Teaching of students with different educational needs Books

Book Synopsis

Read more less

Book SynopsisHow do Polish teachersâ opinions on inclusive education change after the appearance of refugee students from Ukraine?

Read more less

Book Synopsis

Read more less

Book Synopsis

Read more less

Book SynopsisOffers a flexible, ready-to-use program to help special students in grades K-5 learn appropriate ways to behave among others. This book features hands-on activities that accompany the lessons, which help students to work through, think about, discuss, and practice the skill in or outside of the classroom.Table of ContentsAbout This Book v About the Author vii Part One: Accepting Rules and Authority at School 1 Parent Letters 3 Story: “Mrs. Tryit’s Ideas” 7 1 Understanding the Teacher’s Role 17 1.1 My Teacher Is a Person! 18 1.2 School Rules Are Different from Home Rules 20 1.3 Different Ways of Learning 22 1.4 Showing Respect for Your Teacher 24 1.5 Doing What the Teacher Asks 26 1.6 When the Teacher Leaves the Room 28 1.7 Getting the Teacher’s Attention 30 1.8 Complaining About Work 32 1.9 Arguing with the Teacher 34 1.10 Notes Have to Make It Home 37 1.11 When the Teacher Is Talking 39 1.12 Teacher-Pleasing Behaviors 41 1.13 When Your Teacher Has a Bad Day 44 1.14 Having Fun, But Knowing When to Stop 47 Classroom Tips for Understanding the Teacher’s Role 50 2 Classroom Rules and Responsibilities 51 2.1 Entering the Classroom 52 2.2 Morning Agenda 55 2.3 Paying Attention to the Task 57 2.4 Talking to Your Neighbor 60 2.5 Oops, Wrong Assignment 62 2.6 Complying with Instructions Right Away 65 2.7 Saying “I Can’t” 67 2.8 Appropriate and Inappropriate Language 69 2.9 What Do I Need for This Job? 71 2.10 Good Choices for Free Time 73 2.11 Leaving the Classroom 75 2.12 Moving Around in Class 77 2.13 Moving as a Group 79 2.14 Thinking About Consequences 81 2.15 Doing It Right the First Time 83 2.16 Sitting Appropriately 85 2.17 Doing Homework 87 2.18 Bringing Homework to School 90 2.19 Finishing the Job 92 2.20 Independent versus Group Assignments 95 2.21 Fire Drills and Other Interruptions 97 2.22 Behaving at a Special Program 99 2.23 Welcoming a New Student 102 2.24 Sharing in Community Circle 104 2.25 Using the Class Computers 108 2.26 Attendance Is Important 110 Classroom Tips for Classroom Rules and Responsibilities 114 3 Relating Appropriately to Other School People 115 3.1 It’s a Substitute! 116 3.2 The Classroom Assistant (Aide) 118 3.3 The Principal 120 3.4 The School Secretary 122 3.5 You’re Not My Classroom Teacher! 124 3.6 The Bus Driver 126 3.7 Specials Teachers 128 3.8 The Custodian 130 3.9 Field Trip Helpers 132 3.10 The School Counselor 134 3.11 Peer Tutors 136 3.12 Community Helpers 138 3.13 Cafeteria Helpers 140 3.14 Playground Supervisors 142 Classroom Tips for Relating Appropriately to Other School People 145 4 When You Have Problems 147 4.1 Having a Problem 148 4.2 Asking for Help Politely 150 4.3 Taking Another Look 152 4.4 Thinking Harder 154 4.5 I Am Having a Really Bad Day 156 4.6 I Don’t Understand What to Do 158 4.7 No Crying, No Whining 161 4.8 I Don’t Speak English! 163 4.9 Excuses, Excuses 165 4.10 People Who Can Help 168 4.11 Problem Solvers 170 4.12 Keeping Track of Assignments 172 Classroom Tips for When You Have Problems 174 Part Two: Relating to Peers 175 Parent Letters 176 Story: “Ralph and His Purple Face” 179 5 Learning and Working with Others 183 5.1 Following the Leader 184 5.2 Being the Leader 187 5.3 Ignoring When You Have To 189 5.4 Not Disturbing Others 191 5.5 A Disabled Peer 194 5.6 Bullies 197 5.7 Doing Your Share 199 5.8 Not Always “Me First!” 202 5.9 Cheating 204 5.10 Listening to Other People’s Ideas 206 5.11 Someone Made a Mistake 208 5.12 Taking Turns 210 Classroom Tips for Learning and Working with Others 212 6 Making Friends 215 6.1 Being Interested in Others 216 6.2 Sharing About Yourself 218 6.3 Joining Clubs and Activities 220 6.4 Inviting Others into Your Group 222 6.5 Breaking into a New Group 224 6.6 Listening 228 6.7 What Is Encouragement? 230 6.8 Saying Nice Things 232 6.9 Good Group Activities 234 6.10 Having Someone Visit Your House 237 Classroom Tips for Making Friends 239 7 Keeping Friends 241 7.1 Learning from Your Friend 242 7.2 Being a Fair Friend 244 7.3 Sharing Friends 246 7.4 Laughing Together 248 7.5 Keeping Your Promises 250 7.6 Sometimes Friends Disagree 252 7.7 Sticking Up for Your Friend 255 7.8 Helping Someone with a Problem 257 7.9 Telling Someone If a Friend Needs Help 260 7.10 Friendships Change 262 Classroom Tips for Keeping Friends 265 Part Three: Developing Positive Social Skills 267 Parent Letters 269 Story: “The Accident” 273 8 Understanding Social Situations 281 8.1 Having Clear Expectations 282 8.2 Saying “No” Without Sounding Rude 284 8.3 Don’t Say “Yes” If You Mean “No” 286 8.4 Not Hurting the Feelings of Others 288 8.5 What Is a Disability? 290 8.6 People Who Are Different 293 8.7 Tone of Voice 296 8.8 Facial Expressions 298 8.9 Other People’s Opinions 300 8.10 Is This the Right Time? 303 8.11 Understanding the Teacher’s Moods 305 8.12 Understanding How Other People Feel 307 8.13 What Are My Choices? 309 8.14 What Is the Right Thing to Do? 311 8.15 Going for Help 313 8.16 This Is a Molehill, Not a Mountain 315 8.17 Teasing Can Be Funny 317 8.18 Teasing Can Be Mean 320 8.19 Appropriate Behavior for a Particular Place 323 8.20 Hints That You Are Doing Okay 325 Classroom Tips for Understanding Social Situations 327 9 Positive Personality Attributes 329 9.1 Developing Interests and Hobbies 330 9.2 Being Patient with Others 332 9.3 Being a Good Sport 334 9.4 Don’t Exaggerate 337 9.5 Thinking of Others 340 9.6 Being a Good Leader 342 9.7 Being a Good Follower 344 9.8 Admiring and Complimenting Others 347 9.9 Apologizing and Accepting the Blame 349 9.10 Finishing the Job 351 9.11 Thinking Ahead 354 9.12 Having a Sense of Humor 358 Classroom Tips for Positive Personality Attributes 361 10 Getting Along with Others at Home 363 10.1 Obeying Parents 364 10.2 Consequences of Disobedience 366 10.3 Rules for the House 368 10.4 My Responsibilities 370 10.5 We All Have Jobs 372 10.6 People Are Busy 374 10.7 Sharing with Siblings 377 10.8 Being the Oldest 379 10.9 Being the Youngest 381 10.10 Being in the Middle 383 10.11 My Parents Are Divorced 385 10.12 Talking with Parents 387 10.13 I Don’t Need a Baby-sitter 390 10.14 Family Fun 392 Classroom Tips for Getting Along with Others at Home 394 11 Everyday Etiquette 395 11.1 Meeting Other People 396 11.2 Being a Guest in Someone’s Home 398 11.3 Impolite Noises 401 11.4 Saying “Thank You” 403 11.5 Personal Questions 406 11.6 Mimicking or Imitating Others 408 11.7 Behavior in Public Places 410 11.8 Lining Up 412 11.9 Table Manners 414 11.10 Eating Out 416 11.11 Uninvited Guests 418 11.12 Using a Cell Phone 422 11.13 Interrupting 425 11.14 Respecting Adults in the Community 429 11.15 Answering Questions Appropriately 431 11.16 Using Good Language 433 11.17 Tattling 435 11.18 Thank-You Notes 437 11.19 R.S.V.P. 439 11.20 The Golden Rule 441 Classroom Tips for Everyday Etiquette 443

Read more less

Book SynopsisWhat to look for when a child is struggling in school and what can be done at home and at school to help them succeed This practical resource for parents and teachers explains how to understand a child''s complete learning profile-an inventory of his or her unique strengths and weaknesses-and provides helpful strategies that can be used at school and at home to get the child on a path to success. The book walks readers through the process of gathering clues about the child''s learning style and provides guidelines for selecting the most appropriate learning strategies that will help spell success in school and life. Pohlman shows how parents and teachers can collaborate to help kids become successful learners, and also guides readers through the process of getting an educational assessment, for those students with particularly challenging issues. Helps readers understand what''s going on when a child is struggling in school Explains what to look fTrade Review"Experience with the arts, sports and the outdoors can teach social skills, expand attention span, develop a work ethic and reinforce academics, said Craig Pohlman, a psychologist and author of "How Can My Kid Succeed in School?" (Chicago Tribune, October 25, 2009)Table of ContentsThe author vii Preface xiii Introduction 1 Part One Conquering learning problems at home 11 1 Looking for clues at home 13 Starting Pointers 14 Deciphering the Clues 16 Making Discoveries During Homework Time 17 Locating Clues in Work Samples 27 Detective Work During Down Time 44 Deciphering Disorganization 53 Bottom Line 55 2 Picking strategies for home 57 Starting Pointers 58 Strategies for Unreliable Attention 60 Strategies for Memory Gaps 66 Strategies for Limited Language 73 Strategies for Weak Graphomotor Function 79 Strategies for Shaky Concepts and Reasoning 82 Talking About Learning 84 Bottom Line 87 Part Two Conquering learning problems at school 89 3 Looking for clues at school 91 Starting Pointers 92 Observing During Independent Work 94 Clues Emerging from Student Interactions 99 Detective Work During Downtime 107 Locating Clues in Work Samples 109 Deciphering Disorganization 117 Bottom Line 120 4 Picking strategies for the classroom 123 Starting Pointers 123 Strategies for Unreliable Attention 125 Strategies for Memory Gaps 130 Strategies for Limited Language 137 Strategies for Weak Graphomotor Function 143 Strategies for Shaky Concepts and Reasoning 144 Talking About Learning 146 Bottom Line 147 Part Three When more help is needed 149 5 Being a “smart shopper” for educational assessments 151 Starting Pointers 152 When Is It Time for an Expert? 153 Search Criteria: Picking the Right Expert 155 What Makes a Good Written Report? 160 You Get What You Ask For: Effective Referral Questions 164 Bottom Line 165 6 Getting the most out of the assessment process 169 Starting Pointers 169 Share What You Know 170 Head Off Simplification 173 Observing the Assessment 182 Bottom Line 186 7 Using what you’ve learned from the assessment 189 Starting Pointers 189 Keeping Your Sights on Insights 190 Navigating Paths to Success 198 Finding a Good Tutor (If You Need One) 199 Keeping Tabs 202 Bottom Line 205 Conclusion 207 Things to Let Go Of 209 Things to Hold On To 212 Appendix one: profile worksheet 215 Appendix two: case story index 217 Appendix three: atlas of neurodevelopmental terms 223 Appendix four: glossary of academic skills 239 Appendix five: glossary of testing terms 251 Index 257

Read more less

Book SynopsisDeveloping Language and Literacy: Effective Intervention in the Early Years describes successful intervention programmes to improve the phonological skills, vocabulary, and grammar of young children at risk of reading difficulties. Presents two structured intervention programmes to provide support for young children with language and literacy difficulties Describes clearly how to improve the language and foundation literacy skills of young children in the classroom Includes information about how to assess research, and how to monitor and design intervention strategies for use with individual children Helps teachers to develop an understanding of the intervention and research process as a whole Additional journal content to support this title is available click here Trade Review"The book helps teachers to develop an understanding of the intervention and research process as a whole, supporting colleagues who may wish to design and monitor their own small-scale projects. In summary this book provides excellent value for money, and through a wide readership will play a major part in helping to overcome difficulties faced by children who struggle to learn to read." Dyslexia Review, December 2011Table of ContentsList of Figures. List of Tables. List of Boxes. About the Authors. Foreword (Sir Jim Rose). Acknowledgements. Chapter 1 Theoretical Framework: Foundations of Learning to Read. Chapter 2 The Importance of Evidence. Chapter 3 Principles of Intervention: Screening, Assessment and Monitoring Progress. Chapter 4 The Nuffield Language for Reading Study. Chapter 5 The Phonology with Reading Programme. Chapter 6 The Oral Language Programme. Chapter 7 Adapting the Programme for Children with Different Needs. Chapter 8 Programme Delivery: Training, Implementation and Feedback. References. Glossary. Appendices. Appendix 3.1 Reference List for Assessment Tests. Appendix 5.1 List of Books Used for Group Work. Appendix 6.1 Example Sessions from the OL Programme. 6.1.1 Introduction Session. 6.1.2 Instruction Session. 6.1.3 Consolidation Week Session. Appendix 6.2 Nursery Rhyme Time. Appendix 6.3 Resources Used to Develop the Programme. Appendix 8.1 The P+R Programme Manual. Appendix 8.2 The OL Programme Manual. Appendix 8.3 Handout for Describing Segmenting and Blending. Appendix 8.4 Examples of Inconsistent Letter-Sound Correspondences. Appendix 8.5 Handout to Support Individual Book Reading. Appendix 8.6 Individual Book Reading Strategies. Appendix 8.7 Guidelines for Developing Sight Word Reading. Appendix 8.8 Handout on Speech Production. Appendix 8.9 Example of a Narrative Task. Index.

Read more less

Book SynopsisDeveloping Language and Literacy: Effective Intervention in the Early Years describes successful intervention programmes to improve the phonological skills, vocabulary, and grammar of young children at risk of reading difficulties. Presents two structured intervention programmes to provide support for young children with language and literacy difficulties Describes clearly how to improve the language and foundation literacy skills of young children in the classroom Includes information about how to assess research, and how to monitor and design intervention strategies for use with individual children Helps teachers to develop an understanding of the intervention and research process as a whole Additional journal content to support this title is available click here Trade Review"The book helps teachers to develop an understanding of the intervention and research process as a whole, supporting colleagues who may wish to design and monitor their own small-scale projects. In summary this book provides excellent value for money, and through a wide readership will play a major part in helping to overcome difficulties faced by children who struggle to learn to read." Dyslexia Review, December 2011Table of ContentsList of Figures. List of Tables. List of Boxes. About the Authors. Foreword (Sir Jim Rose). Acknowledgements. Chapter 1 Theoretical Framework: Foundations of Learning to Read. Chapter 2 The Importance of Evidence. Chapter 3 Principles of Intervention: Screening, Assessment and Monitoring Progress. Chapter 4 The Nuffield Language for Reading Study. Chapter 5 The Phonology with Reading Programme. Chapter 6 The Oral Language Programme. Chapter 7 Adapting the Programme for Children with Different Needs. Chapter 8 Programme Delivery: Training, Implementation and Feedback. References. Glossary. Appendices. Appendix 3.1 Reference List for Assessment Tests. Appendix 5.1 List of Books Used for Group Work. Appendix 6.1 Example Sessions from the OL Programme. 6.1.1 Introduction Session. 6.1.2 Instruction Session. 6.1.3 Consolidation Week Session. Appendix 6.2 Nursery Rhyme Time. Appendix 6.3 Resources Used to Develop the Programme. Appendix 8.1 The P+R Programme Manual. Appendix 8.2 The OL Programme Manual. Appendix 8.3 Handout for Describing Segmenting and Blending. Appendix 8.4 Examples of Inconsistent Letter-Sound Correspondences. Appendix 8.5 Handout to Support Individual Book Reading. Appendix 8.6 Individual Book Reading Strategies. Appendix 8.7 Guidelines for Developing Sight Word Reading. Appendix 8.8 Handout on Speech Production. Appendix 8.9 Example of a Narrative Task. Index.

Read more less

Book SynopsisA new approach to help kids with ADHD and LD succeed in and outside the classroom This groundbreaking book addresses the consequences of the unabated stress associated with Learning disabilities and ADHD and the toxic, deleterious impact of this stress on kids' academic learning, social skills, behavior, and efficient brain functioning.Table of ContentsForeword ixby Edward M. Hallowell Acknowledgments xi Introduction 1 Part One: The Neurobiology of Stress 1. Stayin’ Alive: Understanding the Human Brain and How It Responds to Stress 17 2. Stress Goes to School 37 Part Two: Making Sense of LD and ADHD 3. What’s in a Name? Clearing Up Misperceptions About Learning Disabilities 53 4. Demystifying ADHD 83 5. Decoding Stress with Neuropsychological Evaluations 105 Part Three: How Kids “SAVE FASE” and DE-STRESS 6. Nowhere to Hide: How Negative Behaviors Help Kids “Save FASE” 133 7. From Distress to DE-STRESS: Breaking the FASE Cycle and Putting Kids on the Path to Competence 149 Part Four: Special Messages for Teachers and Parents 8. Making Schools Stress-Less and Success-Full for Students with LD and ADHD 201 9. Parents and Families: Home Is Where the Heart (and Heartache) Is 245 Conclusion: All’s Well That Ends…Well . . . 275 Appendix A: Resources for Families and Teachers 285 Appendix B: Forms and Activities 289 References 300 About the Author 306 Index 308

Read more less

Book SynopsisI know my son is bright. . . . why doesn''t he care about school? Why is he so lazy and unmotivated? My daughter is . . . so unmotivated. How can I make her want to do better? In this lifesaving, groundbreaking book, Drs. Mandel and Marcus, clinical psychologists with more than 25 years'' experience working with underachievers, show that these children are, in fact, highly motivatedin directions other than schoolwork. The key to helping underachievers reach their full potential lies in discovering their real motivation and redirecting it. But first, say the authors, you must abandon conventional wisdom; underachievers are not all alike. Could Do Better identifies six major underachieving personalities and includes step-by-step programs tailored to help each. Learn how to recognize which kind of underachiever your child isthe procrastinating Coaster, the distracted Identity-Searcher, the manipulative Wheeler-Dealer are just a few of the most recognizable personalitiesanTable of ContentsHow Do I Know If My Child Is Underachieving? The Coasting Underachiever. The Anxious Underachiever. The Indentity-Search Underachiever. The Wheeler-Dealer Underachiever. The Sad or Depressed Underachiever. The Defiant Underachiever. Loose Ends and Your Underachieving Child. The '90s and Beyond: Transcending Underachievement. References. Resources for Professionals. Index.

Read more less

Book SynopsisThis book is for the tens of thousands of parents desperate for practical information on how they can help their underachieving children do better academically.Table of ContentsLEARNING PROBLEMS AND YOUR CHILD. The Building Blocks of Learning. Assessing Your Child's Learning Skills. FOUNDATIONAL BLOCKS: THE LEARNING SUPPORT SYSTEM. Attention and Impulse Control. Emotions and Behavior. Self-Esteem. The Learning Environment at School and at Home. THE BUILDING BLOCKS OF LEARNING. Your Child's Motor Skills. The Mechanics of Reading and Spelling. Reading Comprehension and Writing. Addition, Subtraction, Multiplication, and Division. Math Problem Solving. Conclusion: Final Words for the Journey. Appendices. Notes. Index.

Read more less

Book SynopsisSchool psychologists, counselors, therapists, special education teachers, and others who work in special education need to develop formal treatment plans. These time-consuming plans must conform to requirements of managed care organizations and other third party payers.Table of ContentsSeries Preface. Acknowledgments. Introduction. Asperger's Disorder. Attention-Deficit / Hyperactivity Disorder--Adolescent. Attention-Deficit / Hyperactivity Disorder--Child. Autism. Basic Reading Skills. Behaviorally / Emotionally Impaired--Adolescent. Behaviorally / Emotionally Impaired--Child. Chronically Health Impaired. General Learning Disabilities--Adolescent. General Learning Disabilities--Child. Hearing Impaired and Deaf. Listening Comprehension. Mathematics Calculation. Mathematics Reasoning. Mild Mentally Impaired--Adolescent. Mild Mentally Impaired--Child. Oral Expression / Language. Physically Health Impaired. Preschool Children with Developmental Delays. Reading Comprehension. Severely Multiply Impaired. Speech Disorders. Tourette's Disorder. Trainable Mentally Impaired--Adolescent. Trainable Mentally Impaired--Child. Traumatic Brain Injury. Violent and Dangerous. Visually Impaired and Blind. Written Expression. Appendix A: Bibliotherapy for Parents. Appendix B: Bibliography for Professionals.

Read more less

Book SynopsisThis book is concerned with the education of children with autism. It offers practical guidance based on the premise that effective teaching must be rooted in understanding. The book deals with the fundamental triad of impairments in autism: in social understanding and relatedness, in communication and in flexibility of thought and behavior.Table of ContentsSocial Aspects of Development. Emotional Aspects of Development. The Development of Communication. The Development of Language. The Development of Thinking. Managing Behaviours. Curricular Issues. Entitlement to an Appropriate Education. References. Index.

Read more less

Book SynopsisAutism is a lifelong condition that requires special care and consideration right into adulthood, and has an impact on many lives. This book is aimed at those concerned with the education and welfare of children with autism; particularly at teachers in Special Education and the psychologists and care professionals who work with teachers and parents of children with autism. Although there is no miracle cure for autism, this book brings a message of hope: that early intervention is advantageous and that, by a better understanding of autism and the different ways it is experienced by individual children, more effective ways can be found to meet educational needs and improve quality of life. Understanding the development processes and problems of children with autism, and the implications of these problems for social and educational learning, is the purpose of this book. The authors provide an accessible account of psychological concepts and research in social and emotional development, coTable of ContentsSocial Aspects of Development. Emotional Aspects of Development. The Development of Communication. The Development of Language. The Development of Thinking. Managing Behaviours. Curricular Issues. Entitlement to an Appropriate Education. References. Index.

Read more less

Book SynopsisA model for supporting students who are new to English and may have experienced a disruption in their schooling. The practices presented emerge from the belief that education for students with limited or interrupted formal education should not be remedial but should build on the students’ experiences and existing areas of knowledge.

Read more less

Book SynopsisPaley sets out to discover the truth about the multicultural classroom from those who participate in it. Here are the voices of black teachers and minority parents, immigrant families, a Native American educator, and the children themselves, whose stories mingle with the author's to create a candid picture of the integrated classroom.Trade ReviewPaley has learned the essential lesson, and from her little schoolroom in Hyde Park, she's taught it to a generation of teachers and parents and caretakers of children around the globe. It is this: Take very seriously the things that children say, and take equally seriously the things you say to your children...Paley has poured what she's heard onto the pages of eight remarkable books, the latest, Kwanzaa and Me: A Teacher's Story. Each book tackles a single central question of classroom life--the racism, the stories, the gender differences, the children's development, the outsider and the struggle to belong, the ethics, and the ways in which classrooms dismiss the differences, and thus the heart, of the children who make up their rosters...Along the way, and probably a good bit of the reason she was awarded a MacArthur Foundation 'genius' award in 1989, Paley has given all of us not just snapshots of the minds and souls of preschoolers and kindergartners but full-blown portraits of how they think, what they feel and the ways in which they imagine, complete with all the shadings and brush strokes that can be born only of a child's most intimate, unguarded revelations. -- Barbara Mahany * Chicago Tribune Magazine *Paley has, once again, shown an uncanny sensitivity to what young people are interested in and meshed it with the needs of our society? -- Senator Paul Simon[Paley's] message, conveyed with touching simplicity and never a heavy hand, is twofold. One component is to encourage people to talk to one another about race, and she is clearly a master of that. The second, more elusive, is what one of her colleagues calls 'the other curriculum,' which allows children to feel comfortable with their emotions and their differences... Every teacher and every parent should read this. -- David K. Shipler * New York Times Book Review *

Read more less

Book SynopsisFocusing on the highest-ranking segment of the nobility, Mark Motley examines why a social group whose very essence was based on hereditary status would need or seek instruction and training for its young. As the "warrior nobility" adopted the courtly life epitomized by Versailles--with its code of etiquette and sensitivity to language and demeanorTrade Review"This fine study of aristocratic education fits well into the larger debate among historians concerning the fate of noble power, prestige, and wealth in seventeenth-century France... [Motley's] conclusions and astute use of diverse sources will positively influence future work on early modern education in particular and aristocratic life in general."--The HistorianTable of Contents*FrontMatter, pg. i*Contents, pg. vii*Acknowledgments, pg. ix*Principal Abbreviations, pg. x*Introduction, pg. 1*Chapter One: Family and Household Education, pg. 18*Chapter Two: Language and Letters, pg. 68*Chapter Three: The Academy, pg. 123*Chapter Four: Entering the World, pg. 169*Conclusion, pg. 209*Bibliography, pg. 213*Index, pg. 233

Read more less

Book SynopsisDrawing on both poststructural discourse analysis and feminist standpoint theory, Malacrida makes a critical contribution to qualitative methodologies by developing a feminist discursive ethnography of the construction of AD(H)D in two divergent cultures.

Read more less

Book SynopsisComparing Special Education unites in-depth comparative and historical studies with analyses of global trends to uncover similarities and differences found in special education systems around the world.Trade Review"In an area of educational practice rife with nostrums and fruitless ideological controversy, this unique book identifies key issues that children with unusual needs pose for the enterprise of schooling."—Robert Dreeben, University of Chicago"Special Education for physically and mentally disabled children should not be taken-for-granted. From the earliest asylums and dungeons for the 'dumb, feebleminded, and insane,' through 19th century theories of eugenics, to the current paradox of mainstream educational inclusion yet with persistent stigma, Richardson and Powell present a sweeping and insightful comparative sociological history of the origins and development of Special Education. They show that the ways youth with special needs are defined and educated reflect core ideologies and political struggles at the heart of a society. There has never before been such a rich and penetrating study of Special Education—this is the authoritative sociological analysis of the topic."—David P. Baker, The Pennsylvania State University"Finally, a text that moves beyond comparative transnational studies in safe statistical mode. Richardson and Powell's insightful account pushes the methodological envelope, artfully illustrating how claims about nations, education, disability and children are quite literally patterned inventions to be questioned rather than naively applied. A monumental and pathbreaking must-read."—Bernadette Baker, University of Wisconsin"This is the most important book on special education to be produced for decades. Using historical and comparative information it demonstrates conclusively that a global commitment to inclusive education is leading to more graded, hierarchical systems in which regular education cannot function without an interconnection with special education, however this is defined and organized."—Sally Tomlinson, University of Oxford

Read more less

Book SynopsisGrowing evidence supports the important relationship between trauma and academic failure. The trauma-sensitive schools movement presents a new vision for promoting children’s success. This book introduces this promising approach and provides K-5 education professionals with clear explanations of current research and dozens of practical, creative ideas.

Read more less

Book SynopsisWith a focus on how families and professionals can collaborate effectively so that infants and toddlers (0–3) learn, grow, and thrive, this title addresses child learning and development, family functioning and priorities, early intervention as a support and not a substitute, and planning “what’s next” after early intervention.

Read more less

Book SynopsisExamines the intent of special education policy, challenges existing systems, and explores the promise of using biography-driven instruction to transform students' learning and enhance their personal growth and community life.Table of ContentsContentsForeword  ixAcknowledgments  xiiiIntroduction  1Part I. Historically Centering the Student Through IDEA1.  Searching for Coal in a Gold Mine: Overlooking the Multifaceted Assets of the Learner  7 In Search of Answers  7Beyond a Deficit Perspective: Exploring Gaps in Systems  9The Foundation of an Asset-Driven Agenda  10Conclusion  122.  Setting the Stage for Cognitive and Socioemotional Resilience: Reflecting on the Intersection of Policy and Systems  14 IDEA: With the Best of Intentions . . . Have We Arrived?  14Response to Intervention: Moving Beyond Reductionistic Exercises  19Biography: Noticing and Documenting Learner Potential  22Conclusion  23Part II. Applying Biography-Driven Practices in Inclusive Classrooms 3.  A Biography-Driven Individualized Educational Plan  27 Moving Beyond Good Intentions Toward Documentable Impact  28Redefining Possibilities Through Equitable Instructional Delivery  33Creating Conditions and Situations for CLD Learners to Thrive  34"My Teacher Made Me Smart"  40Teachers Who See, Teachers Who Know: Observation, Facilitation, and Affirmation  41Building Blocks: Equity and Authentic Cariño  42Conclusion  434.  Enriching Opportunities to Learn Through Collaborative Interaction  44 From "Me" to "We": Community Processes and Shared Products  45Maximizing Joint Productive Activity to Respond to the Whole Child  46Fostering Joint Productive Activity Through i+TpsI  52Using BDI Strategies to Guide Interactional Processes  53Conclusion  575.  Creating Contexts and Conditions for an Inclusive Community Through Classroom Talk  58 Catalyzing Learning Through Community: Caring and Learning in Action  59Beginning With Biographies: Equity Begins With "i"  60Situationally Speaking: The Ebb and Flow of Reciprocal Talk  63Collaboration: Affirmation as Equity  66Agency "I": Context, Conditions, and Situations  67Conclusion  68Part III. Reimagining Equity for All Learners 6.  Real-Life Language Development: A Bridge for Inclusive Classrooms  71 BDI as Treatment Context  72Conclusion  837.  The Power of BDI for Students With Low-Incidence Disabilities  85 What's in the Label: Categorizing the Contradictions  85Social Model of Disability, UDL, and BDI  89Conclusion  908.  Reframing Our Thoughts and Actions Through an Exceptional BDI Foundation: A Call to Action  93 With Dr. Natasha Reyes and Dr. Leonard Steen   Exploring Perspectives of Referring Teachers  95Examining Practices and Perspectives of Child Study Teams  96The Elephant in the Process  98Conclusion  105Glossary  109 Appendix A: Overview of Select BDI Strategies  114 Appendix B: Template for Biography-Driven Goal Development Tool  116 References  117 Index  124 About the Authors  129

Read more less

Book SynopsisExamines the intent of special education policy, challenges existing systems, and explores the promise of using biography-driven instruction to transform students' learning and enhance their personal growth and community life.Table of ContentsContentsForeword  ixAcknowledgments  xiiiIntroduction  1Part I. Historically Centering the Student Through IDEA1.  Searching for Coal in a Gold Mine: Overlooking the Multifaceted Assets of the Learner  7 In Search of Answers  7Beyond a Deficit Perspective: Exploring Gaps in Systems  9The Foundation of an Asset-Driven Agenda  10Conclusion  122.  Setting the Stage for Cognitive and Socioemotional Resilience: Reflecting on the Intersection of Policy and Systems  14 IDEA: With the Best of Intentions . . . Have We Arrived?  14Response to Intervention: Moving Beyond Reductionistic Exercises  19Biography: Noticing and Documenting Learner Potential  22Conclusion  23Part II. Applying Biography-Driven Practices in Inclusive Classrooms 3.  A Biography-Driven Individualized Educational Plan  27 Moving Beyond Good Intentions Toward Documentable Impact  28Redefining Possibilities Through Equitable Instructional Delivery  33Creating Conditions and Situations for CLD Learners to Thrive  34"My Teacher Made Me Smart"  40Teachers Who See, Teachers Who Know: Observation, Facilitation, and Affirmation  41Building Blocks: Equity and Authentic Cariño  42Conclusion  434.  Enriching Opportunities to Learn Through Collaborative Interaction  44 From "Me" to "We": Community Processes and Shared Products  45Maximizing Joint Productive Activity to Respond to the Whole Child  46Fostering Joint Productive Activity Through i+TpsI  52Using BDI Strategies to Guide Interactional Processes  53Conclusion  575.  Creating Contexts and Conditions for an Inclusive Community Through Classroom Talk  58 Catalyzing Learning Through Community: Caring and Learning in Action  59Beginning With Biographies: Equity Begins With "i"  60Situationally Speaking: The Ebb and Flow of Reciprocal Talk  63Collaboration: Affirmation as Equity  66Agency "I": Context, Conditions, and Situations  67Conclusion  68Part III. Reimagining Equity for All Learners 6.  Real-Life Language Development: A Bridge for Inclusive Classrooms  71 BDI as Treatment Context  72Conclusion  837.  The Power of BDI for Students With Low-Incidence Disabilities  85 What's in the Label: Categorizing the Contradictions  85Social Model of Disability, UDL, and BDI  89Conclusion  908.  Reframing Our Thoughts and Actions Through an Exceptional BDI Foundation: A Call to Action  93 With Dr. Natasha Reyes and Dr. Leonard Steen   Exploring Perspectives of Referring Teachers  95Examining Practices and Perspectives of Child Study Teams  96The Elephant in the Process  98Conclusion  105Glossary  109 Appendix A: Overview of Select BDI Strategies  114 Appendix B: Template for Biography-Driven Goal Development Tool  116 References  117 Index  124 About the Authors  129

Read more less

a huge range and FREE tracked UK delivery on ALL orders.

Read more less

Book SynopsisTable of ContentsContentsAcknowledgmentsIntroduction. Critical Autism Studies: Notes on an Emerging FieldMichael Orsini and Joyce DavidsonPart I. Approaching Autism1. Autism in an Age of Empathy: A Cautionary CritiquePatrick McDonagh2. Autism and the PosthumanStuart Murray3. Cerebralizing Autism within the Neurodiversity MovementFrancisco Ortega4. Autism as a Form of Biological CitizenshipCharlotte Brownlow and Lindsay O’DellPart II. Researching the Politics and Practice of Care5. Autism and Genetics: Profit, Risk, and Bare LifeMajia Holmer Nadesan6. Caring for Autism: Toward a More Responsive StateKristin Bumiller7. Participatory Research with Autistic Communities: Shifting the SystemDora Raymaker and Christina NicolaidisPart III. Diagnosis and Difference in Autism8. Capturing Diagnostic Journeys of Life on the Autism SpectrumSara Ryan9. Divided or Opposed?: The Level of Functioning Arguments in Autism Related Political Discourse in CanadaDana Lee Baker and Lila Walsh 10. Autism and Social Movements in France: A Comparative PerspectiveBrigitte Chamak and Beatrice Bonniau Part IV. Cultural Productions and Representations of Autism11. Narrating AutismMark Osteen12. The Shifting Horizons of Autism OnlineJoyce Davidson and Michael Orsini 13. Autism and the Task of the TranslatorKristina Chew 14. “All the Things I Have Ever Been”: Autoethnographic Reflections on Academic Writing and AutismDawn Eddings Prince ContributorsIndex

Read more less

Book SynopsisProgramming staff, library administrators, and LIS instructors will find this an easy-to-read handbook for understanding the needs of adults with developmental disabilities and the principles that undergird the best practices the authors describe.

Read more less

Book Synopsis

Read more less

Book SynopsisCreate campuses inclusive and supportive of disabled students, staff, and faculty Disability in Higher Education: A Social Justice Approach examines how disability is conceptualized in higher education and ways in which students, faculty, and staff with disabilities are viewed and served on college campuses. Drawing on multiple theoretical frameworks, research, and experience creating inclusive campuses, this text offers a new framework for understanding disability using a social justice lens. Many institutions focus solely on legal access and accommodation, enabling a system of exclusion and oppression. However, using principles of universal design, social justice, and other inclusive practices, campus environments can be transformed into more inclusive and equitable settings for all constituents. The authors consider the experiences of students, faculty, and staff with disabilities and offer strategies for addressing ableism within a variety of settings, includingTable of ContentsList of Tables and Figures ix Acknowledgments xi Preface xiii About the Authors xxv Introduction: A Social Justice Foundation 1 Part One: Foundational Concepts 9 1 A History of Disability in Higher Education 11 Deaf Education 13 Influence of War Veterans 23 Disability Activism 33 Conclusion 45 Discussion Questions 46 Appendix: Significant Moments in the History of Disability in the United States 46 2 Disability Models 54 Established Models 55 Critical Approaches to Disability 66 Social Justice (Ableist or Disability Oppression) Model 71 Emerging Models 76 Conclusion 78 Discussion Questions 80 Appendix: Summary of Disability Models 81 3 Disability, Law, and Education in the United States 91 Historical Overview 92 Legislative Implications 101 Pending and Future Legal Issues 110 Conclusion 120 Discussion Questions 120 4 Dimensions of Impairment and Disability 122 Creating Categories and Labels 123 Categorizing Impairment 125 Impairments Commonly and Increasingly Seen in College Populations 131 Conclusion 139 Discussion Questions 139 Part Two: Population-Specific Experiences 141 5 Disability Identity Development and Multiple Aspects of Identity 143 Multiple and Intersecting Social Identities 144 Disability Identity Development in College Students 145 Self-Identification as Disabled 155 Social Identities 157 Areas for Future Research 168 Implications for Higher Education 169 Conclusion 172 Discussion Questions 173 6 Student Populations 174 Adult Learners 176 Community College Students 177 Transfer Students 180 English Language Learners and English as an Additional Language 181 First-Generation Students 182 International Students 183 Parenting Students 184 Student Athletes 186 Students of Size 187 Undocumented Students 189 Veterans 191 Favorite Hobbies, Yappy Dogs, and Now What? 193 Conclusion 195 Discussion Questions 196 7 Faculty and Staff with Disabilities 197 Perspectives on Disabled Faculty and Staff 199 Barriers That Disabled Faculty and Staff Face in Higher Education 204 Experiences of Disabled Staff and Faculty 209 Creating an Inclusive Climate 214 Conclusion 220 Discussion Questions 221 Part Three: Environmental Issues 223 8 The Campus Environment 225 Physical Environment 226 Organizational Environment 227 The Human Aggregate 230 Social Construction of Disability 237 Creating Campus Environments That Support Students with Impairments 240 Creating a Socially Just Campus Environment 249 Conclusion 251 Discussion Questions 251 9 The Campus Climate 253 Definition of Climate 254 The Campus-Based Experiences of Impaired Students 255 The Impact of Climate on Disabled Students 260 Studying Campus Climate 263 Transforming the Campus Climate 268 Conclusion 272 Discussion Questions 273 10 Universal Design 274 Principles of Universal Design 275 The Evolution From Barrier-Free Design to Universal Design 277 Application of Universal Design in Higher Education 280 Universal Design in Instruction 284 Critiques of Universal Design and Universal Design for Learning 295 Universal Design and Social Justice 298 Resources for Additional Information 300 Conclusion 301 Discussion Questions 302 11 Assistive and Learning Technology 303 History of Assistive Technology 304 Accessible, Adaptive, and Universally Designed Technology 305 Guidelines for Accessible Design 308 Technology as an Accommodation 312 Barriers and Inaccessible Technology 313 Legal Requirements for Technology and Postsecondary Education 316 Eight Steps to Creating an Accessible Campus Technology Culture 319 Conclusion 322 Discussion Questions 323 12 Classroom Instructional Interventions 324 Current Practice 325 Effective Classroom Practices 331 Practices of Specific Academic Disciplines 337 Alternative Instructional Approaches 343 Conclusion 350 Discussion Questions 351 Part Four: Serving Students 353 13 Disability Resource Offices 355 Historical Overview of Disability Resources 356 Disability Resources Today 357 Core Activities of Disability Resource Offices 363 Considerations for the Future of Disability Resources 379 Conclusion 380 Discussion Questions 381 14 Student Affairs 382 Persistence, Retention, and Graduation of Students with Disabilities 383 Importance of Knowledge About Disability in Student Affairs 386 Universal Design in Student Affairs 388 Functional Areas in Student Affairs 390 Conclusion 410 Discussion Questions 410 15 Transitions and Student Affairs 411 Entering Postsecondary Education 412 Transitions During Postsecondary Education 425 Exiting Postsecondary Education 431 Conclusion 437 Discussion Questions 437 Conclusion: A Social Justice Approach to Disability in Higher Education: Strategies for Inclusion 438 Strategies for Creating More Socially Just Campuses 440 Conclusion 447 References 448 Index 501

Read more less

Book SynopsisWhat every special education teacher needs to know to survive and thrive A Survival Guide for New Special Educators provides relevant, practical information for new special education teachers across a broad range of topic areas.Table of ContentsThe Authors v Acknowledgments vii Tables, Figures, and Exhibits xvii Introduction xxi Part One: The Basics Chapter One: Getting the Right Job 3 An Initial Priority: Find a Good Job Match 3 Steps in Your Job Search 4 The Interview Process 5 Consider the Offer 10 To Sum Up 10 What’s Next? 10 Chapter Two: Great Beginnings 11 Reality 101: What to Expect in the First Years 11 Your Challenge: Become an Accomplished and Committed Special Educator 13 Reflect on the Moral Purpose That Guides Your Work 13 Develop Knowledge about Professional Standards and Ethics 14 Learn about the Community and Key Policies and Guidelines 15 Learn More about the Content Standards for Subjects You Teach 16 Use and Refine Your Knowledge about Evidence-Based Practices 17 Know Your Students and Systematically Monitor Their Learning 17 Collaborate Effectively with Administrators, Colleagues, and Parents 18 Protect Instructional Time and Balance Your Responsibilities 18 Develop Resilience and Manage Stress 18 Take Initiative for Your Own Professional Learning 20 Making It Happen: Create a Network of Supports 20 To Sum Up 25 What’s Next? 25 Additional Resources 25 Chapter Three: Working with Others 26 Be an Energizer 27 Be an Effective Communicator 27 Working Through Conflicts 30 A Great Start with Parents 31 Ten Actions to Develop Positive Relationships with Parents 32 A Great Start with Administrators 35 A Great Start with Your Mentor(s) 38 A Great Start with Colleagues 42 Leading Effective Professional Meetings 44 To Sum Up 46 What’s Next? 46 Additional Resources 46 Chapter Four: Special Education Law 47 Key Laws Related to Students with Disabilities 47 Education for All Handicapped Children Act 48 Individuals with Disabilities Education Act 51 Section 504 56 Americans with Disabilities Act 57 Confidentiality 58 Dealing with Legal Challenges 61 To Sum Up 63 What’s Next? 63 Additional Resources 63 Chapter Five: Developing Quality IEPs 65 The IEP Document 66 The IEP Process 66 Tips for a Great Start with IEPs 66 Tips for Developing IEP Components 67 The IEP Meeting 74 Transition Planning 81 IEP Summary Forms 83 Tips for Organizing the IEP Process 83 Practical Suggestions from Special Educators 85 To Sum Up 85 What’s Next? 86 Additional Resources 86 Part Two: Becoming An Accomplished Educator Chapter Six: Organizing and Managing Your Work 89 Your Many Roles and Responsibilities 90 Goals and Plans Equal Organizational Success! 92 Manage Your Time, Manage Your Tasks 96 Setting Up Your Class for Success 97 Considerations for Middle and High School Classrooms 98 The Teacher’s Desk 102 Get Ready for Your First Day of School 104 Plan for Fun and Knowledge 105 To Sum Up 110 What’s Next? 110 Additional Resources 111 Chapter Seven: Classroom and Behavior Management 112 Elizabeth Bettini Tiered Approach to Providing Positive Behavioral Support 113 Evaluating the Intervention 136 To Sum Up 137 What’s Next? 137 Additional Resources 137 Chapter Eight: Collaboration and Co-Teaching 139 Fundamentals of Collaboration 140 Defining Characteristics for Collaboration 140 Understanding Collaboration in Varied Service-Delivery Models 140 Tips for Special Education Teachers in Collaborating for RTI 142 Collaboration in Inclusive Settings 142 Small Strategies to Make a Big Impact on Collaboration 146 Helping General Educators 147 Co-Teaching 149 The Co-Teacher Relationship 150 Characteristics Aiding in Successful Co-Teaching 154 Barriers and How to Overcome Them 154 Keeping Collaborative Records 155 To Sum Up 156 What’s Next? 157 Additional Resources 157 Chapter Nine: Supporting Your Students 158 The Student–Teacher Relationship 159 Tips for Fostering Positive Student–Teacher Relationships 159 Motivating Your Students 161 Advocating for and with Your Students 164 Culturally Responsive Teaching 166 Helping Your Students Stay Organized and Learn Responsibility 169 To Sum Up 171 What’s Next? 171 Additional Resources 171 Chapter Ten: Assessment and Knowing Your Students 172 Your State Standards and the CCSS 173 Why Test in Relationship to the Standards? 173 Educational Laws and Assessment 173 Relationship Between the Laws and Your Assessment Practices 174 Progress Monitoring and Curriculum-Based Measures 175 Formal or Standardized Tests 178 Assessment Accommodations and Adapting Classroom Tests 179 Alternative Assessments 181 Feedback and Grading 183 Assessment Considerations at the High School Level 186 To Sum Up 188 What’s Next? 189 Additional Resources 189 Chapter Eleven: Universal Design for Learning and Technology 190 Plan Engaging and Accessible Instruction through UDL 192 The Basics of UDL: Reach and Engage Your Students in Multiple Ways 192 Three Principles of UDL: Multiple Means of Representation, Action and Expression, and Engagement 193 General Hints for Implementing UDL 196 Using Instructional Technologies to Support Students with Disabilities 203 ATs to Support Students with Disabilities 207 To Sum Up 210 What’s Next? 210 Additional Resources 210 Part Three: Mastering Effective Practices Chapter Twelve: Effective Instructional Practices and Lesson Planning 215 Planning for Effective Instruction 216 Using Effective Instruction 223 To Sum Up 232 What’s Next? 233 Additional Resources 233 Chapter Thirteen: Teaching Reading 234 A Framework for Teaching Reading 235 Phonological Awareness and Phonics (Basic Decoding) 235 Decoding Multisyllabic Words and Promoting Morphological Awareness 239 Vocabulary Instruction 241 Promoting Fluency at the Rime, Word, and Connected-Text Levels 243 Promoting Reading Comprehension 245 Special Considerations for ELLs with Learning Disabilities 248 Incorporating Technology into Reading Instruction 248 To Sum Up 250 What’s Next? 251 Additional Resources 251 Chapter Fourteen: Teaching Writing 252 Basic Skills Underlying Proficient Writing Performance 252 Becoming an Independent Writer 255 Special Considerations for ELLs 261 Using Technology to Support Writing 262 To Sum Up 263 What’s Next? 263 Additional Resources 263 Chapter Fifteen: Teaching Mathematics 264 What Makes Math So Difficult for So Many Students? 265 Going Beyond Arithmetic to Algebra 266 Characteristics of Struggling Learners in Mathematics and General Strategies for Supporting Students 267 Instructional Math Standards 269 How Should I Teach Learners Who Have Difficulty Keeping Up with the Curriculum? 271 Instruction That Supports Students with Disabilities in Mathematics 271 What Is the Best Way to Integrate CRA into Math Instruction? 274 Metacognitive Math Strategies 277 Assessment and Feedback to Inform Mathematics Practice 278 Formal Assessment and Mathematics 281 Technology-Enhanced Mathematics Instruction 282 To Sum Up 284 What’s Next? 284 Additional Resources 284 Chapter Sixteen: Teaching Content 285 What Can You Do to Support Students with Disabilities in Learning Content? 285 What Specific Things Can You Do to Help Students with Disabilities in the Content Areas? 286 UDL and Instructional Technologies in Content Learning 292 Teaching Concepts with Content Enhancements 293 Teaching Simple Concepts 293 Complex Concepts 294 Inquiry-Based Approaches to Teaching and Learning Content 295 What Is the Relationship Between Inquiry Learning and Problem-, Project-, and Challenge-Based Learning? 299 To Sum Up 301 What’s Next? 301 Additional Resources 301 Chapter Seventeen: Teaching Students with Limited to Pervasive Intellectual Disability 303 Bree A. Jimenez and Pamela J. Mims Who Are Your Students? 304 What to Teach 304 Why Teach Beyond Functional Skills to Students with Intellectual Disabilities 304 Assessments to Guide Curricular Planning 306 How to Teach 308 To Sum Up 321 What’s Next? 321 Additional Resources 321 Part Four: Additional Considerations Chapter Eighteen: Managing Student Health Needs 325 Pamela W. Carter Individual Health-Care Plans and Emergency Care Plans 326 Health Conditions and Teacher Tips 326 Tourette Syndrome (TS) 341 To Sum Up 343 Additional Resources 343 Part Five: Appendixes Appendix A: Definitions and Resources about Disability 345 Attention Deficit Hyperactivity Disorder (ADHD) 347 Autism Spectrum Disorders 350 Deafness and Hearing Loss 353 Developmental Delay 355 Emotional Disturbance 356 Intellectual Disability 361 Other Health Impairment 362 Specific Learning Disability 365 Speech and Language Disorders 367 Traumatic Brain Injury 369 Visual Impairment Including Blindness 371 Appendix B: Key Special Education Cases 373 Appendix C: Assessment Vocabulary and Concepts 374 Validity and Reliability 375 Appendix D: Tips for Preparing for Observations and Evaluations 377 Appendix E: Bonus Web Content 380 Notes 383 Index 400

Read more less

Book SynopsisThe most up-to-date and comprehensive vital resource for educators seeking ADD/ADHD-supportive methods How to Reach and Teach Children and Teens with ADD/ADHD, Third Edition is an essential guide for school personnel. Approximately 10 percent of school-aged children have ADD/ADHDthat is at least two students in every classroom. Without support and appropriate intervention, many of these students will suffer academically and socially, leaving them at risk for a variety of negative outcomes. This book serves as a comprehensive guide to understand and manage ADHD: utilizing educational methods, techniques, and accommodations to help children and teens sidestep their weaknesses and showcase their numerous strengths. This new 2016 edition has been completely updated with the latest information about ADHD, research-validated treatments, educational laws, executive function, and subject-specific strategies. It also includes powerful case studies, intervention plans, valuable Table of ContentsPreface xxv PART 1: KEY INFORMATION FOR UNDERSTANDING AND MANAGING ADHD Section 1.1: Understanding ADHD 3 Section 1.2: ADHD and Executive Function Impairment 21 Section 1.3: Making the Diagnosis: A Comprehensive Evaluation for ADHD 27 Section 1.4: Multimodal Treatment for ADHD 35 Section 1.5: Medication Treatment and Management 43 Section 1.6: Behavioral Therapy for Managing ADHD 51 Section 1.7: Critical Factors in the Success of Students with ADHD 57 Section 1.8: ADHD in Preschool and Kindergarten 63 Section 1.9: ADHD in Middle School and High School 73 PART 2: MANAGING THE CHALLENGE OF ADHD BEHAVIORS Section 2.1: Proactive Classroom Management 97 Section 2.2: Preventing Behavior Problems during Transitions and Less Structured Times 111 Section 2.3: Class (Group) Behavior Management and Incentive Systems 115 Section 2.4: Individualized Behavior Supports and Interventions 123 Section 2.5: Strategies to Increase Listening, Following Directions, and Compliance 139 Section 2.6: Managing Challenging Behavior: Strategies for Teachers and Parents 143 Section 2.7: School-Based Social Skills Interventions 153 PART 3: INSTRUCTIONAL, LEARNING, AND EXECUTIVE FUNCTION STRATEGIES Section 3.1: Attention!! Strategies for Engaging, Maintaining, and Regulating Students’ Attention 177 Section 3.2: Research-Based Instructional Approaches and Interventions 191 Section 3.3: Organization and Time Management 207 Section 3.4: The Homework Challenge: Strategies and Tips for Parents and Teachers 219 Section 3.5: Learning Strategies and Study Skills 229 Section 3.6: Memory Strategies and Supports 237 PART 4: STRATEGIES AND SUPPORTS FOR READING, WRITING, AND MATH Section 4.1: Common Reading and Writing Difficulties 257 Section 4.2: Decoding, Fluency, and Vocabulary 267 Section 4.3: Reading Comprehension 277 Section 4.4: Writing: Strategies, Supports, and Accommodations 291 Section 4.5: Spelling and Handwriting 309 Section 4.6: Mathematics 319 PART 5: PERSONAL STORIES AND CASE STUDIES Section 5.1: A Parent’s Story . . . What Every Teacher, Clinician, and Parent of a Child with ADHD Needs to Hear 343 Section 5.2: Student Case Studies and Interventions 375 PART 6: COLLABORATIVE EFFORTS AND SCHOOL RESPONSIBILITIES IN HELPING STUDENTS WITH ADHD Section 6.1: Teaming for Success: Communication, Collaboration, and Mutual Support 389 Section 6.2: The Role of the School’s Multidisciplinary Team 399 Section 6.3: School Documentation and Communication with Medical Providers and Others 407 Section 6.4: Federal Laws and Educational Rights of Students with ADHD 415 APPENDIX: FORMS 433 A.1: ___’s Daily Report 434 A.2: My Behavior Report 435 A.3A: Daily Report 436 A.3B: Daily Report Card 437 A.3C: Daily/Weekly Report Card 438 A.3D: Daily Behavior Report 439 A.4: Daily Monitoring Report 440 A.5: Self-Monitoring Behavior Log 441 A.6: Notebook Check 442 A.7: Homework Assignments 443 A.8: Homework Tracking Sheet 444 A.9: Book Club Roles 445 A.10: Book Club Culminating Activities 447 A.11: Five-Paragraph Persuasive Essay Rubric 449 A.12: Research Log 450 INDEX: 451

Read more less

Book SynopsisAn indispensable guide for school psychologists and school counselors on assessment interviewing Assessment Interviewing is a collaborative, strengths-based approach to the subject that helps professionals develop the skills and knowledge necessary to effectively gather the information they need in order to assess children''s social, emotional, and academic functioning.Practical and easy to read, it provides step-by-step guidelines for structuring interviews for different purposes, communicating respect and understanding, and strategies for gathering information from children of different ages, cultures, and social standings. Chapter contains case studies and examples that illustrate how to clarify and classify problems, understand strengths and resources, appreciate the role of culture in interviews and respond to risk of suicide. The book concludes with a chapter on how to communicate the key information gathered into a comprehensive assessment or interTable of ContentsAcknowledgments ix Chapter 1 Introduction to Interviewing for Assessment 1 Chapter 2 Interviews as Part of a Comprehensive Assessment 11 Chapter 3 Steps in Interviewing for Assessment 19 Chapter 4 Interviewing Strategies 29 Chapter 5 The School-Based Mental Status Exam 47 Chapter 6 Interviewing Culturally Diverse Interviewees 57 Chapter 7 Strategies for Interviewing Young Children 73 Chapter 8 Interviewing to Clarify and Classify Problems 81 Chapter 9 Interviewing About Academic Performance 107 Chapter 10 Interviewing to Understand Strengths and Resources 117 Chapter 11 Interviewing in High-Risk Situations: Suicide Assessment 131 Chapter 12 Pulling It All Together and Communicating the Results of Assessment Interviews 145 Appendix 1–Child and Adolescent Interview Protocol 153 Appendix 2–Questions About Language and Culture 157 Appendix 3–Process of Deferential Diagnosis 159 Appendix 4–School-Based Mental Status Evaluation 161 Author Index 165 Subject Index 173

Read more less

Book SynopsisIt's time to focus on what students can do, rather than what they can't.

Read more less

Book SynopsisA great special educator is an expert problem-solver.

Read more less

Book SynopsisPeer-mediated interventions benefit all students in the classroom.

Read more less

Book SynopsisThrough this clinical guide, practitioners will learn how to teach parents of children with autism spectrum disorder new skills and behaviors so that they can promote their children's long-term improvement.Table of Contents Contributors IntroductionCynthia R. Johnson, Eric M. Butter, and Lawrence Scahill Chapter 1: History and Theoretical Foundations of Parent TrainingKaren Bearss Chapter 2: Clinical Assessment of Children With Autism Spectrum Disorder Before and After Parent TrainingValentina Postorino and Lawrence Scahill Chapter 3: Promoting Parent Engagement in Parent Training for Children With Autism Spectrum DisorderRachel M. Fenning and Eric M. Butter Chapter 4: Parent Training for Social Communication in Young Children With Autism Spectrum DisorderStephanie Y. Shire and Tristram Smith Chapter 5: Parent Training for Disruptive Behavior in Autism Spectrum DisorderKaren Bearss, Luc Lecavalier, and Lawrence Scahill Chapter 6: Parent Training for Sleep Disturbances in Autism Spectrum DisorderCynthia R. Johnson and Beth A. Malow Chapter 7: Parent Training for Food Selectivity in Autism Spectrum DisorderT. Lindsey Burrell, William Sharp, Cristina Whitehouse, and Cynthia R. Johnson Chapter 8: Parent Training for Toileting in Autism Spectrum DisorderDaniel W. Mruzek, Benjamin L. Handen, Courtney A. Aponte, Tristram Smith, and Richard M. Foxx Chapter 9: Parent Training for Elopement in Autism Spectrum DisorderNathan A. Call, Mindy Scheithauer, Joanna Lomas Mevers, and Colin Muething Chapter 10: Conclusions and Future DirectionsLawrence Scahill and Eric M. Butter Index About the Editors

Read more less

Book SynopsisThis book discusses how school professionals can be care team partners for the more than 15 million school-aged childrenexperiencing medical conditions.Table of ContentsSeries Foreword Julia Ogg Preface LeAdelle Phelps as transcribed by Melissa BrayPart I. Introduction Chapter 1: Introduction to the Second Edition Michelle M. Perfect, Cynthia A. Riccio & Melissa A. Bray Chapter 2: Importance of Coordinated Care in Meeting the Needs of Children and Families Susan G. Forman, Melissa C. Fleuhr, Sade S. Porter & Jeffrey D. ShahidullahPart II. Blood, Cardiovascular and Circulatory System Disorders Chapter 3: Overview of Circulatory System Disorders Jeff Bostwick, Clark R. Bray & Heather Kwolek Chapter 4: Cardiac Disorders Stewart W. Ehly & Noel Estrada-Hernandez Chapter 5: Childhood Leukemia Lea A. Theodore, Karen Cross, Lauren Gammie, Marlena Minkos, Danielle Stern & Alyssa Perri Elias Chapter 6: 22q11.2 Deletion Syndrome or DiGeorge Syndrome Priscilla H. Duong & Hiroko Tanaka Chapter 7: Hemophilia Mickey Randolph & Ethan J. Schilling Chapter 8: Human Immunodeficiency Virus Tiffany Chenneville & Kamesha Gabbidon Chapter 9: Noonan Syndrome Suzanne Margiano, Lorette McWilliams, Johana deLeyer-Tiarks & Carissa Scogin Chapter 10: Sickle Cell and other Anemias Linda W. Morse, Melanie C. Morse & Sarah E. BillsPart III. Central Nervous System Disorders Chapter 11: Overview of CNS Disorders Ivette Merced Chapter 12: Adrenoleukodystrophy Harvey Switzky, James P. Van Haneghan & Abigail Baxter Chapter 13: Agenesis of the Corpus Callosum Krystal T. Simmons, Bianca S. Watkins & Sherine Presley Chapter 14: Angelman Syndrome Sara S. Frye & Allison Fairchild Chapter 15: Autism Christine L. Cole & Alana Telesford Chapter 16: Cerebral Palsy Sai Sudha Aravala, Adeline Bray & Karen Cross Chapter 17: Cri-du-Chat Phyllis S. Ohr Chapter 18: Down Syndrome Nicholas W. Gelbar Chapter 19: Epilepsy Megan Aros-O'Malley, David L. Wodrich & Randa Jarrar Chapter 20: Hereditary Ataxia Taylor-Kristen Myers Chapter 21: Mitochondrial Disorders Cynthia K. Lang, Alyssa A. Gonzalez & Cynthia A. Riccio Chapter 22: PANDAS/PANS Kandace M. Hoppin & Patricia Rice Doran Chapter 23: Prader-Willi Syndrome Moira Wendel & Julia Ogg Chapter 24: Rett Syndrome Nicholas W. Gelbar Chapter 25: Spina Bifida Fay Roseman & Agnes Shine Chapter 26: Williams Syndrome Carly B. Gilson, Terry Monkaba, Maria Mello & Robin PeggPart IV. Digestive System Disorders Chapter 27: Overview of Digestive System Disorders Cheryl Maykel, Lauren Gammie & Johanna deLeyer-Tiarks Chapter 28: Celiac Disease Emily M. Jimenez, Daphne J. Hill & Anita Sohn McCormick Chapter 29: Hirschsprung's Disease Craig L. Frisby Chapter 30: Inflammatory Bowel Disease: Crohn's Disease and Ulcerative Colitis Stevie Puckett-Perez & Chelsea Vaughan Chapter 31: Phenylketonuria Julia Ogg & Daniel V. StrisselPart V. Endocrine & Reproductive System Disorders Chapter 32: Overview of Endocrine & Reproductive System Disorders Cindy Chin, Graciela E. Silva & Mark Wheeler Chapter 33: Conditions Associated with Growth David E. Sandberg & Kristina I. Suorsa Johnson Chapter 34: Congenital Adrenal Hyperplasia Allison Fairchild & Madison Preece Chapter 35: Klinefelter Syndrome Kristina I. Suorsa Johnson & David E. Sandberg Chapter 36: Thyroid Disorders Samantha Coyle & Brooke Stettler Chapter 37: Turner Syndrome Kristina I. Suorsa Johnson & David E. Sandberg Chapter 38: Type 1 Diabetes Natalie A. Larez & Michelle M. Perfect Chapter 39: Type 2 Diabetes Stihlyn Chamberlain & Savina Maria BelloPart VI. Respiratory System Disorders Chapter 40: Overview of Respiratory System Disorders Melissa A. Bray, Cheryl Maykel, Lea Theodore & Justina Petrullo Chapter 41: Asthma Cheryl Maykel, Melissa A. Bray, Meghan Long & Lauren Gammie Chapter 42: Cystic Fibrosis Jeanette Smith Phoenix & Keiko Aoyagi Chapter 43: Cytomegalovirus Maryann Santos Chapter 44: Sarcoidosis Adeline Bray, Sar Aravala & Craig SchrammPart VII. Musculoskeletal Disorders Chapter 45: Overview of Musculoskeletal Disorders Sai Aravala, Adeline Bray, Evagelia B. Lolis & Alyssa M. Bunyea Chapter 46: Achondroplasia Cynthia A. Riccio & Anita Sohn McCormick Chapter 47: Charcot Marie Tooth Disease Jennifer Tucker & Meghan Nickels Chapter 48: Juvenile Idiopathic Arthritis Rebecca J. Tipton & Eric L. Robinson Chapter 49: Marfan Syndrome Brittany A. Dale & David E. McIntosh Chapter 50: Muscular Dystrophies Jennifer Tucker & Megan Jeune Chapter 51: Osteogenesis Imperfecta Kelly N. Clark & Christine K. Malecki Chapter 52: Sotos Syndrome Kari A. Sassu, Aarti P. Bellara, Michelle Levine-Schmitt, Emily L. Winter, Katherine R. Nelson, Alyssa M. Bunyea, Cindy C. Labbe, Elena S. Volfinzon, & Adeline M. BrayPart VIII. Mixed/Multisystem Disorders Chapter 53: Overview of Multisystem Disorders Cynthia A. Riccio Chapter 54: CHARGE Syndrome Timothy S. Hartshorne & Lillian J. Slavin Chapter 55: Cornelia de Lange Syndrome Emily M. Jimenez & Cynthia A. Riccio Chapter 56: Fragile X Syndrome Lea A. Theodore, Adeline M. Bray, Lydia Rumpf, Sai S. Aravala & Justina Petrullo Chapter 57: Lysosomal Storage Disorders Allison Fairchild & Melina Islas Chapter 58: Mucopolysaccharide Disorders Carolyn Tureaud, Taylor Kristen-Myers & Michelle Perfect Chapter 59: Neurofibromatosis Elizabeth Perdue, Lindsey Carnes & Cynthia A. Riccio Chapter 60: Pediatric Cancer Lea A. Theodore, Melissa A. Bray, Lauren Gammie, Cassandra Odell, Larissa Hoefler, Kerrilyn Surdi, Lydia Rumpf, & Alyssa Perri Elias Chapter 61: Smith-Magenis Syndrome James P. Van Haneghan, Abigail Baxter & Harvey N. Switzky Chapter 62: Sturge-Weber Syndrome Emily M. Jimenez & George W. Hynd Chapter 63: Tuberous Sclerosis Complex Cynthia A. Riccio & Huilin Linda Sun Chapter 64: Conclusion: Looking Back and Forward Melissa A. Bray, Michelle M. Perfect & Cynthia A. Riccio Appendix: Checklist for Developing Plans for Students with Health-Related Conditions Index About the Editors

Read more less

Book SynopsisThis volume deals with innovative developments of many different kinds in the local school systems in the years up to 1970. Information was obtained from a sampling of school boards, including the largest. The major purpose is to show what may be expected from an educational organization that gives local authorities a certain amount of leeway to depart from standard procedures. Innovations in teaching, curricular experimentation, changes in the structure and use of school buildings, and the growth of special services are fully covered.

Read more less

Book SynopsisYoung adults with intellectual disability tell the story of their own experience of higher education How do students with intellectual disability experience higher education? Creating Our Own Lives addresses this question through the eyes of participants themselves. In relating their experiences and aspirations, these student perspectives mount a powerful challenge to assumptions that intellectual disability is best met with protection or segregation. Taken together, the essays expose and contradict the inherently ableist claim that individuals with intellectual disability cannot be reliable storytellers. Instead, their deeply informative stories serve as a corrective narrative. The first of the four sections, “Laying the Foundation: Why Everyone Belongs in College,” focuses on belonging and inclusion; the second, “Opening Up Possibilities: Overcoming Doubt and Uncertainty,” conveys the optimism of this generation of advocates through stories of personal hardship, hopeful perseverance, and triumph over adversity; the third, “Inclusion as Action: Diversifying Student Experiences,” supports the understanding of diverse student experiences in inclusive higher education; and the fourth, “Supporting Growth: Peer Mentoring and Advice,” offers guidance to those reimagining and creating educational spaces. Students with disabilities belong in higher education. Not only does this book serve as an important record of students enrolled in inclusive higher education programs, it is also an unprecedented resource, packed with information and inspiration both for parents seeking opportunities for their children and for individuals with intellectual disability who aspire to attend college. Contributors: Makayla Adkins, Olivia Baist, Brandon Baldwin, George Barham, Marquavious Barnes, Katie Bartlett, Steven Brief, De'Onte Brown, Meghan Brozaitis, Mary Bryant, Gracie Carrol, Taylor Cathey, Maia Chamberlain, Antonio E. Contreras, Kim Dean, Elizabeth Droessler, Katie Ducett, Keiron Dyck, Rachel Gomez, Deriq Graves, Micah Gray, Maggie Guillaume, Cleo Hamilton, Nathan Heald, Joshua R. Hourigan, Hannah Lenae Humes, Courtney Jorgensen, Eilish Kelderman, Kailin Kelderman, Kenneth Kelty, Kaelan Knowles, Karlee Lambert, Kate Lisotta, Rachel Mast, Elise McDaniel, Emma Miller, Jake Miller, Lydia Newnum, Brenna Mantz Nielsen, Carly O’Connell, Nadia Osbey, Stirling Peebles, Breyan Pettaway, Amanda Pilkenton, True Rafferty, Taylor Ruppe, Lawrence Sapp, Tyler Shore, Brianna Silva, Alex Smith, Elliott Smith, Phillandra Smith, Payton Storms, Allen Thomas, Kylie Walter, Stephen Wanser, Sayid Webb, Breana Whittlesey, Luke Wilcox, Adam Wolfond. Trade Review "I like Creating Our Own Lives because people with disabilities talked about being in college and shared their stories in their own words. And they really shared their experiences, not just about how everything is great, but about how it is to be in college and what Syracuse is like for people with disabilities. Beth Myers and Michael Gill also shared, and that made the book great to read."—Tia Nelis, Director of Policy and Advocacy, TASH Table of Contents Contents Introduction: Recognizing Student Voice in Inclusive Higher Education Michael Gill and Beth Myers Part I. Laying the Foundation: Why Everyone Belongs in College 1. I Want to Go to College Antonio E. Contreras 2. I Got In Taylor Ruppe 3. Adventures in Postsecondary Education Stirling Peebles 4. A Language to Open Adam Wolfond 5. “The Wanderer” and “This Is What I Sing” Steven Brief 6. My History of the Excel Program Alex Smith 7. Taking the Llama for a Walk and Other Things That Helped Us Olivia Baist and Kylie Walter Part II. Opening Up Possibilities: Overcoming Doubt and Uncertainty 8. Being Independent Has Risks: How to Recover When Something Terrible Happens Kailin Kelderman, Eilish Kelderman, and Mary Bryant 9. Spartan Kid: Journeys Brandon Baldwin 10. Best Experiences at IDEAL De’Onte Brown, Deriq Graves, Nadia Osbey, Breyan Pettaway, and Sayid Webb 11. Two Poems Carly O’Connell 12. Goal(s) in Common Hannah Lenae Humes 13. I Did What They Said I Couldn’t Allen Thomas 14. Climbing Higher and “From Mission Impossible to Mission Possible” Courtney Jorgensen 15. Inclusive College on Zoom? My Inclusive Higher Education 2020 Experience Stephen Wanser, Kate Lisotta, and Kim Dean 16. Inclusive College for All and How My Perception of My History Prof Changed Keiron Dyck 17. Qua’s GT Excel Life and “Never Give Up” Marquavious Barnes 18. Photo Essays and Selections from Student Leadership Conference 2019 Breana Whittlesey, Kaelan Knowles, Elise McDaniel, Kenneth Kelty, Katie Bartlett, and Rachel Mast Part III. Inclusion as Action: Diversifying Student Experiences 19. Hi, I’m Jake Miller Jake Miller and Katie Ducett 20. “BGWYN” and “Confidence with Curves” Taylor Cathey 21. Inclusive College Education Micah Gray, with Karlee Lambert and Lydia Newnum 22. My UC Perspective Joshua R. Hourigan 23. Phoenix Nation as in Spirit Cleo Hamilton 24. My Excel Story George Barham 25. #CreatingMyOwnLife Payton Storms 26. Inclusive College Education Makayla Adkins 27. My Story about Aggies Elevated at Utah State University Brenna Mantz Nielsen 28. Questions and Answers Lawrence Sapp 29. College Memories but Ready for What’s Next Amanda Pilkenton 30. Full Year of College Luke Wilcox 31. My Favorite Memories in College Elizabeth Droessler Part IV. Supporting Growth: Peer Mentoring and Support 32. Communicating Successfully in College Maia Chamberlain 33. True Rafferty Interviewed True Rafferty, with Nathan Heald 34. College Program Experience Gracie Carroll 35. Teaching, Assisting, Reflecting: Our Experience Working Together Phillandra Smith and Meghan Brozaitis 36. My Georgia Tech Excel Story Maggie Guillaume 37. Emma’s Journey Emma Miller 38. Come Read about My Awesome Journeys through Life Brianna Silva 39. My Social Experience throughout Georgia Tech Rachel Gomez 40. The Importance of Goals Tyler Shore 41. Support and Encouragement for the Ones Who Seek It Elliott Smith Coda: Why This Collection? Beth Myers and Michael Gill Acknowledgments Contributors

Read more less

Book SynopsisYoung adults with intellectual disability tell the story of their own experience of higher education How do students with intellectual disability experience higher education? Creating Our Own Lives addresses this question through the eyes of participants themselves. In relating their experiences and aspirations, these student perspectives mount a powerful challenge to assumptions that intellectual disability is best met with protection or segregation. Taken together, the essays expose and contradict the inherently ableist claim that individuals with intellectual disability cannot be reliable storytellers. Instead, their deeply informative stories serve as a corrective narrative. The first of the four sections, “Laying the Foundation: Why Everyone Belongs in College,” focuses on belonging and inclusion; the second, “Opening Up Possibilities: Overcoming Doubt and Uncertainty,” conveys the optimism of this generation of advocates through stories of personal hardship, hopeful perseverance, and triumph over adversity; the third, “Inclusion as Action: Diversifying Student Experiences,” supports the understanding of diverse student experiences in inclusive higher education; and the fourth, “Supporting Growth: Peer Mentoring and Advice,” offers guidance to those reimagining and creating educational spaces. Students with disabilities belong in higher education. Not only does this book serve as an important record of students enrolled in inclusive higher education programs, it is also an unprecedented resource, packed with information and inspiration both for parents seeking opportunities for their children and for individuals with intellectual disability who aspire to attend college. Contributors: Makayla Adkins, Olivia Baist, Brandon Baldwin, George Barham, Marquavious Barnes, Katie Bartlett, Steven Brief, De'Onte Brown, Meghan Brozaitis, Mary Bryant, Gracie Carrol, Taylor Cathey, Maia Chamberlain, Antonio E. Contreras, Kim Dean, Elizabeth Droessler, Katie Ducett, Keiron Dyck, Rachel Gomez, Deriq Graves, Micah Gray, Maggie Guillaume, Cleo Hamilton, Nathan Heald, Joshua R. Hourigan, Hannah Lenae Humes, Courtney Jorgensen, Eilish Kelderman, Kailin Kelderman, Kenneth Kelty, Kaelan Knowles, Karlee Lambert, Kate Lisotta, Rachel Mast, Elise McDaniel, Emma Miller, Jake Miller, Lydia Newnum, Brenna Mantz Nielsen, Carly O’Connell, Nadia Osbey, Stirling Peebles, Breyan Pettaway, Amanda Pilkenton, True Rafferty, Taylor Ruppe, Lawrence Sapp, Tyler Shore, Brianna Silva, Alex Smith, Elliott Smith, Phillandra Smith, Payton Storms, Allen Thomas, Kylie Walter, Stephen Wanser, Sayid Webb, Breana Whittlesey, Luke Wilcox, Adam Wolfond. Trade Review "I like Creating Our Own Lives because people with disabilities talked about being in college and shared their stories in their own words. And they really shared their experiences, not just about how everything is great, but about how it is to be in college and what Syracuse is like for people with disabilities. Beth Myers and Michael Gill also shared, and that made the book great to read."—Tia Nelis, Director of Policy and Advocacy, TASH Table of Contents Contents Introduction: Recognizing Student Voice in Inclusive Higher Education Michael Gill and Beth Myers Part I. Laying the Foundation: Why Everyone Belongs in College 1. I Want to Go to College Antonio E. Contreras 2. I Got In Taylor Ruppe 3. Adventures in Postsecondary Education Stirling Peebles 4. A Language to Open Adam Wolfond 5. “The Wanderer” and “This Is What I Sing” Steven Brief 6. My History of the Excel Program Alex Smith 7. Taking the Llama for a Walk and Other Things That Helped Us Olivia Baist and Kylie Walter Part II. Opening Up Possibilities: Overcoming Doubt and Uncertainty 8. Being Independent Has Risks: How to Recover When Something Terrible Happens Kailin Kelderman, Eilish Kelderman, and Mary Bryant 9. Spartan Kid: Journeys Brandon Baldwin 10. Best Experiences at IDEAL De’Onte Brown, Deriq Graves, Nadia Osbey, Breyan Pettaway, and Sayid Webb 11. Two Poems Carly O’Connell 12. Goal(s) in Common Hannah Lenae Humes 13. I Did What They Said I Couldn’t Allen Thomas 14. Climbing Higher and “From Mission Impossible to Mission Possible” Courtney Jorgensen 15. Inclusive College on Zoom? My Inclusive Higher Education 2020 Experience Stephen Wanser, Kate Lisotta, and Kim Dean 16. Inclusive College for All and How My Perception of My History Prof Changed Keiron Dyck 17. Qua’s GT Excel Life and “Never Give Up” Marquavious Barnes 18. Photo Essays and Selections from Student Leadership Conference 2019 Breana Whittlesey, Kaelan Knowles, Elise McDaniel, Kenneth Kelty, Katie Bartlett, and Rachel Mast Part III. Inclusion as Action: Diversifying Student Experiences 19. Hi, I’m Jake Miller Jake Miller and Katie Ducett 20. “BGWYN” and “Confidence with Curves” Taylor Cathey 21. Inclusive College Education Micah Gray, with Karlee Lambert and Lydia Newnum 22. My UC Perspective Joshua R. Hourigan 23. Phoenix Nation as in Spirit Cleo Hamilton 24. My Excel Story George Barham 25. #CreatingMyOwnLife Payton Storms 26. Inclusive College Education Makayla Adkins 27. My Story about Aggies Elevated at Utah State University Brenna Mantz Nielsen 28. Questions and Answers Lawrence Sapp 29. College Memories but Ready for What’s Next Amanda Pilkenton 30. Full Year of College Luke Wilcox 31. My Favorite Memories in College Elizabeth Droessler Part IV. Supporting Growth: Peer Mentoring and Support 32. Communicating Successfully in College Maia Chamberlain 33. True Rafferty Interviewed True Rafferty, with Nathan Heald 34. College Program Experience Gracie Carroll 35. Teaching, Assisting, Reflecting: Our Experience Working Together Phillandra Smith and Meghan Brozaitis 36. My Georgia Tech Excel Story Maggie Guillaume 37. Emma’s Journey Emma Miller 38. Come Read about My Awesome Journeys through Life Brianna Silva 39. My Social Experience throughout Georgia Tech Rachel Gomez 40. The Importance of Goals Tyler Shore 41. Support and Encouragement for the Ones Who Seek It Elliott Smith Coda: Why This Collection? Beth Myers and Michael Gill Acknowledgments Contributors

Read more less

Book SynopsisHow special education used disability labels to marginalize Black students in public schoolsThe Unteachables examines the overrepresentation of Black students in special education over the course of the twentieth century. As African American children integrated predominantly white schools, many were disproportionately labeled educable mentally retarded (EMR), learning disabled (LD), and emotionally behavioral disordered (EBD). Keith A. Mayes charts the evolution of disability categories and how these labels kept Black learners segregated in American classrooms.The civil rights and the educational disability rights movements, Mayes shows, have both collaborated and worked at cross-purposes since the beginning of school desegregation. Disability rights advocates built upon the opportunity provided by the civil rights movement to make claims about student invisibility at the level of intellectual and cognitive disabilities. Although special education ostensibly included children from all racial groups, educational disability rights advocates focused on the needs of white disabled students, while school systems used disability discourses to malign and marginalize Black students.From the 1940s to the present, social science researchers, policymakers, school administrators, and teachers have each contributed to the overrepresentation of Black students in special education. Excavating the deep-seated racism embedded in both the public school system and public policy, The Unteachables explores the discriminatory labeling of Black students, and how it indelibly contributed to special education disproportionality, to student discipline and push-out practices, and to the school-to-prison pipeline effect.Trade Review"The Unteachables offers a bold, highly insightful, and meticulously documented analysis of the racist underpinnings of special education. Keith A. Mayes shows how special education grew from white attempts to ‘protect’ white children from a racially integrated education. Drawing on his extensive background in African American history, Mayes brilliantly peels back the layers of an education system that purports to advance rights, even while it thwarts those of Black and Latinx students. The Unteachables should be required reading for anyone who wants to understand how special education came to be structured as it is."—Christine Sleeter, coauthor of Transformative Ethnic Studies in Schools: Curriculum, Pedagogy, and Research"As I read this brilliant and troubling book, I found myself nodding in agreement and grimacing in sadness. Prior scholarship on racial issues in special education has assumed that the underlying science of disability and the accompanying ideology of helpfulness are basically sound. In The Unteachables, Keith A. Mayes shows how a distinctly American brand of racism was baked into the conceptual and practical foundations of special education from the very start."—Scot Danforth, Chapman University

Read more less

Book SynopsisHow special education used disability labels to marginalize Black students in public schoolsThe Unteachables examines the overrepresentation of Black students in special education over the course of the twentieth century. As African American children integrated predominantly white schools, many were disproportionately labeled educable mentally retarded (EMR), learning disabled (LD), and emotionally behavioral disordered (EBD). Keith A. Mayes charts the evolution of disability categories and how these labels kept Black learners segregated in American classrooms.The civil rights and the educational disability rights movements, Mayes shows, have both collaborated and worked at cross-purposes since the beginning of school desegregation. Disability rights advocates built upon the opportunity provided by the civil rights movement to make claims about student invisibility at the level of intellectual and cognitive disabilities. Although special education ostensibly included children from all racial groups, educational disability rights advocates focused on the needs of white disabled students, while school systems used disability discourses to malign and marginalize Black students.From the 1940s to the present, social science researchers, policymakers, school administrators, and teachers have each contributed to the overrepresentation of Black students in special education. Excavating the deep-seated racism embedded in both the public school system and public policy, The Unteachables explores the discriminatory labeling of Black students, and how it indelibly contributed to special education disproportionality, to student discipline and push-out practices, and to the school-to-prison pipeline effect.Trade Review"The Unteachables offers a bold, highly insightful, and meticulously documented analysis of the racist underpinnings of special education. Keith A. Mayes shows how special education grew from white attempts to ‘protect’ white children from a racially integrated education. Drawing on his extensive background in African American history, Mayes brilliantly peels back the layers of an education system that purports to advance rights, even while it thwarts those of Black and Latinx students. The Unteachables should be required reading for anyone who wants to understand how special education came to be structured as it is."—Christine Sleeter, coauthor of Transformative Ethnic Studies in Schools: Curriculum, Pedagogy, and Research"As I read this brilliant and troubling book, I found myself nodding in agreement and grimacing in sadness. Prior scholarship on racial issues in special education has assumed that the underlying science of disability and the accompanying ideology of helpfulness are basically sound. In The Unteachables, Keith A. Mayes shows how a distinctly American brand of racism was baked into the conceptual and practical foundations of special education from the very start."—Scot Danforth, Chapman University

Read more less

Book SynopsisGreen Chimneys is a nationally renowned US nonprofit organisation that helps improve the lives of at-risk urban children by incorporating animals and environmental activities into their educational experiences. Founded by Dr. Samuel (Rollo) B. Ross, Jr.,“Green Chimneys Farm for Little Folk” opened its doors in 1948 with just eleven students. The property has since expanded to cover nearly seven hundred fifty acres in New York, and the school now serves almost two hundred students. Recognised as a worldwide leader in animal-assisted therapy and activities, Green Chimneys provides innovative and caring services for children and their families, as well as the animals with which they spend time. It targets its services at restoring emotional well-being and fostering independence. For over sixty years, Ross developed and operated this innovative and experimental year-round school, and he still remains integrally involved. This book recounts his experiences, sharing a lifetime of practical learning and insights to benefit and inspire all those who work with troubled children, and who believe in the healing power of the natural world.

Read more less

Book SynopsisThe TABS Screener helps identify children who should receive more thorough assessment for developmental items related to temperament and self-regulation. The 15-item checklist of Yes or No questions is completed by parents in approximately 5 minutes. If a child's scores indicate a potential problem, the more extensive Assessment Tool can be used.The TABS Screener is sold as a gummed tablet with 50 forms.This screener is part of the TABS, a norm-referenced screening and assessment tool designed to identify temperament and self-regulation problems that may indicate a child's risk for developmental delay. For use with children ages 11 to 71 months, TABS can be used for screening, research, determining eligibility for special services, planning programs, and monitoring child progress and program effectiveness.

Read more less

Book SynopsisThe TABS Assessment Tool is a norm-referenced tool designed to identify temperament and self-regulation problems that can indicate that a child is developing atypically or is at risk for atypical development. This 55-item checklist covers areas such as temperament, attention, attachment, social behavior, play, vocal and oral behavior, sense and movement, self-stimulation and self-injury, and neurobehavioral state. The parent-completed checklist takes approximately 15 minutes. The results give a detailed evaluation of atypical behavior in four categories-detached, hypersensitive-active, underreactive, and dysregulated.The TABS Assessment Tool is sold as a package of 30 4-page assessment forms.This tool is part of the TABS, a norm-referenced screening and assessment tool designed to identify temperament and self-regulation problems that may indicate a child's risk for developmental delay. For use with children ages 11 to 71 months, TABS can be used for screening, research, determining eligibility for special services, planning programs, and monitoring child progress and program effectiveness.

Read more less

Book SynopsisOne of the few research-based resources to explore the effect of temperament on educational experience, this book shows readers how individual temperaments of students and teachers influence behaviour and achievement.

Read more less