000 | 04237nam a22005295i 4500 | ||
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001 | 978-3-319-09024-5 | ||
003 | DE-He213 | ||
005 | 20210517160347.0 | ||
007 | cr nn 008mamaa | ||
008 | 140718s2015 gw | s |||| 0|eng d | ||
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_a9783319090245 _9978-3-319-09024-5 |
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024 | 7 |
_a10.1007/978-3-319-09024-5 _2doi |
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100 | 1 |
_aManor-Binyamini, Iris. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut _925389 |
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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. |
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300 |
_aXIV, 142 p. 11 illus. _bonline resource. |
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336 |
_atext _btxt _2rdacontent |
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337 |
_acomputer _bc _2rdamedia |
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_aonline resource _bcr _2rdacarrier |
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_atext file _bPDF _2rda |
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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 |
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650 | 0 |
_aSchool psychology. _925391 |
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650 | 0 |
_aBehavioral therapy. _925392 |
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650 | 0 |
_aSocial work. _925393 |
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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 |
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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 |