ISSN:0306-0012    

DOI:10.1093/cs/16.4.203

出版商:Oxford University Press    

年代:1994

数据来源: OUP

摘要:

AbstractAn ethnographic sociolinguistic analysis of an interdisciplinary team's assessment of, discussions about, and recommendations for children evaluated for mental retardation or developmental disabilities revealed that professionals talk differently to each other than to parents. In this study three cases evaluated by the team were examined; in one case, the parents were special education professionals. In all cases, the team professionals altered their vocabulary for discussions with parents and withheld information from them. Although they blamed parents for some of the children's problems when they talked to each other, they avoided discussing these issues with parents. When the team met with parents, the members simplified, diluted, and excluded information and technical language. In the case of the professional parents, however, the team members gave fuller explanations of their findings, and the parents came with knowledge and demands and were selective about which findings they accepted.

ISSN:0306-0012    

DOI:10.1093/cs/16.4.207

出版商:Oxford University Press    

年代:1994

数据来源: OUP

摘要:

AbstractHostile and resentful students who choose to stay in high school acquire negative reputations. Their attitudes become a transactional phenomenon in the relationship among the students, their friends, the administration, the teachers, and the student body. These young people place themselves and are placed by others on the margin of the school community where they become stuck in a negative membership role, establishing a threshold for dropping out. A combination of group work practice and systems interventions was used to shift hostile students from this threshold back into high school life as contributing members.

ISSN:0306-0012    

DOI:10.1093/cs/16.4.221

出版商:Oxford University Press    

年代:1994

数据来源: OUP

摘要:

AbstractThe extended school year (ESY) is a subject unfamiliar to many school social workers. This article discusses the legislative history of the ESY, describes the characteristics of a sample of ESY participants and their responses to ESY programs, and highlights 10 essential markers for ESY eligibility. Knowledge about ESY issues such as regression-recoupment syndrome adds to the practice base for developing social work skills in schools. This article presents relevant information for those interested in the evaluation, administration, and implementation of ESY programs.

ISSN:0306-0012    

DOI:10.1093/cs/16.4.231

出版商:Oxford University Press    

年代:1994

数据来源: OUP

摘要:

AbstractEarly interventionists have been continually challenged to strengthen relationships with families of children with disabilities. In 1975, the Education for All Handicapped Children Act (P.L. 94–142) initiated collaborative relationships between educators and parents of school-aged children with disabilities, and the Education of the Handicapped Act Amendments of1986 (P.L. 99–457) offered infants through five-year-olds a comparable education and also acknowledged their complex needs by introducing the individual family service plan. These innovations in legislation provided a family systems approach in early intervention by expanding family involvement and addressing family problems and thereby assisting the family to enhance the child's development opportunities. P.L. 102–119, the reauthorization of P.L. 99–457, increased family participation in the interdisciplinary team process, decision making, and planning. The importance of social work involvement in programming is presented, along with program and case scenarios.

ISSN:0306-0012    

DOI:10.1093/cs/16.4.241

出版商:Oxford University Press    

年代:1994

数据来源: OUP

ISSN:0306-0012    

DOI:10.1093/cs/16.4.251

出版商:Oxford University Press    

年代:1994

数据来源: OUP

ISSN:0306-0012    

DOI:10.1093/cs/16.4.257

出版商:Oxford University Press    

年代:1994

数据来源: OUP

ISSN:0306-0012    

DOI:10.1093/cs/16.4.259

出版商:Oxford University Press    

年代:1994

数据来源: OUP