Descripciones mejoradas de Syndetics:

Designed to help school psychologists and other school-based professionals create an optimal learning environment for the 10-15% of students who experience chronic, significant health problems, this volume provides up-to-date information, cost-effective strategies, and practical clinical and educational tools. The convenient, large-size format facilitates photocopying and day-to-day use. Indispensable features include:



* Discussions of specific health conditions and their impact in K-12 settings

* Interventions to maximize school participation, coping, and social functioning

* Guidelines for developing IEPs and 504 plans as required by law

* Keys to building effective partnerships with parents, teachers, and medical providers

* Many reproducibles: assessment tools, student worksheets, parent handouts, and more



This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.



Winner--American Journal of Nursing Book of the Year Award

Tabla de contenidos provista por Syndetics

• List of Tables, Figures, Worksheets, and Handouts(p. xi)
• 1. Introduction(p. 1)
• Why Is This Book Important?(p. 1)
• Example 1 Carol(p. 2)
• Example 2 Ryan(p. 2)
• Example 3 Elisa(p. 3)
• Brief Overview of Book Content(p. 3)
• Purpose of This Book(p. 4)
• Format of This Book(p. 4)
• Concluding Comments(p. 5)
• 2. Overview of Common Health Conditions(p. 7)
• Chapter Objectives(p. 7)
• High-Incidence Conditions(p. 8)
• Diabetes(p. 8)
• Asthma(p. 9)
• Juvenile Rheumatoid Arthritis(p. 11)
• Cancer(p. 12)
• Low-Incidence Conditions(p. 15)
• Cystic Fibrosis(p. 15)
• Epilepsy/Seizures(p. 16)
• Stress-Related Conditions (Headache, Stomach Pain)(p. 18)
• Enuresis(p. 20)
• Gastrointestinal Disorders(p. 21)
• Blood Disorders(p. 23)
• Migraine(p. 24)
• Heart Conditions(p. 26)
• Infectious Diseases(p. 27)
• Concluding Comments(p. 28)
• 3. Legal Responsibilities of the School(p. 31)
• Chapter Objectives(p. 31)
• Historical Overview(p. 32)
• The Rehabilitation Act of 1973(p. 33)
• The Education for All Handicapped Children Act of 1975(p. 33)
• The Individuals with Disabilities Education Act(p. 35)
• The Americans with Disabilities Act of 1990(p. 35)
• The Individuals with Disabilities Education Act Amendments of 1997(p. 35)
• Drawbacks of Federal and State Legislation(p. 36)
• Concluding Comments(p. 38)
• 4. Making Accommodations: Developing 504 Plans and Individual Education Plans (IEPs)(p. 39)
• Chapter Objectives(p. 39)
• What Is a 504 Plan and an Individual Education Plan?(p. 39)
• 504 Plan(p. 39)
• Individual Education Plan(p. 40)
• Accommodations(p. 40)
• "When Do I Use a 504 Plan, and When Do I Need an Individual Education Plan?"(p. 41)
• Process for Obtaining a 504 Plan or an Individual Education Plan(p. 42)
• Referral(p. 42)
• Evaluation(p. 42)
• Team Conference(p. 43)
• Implementation and Monitoring(p. 44)
• Case Examples(p. 45)
• Case Example 1 Diabetes 504 Plan(p. 45)
• Case Example 2 Asthma 504 Plan(p. 46)
• Case Example 3 Juvenile Rheumatoid Arthritis 504 Plan(p. 46)
• Case Example 4 Cystic Fibrosis IEP(p. 49)
• Concluding Comments(p. 49)
• 5. Integration/Reintegration into the School Setting(p. 61)
• Chapter Objectives(p. 61)
• The Need for Integration(p. 62)
• Obstacles to Integration(p. 62)
• Illness and Treatment Effects(p. 62)
• Children's Issues(p. 63)
• Adults' Issues(p. 64)
• Specific Issues with Integration(p. 64)
• Disclosure(p. 65)
• Participation(p. 68)
• Teasing/Bullying(p. 72)
• Concluding Comments(p. 73)
• 6. Coping with Chronic Health Conditions(p. 81)
• Chapter Objectives(p. 81)
• Helping Students Cope(p. 82)
• What Stressors Do Children with Health Conditions Face?(p. 83)
• A Review of Coping Concepts(p. 84)
• The Coping Process(p. 88)
• Factors That Influence the Coping Process(p. 89)
• Assessment(p. 91)
• Coping Interventions(p. 92)
• Treatment Goals for Improving Coping(p. 92)
• Helping Educators Cope(p. 96)
• Common Myths about Self-Care(p. 97)
• What Happens When We Neglect Our Own Needs?(p. 98)
• How Can We Increase Our Daily Coping Capacity?(p. 98)
• Concluding Comments(p. 98)
• 7. Tying It All Together(p. 143)
• Case Example: Elisa(p. 144)
• Background Information(p. 144)
• Reentry Plan(p. 144)
• Accommodations for Elisa(p. 147)
• Assessment of Elisa's Coping(p. 157)
• Summary(p. 161)
• Additional Resources(p. 164)
• Health Education and Leadership Program(p. 164)
• STARBRIGHT Foundation(p. 165)
• Band-Aides and Blackboards(p. 166)
• Summary(p. 167)
• References(p. 173)
• Index(p. 176)

Notas de autor provistas por Syndetics

Daniel L. Clay is Associate Professor of Counseling Psychology and Director of the Counseling Psychology Program at the University of Iowa.