Teaching of students with different educational needs Books
Novas Edicoes Academicas Gestão do Absenteísmo no Trabalho
Book Synopsis
£28.31
Editorial Academica Espanola Fundamentos para la gestión de la violencia
Book Synopsis
£45.58
Verlag Unser Wissen Anwendung der PinchMethode
Book Synopsis
£35.70
Verlag Unser Wissen Ein neuer Blick auf die sonderpädagogische
Book Synopsis
£28.90
Regency Publications Socialization and Education of Nomad Children in
Book Synopsis
£10.46
ABA Espana Principios ABA para Técnicos de Conducta
Book SynopsisEste libro está dirigido a terapeutas de primera línea o técnicos de conducta que desean prepararse para obtener la credencial RBT, ABAT, IBTTM o BCAT. El técnico de conducta es un educador que trabaja directamente con clientes y estudiantes con trastorno del espectro autista, discapacidad intelectual, u otras necesidades educativas especiales, y recibe supervisión de un especialista en análisis aplicado de conducta. Pero, qué es el análisis aplicado de conducta (ABA)?Esencialmente, ABA estudia lo que las personas dicen o hacen y modifica el entorno a través de procedimientos específicos a fin de alcanzar un cambio medible y duradero en la conducta. Al hacerlo, se descartan nociones imprecisas sobre el comportamiento (descripciones tales como ser caprichoso o ser malo) y, en su lugar, se enfatizan las acciones observables. Por ejemplo, si estoy intentando bajar de peso modificando mi dieta, un planteamiento ABA consistiría en evaluar mi ambiente (p.ej., hay comida basura en mi despensa?), aplicar un procedimiento específico (p.ej., eliminar los alimentos excesivamente calóricos de la casa) y medir objetivamente mis avances (p.ej., calorías consumidas, tiempo de ejercicio físico) a fin de monitorizar el éxito de la intervención. Además, se evitarán explicaciones circulares tales como: Necesitas fuerza de voluntad para hacer ejercicio. Las características de ABA como campo científico y profesional pueden resumirse en las siguientes siete facetas o dimensiones: Aplicada: énfasis en conductas de importancia social. Conductual: énfasis en aspectos objetivos de la conducta. Analítica: demostración de relaciones funcionales causa-efecto. Tecnológica: descripción completa y detallada de los procedimientos. Conceptualmente sistemática: base en los principios de conducta. Efectiva: verificación del cambio de conducta con medidas objetivas. General: mantenimiento del cambio de conducta en otros momentos del día, con otras personas y en diferentes contextos.Este libro te ayudará a comprender en profundidad lo que significan estas dimensiones. Aprenderás a elegir, definir y medir la conducta siguiendo las dimensiones aplicada y conductual de ABA. Aprenderás también sobre procedimientos basados en los principios de ABA que incorporan las dimensiones tecnológica, conceptualmente sistemática, efectiva y general. Por ultimo, llegarás a presentar resultados de acuerdo con las dimensiones analítica y efectiva. En resumen, este libro aporta las bases fundamentales para llegar a ser un técnico de conducta eficaz.
£28.45
Diaz de Santos Asperger En El Aula: Historia de Javier
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£17.22
Ediciones Aljibe Los superdotados
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£12.54
Ediciones Aljibe Cmo prevenir las dificultades en la expresin
Book Synopsis
£13.04
Ediciones Aljibe Orientacion Educativa E Intervencion
Book Synopsis
£17.28
Editorial INDE Discapacidades motoras y sensoriales en Primaria
Book Synopsis
£21.46
Brill They’re Called the “Throwaways”: Children in
Book SynopsisThey were named the “throwaways.” Children with learning differences engaged in artmaking as sensemaking to promote issues of social justice in K-12 schools. For the first time, children with learning differences, teachers, staff, and school leaders come together and share how they understand the role artmaking as sensemaking plays in empowering disenfranchised populations.Trade Review“This is an inspiring book which re-establishes the primacy of the arts in enabling learners to understand their own identities and begin the long journey to self-hood. It is long overdue and will go a long way to creating a more balanced curriculum than the sole concentration on math and science." - Fenwick W. English, R. Wendell Eaves Senior Distinguished Professor of Educational Leadership, School of Education, University of North Carolina at Chapel Hill “Could this book be the WAKE-UP call that the field of educational administration has so desperately needed? In these inspirational, though often heartbreaking “first-telling” stories by “throwaway” children and their caring teachers and school leaders, we see the answers to leadership for social justice, if only we ourselves had the courage to stand up and shout. Intellectually, to see giants such as Elliot Eisner, Howard Gardner and especially Maxine Greene brought together by the author, Christa Boske, once again brings hope that we will find our way out from the quantitative prison of management theories which hold public education hostage under the guise of productivity and school improvement.” - Ira Bogotch, Professor of Educational Leadership, Florida Atlantic University and Co-Editor (with Carolyn Shields) of the new International Handbook on Social (In)Justice and Educational Leadership "A phenomenal book for a time such as this and for students, teachers, staff, administrators, parents, professors, and community such as us. If we subscribe to the "all children can learn" philosophy, then we must acknowledge that arts-based education is vital for children to succeed. This should be required reading in Schools and Colleges of Education across this country." - Judy A. Alston, Professor in the Department Doctoral Studies and Advanced Programs, Ashland University and Author of School Leadership and Administration - 9th edition “In this beautifully crafted book, Christa Boske concludes that "artmaking actively engag[es] children in developing a critical consciousness, and stronger sense of self." All school leaders need to read this research and understand how to encourage and support teachers and community members in capturing the power of first-tellings.” - Margaret Grogan, Professor, Dean of the College of Educational Studies, Chapman University and Effie H. Jones Humanitarian Award from the American Association of School Superintendents (AASA) ‘This text courageously affords children who have been marginalized to have not only voice but a demand that their humanity cannot be disregarded simply because of their learning differences. The alignment of leadership, social justice, the call for policy and practice reform and art making as sense making opens notions of educational leadership to new frontiers that have long needed to have men explored. Christa Boske dares to combine authors who challenge educators to transform their thinking regarding students with learning differences. Additionally, Boske requires readers to advocate for ways to diminish the minimizing of students’ humanity because of intellectual challenges that have historically cast students in a negative light. The book demands that we search deeply to unearth ways to welcome the creativity of children as a means to give voice to their very being. It is a call and challenge for policy transformation through a critical leadership that is grounded in social justice, equity, and celebrating difference.” - Michael Dantley, Professor, Dean of the College of Education, Health and Society, Miami University and Master Professor Award from the University Council for Educational Administration (UCEA) “Boske and her contributors have created a volume that a poignant chorus of first-tellings of resilience and oppression. This is an excellent read for those engaged in the work of improving society through service to learners and their families, teachers, and school leaders. Aspiring educators and leaders in both educational policy and school administration would do well to absorb the jaw dropping and profound stories offered by some of the most vulnerable in our society. As readers we are given us no choice but to catch our breath mid-chapter to consider simultaneously the power of art beyond traditional understandings, and our responsibility to the everyday experiences of learners and educators. The magic of this effort is rooted in the elegant examination of the overlooked and obscured truths about the power of self-expression in the face of strife. I simply could not put it down.” - Autumn Tooms Cyprès, Professor, Associate Dean for Research and Graduate Studies, St. John’s University and President, International Council of Professors of Educational Leadership "This book provides tangible evidence of the power of providing students on the margins with the tools to make their voices heard. We need to take the education of students with disabilities seriously in a wholistic, inclusive and enriching fashion and this work provides key insights into this essential work." - George Theoharis, Professor, Syracuse University and Author of The School Leaders Our Children Deserve: Seven Keys to Equity, Social Justice, and School ReformTable of ContentsList of Figures 1 Introduction: Artmaking as Sensemaking as a Portrait of Resilience for Children with Learning Differences Christa Boske PART 1: Children Voices 2 You Can’t Get in My Shoe S 3 The Cage N 4 One of the Best (Because I Worked so Hard on This) C 5 “Acception” T 6 Princess A 7 The Flame of Anger L 8 I Want People to Listen J 9 Animal Land L 10 Helping Hands M 11 Treat Women Like Flowers-They Are Gentle J 12 Magna Shoe P 13 Deep Blue L 14 Barricade A 15 My Story S 16 Freedom V 17 The Cycle #Dark Side The Old Me (Author) and the New Me (Author) 18 I Look Fabulous A 19 Born for Bred M PART 2: Adult Voices 20 Born for Bred A 21 The Tension of Duality B 22 Diversity Is My Degree C 23 Adversity D 24 The Sky Is the Limit E 25 They Lived Their Art F 26 The Children Touch My Heart G 27 Raw: The Thread That Connects Us H 28 Confronting Anxieties on a Small Scale I 29 Leading through Artmaking: Recognizing the Power of Arts-Based Approaches J 30 Developing My Approach to Working with Children K 31 The “Red R” Kid: Disrupting My Deficit-Laden Label L 32 Living the Dream M 33 Afterword: The Power of the Artmaking as Sensemaking Christa Boske
£95.00
Brill Culture Deafness Music
£95.62
Bohn,Scheltema & Holkema,The Netherlands Dyslexie de Baas!: Aanpak Van Psychosociale Problemen Van Jongeren Met Dyslexie
£39.89
Bohn,Scheltema & Holkema,The Netherlands Dyslexie de Baas!: Werkboek Voor Cursisten
£23.99
Be My Rails Publishing Nyfikna Bakar & Gillar med Anton och Super-A:
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£7.83
Be My Rails Publishing Smarta Bakar & Gillar med Anton och Super-A: Livskompetens for Barn med Autism och ADHD
£7.83
Be My Rails Publishing SMARTA Tvattar Sig & Vantar Med Anton Och Super-A: Livskompetens for Barn Med Autism Och ADHD
£7.83
Be My Rails Publishing Anton och Super-A Klar Pa Sig och Sager Nix: Vardagsfardigheter for Barn med Autism och ADHD
£11.90
SAGE Publications India Pvt Ltd Tribal Development in India: Challenges and
Book SynopsisTribal development is one of the most important yet underperforming initiatives of the Indian government. For any effort in this direction to succeed, an effective tribal educational programme is necessary. However, major gaps in the implementation of this programme, along with factors such as corruption and political interference, have contributed to severe malfunctioning and ineffectiveness of the Tribal Ashram schools, a residential school system. It is essential to understand these gaps from policy, design, funding, management, monitoring and evaluation perspectives for ensuring effective service delivery to tribal learners. Tribal Development in India: Challenges and Prospects in Tribal Education is a detailed presentation of the multi-pronged effort towards the educational development of India’s tribal population. It includes contributions from academicians and professionals belonging to diverse domains, such as social work, education and administration, and involved in tribal education. The perspectives shared through this book will prove helpful for all stakeholders involved in tribal empowerment through education.Trade Review"The book is an in-depth presentation of the multi-pronged effort towards the educational development of India’s tribal population… useful for all stakeholders involved in tribal empowerment through education." -- CounterCurrents.in, 28 November 2020Table of ContentsForeword by Virginius Xaxa Acknowledgements Introduction - R. R. Patil PART I Issues of Tribal Education in India Sociological Analysis of Educational Experiences of Adivasi Children - Gomati Bodra Hembrom Ethnocentrism in Education: Effects of Hidden Curriculum on Tribal Students - Pradyumna Bag Status of Tribal Ashram Schools in Maharashtra - Bipin Jojo Language as Instrument of Exclusion and Inclusion in Tribal Educational Development - Saumya Deol and R. R. Patil Living Conditions, Learning Status and Educational Performance of Tribal Students - Dhaneswar Bhoi Insights on High Dropout Rates among Katkari Tribal Children in Maharashtra - S. N. Tripathy Education of Scheduled Tribes in Residential Schools in Manipur - Chipemmi Awung Shang and R. R. Patil Status and Functioning of Tribal Ashram Schools - Prakash Chandra Jena Educating Tribal Children: Issues - R. Vasundhara Mohan PART II Innovation and Best Practices in Tribal Education Balancing Indigenous Culture and Formal Education: Ashram Schools in Kerala - Noorjahan Kannanjeri and Alkha Dileep Ashram School Codebook: Framework for Qualitative Management - Rajashri Tikhe and Buveneswari Suriyan Centralized Kitchen: Providing Nutritious and Hygienic Meals to Tribal Students - Saurabh Katiyar Indira Gandhi Memorial Model Residential School (IGMMRS) in Malappuram, Kerala: A Case Study - Muhammed Shafi C. T. and R. R. Patil PART III Rethinking Policy and Planning for Tribal Education Revisiting Policies and Need for Reform in Tribal Education - Sonal Shivagunde Rethinking Policy Design and Reforms for Tribal Education in India - Naresh Kumar Inclusive Education Policy for Tribal Ashram Schools in Odisha - Bibekananda Nayak Ashram Schools and Education of Tribal Children in India: A Policy Perspective - Mrityunjay K. Singh Government Ashram School: Micro Planning - D. K. Panmand Financing Tribal Education in India - Vetukuri P. S. Raju References Index
£47.50
B C Graham Theological Seminary The shadow work journal: An Easy step-by-step
Book Synopsis
£11.99
Hong Kong University Press Voice Therapy for Children: An Instructional Manual
£15.20
Independently Published The BEST BAD DAY Ever: Book for Children, Ages
Book Synopsis
£10.33
Independently Published Leer Spaans voor beginners, mijn eerste 1000
Book Synopsis
£11.99
Information Age Publishing English Learners With Learning Disabilities: A
Book SynopsisThis edited book is intended to offer a practical guide for general, special, and bilingual/English as a second language educators working with English learners (ELs) with learning disabilities (LD) in the K-12 inclusive classroom. Authored by leading scholars with expertise in the fields of special and bilingual education, the book provides educators with a solid foundation of the growing demographics of ELs in our schools, an understanding of second language acquisition, and further knowledge of the referral, assessment, and identification process.A detailed discussion addresses cultural competence and the development of the individualized education program (IEP) and provides an overview of legal and instructional foundations for developing culturally and linguistically responsive (CLR) IEPs for diverse learners, with a specific focus on students with LD who are acquiring English as an additional language. Federal legislative mandates, required IEP components, and the significant role that families assume in quality IEP development is presented along with practical examples that demonstrate a strengths-based perspective for engaging colleagues and families in the development of CLR IEPs for ELs.The remaining chapters of the book provide content on the use of a multitiered systems of support (MTSS) framework, effective instructional practices, and research-based language and literacy interventions. To assist with the implementation of these interventions, a variety of co-teaching models are provided. Finally, the authors suggest ways to better communicate with parents and/or families to enhance collaboration between home and school.
£48.45
Information Age Publishing English Learners With Learning Disabilities: A
Book SynopsisThis edited book is intended to offer a practical guide for general, special, and bilingual/English as a second language educators working with English learners (ELs) with learning disabilities (LD) in the K-12 inclusive classroom. Authored by leading scholars with expertise in the fields of special and bilingual education, the book provides educators with a solid foundation of the growing demographics of ELs in our schools, an understanding of second language acquisition, and further knowledge of the referral, assessment, and identification process.A detailed discussion addresses cultural competence and the development of the individualized education program (IEP) and provides an overview of legal and instructional foundations for developing culturally and linguistically responsive (CLR) IEPs for diverse learners, with a specific focus on students with LD who are acquiring English as an additional language. Federal legislative mandates, required IEP components, and the significant role that families assume in quality IEP development is presented along with practical examples that demonstrate a strengths-based perspective for engaging colleagues and families in the development of CLR IEPs for ELs.The remaining chapters of the book provide content on the use of a multitiered systems of support (MTSS) framework, effective instructional practices, and research-based language and literacy interventions. To assist with the implementation of these interventions, a variety of co-teaching models are provided. Finally, the authors suggest ways to better communicate with parents and/or families to enhance collaboration between home and school.
£86.70
Information Age Publishing Flourishing in Contexts and Cultures:
Book SynopsisThe youth of today is confronted with a myriad of challenges of living in a world that has never been more volatile, uncertain, complex, and ambiguous. These multifaceted challenges compromise their well-being. Fostering the well-being of young people across sociocultural boundaries, rather than of the select groups of privileged individuals, is a timely and worthy endeavor and should not take a back seat. The advent of Positive Education, which is an educational paradigm that emphasizes the goal of developing both cognitive abilities and well-being skills in students and young people in general, has offered a promising generic approach to promoting the well-being of young people. The twin goals of Positive Education are indeed aligned with two major views of well-being: eudaimonia highlighting the importance of one's engaged pursuit of meaningful goals, and hedonia stressing the importance of one's positive emotion and life satisfaction in one's well-being. Their combination – that wellness is achieved when a person is feeling good and functioning well – has often been termed 'flourishing'. Unfortunately, scholarly discussions on sociocultural influences on flourishing or well-being and ways of promoting it have been scarce.This volume addresses such a gap in a rigorous and timely manner. International scholars from culturally diverse backgrounds put together their thoughts and ideas in their respective chapter contributions that, collectively, invite us to mindfully take into account youth's sociocultural and sociodemographic backgrounds in promoting their flourishing. This book, which embodies the 'who', 'what', when, 'where', and 'how' of youth well-being, will be extremely insightful and useful for scholars and researchers as well as policy makers and practitioners (teachers, interventionists, counsellors, youth mentors) who seek to promote the well-being of young people in their respective contexts and beyond.
£48.45
Information Age Publishing Flourishing in Contexts and Cultures:
Book SynopsisThe youth of today is confronted with a myriad of challenges of living in a world that has never been more volatile, uncertain, complex, and ambiguous. These multifaceted challenges compromise their well-being. Fostering the well-being of young people across sociocultural boundaries, rather than of the select groups of privileged individuals, is a timely and worthy endeavor and should not take a back seat. The advent of Positive Education, which is an educational paradigm that emphasizes the goal of developing both cognitive abilities and well-being skills in students and young people in general, has offered a promising generic approach to promoting the well-being of young people. The twin goals of Positive Education are indeed aligned with two major views of well-being: eudaimonia highlighting the importance of one's engaged pursuit of meaningful goals, and hedonia stressing the importance of one's positive emotion and life satisfaction in one's well-being. Their combination – that wellness is achieved when a person is feeling good and functioning well – has often been termed 'flourishing'. Unfortunately, scholarly discussions on sociocultural influences on flourishing or well-being and ways of promoting it have been scarce.This volume addresses such a gap in a rigorous and timely manner. International scholars from culturally diverse backgrounds put together their thoughts and ideas in their respective chapter contributions that, collectively, invite us to mindfully take into account youth's sociocultural and sociodemographic backgrounds in promoting their flourishing. This book, which embodies the 'who', 'what', when, 'where', and 'how' of youth well-being, will be extremely insightful and useful for scholars and researchers as well as policy makers and practitioners (teachers, interventionists, counsellors, youth mentors) who seek to promote the well-being of young people in their respective contexts and beyond.
£86.70
Information Age Publishing Children With Learning Differences Exploring
Book SynopsisActively listening and building bridges among students, teachers, and communities provides learners with authentic opportunities to be involved, invested, and ignite meaningful change. This book celebrates students' first-tellings of their experiences as ""students with differences"" in schools. Throughout the authors' school experiences, they yearned for spaces to share their expertise, thoughts, ideas, talents, and aspirations. These authors emphasize the need to recognize student voice, which they contend, should permeate all levels of collaborative work in schools. These collaborations include, but are not limited to the integration of diverse assessments, differentiation, curriculum design, arts-based projects, inquiry, establishing school policies, and evaluating daily practices in schools.What students have to say matters. However, authors reiterate how often schools attempted to silence them, especially due to the label assigned to them: ""disabled."" How students learn matters. What students learn matters. Their untapped sense of wonderment plays a pertinent role in their growth and development. Together, these authors utilize artmaking to express how they navigate oppressive systems, such as school. They contend there is a need for K-12 students to co-create knowledge and build bridges among themselves, educators, families, and diverse communities. Their new ways of knowing through this artmaking process afforded them with a renewed relevance for learning and the need to promote authentic school reform. Bottom line: students matter. Their leadership, creativity, and capacity to think system-wide are essential to classroom, school, curriculum, and community needs. These young authors stress the need to continue this significant work and emphasize the power of student voice through artmaking.Trade ReviewThis book reveals the hidden curriculum behind how students negotiate school environments that are often indifferent or even hostile to them. It demonstrates their resilience, their perceptions and how experiences in the arts inspire them to overcome the school environment which has silenced or marginalized them. The stories in these pages will inspire you and reinforce your belief in the human spirit."" — Fenwick English, Florida Gulf Coast University
£42.75
Information Age Publishing Children With Learning Differences Exploring
Book SynopsisActively listening and building bridges among students, teachers, and communities provides learners with authentic opportunities to be involved, invested, and ignite meaningful change. This book celebrates students' first-tellings of their experiences as ""students with differences"" in schools. Throughout the authors' school experiences, they yearned for spaces to share their expertise, thoughts, ideas, talents, and aspirations. These authors emphasize the need to recognize student voice, which they contend, should permeate all levels of collaborative work in schools. These collaborations include, but are not limited to the integration of diverse assessments, differentiation, curriculum design, arts-based projects, inquiry, establishing school policies, and evaluating daily practices in schools.What students have to say matters. However, authors reiterate how often schools attempted to silence them, especially due to the label assigned to them: ""disabled."" How students learn matters. What students learn matters. Their untapped sense of wonderment plays a pertinent role in their growth and development. Together, these authors utilize artmaking to express how they navigate oppressive systems, such as school. They contend there is a need for K-12 students to co-create knowledge and build bridges among themselves, educators, families, and diverse communities. Their new ways of knowing through this artmaking process afforded them with a renewed relevance for learning and the need to promote authentic school reform. Bottom line: students matter. Their leadership, creativity, and capacity to think system-wide are essential to classroom, school, curriculum, and community needs. These young authors stress the need to continue this significant work and emphasize the power of student voice through artmaking.Trade ReviewThis book reveals the hidden curriculum behind how students negotiate school environments that are often indifferent or even hostile to them. It demonstrates their resilience, their perceptions and how experiences in the arts inspire them to overcome the school environment which has silenced or marginalized them. The stories in these pages will inspire you and reinforce your belief in the human spirit."" — Fenwick English, Florida Gulf Coast University
£76.50
Solution Tree Reaching Every Learner
Book Synopsis
£28.78
