TY  - CHAP
AB  - Abstract Roles of special education-related service professionals have changed since the passage of P.L. 94-142. Many children are spending a majority of their day in the general education classroom, however services can be delivered in a variety of settings ranging from the general education classroom to a one-on-one setting. Professionals deliver services based upon the educationally necessary model, which is determined by members of the Individualized Education Program team. Regardless of where services are delivered, when there are multiple related service professionals on a child’s educational team, there is a great deal of collaboration and communication required. A basic framework for ensuring this occurs includes selecting a key communication person or case manager, striving for clarity in communication, setting a schedule for consistent check-ins, removing discipline jargon, and communicating what is important to parents.
VL  - 30A
SN  - 978-1-78441-659-1, 978-1-78441-660-7/0270-4013
DO  - 10.1108/S0270-40132015000030A005
UR  - https://doi.org/10.1108/S0270-40132015000030A005
AU  - Bock Stacey Jones
AU  - Borders Christy
PY  - 2015
Y1  - 2015/01/01
TI  - Roles of Related Professionals in Special Education
T2  - Interdisciplinary Connections to Special Education: Important Aspects to Consider
T3  - Advances in Special Education
PB  - Emerald Group Publishing Limited
SP  - 119
EP  - 129
Y2  - 2024/05/05
ER  -