Table Of Contents:

• Defining the Family
• Family Systems Theory
• Families of Children At-Risk for Disability
• The Professionals and What Are Their Roles?
• Family Assessment and Research Based Interventions
• The Laws that Support Families
• Birth through Age 5
• The Primary School Years
• Secondary School Years
• Post School
• Prominent Disabilities Across the Lifespan
• Siblings of Children with Disabilities
• Section I: FOUNDATIONS, DEFINITION, AND ASSESSMENT
• Chapter 1 Defining the Family
• The Role of the Family in a Child’s Education
• Identifying and Defining Children and the Family
• Childhood Living Arrangements
• Type of Families
• Unique Familial Circumstances that may Influence Education
• Educating all Children
• Chapter 2: Family Systems Theory
• What is Family Systems Theory?
• The Family Identity
• Family Subsystems
• Boundaries
• Communication
• Cohesion
• Adaptability/ Flexibility
• Climate
• The Family Life Cycle
• Factors Impacting Family Systems
• External Systems
• Coordination of Care
• Parenting Relationships
• Culture, Race, and Ethnicity
• Spotlight on Children in Foster Care
• Chapter 3: Families of Children At-risk for Disability
• Why Study Risk?
• Benefits of Identifying Risk
• Definition of Risk
• Categories of Risk
• Children Living in Poverty
• English Learners
• Students Experiencing Marginalization
• Gifted Children
• Developmental Follow-up
• Chapter 4: Laws that Support Families
• History
• Individuals with Disabilities Education Act (IDEA)
• Provisions
• Section 504
• Americans with Disabilities Act Amendments Act
• Elementary and Secondary Education Act (ESEA)
• Family Educational Rights and Privacy Act of 1974
• Chapter 5: The Professionals and Their Roles
• Professionals of the Multidisciplinary Team
• Benefits of Partnerships
• Family-Staff Relationships
• Peer Relationships
• Building and Sustaining Partnerships
• Interpersonal Communication for Partnerships
• The Reality of Criticism
• Assertiveness Versus Aggressive Communication
• Resolving Conflicts
• Chapter 6: Assessment to Research-Based Intervention: Providing Families Support
• Assessment History and Family Involvement
• Working with Families to Understand Assessment
• Technical Assessment Terminology
• Lifespan Assessment
• Transition from Part C to Part B
• Primary School Years
• Secondary School Years: Transition Assessment
• Specialized Assessment and Disability Related Assessments
• Disability Specific Assessments
• Alternative Assessments/Authentic Assessments for Children with Disabilities
• The Assessment Report/The Evaluation Report
• Making Instructional Decisions for Intervention
• Chapter 7: Siblings of Children with Disabilities
• Special Relationship
• Importance of Siblings and Significance in Today’s Society
• Lifelong Relationship
• Interactional Dynamics and Relationship Patterns
• Children and Adolescent Siblings
• Adult Siblings
• Temperament
• Sibling Effects
• Expectations
• Characteristics of Sibling Without Disability
• Sibling Interactions
• Coping and Stress Styles
• Strategies to Help Siblings
• Siblings as Teachers
• Ways to Establish Sibling Teaching Program
• Social Interactions
• Counseling Siblings
• Section II: WORKING WITH FAMILIES OF CHILDREN WITH DISABILITES ACROSS THE LIFE SPAN
• Chapter 8: Specific Disabilities Across the Lifespan
• Disability Related to Birth Through Age 5
• Disability Related to Primary Years
• Disability Related to Secondary School Years
• Discovering the Presence of a Disability
• Selected Disabilities and their Impact on Families
• The Benefits of Home-School Collaboration: Teacher and Families working together
• Chapter 9: Birth Through Age 5
• Children From Birth to Age 3
• Early Intervention
• Part C of the IDEA
• Individual Family Service Plan (IFSP)
• Members of the Multidiscilinary Team
• Provider(s) of Early Intervention Services
• Early Intervention Programming
• Members of the Multidisciplinary Team
• Content of the IFSP
• Outcomes of Early Intervention
• Children Ages 3 to 5
• Children Ages 3 to 5 With Disabilities
• Preschool Programs
• Supporting Families with Children With Disabilities Ages Birth Through 5
• Chapter 10: The Primary School Years
• Communicating with Families
• Transition to Elementary School
• The Individualized Education Program Plan (IEP) Process and Document
• The Individualized Education Program Plan
• Working Together – The IEP Team and the Collaborative Team Model
• Collaborative Team Model
• Chapter 11: Secondary School Years
• Adolescence
• Early Adolescence
• Middle Adolescence
• Late Adolescence
• Adolescents with Disabilities
• Families of Adolescent Students with Disabilities
• The Multidisciplinary Team During the Secondary School Years
• Roles of Members of the Multidisciplinary Team
• Issues Addressed by Multidisciplinary Team During the Secondary School Years
• Potential Needs of the Family During the Secondary Years
• Chapter 12: Postschool
• Post School Outcomes
• Predictors of Postschool Success
• Age of Majority
• Entitlement Versus Eligibility
• Understanding Concerns, Knowing Options, and Creating Partnerships
• Current Statistics and Optimistic Trends
• Career Development
• Employment Settings
• Rights, Accommodations and Self-Disclosure
• Federal Benefits
• Common Questions from Families Regarding Specific Issues Related to Employment
• Strategies for Partnering with Families
• Postsecondary Education
• Postsecondary Education Options
• From Entitlement to Eligibility
• Accommodations
• Social Life and Campus Participation
• Financial Factors
• Strategies for Partnering With Families
• Independent and Interdependent Living
• Development of Life Skills
• Support From State and Federal Government
• Types of Residences
• Social Relationships and Community Participation
• Strategies for Partnering With Families