Team-Based Service Delivery for Students with Disabilities

Ogletree, Billy T.; Bull, Jeannette; Drew, Ruby; Lunnen, Karen Yundt

doi:10.1177/105345120103600302

Cited by 18 publications

(20 citation statements)

References 6 publications

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“…A team-based approach is also necessary for serving the needs of military families (Olgetree et al 2001). The school must plan collaboratively to meet the needs of diverse student populations by guiding the teacher in effective strategies to assess and treat challenging behaviors in their students.…”

Section: Use a Team-based Approachmentioning

confidence: 99%

Coping with Stress: Supporting the Needs of Military Families and Their Children

Russo

Fallon

2014

Early Childhood Educ J

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Family dynamics and the individual differences of each family member can impact their stress. For families in the military, stress occurs regularly due to factors such a reassignments, deployments, and the frequency of changes. For some families, the stress that occurs over time helps family members to develop resiliency. Learning to cope with stress can teach skills in adapting to stressful lifestyle factors (e.g., mobility and relocation). Members of many military families develop these skills, while other families need a strong supportive network to facilitate their adjustment to military lifestyle stress. This is a review of the literature on the issues of how families and their children cope with and adapt to the stress of the military lifestyle. Suggestion are given for how families and school can work together to support children in military families to adapt to the military lifestyle. These suggestions can be applied to other types of transient families.

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Section: Use a Team-based Approachmentioning

confidence: 99%

Coping with Stress: Supporting the Needs of Military Families and Their Children

Russo

Fallon

2014

Early Childhood Educ J

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“…Every effort should be made to build strong and lasting relationships with local education agency teams, in a transdisciplinary manner, to facilitate positive change for students. 17 Step 3 of the RMHAT implementation process involves the device considerations and selection. 15 Audiological, developmental, listening environment, technological, and funding considerations are necessary to justify the device selection.…”

Section: Team Approach To the Selection Of Hatmentioning

confidence: 99%

Advocating for Optimal Listening in the Classroom

Salathiel¹,

Steele²,

Edwards³

2010

Semin Hear

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Hearing professionals need to be prepared for today's students as the ultimate arbiters regarding acceptable hearing assistive technology (HAT). Current educational laws and acts along with best practice standards are in place for assistive technology teams to implement collaborative goals and objectives to improve student achievement and close the achievement gap for students with hearing loss. Although the benefits of HAT are documented, historically its use declines for older students and those mainstreaming to their home school with normally hearing peers. Not wanting to be different and/or not receiving acceptable benefit are issues of the past. Now, being different is the norm, and students can be more like their peers through the use of technology. HAT allows student access and connectivity to home, school, and community. In this article, guidelines are discussed as they pertain to the role of the audiologist on the school assistive technology team. It is the responsibility of the audiologist to bring new HAT developments to the assistive technology team and advocate for optimal listening in the classroom. Audiologists need to step up and embrace new technology trends and keep options attractive to students. Professionals can arm themselves for this challenge with the supportive documentation presented in this article.Learning Outcomes: As a result of this activity, the participant will be able to (1) list key elements of the law relating to hearing loss, and (2) describe the process of implementing HAT in schools.

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“…Most of the studies focused on the facilitating or restraining properties of the particular aspect under investigation. Open and clear communication styles were cited as facilitating communication 2,23,27,33,34,37,39,40 as well as a regular structural communication within the team and with members belonging to other parts of the organization's hierarchical structure. 19 Welldeveloped communication skills of professionals providing care for children with disabilities, such as information sharing and listening were also mentioned.…”

Section: Communicationmentioning

confidence: 99%

“…Aspects that are mentioned as hampering communication are conflict, confusion and lack of time. 28,31,34,40,42 Also poor reporting and poorly prepared team meetings tend to interfere with collaboration practices. 2,37 The use of disciplinespecific jargon resulting in miscommunication was another frequently mentioned problem.…”

Section: Communicationmentioning

confidence: 99%

A review of salient elements defining team collaboration in paediatric rehabilitation

Nijhuis

Reinders-Messelink

Blécourt³

et al. 2007

Clin Rehabil

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Based on the results, rather than an underlying element, it is proposed to consider parent involvement as the sixth feature of team collaboration. The 29 distinctive elements of teamwork could be useful as a guideline and checklist for empirical studies and may help enhance multidisciplinary collaboration in paediatric care. However, additional exploratory research focusing on the way these elements interact with each other and the key features and whether they facilitate or restrict team collaboration is warranted.

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Team-Based Service Delivery for Students with Disabilities

Cited by 18 publications

References 6 publications

Coping with Stress: Supporting the Needs of Military Families and Their Children

Coping with Stress: Supporting the Needs of Military Families and Their Children

Advocating for Optimal Listening in the Classroom

A review of salient elements defining team collaboration in paediatric rehabilitation

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