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Using Family Centered Systems Theory to Bridge the School and Family Gap in Special Education: A Review of the Literature

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dc.contributor.author Beard, Brandon
dc.date.accessioned 2014-09-24T23:28:51Z
dc.date.available 2014-09-24T23:28:51Z
dc.date.issued 2009-07-14
dc.identifier.uri http://hdl.handle.net/11122/4425
dc.description.abstract In this review I looked at 22 articles that explored two of the primary interventional perspectives used when addressing the needs of exceptional students. A number of the articles elucidate the present prevalence of student based practices in U.S. schools, administration, and legislation. The body of the literature surveys how family centered interventions can be, and are used, to better serve students by integrating the needs and concerns of the family, as well as those of the student. The review was concluded with a discussion of the importance of finding a balance between the current legislative trend which emphasizes a student's needs based on an annual standards driven success model, versus a model which emphasizes the development of the whole child at home, and in the school, during all educational and developmental stages. en_US
dc.language.iso en_US en_US
dc.publisher University of Alaska Southeast en_US
dc.subject Special Education en_US
dc.subject Systems Theory en_US
dc.subject Literature Review en_US
dc.title Using Family Centered Systems Theory to Bridge the School and Family Gap in Special Education: A Review of the Literature en_US
dc.title.alternative Systems Theory in Special Education en_US
dc.type Thesis en_US


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