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020 _a9781461489849
_9978-1-4614-8984-9
024 7 _a10.1007/978-1-4614-8984-9
_2doi
035 _ato000541144
040 _aSpringer
_cSpringer
_dRU-ToGU
050 4 _aBF721-723
072 7 _aJMC
_2bicssc
072 7 _aPSY004000
_2bisacsh
082 0 4 _a155.4
_223
082 0 4 _a155.424
_223
100 1 _aManor-Binyamini, Iris.
_eauthor.
_9446458
245 1 0 _aSchool-Parent Collaborations in Indigenous Communities
_helectronic resource
_bProviding Services for Children with Disabilities /
_cby Iris Manor-Binyamini.
260 _aNew York, NY :
_bSpringer New York :
_bImprint: Springer,
_c2014.
300 _aXXVI, 198 p. 12 illus., 4 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
505 0 _aChapter 1. Indigenous Communities and Children with Disabilities in the World: Unique Characteristics of Indigenous Communities and Children with Disabilities -- Chapter 2. Key Terms -- Chapter 3. School Professionals and Parents of Children with Disabilities -- Chapter 4. Collaboration Between Parents of Children with Disabilities and Professionals in Schools -- Chapter 5. Background on the Bedouin Community in Israel -- Chapter 6. Children with Disabilities and Special Education in the Bedouin Community in Israel -- Chapter 7. Collaboration between Professionals and Parents of Children with Disabilities in the Bedouin Community: A Phenomenological Case Study.
520 _aPoverty. Lack of social support. Limited access to education. High risk for health problems. Indigenous communities face an inordinate number of hardships. But when children have special needs, these problems multiply exponentially, making existing difficulties considerably worse. School-Parent Collaborations in Indigenous Communities: Providing Services for Children with Disabilities begins with an in-depth overview of indigenous experience and psychology, and situates disabilities within the contexts of indigenous communities and education services. The pilot study at the core of the book, conducted among the Bedouins of southern Israel, shows this knowledge in action as special education personnel engage parents in interventions for their children. Going beyond facile concepts of cultural sensitivity, the model recasts professionals as cultural mediators between school and family. This practice-oriented information has the potential to improve not only the well-being of children and families, but of the greater community as well. Featured in the coverage: Unique characteristics of indigenous communities and children with disabilities. Psychological models of reactions to disability. Benefits of multidisciplinary teams. Factors affecting collaboration between indigenous parents of children with disabilities and school professionals. Core principles of indigenously attuned collaboration. An extended case study on collaboration between parents of children with disabilities and school professionals in a Bedouin community. School-Parent Collaborations in Indigenous Communities is a breakthrough resource for researchers, graduate students, and professionals working with special needs children in child and school psychology, international and comparative education, social work, cross-cultural psychology, public health, and educational psychology.
650 0 _aPhilosophy (General).
_9566367
650 0 _aPublic health.
_9301321
650 0 _aEducational psychology.
_9346249
650 0 _asocial work.
_9566388
650 0 _aDevelopmental psychology.
_9566366
650 0 _aApplied psychology.
_9303992
650 1 4 _apsychology.
_9296131
650 2 4 _aChild and School Psychology.
_9566374
650 2 4 _aInternational and Comparative Education.
_9314990
650 2 4 _aSocial Work.
_9566389
650 2 4 _aCross Cultural Psychology.
_9566322
650 2 4 _aPublic Health.
_9301321
650 2 4 _aEducational Psychology.
_9346249
710 2 _aSpringerLink (Online service)
_9143950
773 0 _tSpringer eBooks
856 4 0 _uhttp://dx.doi.org/10.1007/978-1-4614-8984-9
912 _aZDB-2-BHS
999 _c399047