With more skills and the ability to work on a wider range of problems than traditional tutors, the emerging practitioners of educational therapy forge closer links between school and home.
Get full access to this article
View all access options for this article.
References
1.
Association of Educational Therapists. (2008). Bylaws of the Association of Educational Therapists.Los Angeles, CA: Author.
2.
FicksmanM. (2010). The voice of educational therapy for the future: An integrative analysis. Training educational therapists for the future. In FicksmanM.AdelizziJ.U. (Eds.), The clinical practice of educational therapy (pp. 338–343). New York, NY: Routledge.
3.
FicksmanM.AdelizziJ.U. (2010). The dynamic of educational therapy: Theoretical framework and model. In FicksmanM.AdelizziJ.U. (Eds.), The clinical practice of educational therapy (pp. 3–26). New York, NY: Routledge.
4.
MaslowP.UngerleiderD. (2007). The efficacy of educational therapy, part II. The Educational Therapist, 28 (3), 16–21.
5.
MetcalfB. (2005). Thoughts about the termination phase of educational therapy. The Educational Therapist, 26 (3), 8–10.
6.
MurawskiW.CarterN.SileoN.PraterM. (2011). Communicating and collaborating with families. In SileoN.PraterM.A. (Eds.), Working with families of children with special needs: Family and professional partnerships and roles (pp. 59–90). Boston, MA: Pearson.
7.
TechaviratanakulD. (2010). Exploring the collaboration between preK-12 school personnel and educational therapists. Unpublished master's thesis. California State University, Northridge.
8.
WerbachG.B. (2002). Educational therapy. The Educational Therapist, 23 (1), 4–9.
9.
WerbachG.KornblauB.SluckiC. (2010). Educational therapy's ancestry and migration. In FicksmanM.AdelizziJ.U. (Eds.), The clinical practice of educational therapy (pp. 45–62). New York, NY: Routledge.