of School Functions and Level Influence of School Functions School Level Summary PART III: The “How” of Partnerships Equity Learning Outcomes Stand in My Shoes Definition and Rationale Definition Rationale Research on Relevance and Outcomes Social Capital Navigational Capital Linguistic Capital Resistance Capital Aspirational Capital Familial Capital Strategies for Implementation Social Capital: Become Familiar with National, State, and Community Resources That Provide Social Support Navigational Capital: Share Information with Families and Other Professionals Navigational Capital: Overcoming Logistics Linguistic Capital: Capitalizing on Families' Linguistic Strengths Resistance Capital: Identifying When to Hold and When to Fold Aspirational Capital: Make the “Least Dangerous Assumption” Familial Capital: Getting to Know Families Summary Respect Learning Outcomes Creating Circles of Respect Definition and Rationale Definition of Respect Rationale for Demonstrating Respect Research on Relevance and Outcomes Effects of Respect Barriers to Respect Strategies for Implementation Treat Students and Families with Dignity Be Empathetic Honor the Family's Culture Summary Communication Learning Outcomes Engaging in Complicated Communication Definition and Rationale Defining Communication Rationale for Communication Research on Relevance and Outcomes Two-way Communication Frequent and Regular Communication Culturally Responsive Communication Empathetic Communication Strategies for Implementation Listening Connecting Expressing Summary Advocacy Learning Outcomes Standing Firm to Meet Students' Needs and Overcome Conflict Definition, Rationale, and History Definition of Advocacy Rationale for Advocacy History of Advocacy in Special Education Research on Relevance and Outcomes Effects of Advocacy Barriers to Advocacy Strategies for Implementation Facts: Develop Viewpoints on Key Issues Perspectives: Pinpoint and Document Concerns Problem Solvers: Identify Stakeholders and Find a Middle Ground Optimal Solutions: Identify Several Feasible Options to Resolve Disagreement Summary Commitment Learning Outcomes The Scope of Commitment Definition and Rationale Defining Commitment to Trusting Family-Professional Partnerships Rationale for Demonstrating Commitment Research on Relevance and Outcomes School Culture Skills Other Commitments Strategies for Implementation Step 1: Define the Goal (What) and Reasons (Why) for Your Commitment Step 2: Describe the Likely Rewards of Your Commitment Step 3: List the Actions You Will Take to Carry Out Your Commitment Step 4: Anticipate Obstacles and Identify Solutions Step 5: Acknowledge the Investments You Have Already Made Step 6: Manage Your Many Commitments Create Your Own Plan Concluding the López-Buckley Story and Revisiting the Major Themes Summary PART IV: CompendiumAppendix A: Resources for Supporting FamiliesAppendix B: Resources for Research-Based Practices Glossary References Name Index Subject Index Special Feature Contents Policy into Practice Brown v. Board of Education and Equality of Opportunity Endrew F. v. Douglas County RE-1 and an Appropriate Education Gun-Free Schools and Equitable Discipline to Promote Safety Defining “Parent” Harassment, Bullying, and Discrimination Complex Needs, Family Advocacy, and Student Inclusion Respecting Family Boundaries and Health Care Rights Notice That Notifies, Not Notice That Mystifies Shaffer v. Weast and Parents' Advocacy Burden Embedding Trusting Family-Professional Partnerships A Cultural Lens Confronting Bias in Communicating with Families Family Engagement in Title I Schools Acknowledging and Addressing Your Cultural Lens Being a Partner in Education with Same-sex Parents Debates on Religion and Discipline Partnering with Families Dealing with Incarceration and Drug Addiction Reflecting and Addressing Your Own Cultural Lens Celebrate Multilingualism, Not “English Proficiency” The Intersection of Culture and Advocacy Using Perspective Taking to Maintain Commitment When Faced with Philosophical Differences Advocacy in Action Disproportional Racial Discipline Advocating for a Transgender Student with Autism Addressing Homelessness and Food Insecurity Encouraging Advocacy Among Siblings of Individuals with Disabilities Advocating for a Successful Preschool-to-Elementary School Transition Advocating for Emerging Bilingual Families Restraining Judgment When Families Advocate Advocating for Families of Students Who Are Emergent Bilinguals or Multilinguals Advocating for School Services Advocating for a Summer Institute on Family-Professional Partnerships Conflict Prevention and Resolution Using Restorative Justice Strategies as an Alternative to Juvenile Detention Mediation for Resolving an IEP Dispute Mandated Reporting Different Views of Self-Determination Disability Identification Reverse Discrimination and Participatory Decision Making Addressing Conflict Within School Meetings Communication as a Trigger for Conflict Title 1 Parent Rights Resolving Conflicts to Stay Committed to Inclusion and Family-Professional Partnerships Partnering with Students Supporting Students' Dignity Using the Migrant Student Information Exchange (MSIX) for Records Transfers Exploring Gender Identities Enhancing Student Homework Appropriately Advocating for Students to Be Involved in Out-of-School Activities Supporting Students to Reduce Peer Conflict and Build Peer Trust Facilitating Self-Determination in Young Children Enhancing Student Communication Enhancing Student Advocacy Through Person-centered Planning Finding a MentorBrief Table of Contents PART I: The “Why” of Partnerships Trust, Partnerships, and Social Justice Trusting Partnerships and the Law PART II: The “Who” of Partnerships Family Systems and Family Family Systems: Interactions, Functions, and Life Span School Systems PART III: The “How” of Partnerships Equity Respect Communication Advocacy Commitment PART IV: Compendium of Research-Based Strategies Full Table of Contents PART I: The “Why” of Partnerships Trust, Partnerships, and Social Justice Learning Outcomes The First Day of School and Its Challenges Foundations of Trusting Family-Professional Partnerships Ecology of Education Definitions Overview of Research on the Nature of Partnerships in General and Special Education The Sunshine Model of Trusting Family-Professional Partnerships A Holistic Research-based Approach to Trusting Partnerships in General and Special Education Five Dimensions of Trusting Partnerships: The “How” of Trust Seven Opportunities for Trusting Partnerships: The “What to Do” in Creating Trust Benefits of Trusting Family-Professional Partnerships in General and Special Education Trusting Partnerships and Social Justice Defining Social Justice: A Problem and a Solution The 14th Amendment of the U. S. Constitution: A Source of Fairness, Equality of Opportunity, and Dignity Activism for Civil Rights: Seeking Fairness, Equality of Opportunity, and Dignity Social Justice and Partnerships in Education Summary Trusting Partnerships and the Law Learning Outcomes Using Laws to Create Trust Every Student Succeeds Act (ESSA) Background Problems and Reasons Goals Key Requirements for All Schools Key Requirements for Title I Districts and Schools Implications for Family-Professional Partnerships Federal Education Rights and Privacy Act (FERPA) Background Problems and Reasons Goals Key Requirements Implications for Family-Professional Partnerships Individuals with Disabilities Education Act (IDEA): Students with Disabilities Goals Requirement: Categories of Disability Requirement: Ages of Eligibility The Principle of Zero Reject The Principle of Nondiscriminatory Evaluation The Principle of Appropriate Education The Principle of Placement in the Least Restrictive Environment The Principle of Procedural Due Process The Principle of Parent Participation Section 504 Background Problems and Reasons Goals Key Requirements Implications for Family-Professional Partnerships Summary PART II: The “Who” of Partnership Family Systems and Family Characteristics Learning Outcomes Appreciating a Family's Characteristics An Overview of Family Systems Theory Inputs and Outputs Wholeness and Subsystems Boundaries Family Characteristics: Culture and Identity The Meaning and Relevance of Culture Significant Influencers on Culture and Identity Influence of Race and Ethnicity Influence of Household Income Influence of Geography Influence of Disability Family Characteristics: Lived Experiences Influence of Immigration Influence of Family Trauma Summary Family Systems: Interactions, Functions, and Life Span Learning Outcomes Understanding a Family Life in Flux Influence of Family Interactions Partner Subsystem Parental Subsystem Sibling Subsystem Extended Family Subsystem Influence of Family Functions Socialization Education Influence of the Family Life Span Life Span Developmental Stages Implications For Family-Professional Partnerships Transitions Summary School Systems Learning Outcomes Living and Learning in Buckley Schools As Systems Ecological Context School Systems Framework School System Characteristics Population School Types Educators Culture Interactions Within School Subsystems Administrator Subsystem Educator and Staff Subsystem Community Subsystem Family Subsystem Interactions Between and Among School Subsystems Influence of School Functions and Level Influence of School Functions School Level Summary PART III: The “How” of Partnerships Equity Learning Outcomes Stand in My Shoes Definition and Rationale Definition Rationale Research on Relevance and Outcomes Social Capital Navigational Capital Linguistic Capital Resistance Capital Aspirational Capital Familial Capital Strategies for Implementation Social Capital: Become Familiar with National, State, and Community Resources That Provide Social Support Navigational Capital: Share Information with Families and Other Professionals Navigational Capital: Overcoming Logistics Linguistic Capital: Capitalizing on Families' Linguistic Strengths Resistance Capital: Identifying When to Hold and When to Fold Aspirational Capital: Make the “Least Dangerous Assumption” Familial Capital: Getting to Know Families Summary Respect Learning Outcomes Creating Circles of Respect Definition and Rationale Definition of Respect Rationale for Demonstrating Respect Research on Relevance and Outcomes Effects of Respect Barriers to Respect Strategies for Implementation Treat Students and Families with Dignity Be Empathetic Honor the Family's Culture Summary Communication Learning Outcomes Engaging in Complicated Communication Definition and Rationale Defining Communication Rationale for Communication Research on Relevance and Outcomes Two-way Communication Frequent and Regular Communication Culturally Responsive Communication Empathetic Communication Strategies for Implementation Listening Connecting Expressing Summary Advocacy Learning Outcomes Standing Firm to Meet Students' Needs and Overcome Conflict Definition, Rationale, and History Definition of Advocacy Rationale for Advocacy History of Advocacy in Special Education Research on Relevance and Outcomes Effects of Advocacy Barriers to Advocacy Strategies for Implementation Facts: Develop Viewpoints on Key Issues Perspectives: Pinpoint and Document Concerns Problem Solvers: Identify Stakeholders and Find a Middle Ground Optimal Solutions: Identify Several Feasible Options to Resolve Disagreement Summary Commitment Learning Outcomes The Scope of Commitment Definition and Rationale Defining Commitment to Trusting Family-Professional Partnerships Rationale for Demonstrating Commitment Research on Relevance and Outcomes School Culture Skills Other Commitments Strategies for Implementation Step 1: Define the Goal (What) and Reasons (Why) for Your Commitment Step 2: Describe the Likely Rewards of Your Commitment Step 3: List the Actions You Will Take to Carry Out Your Commitment Step 4: Anticipate Obstacles and Identify Solutions Step 5: Acknowledge the Investments You Have Already Made Step 6: Manage Your Many Commitments Create Your Own Plan Concluding the López-Buckley Story and Revisiting the Major Themes Summary PART IV: CompendiumAppendix A: Resources for Supporting FamiliesAppendix B: Resources for Research-Based Practices Glossary References Name Index Subject Index Special Feature Contents Policy into Practice Brown v. Board of Education and Equality of Opportunity Endrew F. v. Douglas County RE-1 and an Appropriate Education Gun-Free Schools and Equitable Discipline to Promote Safety Defining “Parent” Harassment, Bullying, and Discrimination Complex Needs, Family Advocacy, and Student Inclusion Respecting Family Boundaries and Health Care Rights Notice That Notifies, Not Notice That Mystifies Shaffer v. Weast and Parents' Advocacy Burden Embedding Trusting Family-Professional Partnerships A Cultural Lens Confronting Bias in Communicating with Families Family Engagement in Title I Schools Acknowledging and Addressing Your Cultural Lens Being a Partner in Education with Same-sex Parents Debates on Religion and Discipline Partnering with Families Dealing with Incarceration and Drug Addiction Reflecting and Addressing Your Own Cultural Lens Celebrate Multilingualism, Not “English Proficiency” The Intersection of Culture and Advocacy Using Perspective Taking to Maintain Commitment When Faced with Philosophical Differences Advocacy in Action Disproportional Racial Discipline Advocating for a Transgender Student with Autism Addressing Homelessness and Food Insecurity Encouraging Advocacy Among Siblings of Individuals with Disabilities Advocating for a Successful Preschool-to-Elementary School Transition Advocating for Emerging Bilingual Families Restraining Judgment When Families Advocate Advocating for Families of Students Who Are Emergent Bilinguals or Multilinguals Advocating for School Services Advocating for a Summer Institute on Family-Professional Partnerships Conflict Prevention and Resolution Using Restorative Justice Strategies as an Alternative to Juvenile Detention Mediation for Resolving an IEP Dispute Mandated Reporting Different Views of Self-Determination Disability Identification Reverse Discrimination and Participatory Decision Making Addressing Conflict Within School Meetings Communication as a Trigger for Conflict Title 1 Parent Rights Resolving Conflicts to Stay Committed to Inclusion and Family-Professional Partnerships Partnering with Students Supporting Students' Dignity Using the Migrant Student Information Exchange (MSIX) for Records Transfers Exploring Gender Identities Enhancing Student Homework Appropriately Advocating for Students to Be Involved in Out-of-School Activities Supporting Students to Reduce Peer Conflict and Build Peer Trust Facilitating Self-Determination in Young Children Enhancing Student Communication Enhancing Student Advocacy Through Person-centered Planning Finding a Mentor [Show More]

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