Index
Working with Families for Inclusive Education
ISBN: 978-1-78714-261-9, eISBN: 978-1-78714-260-2
ISSN: 1479-3636
Publication date: 13 May 2017
This content is currently only available as a PDF
Citation
(2017), "Index", Working with Families for Inclusive Education (International Perspectives on Inclusive Education, Vol. 10), Emerald Publishing Limited, Bingley, pp. 281-284. https://doi.org/10.1108/S1479-363620170000010027
Publisher
:Emerald Publishing Limited
Copyright © 2017 Emerald Publishing Limited
INDEX
Adolescents
, 108, 214
Advocacy
, 76, 80, 175–181, 199, 216, 231, 238
Advocates
, 178–180
Assumptions
, 5, 41, 88, 92, 94, 156, 196, 211–213, 227, 265, 267–268
Attention Deficit Hyperactivity Disorder (ADHD)
, 124–125, 127, 129, 131–132, 134–137, 195, 241
Attitudes
, 28, 70, 74, 80, 84, 108–109, 213–214, 215, 221, 238, 256
Autism Spectrum Disorder (ASD)
, 42, 216, 235, 240
Belonging
, 63–70, 110, 119, 133, 135, 156, 158–159, 164, 177, 186, 192, 197, 211, 256, 260, 264–266, 267
Change
, 48, 54, 73, 82, 85, 98, 136–138, 211, 240, 265, 267, 269
Children with disabilities
, 19, 38–39, 42–44, 51, 57–58, 72, 74–77, 79–81, 83–84, 87–94, 101, 103, 151–169, 176–178, 180, 196, 234–235, 248, 256–258
Collaboration
, 72, 82, 93, 110, 117, 136, 156, 161–163, 180, 195–196, 197, 212, 226, 228, 230–231, 238, 240, 244–245, 255–269
Comedy
, 13–15, 18–19, 22–23, 26
Confidence
, 8–9, 20, 27, 131, 163–166, 169, 215
Confirmation bias
, 91–92
Courage
, 34, 64, 209–221, 262–263, 268
Culture
, 22, 41, 81, 91, 153, 155–158, 169, 178, 213
Developmental community centers
, 117
Disability/disabilities
, 9, 11–29, 34, 36, 39, 42–44, 64, 67, 73, 80, 87–94, 97–110, 126, 150–169, 175, 184, 211–213, 215, 234–235, 255–269
Disability studies
, 27–28, 67, 125
Discourse studies
, 125–127, 131, 134, 136
Diversity
, 23, 69, 81, 119, 125–126, 128, 156, 184–185, 187, 195, 217, 219, 238, 264
Early childhood education
, 160
Ecocultural theory
, 39, 42, 57, 59
Emotional caretaker
, 118
Empathy
, 110, 131–132, 200, 248, 258, 268–269
Employment
, 6, 8, 58, 82, 125, 128, 130, 178, 210, 236, 239, 242–243
Exclusion
, 11–29, 81–82, 126–127, 257
Families
, 13, 17–20, 26–28, 38–41, 44, 50, 52–53, 55, 57–59, 64, 69, 73, 75, 80–81, 83, 93–94, 98, 100, 103–104, 107, 110, 131, 153–154, 156, 159, 161–162, 167–169, 173–174, 177–178, 180–181, 184, 195–199, 200, 210, 235, 238, 245, 255–269
Family involvement
, 107, 195–196, 237–239
Family routine
, 39–41, 50, 57–59
Father and self-determination
, 92, 216, 266, 269
Father involvement
, 82–83, 102, 195–196, 197–199, 230, 237–238, 245
Fathers
, 51, 87–94, 97–110, 238, 263
Feedback
, 131, 157, 187, 195, 197, 229–230
Full-inclusion preschool
, 154, 157, 160, 162, 165, 168, 173
Gifted students/learners
, 116, 119
High functioning autism
, 155, 161, 240
Hope
, 100, 180, 209–221, 261, 263
Humanistic psychology
, 125
Humor
, 6, 13, 17, 20–23, 265
Identity
, 24, 31–32, 52, 99–101, 131, 260–263, 266, 269
IEPs (Individualized Education Program)
, 237
Inclusion
, 11–29, 31–36, 78, 151–169, 176, 178, 209–221, 264–265, 268
Inclusive education
, 36, 57, 68, 71–85, 125–127, 131–132, 134, 136–137, 144, 150, 175–181, 184–185, 205–206
Inclusive education, barriers
, 78–80
Inclusive education, values
, 128, 134, 137
Instructional design
, 185
Label/labeling
, 7, 69, 89, 119, 127–132, 213, 262–263
Leadership
, 83, 163, 173, 177, 181, 184, 186–187
Learning communities
, 183–200
Mainstream students/learners
, 247
Narratives
, 11–29, 125
Needs
, 38, 41, 51–52, 57, 67, 98, 104, 106, 134, 149–150, 239–240
Nonviolent Communication (NVC)
, 133
Opportunity
, 3–10, 260, 263–264
Optimism
, 8, 209–221, 263
Pacific countries
, 78, 81, 83, 85
Parent involvement
, 195–197, 237–238, 245
Parent collaboration
, 136, 162, 180, 230, 240, 244–245, 260
Parental attitudes toward inclusion
, 74, 215
Parental perspectives
, 73, 75, 78
Parental resources
, 214
Parents
, 63–70, 151–169, 197, 205, 211–213, 217, 219–220, 229, 234, 244–245, 263–265
Parents, communication with
, 56, 82, 133–134, 161–162, 165, 168, 176, 197, 226, 228–232, 238, 245, 258, 260
Paternal response to disability
, 100
Performance
, 15, 19, 22–25, 27, 126, 128, 130–131, 137, 229
Policy reform
, 72
Post school options
, 248
Preschool
, 149, 151–169
Protector
, 99, 104, 117–118
Purposeful listening
, 226–227, 231
Recognition
, 81, 128–132, 134, 136, 263
Reflection
, 57–58, 225–232, 266–267, 269
Reflexivity
, 258, 268–269
Resilience
, 103, 107–108, 164, 216
Resistance to inclusion
, 176, 265
Respect
, 40–41, 52, 132, 134–136, 156, 211, 213–214, 219, 221, 227, 238
Schools/schooling
, 3–9, 13–19, 28, 31–36, 40, 44–45, 48–49, 54, 67–69, 72–79, 81–84, 86, 91–94, 105, 108, 115–119, 125–132, 135, 138, 143–144, 148–150, 151–169, 173–174, 175–181, 184–185, 187, 190–192, 195–197, 213–216, 219, 221, 225–232, 233–248, 255–269
Self-contained classrooms
, 116
Self-determination
, 92–93, 133, 216, 237, 240, 266, 269
Siblings
, 97–110, 119, 191, 263, 265
Social and emotional leaning (SEL)
, 186
Special education
, 8, 24, 27, 31–36, 77, 79, 82, 87, 91, 116–117, 125–127, 130–131, 134, 144, 161, 168, 173, 184–185, 203, 205, 225, 234, 238
Special needs students/learners
, 119, 129, 143, 148–150, 190, 205, 227
Special Olympics
, 117–118
Stereotype threat
, 89–90, 94
Strengths-based assessment
, 187
Strengths-based programming
, 187
Systemic change
, 72–73
Teacher
, 5, 7–9, 19, 32–34, 79–80, 82, 84, 88, 104, 106, 118, 130–137, 143, 150, 155–157, 160–164, 168–169, 173, 176–178, 180–181, 184–190, 194–199, 203–206, 220, 225–232, 242, 246–247, 258, 260
Three-Block Model of UDL
, 185–190
Transformative experiences
, 89, 92, 94
Transition/transition programs
, 18–20, 27, 55, 92, 135, 173, 184, 233–248, 261, 264, 269
Trust
, 108, 132, 134, 136, 179, 255–269
Universal design for learning (UDL)
, 185
Values
, 38, 72, 75, 98, 110, 137, 157, 179, 181, 259–260
Work
, 8–10, 22, 24, 33, 44, 51, 53–55, 57–58, 81–83, 92, 100, 117, 186, 189, 195, 205, 212–213, 229–230, 232, 239, 245
Youth
, 31, 36, 64, 92–93, 125, 132, 235–237, 239, 242
- Prelims
- Section I Personal and Family Perspectives on Inclusion: Navigating Identity, Opportunity, and Belonging
- Ability and Opportunity in the Rearview Mirror
- “I Could have so Easily been Excluded”: Exploring Narratives of Inclusion and Exclusion in the Lives of Professional Performers with Disabilities
- A Game of Give and Take: My Journey Through Special Education and Inclusion
- The Ecocultural Project of Family Life
- The Gift of Belonging: From Parents to Society
- Parental Perspective about Inclusive Education in the Pacific
- An Emancipatory Stance Regarding Fathers of Children with Disabilities
- Broadening Family Perspectives: The Experiences of Fathers and Siblings When a Child Has Chronic Illness or Disability
- My Special Sister
- Section II Fostering Collaborative Partnerships for Inclusion: Frameworks and Strategies
- “Diagnosing” the Need or in “Need” of a Diagnosis? Reconceptualizing Educational Need
- Father and Son
- Hidden Voices: Parents’ Perspectives on the Barriers to and Facilitators of Inclusion on Their Preschool Children with Disabilities
- 40 Years of Inclusive Education Advocacy: A Personal Perspective
- Toward a Vision of Inclusive Learning Communities: It Takes the Village
- Rethinking Individual Education Plans: Searching for a Better Way
- Engaging Parent Strengths for Inclusion: The Power of Optimism, Hope, and Courage
- Being a Parent and a Teacher: Personal Reflections
- Transition Post-School: Five Steps Toward Reducing the Hurdles
- Conclusion
- So You Think We Can Trust? (Re)building Home-School Collaboration with Families of Children with Disability
- About the Authors
- Index