TY  - GEN
AB  - Poverty. 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.
AU  - Manor-Binyamini, Iris,
CN  - SpringerLink
CN  - LC3715
DO  - 10.1007/978-1-4614-8984-9
DO  - doi
ID  - 695954
KW  - Indigenous peoples
KW  - Children with disabilities
LK  - https://univsouthin.idm.oclc.org/login?url=http://dx.doi.org/10.1007/978-1-4614-8984-9
N2  - Poverty. 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.
SN  - 9781461489849 
SN  - 1461489849 
T1  - School-parent collaborations in indigenous communitiesproviding services for children with disabilities /
TI  - School-parent collaborations in indigenous communitiesproviding services for children with disabilities /
UR  - https://univsouthin.idm.oclc.org/login?url=http://dx.doi.org/10.1007/978-1-4614-8984-9
ER  -