Andrea Zetlin

Biographic Data

ID6007538
NAMEAndrea Zetlin
GIVEN NAMESAndrea
FAMILY NAMEZetlin
SIGNATUREZETLIN A
AFFILIATIONSUCLA Mental Retardation Research Center
VERIFIEDNo
TOTAL WORKS6
TOTAL CITATIONS2
AUTHOR COUNT6
EDITOR COUNT0
FIRST PUBLICATION YEAR1981
LATEST PUBLICATION YEAR2022
H-INDEX1

  • Challenges to preparing teachers to instruct all students in inclusive classrooms

    Open AccessRosalinda J Larios, Andrea G Zetlin et al.ARTICLETeaching and Teacher Education2022Cited by: 1References: 3

    Educating all children in inclusive settings requires proper support and guidance. Effective training has the potential to give teachers at every stage of their career the ability to influence student thinking and increase all students’ educational development. Utilizing a convergent mixed methods design, the current study explores the impact of university and district-led professional development aimed to develop the skills and willingness of te…

  • Bilingual and Monolingual Parents’ Counterstories of the Individualized Education Program (IEP) Meeting

    Open AccessRosalinda J Larios, Rosalinda Larios et al.ARTICLEUrban Education2022Cited by: 1References: 23

    The Individual With Disabilities Education Act mandates that parents should be active participants in the Individualized Education Program (IEP) meeting. This qualitative study looked at the IEP process from a critical lens that focused on diverse participants’ experiences at their child’s IEP meeting. What distinguishes counterstories from a majoritarian story is that a counterstory incorporates the five elements of critical race theory (CRT). T…

  • Integrating services in a school‐based center: An example of a school‐community collaboration

    Open AccessAndrea G Zetlin, Andrea Zetlin et al.ARTICLEJournal of Community Psychology1996

    An account is presented of how an inner-city elementary school established a school-based service integration center to support noneducational child and family needs that impact students' ability to function at school. Three cases are detailed to illustrate the process of collaboration practiced in the Center by the school, public, and private agencies working together toward a shared goal. The discussion emphasizes the role of the school as lead…

  • Integrating services in a school-based center: An example of a school-community collaboration

    Open AccessAndrea G Zetlin, Andrea Zetlin et al.ARTICLEJournal of Community Psychology1996References: 4

    An account is presented of how an inner-city elementary school established a school-based service integration center to support noneducational child and family needs that impact students' ability to function at school. Three cases are detailed to illustrate the process of collaboration practiced in the Center by the school, public, and private agencies working together toward a shared goal. The discussion emphasizes the role of the school as lead…

  • Family profiles of adaptability, cohesion, and communication for learning handicapped and nonhandicapped adolescents

    Open AccessGale M Morrison, Andrea G Zetlin et al.ARTICLEJournal of Youth and Adolescence1992References: 12

  • The family as affected by schooling for severely retarded children: An invitation to research

    Open AccessC Edward Meyers, Andrea G Zetlin et al.ARTICLEJournal of Community Psychology1981References: 9

    The implementation of Public Law 94–142, The Education for All Handicapped Children Act of 1975, promises massive impact on the dynamics of families that have a severely impaired child. These children had previously been denied access to school and were at great risk for placement outside the natural home. The new law provides an individualized program for all these children, doorstop busing, and necessary auxiliary services—all at no cost to the…