Collaborating With School Psychologists: Moving Beyond Traditional Assessment Practices

Q3 Social Sciences

Young Exceptional Children Pub Date : 2019-08-29 DOI:10.1177/1096250619871951

Kizzy Albritton, Ching-I. Chen, Sara G. Bauer, Ashley Johnson, Rachel E. Mathews

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引用次数: 5

Abstract

28 YOUNG EXCEPTIONAL CHILDREN Vol. 24, No. 1, March 2021 https://doi.org/10.1177/1096250619871951 DOI: 10.1177/1096250619871951 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2019 Division for Early Childhood Due to the diverse needs of young children at risk for or with developmental delays/ disabilities and their families, an interdisciplinary and collaborative team is required in schools to deliver family-centered, individualized early intervention/early childhood special education (EI/ECSE) services (Division for Early Childhood of the Council for Exceptional Children [DEC], 2017). DEC (2014) recommended practices point out that by nature, the intervention service team should always include multiple adults. This team typically consists of the family and professionals from various disciplines working together to plan and implement supports that are relevant to child and family needs. For example, families may work with an ECSE teacher and a speech–language pathologist to provide multiple learning opportunities across daily routines, and activities for their children to practice using words to request items they need. Another key personnel within early childhood (EC) settings is the school psychologist. EC practitioners (including EI/ECSE specialists) are highly encouraged to utilize DECrecommended practices as guidelines to collaborate with school psychologists and other team members to develop positive family– professional partnerships, empower families by building their capacities, 871951 YECXXX10.1177/1096250619871951YOUNG EXCEPTIONAL CHILDRENCollaborating With School Psychologists / Albritton et al. research-article2019

查看原文本刊更多论文

与学校心理学家合作:超越传统的评估实践

28 YOUNG EXCEPTIONAL CHILDREN Vol. 24, No. 1, 2021年3月https://doi.org/10.1177/1096250619871951 DOI: 10.1177/1096250619871951 journals.sagepub.com/home/yec文章重用指南:sagepub.com/journals-permissions©2019幼儿部由于有发育迟缓/残疾风险或有发育迟缓/残疾的幼儿及其家庭的不同需求，学校需要一个跨学科和协作的团队来提供以家庭为中心的个性化早期干预/幼儿特殊教育(EI/ECSE)服务(特殊儿童理事会[DEC]幼儿部，2017)。DEC(2014)推荐的做法指出，从本质上讲，干预服务团队应该始终包括多名成年人。这个团队通常由家庭和来自不同学科的专业人员组成，他们一起计划和实施与儿童和家庭需求相关的支持。例如，家庭可以与一名ECSE老师和一名语言病理学家合作，在日常生活中提供多种学习机会，并为他们的孩子提供练习使用单词来请求他们需要的东西的活动。幼儿教育(EC)环境中的另一个关键人员是学校心理学家。强烈鼓励EC从业者(包括EI/ECSE专家)利用deci推荐的实践作为指导方针，与学校心理学家和其他团队成员合作，发展积极的家庭-专业伙伴关系，通过建立他们的能力来赋予家庭权力，871951 YECXXX10.1177/1096250619871951YOUNG EXCEPTIONAL children与学校心理学家合作/ Albritton等人研究文章2019

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来源期刊

Young Exceptional Children Social Sciences-Education

CiteScore

1.50

自引率

0.00%

发文量

期刊介绍： Young Exceptional Children (YEC) is designed for teachers, early care and education personnel, administrators, therapists, family members, and others who work with or on behalf of children, ages birth to eight, who have identified disabilities, developmental delays, are gifted/talented, or are at risk of future developmental delays or school difficulties. One of the goals of the journal is to translate research findings into effective and useful strategies for practitioners and families. Thus, articles should have a sound base in theory or research, yet be reader-friendly and written for a broad audience.