Skip to main content
SpringerLink
Log in
Book cover

Developing and Evaluating Educational Programs for Students with Autism pp 197–208Cite as

The ASD Family–School Collaborative Model

  • Chapter
  • First Online:

  • 2228 Accesses

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   79.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   99.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD   109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  • Christenson, S. L. (2004). The family-school partnership: An opportunity to promote the learning competence of all students. School Psychology Review, 33, 83–104.

    Google Scholar 

  • Christenson, S. L., & Sheridan, S. M. (2001). School and families: Creating essential connections for learning. New York, NY: Guilford Press.

    Google Scholar 

  • Esler, A. N., Godber, Y., & Christenson, S. L. (2008). Best practices in supporting school- family partnerships. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology-V, Vol. 3 (pp. 917–936). Bethesda, MD: The National Association of School Psychologists.

    Google Scholar 

  • Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. § 1400 et seq.

    Google Scholar 

  • Magyar, C. I. (2006). Parent/caregiver satisfaction questionnaire (unpublished scale). Rochester, NY: University of Rochester.

    Google Scholar 

  • Mandlawitz, M. R. (2002). The impact of the legal system on educational programming for young children with autism spectrum disorder. Journal of Special Education and Developmental Disorders, 32, 495–508.

    Google Scholar 

  • New York State Education Department (NYSED) (2008). Regulation of the commissioner of education, sections 207, 3214, 4403, 4404 and 4410 of the Education Law, Part 200 – Students with disabilities.

    Google Scholar 

  • No Child Left Behind Act of 2001, 20 U.S.C. § 6301 et seq.

    Google Scholar 

  • Yell, M. L., & Drasgow, E. (2000). Litigating a free appropriate education: The Lovaas hearings and cases. The Journal of Special Education, 33, 205–214.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Pediatrics School of Medicine and Dentistry, University of Rochester, 601 Elmwood Ave, 671, Rochester, NY, 14642, USA

    Caroline I. Magyar

Authors
  1. Caroline I. Magyar
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Caroline I. Magyar .

Rights and permissions

Reprints and permissions

Copyright information

© 2011 Springer Science+Business Media, LLC

About this chapter

Cite this chapter

Magyar, C.I. (2011). The ASD Family–School Collaborative Model. In: Developing and Evaluating Educational Programs for Students with Autism. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-6303-1_10

Download citation

Publish with us

Policies and ethics

Search

Navigation