Effective Collaboration for Educating the Whole Child

Carol A. Kochhar-Bryant - George Washington University, Transition Special Education Program

Angela S. Heishman

Teaching At-Risk Students | Special Education

Effective Collaboration for Educating the Whole Child

April 2010 | 280 pages | Corwin

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ISBN: 9781452271484

Available from January 0001

Paperback

ISBN: 9781412965279

Available from January 0001

Description

"The authors eloquently capture the tasks and interconnections of school and community professionals who share the responsibility of developing healthy environments so that all children have the opportunity to learn."
—Renee H. Lacey, Supervisor of Alternative and Summer Programs
Prince William County Public Schools, VA

"Finally, a practical look at how professionals from different disciplines can work together and blend their skills and talents to address the developmental needs of all students."
—Robert N. Ianacone, Associate Dean
Graduate School of Education and Human Development
The George Washington University

Educate the whole child by building a culture of collaboration in your school!

It takes a team of professionals working together to support a child's emotional, physical, and academic development. Effective Collaboration for Educating the Whole Child examines collaboration between educators to successfully teach children with complex learning needs, both with and without identified disabilities.

This book for K–12 general and special education teachers, administrators, and student support specialists explores how to make collaboration and coordination work, who takes responsibility for the process, and why collaboration is central to improving outcomes for students considered at risk. Focusing on coordinating across systems to improve education, the author:

Discusses the roles, responsibilities, and relationships between school professionals, community agencies, and service providers
Offers case examples in each chapter as windows into schools and classrooms
Emphasizes important developmental transitions from the elementary years through high school and after
Presents personal reflections from parents, students, and professionals

Developmentally responsive school environments depend on constructive relationships between the adults in a student's life, making this a vital resource for anyone who interacts with children.

Preface

Acknowledgments

About the Author

About the Contributor
1. What Does It Mean to Educate the Whole Child?
Chapter Topics
Introduction: The New Face of Diversity
Collaboration Makes Pioneers of Us All
Dance of Development: The Paradox of Educating Children Who Develop at Different Rates
What Does It Mean to Educate the Whole Child?
What Is Collaboration, and Why Is It Important for Educating the Whole Child?
What Is Developmentally Responsive Practice?
How Do Environment and Health Status Affect Learning and Development?
How Does Social-Emotional Health Affect Learning and Development?
How Does Participation in High-Risk Behavior Affect Learning and Development?
What Is the Family's Role in Promoting the Development of the Whole Child?
An Imperative to Celebrate Our Work
Closing
Summary of Key Points
Key Terms and Phrases
2. What Is a Developmentally Healthy School Environment?
Chapter Topics
Introduction
What Is the Relationship Between Social and Emotional Health and Learning?
What Are the Characteristics of a Developmentally Healthy School Environment?
Ten Strategies That Promote a Developmentally Responsive School Environment
What Models and Initiatives Exist for Creating Developmentally Responsive School Environments?
Closing
Summary of Key Points
Key Terms and Phrases
3. What Laws Promote Collaboration for the Whole-Child Initiative?
Chapter Topics
Introduction
Is the Whole-Child Initiative New?
What Laws Support Professional Collaboration to Educate the Whole Child?
Summary of Key Points
Key Terms and Phrases
4. How Do Schools Create Developmentally Responsive Environments? A Shared Responsibility
Chapter Topic
Introduction
What Are the Typical Roles of School Personnel, and How Can They Be Expanded to Address the Needs of Students?
Closing: Toward a Culture of Collaboration
Summary of Key Points
Key Terms and Phrases
5. How Do Professionals Collaborate to Educate the Whole Child?
Chapter Topics
Introduction
Why Is There a Growing Interest in Collaboration to Address the Developmental Needs of the Whole Child?
How Does Collaboration Lead to Schoolwide Change?
The Many Uses of Collaboration: The Four Action-Dimensions
Is Collaboration a Developmental Process?
Collaboration in the Early Years
Collaboration in the Middle Years
Collaboration in High School Years
Ten Principles for Successful Collaboration and Coordination
Summary of Key Points
Key Terms and Phrases
6. What Is the Role of Community Agencies?
Chapter Topics
Introduction
How Do Coordinated Services Support Developmentally Responsive School Environments?
What Community Agencies Should Be Engaged With Schools?
How Do Schools and Community Agencies Work Together?
How Do Schools and Community Agencies Coordinate for Youth Placed at Risk?
How Is an Interagency Agreement Developed?
What Is the Role of the Local Interagency Planning Council?
Summary of Key Points
Key Terms and Phrases
7. How Does Cultural and Linguistic Diversity Affect Professional Collaboration?
Chapter Topics
Introduction
Who Are Culturally and Linguistically Diverse Students and Families?
What Is Cultural Diversity?
How Does Cultural and Linguistic Diversity Enrich School Environments?
How Does Cultural and Linguistic Diversity Affect Professional Collaboration?
What Strategies Are Effective for Working With CLD Students and Parents?
Eight Principles and Strategies to Strengthen Professional Collaboration in Highly Diverse Schools
Summary of Key Points
Key Terms and Phrases
8. Celebrating Our Work: What Are the Benefits and Positive Impacts of Professional Collaboration
Chapter Topics
Introduction
The Power of Collaboration: Can the Success of Professional Collaboration and Interagency Coordination Be Measured?
Does Professional Collaboration Improve Results for the Whole Child?
How Do We Know That Whole-Child Approaches Impact Studet Learning?
Does Collaboration Promote Student and Family Self-Determination?
Why Is it Important to Celebrate Our Work and Renew Our Commitment?
Closing: A Call to Action
Summary of Key Points
Key Terms and Phrases

References

Index

Additional materials

Description

"The authors eloquently capture the tasks and interconnections of school and community professionals who share the responsibility of developing healthy environments so that all children have the opportunity to learn."
—Renee H. Lacey, Supervisor of Alternative and Summer Programs
Prince William County Public Schools, VA

Educate the whole child by building a culture of collaboration in your school!

Discusses the roles, responsibilities, and relationships between school professionals, community agencies, and service providers
Offers case examples in each chapter as windows into schools and classrooms
Emphasizes important developmental transitions from the elementary years through high school and after
Presents personal reflections from parents, students, and professionals

Developmentally responsive school environments depend on constructive relationships between the adults in a student's life, making this a vital resource for anyone who interacts with children.

Preface

Acknowledgments

About the Author

About the Contributor
1. What Does It Mean to Educate the Whole Child?
Chapter Topics
Introduction: The New Face of Diversity
Collaboration Makes Pioneers of Us All
Dance of Development: The Paradox of Educating Children Who Develop at Different Rates
What Does It Mean to Educate the Whole Child?
What Is Collaboration, and Why Is It Important for Educating the Whole Child?
What Is Developmentally Responsive Practice?
How Do Environment and Health Status Affect Learning and Development?
How Does Social-Emotional Health Affect Learning and Development?
How Does Participation in High-Risk Behavior Affect Learning and Development?
What Is the Family's Role in Promoting the Development of the Whole Child?
An Imperative to Celebrate Our Work
Closing
Summary of Key Points
Key Terms and Phrases
2. What Is a Developmentally Healthy School Environment?
Chapter Topics
Introduction
What Is the Relationship Between Social and Emotional Health and Learning?
What Are the Characteristics of a Developmentally Healthy School Environment?
Ten Strategies That Promote a Developmentally Responsive School Environment
What Models and Initiatives Exist for Creating Developmentally Responsive School Environments?
Closing
Summary of Key Points
Key Terms and Phrases
3. What Laws Promote Collaboration for the Whole-Child Initiative?
Chapter Topics
Introduction
Is the Whole-Child Initiative New?
What Laws Support Professional Collaboration to Educate the Whole Child?
Summary of Key Points
Key Terms and Phrases
4. How Do Schools Create Developmentally Responsive Environments? A Shared Responsibility
Chapter Topic
Introduction
What Are the Typical Roles of School Personnel, and How Can They Be Expanded to Address the Needs of Students?
Closing: Toward a Culture of Collaboration
Summary of Key Points
Key Terms and Phrases
5. How Do Professionals Collaborate to Educate the Whole Child?
Chapter Topics
Introduction
Why Is There a Growing Interest in Collaboration to Address the Developmental Needs of the Whole Child?
How Does Collaboration Lead to Schoolwide Change?
The Many Uses of Collaboration: The Four Action-Dimensions
Is Collaboration a Developmental Process?
Collaboration in the Early Years
Collaboration in the Middle Years
Collaboration in High School Years
Ten Principles for Successful Collaboration and Coordination
Summary of Key Points
Key Terms and Phrases
6. What Is the Role of Community Agencies?
Chapter Topics
Introduction
How Do Coordinated Services Support Developmentally Responsive School Environments?
What Community Agencies Should Be Engaged With Schools?
How Do Schools and Community Agencies Work Together?
How Do Schools and Community Agencies Coordinate for Youth Placed at Risk?
How Is an Interagency Agreement Developed?
What Is the Role of the Local Interagency Planning Council?
Summary of Key Points
Key Terms and Phrases
7. How Does Cultural and Linguistic Diversity Affect Professional Collaboration?
Chapter Topics
Introduction
Who Are Culturally and Linguistically Diverse Students and Families?
What Is Cultural Diversity?
How Does Cultural and Linguistic Diversity Enrich School Environments?
How Does Cultural and Linguistic Diversity Affect Professional Collaboration?
What Strategies Are Effective for Working With CLD Students and Parents?
Eight Principles and Strategies to Strengthen Professional Collaboration in Highly Diverse Schools
Summary of Key Points
Key Terms and Phrases
8. Celebrating Our Work: What Are the Benefits and Positive Impacts of Professional Collaboration
Chapter Topics
Introduction
The Power of Collaboration: Can the Success of Professional Collaboration and Interagency Coordination Be Measured?
Does Professional Collaboration Improve Results for the Whole Child?
How Do We Know That Whole-Child Approaches Impact Studet Learning?
Does Collaboration Promote Student and Family Self-Determination?
Why Is it Important to Celebrate Our Work and Renew Our Commitment?
Closing: A Call to Action
Summary of Key Points
Key Terms and Phrases

References

Index

Additional materials

Reviews

"In this day and age, schools are seen as more then a place where a child receives an education. Schools now must also instill responsibility, be surrogate parents, and c... Press enter to read the full quote (will open a modal popup)
Maria Mesires, Seventh-Grade Life Science Teacher, Case Middle School, Watertown, NY
"This book woke me up to many possibilities for collaboration and coordination within my school and community. It helped me view the whole picture and see the school as j... Press enter to read the full quote (will open a modal popup)
Pattie Thomas, School Improvement Specialist, Talladega City Schools, AL
"It is important for educators, and future educators, to understand how collaboration affects all individuals in and out of the educational setting. This book makes a dis... Press enter to read the full quote (will open a modal popup)
Sancta Sorenson, Special Education Teacher, Omaha Public Schools, NE
"As educators strive to focus on the whole child, we are called on to join forces with families, community agencies, and other school professionals to address the cogniti... Press enter to read the full quote (will open a modal popup)
Christine Morano Magee, Studio Learning Specialist and Educational Consultant, The George Washington University
"The authors eloquently capture the tasks and interconnections of school and community professionals who share the responsibility of developing healthy environments so th... Press enter to read the full quote (will open a modal popup)
Renee H. Lacey, Supervisor of Alternative and Summer Programs, Prince William County Public Schools, VA
"A long-overdue response to a critical issue in our schools—that one size does not fit all—coupled with the need to educate the whole child. Finally, a practical look at ... Press enter to read the full quote (will open a modal popup)
Robert N. Ianacone, Associate Dean, Graduate School of Education and Human Development, The George Washington University
"This book is full of wonderful ideas that can easily be implemented in any school counseling program. A must for counselors preparing to go into schools to make a differ... Press enter to read the full quote (will open a modal popup)
Pat Schwallie-Giddis, Chair, Department of Counseling, Human, and Organizational Studies, The George Washington University
"A very timely book on an extremely important subject. Much of the emphasis on education in the past decade has shifted too far in the direction of standards and accounta... Press enter to read the full quote (will open a modal popup)
Gary Greene, Professor of Special Education, California State University, Long Beach
group decision not all wanted to switch texts Press enter to read the full quote (will open a modal popup)
Caron Mellblom, Special Education , California State University-Dominiguez Hills

Effective Collaboration for Educating the Whole Child

Carol A. Kochhar-Bryant , Angela S. Heishman

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April 2010 | 280 pages | Corwin

Format	Published Date	ISBN	Price
Paperback	27/02/2023	9781412965279	$44.95
Lifetime	01/02/2026	9781452271484	$41.00

"The authors eloquently capture the tasks and interconnections of school and community professionals who share the responsibility of developing healthy environments so that all children have the opportunity to learn."
—Renee H. Lacey, Supervisor of Alternative and Summer Programs
Prince William County Public Schools, VA

Educate the whole child by building a culture of collaboration in your school!

Discusses the roles, responsibilities, and relationships between school professionals, community agencies, and service providers
Offers case examples in each chapter as windows into schools and classrooms
Emphasizes important developmental transitions from the elementary years through high school and after
Presents personal reflections from parents, students, and professionals

Developmentally responsive school environments depend on constructive relationships between the adults in a student's life, making this a vital resource for anyone who interacts with children.

Preface
Acknowledgments
About the Author
About the Contributor
1. What Does It Mean to Educate the Whole Child?
Chapter Topics
Introduction: The New Face of Diversity
Collaboration Makes Pioneers of Us All
Dance of Development: The Paradox of Educating Children Who Develop at Different Rates
What Does It Mean to Educate the Whole Child?
What Is Collaboration, and Why Is It Important for Educating the Whole Child?
What Is Developmentally Responsive Practice?
How Do Environment and Health Status Affect Learning and Development?
How Does Social-Emotional Health Affect Learning and Development?
How Does Participation in High-Risk Behavior Affect Learning and Development?
What Is the Family's Role in Promoting the Development of the Whole Child?
An Imperative to Celebrate Our Work
Closing
Summary of Key Points
Key Terms and Phrases
2. What Is a Developmentally Healthy School Environment?
Chapter Topics
Introduction
What Is the Relationship Between Social and Emotional Health and Learning?
What Are the Characteristics of a Developmentally Healthy School Environment?
Ten Strategies That Promote a Developmentally Responsive School Environment
What Models and Initiatives Exist for Creating Developmentally Responsive School Environments?
Closing
Summary of Key Points
Key Terms and Phrases
3. What Laws Promote Collaboration for the Whole-Child Initiative?
Chapter Topics
Introduction
Is the Whole-Child Initiative New?
What Laws Support Professional Collaboration to Educate the Whole Child?
Summary of Key Points
Key Terms and Phrases
4. How Do Schools Create Developmentally Responsive Environments? A Shared Responsibility
Chapter Topic
Introduction
What Are the Typical Roles of School Personnel, and How Can They Be Expanded to Address the Needs of Students?
Closing: Toward a Culture of Collaboration
Summary of Key Points
Key Terms and Phrases
5. How Do Professionals Collaborate to Educate the Whole Child?
Chapter Topics
Introduction
Why Is There a Growing Interest in Collaboration to Address the Developmental Needs of the Whole Child?
How Does Collaboration Lead to Schoolwide Change?
The Many Uses of Collaboration: The Four Action-Dimensions
Is Collaboration a Developmental Process?
Collaboration in the Early Years
Collaboration in the Middle Years
Collaboration in High School Years
Ten Principles for Successful Collaboration and Coordination
Summary of Key Points
Key Terms and Phrases
6. What Is the Role of Community Agencies?
Chapter Topics
Introduction
How Do Coordinated Services Support Developmentally Responsive School Environments?
What Community Agencies Should Be Engaged With Schools?
How Do Schools and Community Agencies Work Together?
How Do Schools and Community Agencies Coordinate for Youth Placed at Risk?
How Is an Interagency Agreement Developed?
What Is the Role of the Local Interagency Planning Council?
Summary of Key Points
Key Terms and Phrases
7. How Does Cultural and Linguistic Diversity Affect Professional Collaboration?
Chapter Topics
Introduction
Who Are Culturally and Linguistically Diverse Students and Families?
What Is Cultural Diversity?
How Does Cultural and Linguistic Diversity Enrich School Environments?
How Does Cultural and Linguistic Diversity Affect Professional Collaboration?
What Strategies Are Effective for Working With CLD Students and Parents?
Eight Principles and Strategies to Strengthen Professional Collaboration in Highly Diverse Schools
Summary of Key Points
Key Terms and Phrases
8. Celebrating Our Work: What Are the Benefits and Positive Impacts of Professional Collaboration
Chapter Topics
Introduction
The Power of Collaboration: Can the Success of Professional Collaboration and Interagency Coordination Be Measured?
Does Professional Collaboration Improve Results for the Whole Child?
How Do We Know That Whole-Child Approaches Impact Studet Learning?
Does Collaboration Promote Student and Family Self-Determination?
Why Is it Important to Celebrate Our Work and Renew Our Commitment?
Closing: A Call to Action
Summary of Key Points
Key Terms and Phrases
References
Index

Recent Product Reviews:

group decision not all wanted to switch texts

Caron Mellblom, Special Education , California State University-Dominiguez Hills

"A very timely book on an extremely important subject. Much of the emphasis on education in the past decade has shifted too far in the direction of standards and accountability to the detriment of educating the whole child. This book clearly articulates the need to revisit educational philosophy and practice in American public education and provides excellent guidelines and information on how to accomplish educating the whole child."

Gary Greene, Professor of Special Education, California State University, Long Beach

"This book is full of wonderful ideas that can easily be implemented in any school counseling program. A must for counselors preparing to go into schools to make a difference for every child they work with. I can't think of any text that could be more useful for teachers and counselors."

Pat Schwallie-Giddis, Chair, Department of Counseling, Human, and Organizational Studies, The George Washington University

"As educators strive to focus on the whole child, we are called on to join forces with families, community agencies, and other school professionals to address the cognitive, social-emotional, physical, and ethical development of students. This book comprehensively describes the characteristics of effective collaborative teams for educating the whole child, how to create them, and how to make them successful."

Christine Morano Magee, Studio Learning Specialist and Educational Consultant, The George Washington University

"The authors eloquently capture the tasks and interconnections of school and community professionals who share the responsibility of developing healthy environments so that all children have the opportunity to learn. This text presents models of school collaboration and agency coordination and real-life strategies for veterans and novices. Of utmost importance is that the tools discussed are for students with disabilities as well as those who might not meet the criteria to receive special education services but who require additional supports to experience success."

Renee H. Lacey, Supervisor of Alternative and Summer Programs, Prince William County Public Schools, VA

Effective Collaboration for Educating the Whole Child

Description

Contents

Additional materials

Description

Contents

Preface

Preface

Acknowledgments

Acknowledgments

About the Author

About the Author

References

References

Index

Index

Additional materials

Description

Description

Contents

Contents

Preface

Preface

Acknowledgments

Acknowledgments

About the Author

About the Author

References

References

Index

Index

Additional materials

Additional materials

Reviews

Effective Collaboration for Educating the Whole Child

Table Of Contents:

Recent Product Reviews:

Recommendations