Parents and families of students with special needs : (Record no. 5810)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 07981cam a2200385 i 4500 |
| 001 - CONTROL NUMBER | |
| control field | 19276087 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20200121163638.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 160915s2018 cau b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER | |
| LC control number | 2016039120 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9781506316000 (pbk. : acidfree paper) |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | DLC |
| Language of cataloging | eng |
| Transcribing agency | DLC |
| Description conventions | rda |
| Modifying agency | DLC |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | pcc |
| 043 ## - GEOGRAPHIC AREA CODE | |
| Geographic area code | n-us--- |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | LC4031 |
| Item number | .P37 2018 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 371.9 MCG A |
| Edition number | 23 |
| 245 00 - TITLE STATEMENT | |
| Title | Parents and families of students with special needs : |
| Remainder of title | collaborating across the age span / |
| Statement of responsibility, etc. | [edited by] Vicki A. McGinley, West Chester University, Melina Alexander, Weber State University. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Place of production, publication, distribution, manufacture | Thousand Oaks, California : |
| Name of producer, publisher, distributor, manufacturer | SAGE, |
| Date of production, publication, distribution, manufacture, or copyright notice | [2018] |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | xxi, 321 pages ; |
| Dimensions | 26 cm |
| 336 ## - CONTENT TYPE | |
| Content type term | text |
| Content type code | txt |
| Source | rdacontent |
| 337 ## - MEDIA TYPE | |
| Media type term | unmediated |
| Media type code | n |
| Source | rdamedia |
| 338 ## - CARRIER TYPE | |
| Carrier type term | volume |
| Carrier type code | nc |
| Source | rdacarrier |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE | |
| Bibliography, etc. note | Includes bibliographical references and index. |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Defining the Family - Tara Guierrero<br/>Family Systems Theory - Vanessa Johnson<br/>Families of Children At-Risk for Disability - Barry Bullis, Samuel Zimmerman<br/>The Professionals and What Are Their Roles? - Natalie Williams, Tori Lybbert<br/>Family Assessment and Research Based Interventions - Vicki McGinley<br/>The Laws that Support Families - Shirley Dawson, Tracie McLaughlin<br/>Birth through Age 5 - Brenda Eaton<br/>The Primary School Years - Melissa Hudson<br/>Secondary School Years - Melina Alexander, Desna Bergold<br/>Post School - Brian Freedman, Laura Eisenman, Cathy Cowin, Sean Roy<br/>Prominent Disabilities Across the Lifespan - Mary Houser<br/>Siblings of Children with Disabilities - Kerry Smith<br/>Section I: FOUNDATIONS, DEFINITION, AND ASSESSMENT<br/>Chapter 1 Defining the Family - Tara S. Guerriero<br/>The Role of the Family in a Child's Education<br/>Identifying and Defining Children and the Family<br/>Childhood Living Arrangements<br/>Type of Families<br/>Unique Familial Circumstances that may Influence Education<br/>Educating all Children<br/>Chapter 2: Family Systems Theory - Sandra Sepulveda-Kozakowski<br/>What is Family Systems Theory?<br/>The Family Identity<br/>Family Subsystems<br/>Boundaries<br/>Communication<br/>Cohesion<br/>Adaptability/ Flexibility<br/>Climate<br/>The Family Life Cycle<br/>Factors Impacting Family Systems<br/>External Systems<br/>Coordination of Care<br/>Parenting Relationships<br/>Culture, Race, and Ethnicity<br/>Spotlight on Children in Foster Care<br/>Chapter 3: Families of Children At-risk for Disability - Barry Bullis, Samuel Zimmerman<br/>Why Study Risk?<br/>Benefits of Identifying Risk<br/>Definition of Risk<br/>Categories of Risk<br/>Children Living in Poverty<br/>English Learners<br/>Students Experiencing Marginalization<br/>Gifted Children<br/>Developmental Follow-up<br/>Chapter 4: Laws that Support Families - Shirley Dawson, Tracie McLaurghlan, Denise Adams<br/>History<br/>Individuals with Disabilities Education Act (IDEA)<br/>Provisions<br/>Section 504<br/>Americans with Disabilities Act Amendments Act<br/>Elementary and Secondary Education Act (ESEA)<br/>Family Educational Rights and Privacy Act of 1974<br/>Chapter 5: The Professionals and Their Roles - Natalie A. Williams, Kristin L. Nelson, Tori J. Lybert<br/>Professionals of the Multidisciplinary Team<br/>Benefits of Partnerships<br/>Family-Staff Relationships<br/>Peer Relationships<br/>Building and Sustaining Partnerships<br/>Interpersonal Communication for Partnerships<br/>The Reality of Criticism<br/>Assertiveness Versus Aggressive Communication<br/>Resolving Conflicts<br/>Chapter 6: Assessment to Research-Based Intervention: Providing Families Support - Vicki A. McGinley, Ieva Margevica<br/>Assessment History and Family Involvement<br/>Working with Families to Understand Assessment<br/>Technical Assessment Terminology<br/>Lifespan Assessment<br/>Transition from Part C to Part B<br/>Primary School Years<br/>Secondary School Years: Transition Assessment<br/>Specialized Assessment and Disability Related Assessments<br/>Disability Specific Assessments<br/>Alternative Assessments/Authentic Assessments for Children with Disabilities<br/>The Assessment Report/The Evaluation Report<br/>Making Instructional Decisions for Intervention<br/>Chapter 7: Siblings of Children with Disabilities - Amy F. Conner Love, Lorie Taylor, Lisa P. Turner, Richard Sabousky<br/>Special Relationship<br/>Importance of Siblings and Significance in Today's Society<br/>Lifelong Relationship<br/>Interactional Dynamics and Relationship Patterns<br/>Children and Adolescent Siblings<br/>Adult Siblings<br/>Temperament<br/>Sibling Effects<br/>Expectations<br/>Characteristics of Sibling Without Disability<br/>Sibling Interactions<br/>Coping and Stress Styles<br/>Strategies to Help Siblings<br/>Siblings as Teachers<br/>Ways to Establish Sibling Teaching Program<br/>Social Interactions<br/>Counseling Siblings<br/>Section II: WORKING WITH FAMILIES OF CHILDREN WITH DISABILITES ACROSS THE LIFE SPAN<br/>Chapter 8: Specific Disabilities Across the Lifespan - Mary A. Houser<br/>Disability Related to Birth Through Age 5<br/>Disability Related to Primary Years<br/>Disability Related to Secondary School Years<br/>Discovering the Presence of a Disability<br/>Selected Disabilities and their Impact on Families<br/>The Benefits of Home-School Collaboration: Teacher and Families working together<br/>Chapter 9: Birth Through Age 5 - Brenda Eaton, Melina Alexander<br/>Children From Birth to Age 3<br/>Early Intervention<br/>Part C of the IDEA<br/>Individual Family Service Plan (IFSP)<br/>Members of the Multidiscilinary Team<br/>Provider(s) of Early Intervention Services<br/>Early Intervention Programming<br/>Members of the Multidisciplinary Team<br/>Content of the IFSP<br/>Outcomes of Early Intervention<br/>Children Ages 3 to 5<br/>Children Ages 3 to 5 With Disabilities<br/>Preschool Programs<br/>Supporting Families with Children With Disabilities Ages Birth Through 5<br/>Chapter 10: The Primary School Years - Melissa E. Hudson<br/>Communicating with Families<br/>Transition to Elementary School<br/>The Individualized Education Program Plan (IEP) Process and Document<br/>The Individualized Education Program Plan<br/>Working Together - The IEP Team and the Collaborative Team Model<br/>Collaborative Team Model<br/>Chapter 11: Secondary School Years - Melina Alexander, Desna Bergold<br/>Adolescence<br/>Early Adolescence<br/>Middle Adolescence<br/>Late Adolescence<br/>Adolescents with Disabilities<br/>Families of Adolescent Students with Disabilities<br/>The Multidisciplinary Team During the Secondary School Years<br/>Roles of Members of the Multidisciplinary Team<br/>Issues Addressed by Multidisciplinary Team During the Secondary School Years<br/>Potential Needs of the Family During the Secondary Years<br/>Chapter 12: Postschool - Brian Freedman, Laura Eisenman, Cathy Cowin, Sean Roy<br/>Post School Outcomes<br/>Predictors of Postschool Success<br/>Age of Majority<br/>Entitlement Versus Eligibility<br/>Understanding Concerns, Knowing Options, and Creating Partnerships<br/>Current Statistics and Optimistic Trends<br/>Career Development<br/>Employment Settings<br/>Rights, Accommodations and Self-Disclosure<br/>Federal Benefits<br/>Common Questions from Families Regarding Specific Issues Related to Employment<br/>Strategies for Partnering with Families<br/>Postsecondary Education<br/>Postsecondary Education Options<br/>From Entitlement to Eligibility<br/>Accommodations<br/>Social Life and Campus Participation<br/>Financial Factors<br/>Strategies for Partnering With Families<br/>Independent and Interdependent Living<br/>Development of Life Skills<br/>Support From State and Federal Government<br/>Types of Residences<br/>Social Relationships and Community Participation<br/>Strategies for Partnering With Families |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Children with disabilities |
| General subdivision | Education |
| Geographic subdivision | United States. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Special education |
| General subdivision | Parent participation |
| Geographic subdivision | United States. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Special education teachers |
| General subdivision | Professional relationships |
| Geographic subdivision | United States. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Children with disabilities |
| General subdivision | Family relationships. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | School-linked human services. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | McGinley, Vicki A., |
| Relator term | editor. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Alexander, Melina, |
| Relator term | editor. |
| 906 ## - LOCAL DATA ELEMENT F, LDF (RLIN) | |
| a | 7 |
| b | cbc |
| c | orignew |
| d | 1 |
| e | ecip |
| f | 20 |
| g | y-gencatlg |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Stack text books |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Collection code | Home library | Current library | Date acquired | Total Checkouts | Full call number | Barcode | Date last seen | Date last checked out | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | 18/2 | All India Institute of Speech and Hearing | All India Institute of Speech and Hearing | 21/01/2020 | 1 | 371.9 MCG A | 21523 | 19/12/2022 | 16/12/2022 | 21/01/2020 | Stack text books |