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Book Chapter: Risk and resilience frameworks in understanding special education

TitleRisk and resilience frameworks in understanding special education
Authors
Issue Date2010
PublisherElsevier
Citation
Risk and resilience frameworks in understanding special education. In Peterson, PL., Baker, EL & McGaw, B (Eds.), International Encyclopedia of Education (3rd ed.), p. 840-844. Oxford: Elsevier, 2010 How to Cite?
AbstractRisk and resilience frameworks highlight the importance of studying the developmental trajectory of risk and protective factors across the lifespan, as well as the interactions among these factors. Evidence suggests that children raised with multiple adverse influences, including disabilities, may still achieve positive outcomes, given the right combination and timing of protective factors. This article illustrates the use of the risk and resilience frameworks in guiding research and policy in special education. Risk and protective factors that arise from the interaction of individual, family, and school/community characteristics are discussed, including implications for assessment, intervention, and teacher preparation.
Persistent Identifierhttp://hdl.handle.net/10722/204849
ISBN

 

DC FieldValueLanguage
dc.contributor.authorHsieh, Wen_US
dc.contributor.authorDonahue, Men_US
dc.date.accessioned2014-09-20T00:51:16Z-
dc.date.available2014-09-20T00:51:16Z-
dc.date.issued2010en_US
dc.identifier.citationRisk and resilience frameworks in understanding special education. In Peterson, PL., Baker, EL & McGaw, B (Eds.), International Encyclopedia of Education (3rd ed.), p. 840-844. Oxford: Elsevier, 2010en_US
dc.identifier.isbn9780080448930en_US
dc.identifier.urihttp://hdl.handle.net/10722/204849-
dc.description.abstractRisk and resilience frameworks highlight the importance of studying the developmental trajectory of risk and protective factors across the lifespan, as well as the interactions among these factors. Evidence suggests that children raised with multiple adverse influences, including disabilities, may still achieve positive outcomes, given the right combination and timing of protective factors. This article illustrates the use of the risk and resilience frameworks in guiding research and policy in special education. Risk and protective factors that arise from the interaction of individual, family, and school/community characteristics are discussed, including implications for assessment, intervention, and teacher preparation.en_US
dc.languageengen_US
dc.publisherElsevieren_US
dc.relation.ispartofInternational Encyclopedia of Education (3rd ed.)en_US
dc.titleRisk and resilience frameworks in understanding special educationen_US
dc.typeBook_Chapteren_US
dc.identifier.emailHsieh, W: wyhsieh@hku.hken_US
dc.identifier.authorityHsieh, W=rp01812en_US
dc.identifier.doi10.1016/B978-0-08-044894-7.01155-6en_US
dc.identifier.scopuseid_2-s2.0-84884458084-
dc.identifier.hkuros232395en_US
dc.identifier.spage840en_US
dc.identifier.epage844en_US
dc.publisher.placeOxforden_US

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