000 04237nam a22005295i 4500
001 978-3-319-09024-5
003 DE-He213
005 20210517160347.0
007 cr nn 008mamaa
008 140718s2015 gw | s |||| 0|eng d
020 _a9783319090245
_9978-3-319-09024-5
024 7 _a10.1007/978-3-319-09024-5
_2doi
050 4 _aBF721-723
072 7 _aJMC
_2bicssc
072 7 _aPSY004000
_2bisacsh
072 7 _aJMC
_2thema
082 0 4 _a155.4
_223
082 0 4 _a155.424
_223
100 1 _aManor-Binyamini, Iris.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_925389
245 1 0 _aLanguage and Discourse in Special Education
_h[electronic resource] :
_bUnderstanding Ethnographic Interdisciplinary Team Culture /
_cby Iris Manor-Binyamini.
250 _a1st ed. 2015.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2015.
300 _aXIV, 142 p. 11 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aChapter 1. Introduction.- Chapter 2. Multidisciplinary Teams in Special Education Schools: Their Language and Discourse -- Chapter 3. An Ethnographic Case Study.- Chapter 4. Words Relating to the Work Done with Students.- Chapter 5. Words Relating to Teamwork.- Chapter 6. Discourse Events in the Multidisciplinary Team.- Chapter 7. Discourse Events in the Administrative Team -- Chapter 8. Conclusion.
520 _aInterdisciplinary teamwork has significantly improved the education of children with special needs. Because the students' needs are complex, the responses of the diverse professionals working together to provide services must be equally multifaceted.   Language and Discourse in Special Education analyzes how interdisciplinary teams work in school settings, specifically how members convey their knowledge in collaboration with others. Results from an in-depth study conducted in a school for students with intellectual and developmental disabilities illustrate the evolution of team culture, from establishing a common language to sharing information to solving day-to-day problems. The book details how educators, therapists, and doctors integrate concepts from their distinct fields and apply this shared knowledge in dealing with students, the administration, and one another. These observations support theoretical models of how teams can most effectively address student needs and identify optimal conditions for meaningful collaboration.   Featured areas of coverage include:   The importance of interdisciplinary teamwork in special education Methods used in analyzing language and discourse Key words relating to the team's work with the students Discourse events within the team and with the administration A practical model for interdisciplinary teamwork   Language and Discourse in Special Education is an essential reference for researchers, professionals, and graduate students working with special needs students in child and school psychology, behavioral therapy (e.g., occupational, psychical, speech), social work, pediatric medicine, and allied mental health and medical fields.
650 0 _aChild psychology.
_925390
650 0 _aSchool psychology.
_925391
650 0 _aBehavioral therapy.
_925392
650 0 _aSocial work.
_925393
650 1 4 _aChild and School Psychology.
_0https://scigraph.springernature.com/ontologies/product-market-codes/Y12040
_925394
650 2 4 _aBehavioral Therapy.
_0https://scigraph.springernature.com/ontologies/product-market-codes/H54018
_925395
650 2 4 _aSocial Work.
_0https://scigraph.springernature.com/ontologies/product-market-codes/X21000
_925396
710 2 _aSpringerLink (Online service)
_925397
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783319090238
776 0 8 _iPrinted edition:
_z9783319090252
776 0 8 _iPrinted edition:
_z9783319356839
856 4 0 _uhttps://doi.org/10.1007/978-3-319-09024-5
912 _aZDB-2-BHS
912 _aZDB-2-SXBP
999 _c181983
_d181983