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    the Office of Special Education Programs at the United States Department of Education Subscribe to The CADRE Caucus WHAT S CADRE CAUCUS Share CADRE Tweet This site is funded by Subscribe to CADRE s Practitioner List Serve WHAT S PRACTITIONER LIST SERVE RAISE Article Details Email this Print this ARTICLE INFORMATION Title Title 1 schools parent liaisons reports regarding their roles and associated responsibilities to facilitate parent engagement to support children s academic achievement Publication Date 2013 Authors Tacchi B M Source University of Hartford ProQuest UMI Dissertations Publishing Abstract Dissertation Abstract Parent Liaisons can play an integral role in working to realize a vision for a strategic comprehensive and continuous system of family school and community partnerships that demonstrably contribute to children s development and school success Parent involvement continues to receive an increasing amount of attention in federal and state legislatively mandated requirements for school districts This study examined one formal strategy district employment of Parent Liaisons used in Title 1 schools to engage more parents in their children s learning A qualitative and exploratory study twelve Parent Liaisons in an urban district were interviewed and data was analyzed from interview transcripts Four areas of responsibilities of Parent Liaisons as defined by the conceptual framework of Mapp 2008 studied were a direct services to targeted families determined at risk b support for teacher outreach to families c support for school improvement teams and d collecting data for use in roles Key findings demonstrated that this position is dynamic in a changing environment and focused on their interactions with a diversity of families and how Parent Liaisons perceived families as well as their own fit within the school s organizational structure Additionally strategies of the Parent Liaisons did not identify the best parent communication strategies in light of technological

    Original URL path: http://www.directionservice.org/cadre/raisedetails.cfm?id=1784 (2016-02-09)
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  • RAISE Article Details
    Members Español Additional Resources For Mediators IDEA Legal Locate Professionals Locate Trainers Preparing for Dispute Resolution Processes Research Evaluation State Information Systems Design Training Resources Part C Early Intervention CADRE Products State Dispute Resolution Resource Showcase Parent Dispute Resolution Resource Showcase CADRE Webinars Calendar This document does not offer formal policy guidance from the Office of Special Education Programs at the United States Department of Education Subscribe to The CADRE Caucus WHAT S CADRE CAUCUS Share CADRE Tweet This site is funded by Subscribe to CADRE s Practitioner List Serve WHAT S PRACTITIONER LIST SERVE RAISE Article Details Email this Print this ARTICLE INFORMATION Title Actions Speak Louder than Words How Do Special Education Administrators Prevent and Resolve Conflict with Families Publication Date Dec 2013 Authors Mueller T G Piantoni S Source Journal of Special Education Apprenticeship Volume 2 Issue 2 Pages 1 15 Abstract Abstract Conflict between parents of children with disabilities and school district members has been an ongoing issue for decades Special education administrators are often designated to address conflict with the intent to find an amicable resolution Otherwise conflict can lead to due process hearings that move valuable time and money away from general district funds

    Original URL path: http://www.directionservice.org/cadre/raisedetails.cfm?id=1788 (2016-02-09)
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  • RAISE Article Details
    and other collaborative strategies to resolve disagreements about special education and early intervention programs CADRE Resources Home CADRE Continuum Literature Database For Family Members Español Additional Resources For Mediators IDEA Legal Locate Professionals Locate Trainers Preparing for Dispute Resolution Processes Research Evaluation State Information Systems Design Training Resources Part C Early Intervention CADRE Products State Dispute Resolution Resource Showcase Parent Dispute Resolution Resource Showcase CADRE Webinars Calendar This document does not offer formal policy guidance from the Office of Special Education Programs at the United States Department of Education Subscribe to The CADRE Caucus WHAT S CADRE CAUCUS Share CADRE Tweet This site is funded by Subscribe to CADRE s Practitioner List Serve WHAT S PRACTITIONER LIST SERVE RAISE Article Details Email this Print this ARTICLE INFORMATION Title Navigating Special Education Disputes in Schools Publication Date Oct 2013 Authors DeNisco A Source District Administration Volume 49 Issue 10 Pages 34 38 Abstract Through a question and answer format this article presents the views of two experienced special education attorneys on a number of ways in which parents and school districts can work together They address communication changes in law and regulations and the valuable roles of IEP facilitation resolution meetings

    Original URL path: http://www.directionservice.org/cadre/raisedetails.cfm?id=1791 (2016-02-09)
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  • RAISE Article Details
    State Forms System Design Training Resources Video Resources The National Center on Dispute Resolution in Special Education Encouraging the use of mediation and other collaborative strategies to resolve disagreements about special education and early intervention programs CADRE Resources Home CADRE Continuum Literature Database For Family Members Español Additional Resources For Mediators IDEA Legal Locate Professionals Locate Trainers Preparing for Dispute Resolution Processes Research Evaluation State Information Systems Design Training Resources Part C Early Intervention CADRE Products State Dispute Resolution Resource Showcase Parent Dispute Resolution Resource Showcase CADRE Webinars Calendar This document does not offer formal policy guidance from the Office of Special Education Programs at the United States Department of Education Subscribe to The CADRE Caucus WHAT S CADRE CAUCUS Share CADRE Tweet This site is funded by Subscribe to CADRE s Practitioner List Serve WHAT S PRACTITIONER LIST SERVE RAISE Article Details Email this Print this ARTICLE INFORMATION Title Avoiding Procedural Errors in Individualized Education Program Development Publication Date Sept Oct 2013 Authors Yell M Katsiyannis A Ennis R P Losinski M Source Teaching Exceptional Children Volume 46 Issue 1 Pages 56 64 Abstract This article reviews five common procedural errors in IEP development Not Including Students Parents in

    Original URL path: http://www.directionservice.org/cadre/raisedetails.cfm?id=1766 (2016-02-09)
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  • RAISE Article Details
    Design Training Resources Video Resources The National Center on Dispute Resolution in Special Education Encouraging the use of mediation and other collaborative strategies to resolve disagreements about special education and early intervention programs CADRE Resources Home CADRE Continuum Literature Database For Family Members Español Additional Resources For Mediators IDEA Legal Locate Professionals Locate Trainers Preparing for Dispute Resolution Processes Research Evaluation State Information Systems Design Training Resources Part C Early Intervention CADRE Products State Dispute Resolution Resource Showcase Parent Dispute Resolution Resource Showcase CADRE Webinars Calendar This document does not offer formal policy guidance from the Office of Special Education Programs at the United States Department of Education Subscribe to The CADRE Caucus WHAT S CADRE CAUCUS Share CADRE Tweet This site is funded by Subscribe to CADRE s Practitioner List Serve WHAT S PRACTITIONER LIST SERVE RAISE Article Details Email this Print this ARTICLE INFORMATION Title Advocating for Students With Disabilities at the School Level Publication Date May June 2013 Authors Whitby P J S Marx T McIntire J Wienke W Source Teaching Exceptional Children Volume 45 Issue 5 Pages 32 39 Abstract Abstract The article discusses school and classroom level advocacy for special needs students and provides advice

    Original URL path: http://www.directionservice.org/cadre/raisedetails.cfm?id=1789 (2016-02-09)
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  • RAISE Article Details
    to resolve disagreements about special education and early intervention programs CADRE Resources Home CADRE Continuum Literature Database For Family Members Español Additional Resources For Mediators IDEA Legal Locate Professionals Locate Trainers Preparing for Dispute Resolution Processes Research Evaluation State Information Systems Design Training Resources Part C Early Intervention CADRE Products State Dispute Resolution Resource Showcase Parent Dispute Resolution Resource Showcase CADRE Webinars Calendar This document does not offer formal policy guidance from the Office of Special Education Programs at the United States Department of Education Subscribe to The CADRE Caucus WHAT S CADRE CAUCUS Share CADRE Tweet This site is funded by Subscribe to CADRE s Practitioner List Serve WHAT S PRACTITIONER LIST SERVE RAISE Article Details Email this Print this ARTICLE INFORMATION Title Effects of Individualized Education Program meeting facilitation on parent and educator relationships Publication Date 2013 Authors Barrett F Z Source Trevecca Nazarene University ProQuest UMI Dissertations Publishing Abstract Dissertation abstract For a student with a disability to receive special education services an IEP team composed of education professionals and the student s parents must reach consensus on eligibility programming and placement Conflict mistrust and dissatisfaction contributed to the breakdown in the IEP process These three factors

    Original URL path: http://www.directionservice.org/cadre/raisedetails.cfm?id=1774 (2016-02-09)
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  • RAISE Article Details
    strategies to resolve disagreements about special education and early intervention programs CADRE Resources Home CADRE Continuum Literature Database For Family Members Español Additional Resources For Mediators IDEA Legal Locate Professionals Locate Trainers Preparing for Dispute Resolution Processes Research Evaluation State Information Systems Design Training Resources Part C Early Intervention CADRE Products State Dispute Resolution Resource Showcase Parent Dispute Resolution Resource Showcase CADRE Webinars Calendar This document does not offer formal policy guidance from the Office of Special Education Programs at the United States Department of Education Subscribe to The CADRE Caucus WHAT S CADRE CAUCUS Share CADRE Tweet This site is funded by Subscribe to CADRE s Practitioner List Serve WHAT S PRACTITIONER LIST SERVE RAISE Article Details Email this Print this ARTICLE INFORMATION Title The Hale Position for a Third Method for Specific Learning Disabilities Identification A Legal Analysis Publication Date May 2013 Authors Zirkel P A Source Learning Disability Quarterly Volume 36 Issue 2 Pages 93 96 Abstract Abstract This short article provides a legal analysis of the Hale et al white paper on specific learning disabilities identification The white paper presents a purported consensus of experts that an approach combining response to intervention with severe discrepancy is

    Original URL path: http://www.directionservice.org/cadre/raisedetails.cfm?id=1785 (2016-02-09)
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  • RAISE Article Details
    IDEA Legal Locate Professionals Locate Trainers Preparing for Dispute Resolution Processes Research Evaluation State Information Systems Design Training Resources Part C Early Intervention CADRE Products State Dispute Resolution Resource Showcase Parent Dispute Resolution Resource Showcase CADRE Webinars Calendar This document does not offer formal policy guidance from the Office of Special Education Programs at the United States Department of Education Subscribe to The CADRE Caucus WHAT S CADRE CAUCUS Share CADRE Tweet This site is funded by Subscribe to CADRE s Practitioner List Serve WHAT S PRACTITIONER LIST SERVE RAISE Article Details Email this Print this ARTICLE INFORMATION Title The perceived influence of divergent parent and teacher perceptions of student abilities on students and the establishment of effective family school partnerships Publication Date May 2013 Authors Lasater K A Source University of Arkansas ProQuest UMI Dissertations Publishing Abstract Dissertation Abstract The purpose of this phenomenological study was to describe the essence of parent teacher and student experiences when parent and teacher perceptions of student abilities diverge of particular importance was the perceived influence of these divergent accounts on students and the establishment of effective family school partnerships This purpose was achieved through a qualitative investigation of parent teacher and student experiences when parent and teacher perceptions of student abilities diverge Analysis of data collected from 10 in depth interviews with students parents and teachers revealed five themes and one subtheme related to discrepant parent and teacher perceptions of student abilities These themes included family school partnership qualities impressionability of student attitudes failure to resolve conflicts challenging parents and lack of teacher training Communication was included as a subtheme of family school partnership qualities Exploration of these themes described the overall essence of participant experiences Participants identified family school partnership qualities that are consistent with those presented in the literature but

    Original URL path: http://www.directionservice.org/cadre/raisedetails.cfm?id=1786 (2016-02-09)
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