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  • RAISE Article Details
    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 Fostering collaboration with culturally and linguistically diverse families of children with moderate to severe disabilities Publication Date 2010 Authors Olivos E M Gallagher R Aguilar J Source Journal of Educational and Psychological Consultation Volume 20 Issue 1 Pages 28 40 Abstract Abstract In this review challenges to family school collaboration and a framework describing how special educators can foster a climate of collaboration with culturally and linguistically diverse CLD families of children with moderate to severe disabilities are described Conditions for collaboration in this circumstance require that educators understand how they as agents of schools accept a CLD community s culture power and knowledge in the school context and how they align their own values and beliefs as well

    Original URL path: http://www.directionservice.org/cadre/raisedetails.cfm?id=1548 (2016-02-09)
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  • RAISE Article Details
    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 Representation in Mediation What We Know from Empirical Research Publication Date February 2010 Authors Wissler R Source Fordham Urban Law Journal Volume 37 Issue 1 Pages 419 472 Abstract This article provides an overview of research on representation in mediation presenting both original research and a review of existing studies With a primary focus on court connected civil cases Wissler explains different mediation programs appear to have reached different conclusions

    Original URL path: http://www.directionservice.org/cadre/raisedetails.cfm?id=1537 (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 Due Process Hearing Systems Under the IDEA A State by State Survey Publication Date 2010 Authors Zirkel P and Scala G Source Journal of Disability Policy Studies Volume 21 Issue 1 Pages 3 8 Abstract The primary mechanism for dispute resolution under IDEA Individuals with Disabilities Education Act is a due process hearing The total number of adjudicated hearings under IDEA has dropped from the high level during the latter part of the 1990s and the early part of the current decade Yet relatively few jurisdictions led by the District of Columbia and New York

    Original URL path: http://www.directionservice.org/cadre/raisedetails.cfm?id=1536 (2016-02-09)
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  • RAISE Article Details
    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 Why Does Collaboration Work Linking Positive Psychology and Collaboration Publication Date 2010 Authors Conoley J C and Conoley C W Source Journal of Educational and Psychological Consultation Volume 20 Issue 1 Pages 75 82 Abstract This article explores connections between positive psychology an area of recent attention across disciplines and the attitudes and behaviors that mark collaborative relationships Excerpts Fredrickson s Broaden and Build theory provides a compelling explanation for the promise of collaboration as a strategy to insert more energy optimism creativity and hope into the work of educators A collaborative team that provides social support can being the broaden and build spiral People with relationships to other individuals they trust and depend upon are healthier more productive and happier p 77 People who want

    Original URL path: http://www.directionservice.org/cadre/raisedetails.cfm?id=1553 (2016-02-09)
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  • RAISE Article Details
    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 Co Teaching An Illustration of the Complexity of Collaboration in Special Education Publication Date 2010 Authors Friend M Cook L Hurley Chamberlain D and Shamberger C Source Journal of Educational and Psychological Consultation Volume 20 Issue 1 Pages 9 27 Abstract Abstract Although collaboration among service providers has been a hallmark of special education almost since its inception co teaching the sharing of instruction by a general education teacher and a special education teacher or another specialist in a general education class that includes students with disabilities is a relatively recent application As a result of recent federal legislation and related policy changes co teaching has evolved rapidly as a strategy for ensuring that these students have access to the same curriculum as other students while still receiving the specialized instruction to which they are entitled Despite considerable enthusiasm expressed by those who write about co teaching and those who implement it co teaching illustrates the complexity of conceptualizing and studying collaboration in special education Most inquiry on co teaching has emphasized co teachers roles and relationships or program logistics rather than demonstrating its impact on student achievement and other

    Original URL path: http://www.directionservice.org/cadre/raisedetails.cfm?id=1554 (2016-02-09)
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  • RAISE Article Details
    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 Using Active Listening to Improve Collaboration With Parents Publication Date 2010 Authors McNaughton D and Volstal B Source Intervention in School and Clinic Volume 45 Issue 4 Pages 251 256 Abstract This article builds on its opening premise Effective parent teacher communication builds working relationships that can support strong home school collaboration and improved educational outcomes to support the value of training teachers to employ active listening in their work with parents and colleagues A handy mnemonic LAFF don t CRY is meant to assist in recalling the basic elements of active listening L Listen empathize and communicate respect A Ask questions and ask permission to take notes F Focus on the issues F Find

    Original URL path: http://www.directionservice.org/cadre/raisedetails.cfm?id=1555 (2016-02-09)
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  • RAISE Article Details
    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 Integrated Models of School based Prevention Logic and Theory Publication Date 2010 Authors Domitrovich C E Bradshaw C P Greenberg M T Embry D Poduska J M Ialongo N S Source Psychology in the Schools Volume 47 Issue 1 Pages 71 88 Abstract School based prevention programs can positively impact a range of social emotional and behavioral outcomes Yet the current climate of accountability pressures schools to restrict activities that are not perceived as part of the core curriculum Building on models from public health and prevention science we describe an integrated

    Original URL path: http://www.directionservice.org/cadre/raisedetails.cfm?id=1530 (2016-02-09)
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  • RAISE Article Details
    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 The state of the art of collaboration on behalf of students with disabilities Publication Date 2010 Authors Cook L Friend M Source Journal of Educational and Psychological Consultation Volume 20 Pages 1 8 Abstract Cook and Friend define collaboration as a style professionals select to employ based on mutual goals parity

    Original URL path: http://www.directionservice.org/cadre/raisedetails.cfm?id=1615 (2016-02-09)
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