Teaching of students with physical impairments or disabilities Books

Book SynopsisThis fourth edition has been revised throughout to continue to support students in their learning of special educational needs and disability. This essential book provides students with a critical and up-to-date view of the sector through key issues and debates to deepen understanding around inclusion. New to this edition: - Revised further reading with videos and podcasts to support learning and research - Links to the new Green Paper, latest Code of Practice and legislation - Extensive updates and revisions to all chapters - New case studies, reader reflections, taking it further and student activities. Alan Hodkinson, Professor in the Centre for Cultural and Disability Studies at Liverpool Hope University.Table of ContentsSection I: Contextualising Special Educational Needs and Disabilities (SEND) Chapter 1: Introduction Chapter 2: Principles of SEND: Theoretical perspectives Section II: Historical Perspectives of SEND and Inclusion Chapter 3: Disability: Explanatory beginnings Chapter 4: The development of SEND: From benevolent humanitarianism to the halfway house of integration Chapter 5: The emergence of inclusive education: From humble beginnings Section III: Operationalising SEND and Inclusion Chapter 6: Current legislation governing SEND and inclusion Chapter 7: Multi-agency working Chapter 8: International perspectives on SEND and inclusive education Chapter 9: Conclusions

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Book SynopsisIncluding a brand-new bonus chapter '[Park Lane Stables] is such a force for good' - Rob Brydon'[An] uplifting story' - Horse and Rider This is the story of Park Lane Stables. It is about hope, about horses and about lots and lots of heroes. Natalie O'Rourke was an ordinary little girl from Birmingham in all respects save one: she was lonely. When she discovered how much she loved horses, she decided she wanted to grow up and run a riding stables. She wanted her stables to cater for children and adults with disabilities, additional needs and anyone who needed a friend - people who you might not expect to find riding, but who she knew could find happiness through horses, because she had. Full of guts and optimism, Natalie fought tooth and nail to achieve that dream in the face of some hefty tragedy, heartbreak and hardship. Even the Covid-19 crisis couldn't slow her or her league of fearless Park Lane colleagues down - despite barely surviving financially in lockdown, the stables' 'PTrade ReviewHeartwarming * The Richmond and Barnes Magazine *If you don't believe in fairytale endings you might want to think again. This is a classic * Country Life *This outstanding book reads less like a memoir and more of a near 300-page source of inspiration, showing dreams can still come true * The Racing Post *

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Book SynopsisWill Fertman is a writer and full-time father living in Northern California. In 2018, Will's second son was identified with profound bilateral sensorineural hearing loss in the hospital's newborn hearing screen. Will has since co-authored articles on caring for deaf and hard of hearing children for the CDC's pediatric deafness response group EHDI, where he serves on the interagency parent-to-parent advisory panel.

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Book SynopsisBritish Sign Language (B.S.L.) is the visual gestural language of the Deaf community in Britain and is the first or preferred language of over 70,000 people. This is the first major B.S.L./English Dictionary to be published. It contains over 1,800 photographed sign entries ordered by linguistic principles according to the visual characteristics of the language. Each entry is notated with a description of how to produce the sign. A guide to the meaning(s) of each sign is provided in English. The dictionary will be of particular interest to hearing and Deaf people (and their tutors) engaged in learning B.S.L. or English as a second language. Whether you want to learn B.S.L or teach it - or just improve your vocabulary - the Dictionary of British Sign Language is the authoritative place to begin.The Dictionary of British Sign Language was compiled for the British Deaf Association by the Deaf Studies Research Unit at the University of Durham.

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Book Synopsis2024 Daniel E. Griffiths Research Award Winner 2024 Outstanding Academic Title, given by Choice Reviews An expansive volume presenting crip approaches to writing, research, and publishing. Crip Authorship: Disability as Method is an expansive volume presenting the multidisciplinary methods brought into being by disability studies and activism. Mara Mills and Rebecca Sanchez have convened leading scholars, artists, and activists to explore the ways disability shapes authorship, transforming cultural production, aesthetics, and media. Starting from the premise that disability is plural and authorship spans composition, affect, and publishing, this collection of thirty-five compact essays asks how knowledge about disability is produced and shared in disability studies. Disability alters, generates, and dismantles method. Crip authorship takes place within and beyond the commodity version of authorship, in books, on social media, and in creative works that will never be published. The chapters draw on the expertise of international researchers and activists in the humanities, social sciences, education, arts, and design. Across five sectionsWriting, Research, Genre/Form, Publishing, Mediacontributors consider disability as method for creative work: practices of writing and other forms of composition; research methods and collaboration; crip aesthetics; media formats and hacks; and the capital, access, legal standing, and care networks required to publish. Designed to be accessible and engaging for students, Crip Authorship also provides theoretically sophisticated arguments in a condensed form that will make the text a key resource for disability studies scholars. Essays include Mel Y Chen on the temporality of writing with chronic illness; Remi Yergeau on perseveration; La Marr Jurelle Bruce on mad Black writing; Alison Kafer on the reliance of the manifesto genre on disability; Jaipreet Virdi on public scholarship for disability justice; Ellen Samuels on the importance of disability and illness to autotheory; Xuan Thuy Nguyen on decolonial research methods for disability studies; Emily Lim Rogers on virtual ethnography; Cameron Awkward-Rich on depression and trans reading methods; Robert McRuer on crip theory in translation; Kelsie Acton on plain language writing; and Georgina Kleege on description as an access and aesthetic technique.Trade Review"Crip Authorship moves directly into the most urgent debates in critical disability studies, focusing on questions of methodology, race, queerness, cross-disability solidarity, and what it means to make or publish crip work. An extraordinary array of authors, both emerging and well-known, contribute original pieces and provoke thrilling new conversations. This remarkable volume will be of interest to readers across many fields and methodological orientations. Crip Authorship argues for, and also demonstrates, the powerful interdisciplinarity of crip scholarship and its potential to work toward greater justice." * Margaret Price, author of Crip Spacetime *"This is a fantastic, urgent, singular, and kaleidoscopic book. Crip Authorship uses disability to explode the very idea of method: this is a book about research, but also about writing, thinking, publishing, and inhabiting. Crip Authorship is essential reading for any scholar who does anything with disability in their work; it is even more essential reading for those who don’t. This is a field-changing collection." * Jonathan Sterne, author of Diminished Faculties: A Political Phenomenology of Impairment *"This field-changing collection is theoretically sophisticated and politically charged! This book crucially shows how disability is not only an identity formation, but also a method to revise how we write, critique, and enact change. The collection most importantly engages disability as it relates to race, the non-West, colonialism, sexuality, gender identity, and class, offering an exciting and much needed model for our field. This text redefines how we theorize, imagine, and produce disability." * Hentyle Yapp, University of California, San Diego *"This illuminating collection of essays focuses on the variety and value of crip creation, methodology, writing and research. With contributions from Mel Y Chen, Jaipreet Virdi, Emily Lim Rogers, Ellen Samuels and many more, it is urgent and original." -- Karla Strand * Ms. Magazine *"The intent of this collective volume, expertly edited by long-standing disability advocates and scholars Mara Mills and Rebecca Sanchez, is to show how disability can function as a methodologic prism to perceive authorship issues and return them in a radically different way, finding natural intersections with a whole universe of critical studies representing organization studies in diverse manners." * PuntoOrg *

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Book SynopsisAuditory Processing Disorder (APD) is a debilitating neurological condition in which the brain is unable to effectively process sounds and speech. An estimated 5 - 10% of children are affected uniquely. APD can have a significant impact on all aspects of lifelong communication.This authoritative guide includes advice on how to identify, diagnose and support the condition in children, teenagers and adults. It provides everyday strategies based on 20 years of research to try at home, at school and at work. This book aims to help families, teachers and other professionals to understand and support those living with this complex invisible disability. Containing supportive case studies, the book addresses a range of prevalent issues, including relationships, self-esteem, confidence and mental health, making this a comprehensive guide for all things APD.Trade ReviewShockingly, APD is an almost 'unheard' of condition, however it is very common and often exists with other conditions/disorders. If you are a parent or adult with any concerns about yours or your child's learning or other difficulties and the causes, this book is well worth reading. -- Laura Davis, SEN advocate and parent of a teenager with a diagnosis of APD and multiple other diagnoses.I am one of the few professionals who has specialised in the area of psychosocial outcomes of conductive hearing loss and auditory processing problems, I have long become used to the profound absence of literature to inform families of children with APD. So what a delightful surprise it is to read this book. It is a bright star of information in an otherwise dark sky of ignorance. I believe it will become an essential resource to inform, guide and bolster resilience. Resilience that is, unfortunately, too often needed in the face of poorly informed professionals and community. As Alyson points out APD is more common but less identified than autism. As an unknown condition many ill-founded and damaging judgments are often made that do enormous harm. Children and adults are commonly seen as stupid, unmotivated or oppositional. These kinds of persistent judgements can easily be internalised promoting high anxiety, low self-esteem and self-protective but opportunity limiting avoidance. Identification and understanding is the antidote to these kinds of damaging judgements. This book can help prevent the unintentional harm so often done by such judgements. It is a book that will change many lives for the better. I commend it to you. -- Damien Howard PhD, educationalist and psychologist, Darwin, AustraliaAuditory Processing Disorder (APD) contains a wealth of information on auditory processing disorders (APD) and provides a comprehensive overview of what it is like to have APD. The author has combined information from the scientific literature with parental and affected individuals' accounts and insights. She gives a clear and detailed account of what the patient and their family should expect from the time they are referred for a diagnostic evaluation to what should happen when they are provided with a management plan. The book includes some very useful advice and strategies for affected individuals and their families in order to manage their symptoms, and some information about other disorders that overlap with APD. The book is recommended reading for both those affected by APD and their families, as well as for interested professionals. -- Professor Doris-Eva Bamiou MD MSc FRCP PhD, Professor in Neuroaudiology, UCL Ear InstituteTable of ContentsIntroduction; The "A Plan" Explained; The "A" Plan Topics; 1. Awareness: Identification; 2. Answers: Seeking Diagnosis; 3. Acceptance: The Process; 4. Additions: Co-Existing Conditions; 5. Action: Coping Strategies And Home Support; 6. Advocacy: Finding A Voice; 7. Adjustments: Education Support; 8. Alternatives: Flexible Education; 9. Adolescence: Teenage Years And Life Skills; 10. Adulthood: Problems And Possibilities; 11. Anxiety: Stress And Mental Health; Case Studies; Conclusion

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Book SynopsisMeet Sophie - a girl with cerebral palsy (CP). Sophie invites readers to learn about CP from her perspective, helping them to understand what it is like to use a wheelchair to move around and assistive technology to communicate. She also introduces readers to some of her friends who have different forms of CP and explains that living with CP can sometimes be difficult, but there are many ways she is supported so that she can lead a full and happy life. This illustrated book is ideal for young people aged 7 upwards, as well as parents, friends, teachers and professionals working with children with CP. It is also an excellent starting point for family and classroom discussions.Trade ReviewThis delightful book gives an insight for someone new to working with children with cerebral palsy. I would recommend this book to students of healthcare or special education or those recently employed in the fields of health, social care or education. This book provides an insight into the lived experiences of a child with cerebral palsy and is practical, describing how to facilitate their achievements in an empowering way. -- Dawn Pickering, Lecturer in Physiotherapy, Cardiff University, School of Healthcare SciencesMarion Stanton clearly describes the importance of actively working with individuals who experience life with cerebral palsy. Their experience is and will always be quite unique from the experience of another person who experiences life with cerebral palsy. This requires an active and meaningful engagement with the person, which is respectful of the person and of their communication. This is what Marion Station demonstrates throughout her book. Her approach unfortunately, remains quite unusual and all the more compelling for that reason.It should be a must read for people who are interested in the area but more particularly professionals who profess to know about cerebral palsy without their knowledge being informed by the individuals who experience it.I full commend the book and Marion's approach to its compilation. -- Joe Whittaker, Chairperson with The Alliance for Inclusive EducationHere in we meet bright, thirteen year old Sophie, who uses a wheelchair, and a talking computer... Sophie talks in a matter of fact voice about the reason for her own cerebral palsy and how this affects her... At the end is a section with suggestions for how teachers, teaching assistants, family members, PAs, community members and other professionals can be supportive. There is also a list of recommended organisations and websites. All this and much more is packed into this short book written by a special needs teacher and mother of a child with cerebral palsy... Highly recommended for teachers, and for students in the fields of social care, health and education as well as young readers in primary schools. In fact it is an excellent starting point for anyone wanting to know more about working with individuals living with cerebral palsy. -- Red Reading Hub blog by Jill BennettSophie is 13 and has a severe form of Cerebral Palsy. She can't talk or use her arms or legs, but she is very smart and "with it", an uses a VOCA, a talking computer... She explains lots about the various forms of CP... about difficulties... There are tips for families, for teachers and teaching assistants, for personal assistants and carers and for professionals and therapists, and at the very end of the book there is a comprehensive international lists of charities and organisations for support. -- Healthy Books blogTable of ContentsAcknowledgements. 1. Introducing Sophie who has Cerebral Palsy. 2. Using alternative communication. 3. Personal assistants and having fun. 4. Disability rights. 5. Communication at school. 6. What is Cerebral Palsy?. 7. Other difficulties. 8. Management and support. 9. Opportunities. 10. The future. 11. Disability in the community. 12. Communication passport and other communication help. 13. How teachers can help. 14. How teaching assistants can help. 15. How family can help. 16. How personal assistants and other carers can help. 17. How others in the community can help. 18. How professionals and therapists can help. Recommended websites and organisations.

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Book SynopsisFor both undergraduate and graduate teaching programs in special education, this textbook provides a thorough understanding of how assistive technology and UDL can be integrated into educational settings.

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Book SynopsisThis book examines the role that research plays in pedagogical practices when teaching disabled children and young people in physical education classes. It scrutinises the practices that are commonly used by teachers and coaches, and advocated by academics, and explores the evidence base that supports them.This book covers disability broadly, including a focus on autism, learning difficulties, and visual impairment. It offers guidance to practitioners by explaining what is (or is not) available to support commonly suggested pedagogical practices, paying particular attention to research highlighting the voices of disabled persons and feelings associated with inclusion (that is, belonging, acceptance, and value), and whether these practices can help disabled students enjoy these subjective experiences.Bringing together the very latest research with an assessment of current and future pedagogical practices, this concise and insightful book is invaluable reading for all Table of Contents1 Foundational Information for Teaching Disabled Students in Physical Education 2 Research-InformedPractice in Physical Education 3 Teaching Autistic Students in Physical Education 4 Teaching Deaf Students in Physical Education 5 Teaching Students Experiencing Cognitive and Learning Difficulties in Physical Education 6 Teaching Physically Disabled Students in Physical Education 7 Teaching Blind or Visually Impaired Students in Physical Education 8 Conclusion and Recommendations: Understanding the (Dis)Connections

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Book SynopsisFirst published in 1996. This book is a collective exploration of choice and opportunity applied to the broad educational agenda, and then more specifically to practical teaching approaches, the learning environment and learning support. It traces the impact of developing services, attitudes and legislation of the education of children and young people who are physically disabled or who have medical conditions. Using elements of relevant research and by reviewing various methods and approaches, the book moves from the daily delivery of education through to issues of inclusion in schools, colleges and society. Table of ContentsAcknowledgements; Introduction; 1. Fragmented Children: Services and Legislation 2. A Healthy Perspective 3. Disabling Schools and Colleges Dr Christine Barton 4. The Challenge of Inclusion 5. Entitlement, Access and Differentiation 6. Making Partnership a Reality 7. Parents’ Expertise and Integrity 8. Codes and the Sharing of Practice 9. Enabling Technologies for Communication and Learning Mike Blamires 10. Opportunity and Change – Inclusive or Exclusive Education?; Bibliography; Index

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Book SynopsisConstructing the (M)other is a collection of personal narratives about motherhood in the context of a society in which disability holds a stigmatized position. From multiple vantage points, these autoethnographies reveal how ableist beliefs about disability are institutionally upheld and reified. Collectively they seek to call attention to a patriarchal surveillance of mothering, challenge the trope of the good mother, and dismantle the constructed hierarchy of acceptable children. The stories contained in this volume are counter-narratives of resistancethey are the devices through which mothers push back. Rejecting notions of the otherness of their children, in these essays, mothers negotiate their identities and claim access to the category of normative motherhood. Readers are likely to experience dissonance, have their assumptions about disability challenged, and find their parameters of normalcy transformed.Trade Review“Priya Lalvani has curated a gift—a critical carnival of stories. In Constructing the (M)other we meet women weaving lives that blend joy and imagination, battling the ideological syrup of pity/grief/loss, seeking spaces for full recognition of complex, gorgeous, and sometimes struggling children, in a society drunk on fantasies of normal. Lalvani is a brilliant writer who holds together this book where soul-ful and truths-ful women across race/ethnicity/class/language/education/nations, and children with a sparkling range of abilities and needs, animate the pages. This volume is a mirror, a speak back, truth in a post-truth society, a protest, and a celebration. Grab a glass of wine and climb in. I promise you won't want to leave until you get to the most delicious epilogue, that lingers in every cell of my body.”—Michelle Fine, Distinguished Professor of Critical Psychology, Gender/Women's Studies and Urban Education, The Graduate Center, CUNY“This stunning collection of mother narratives illuminates the intimate space where motherhood, disability, and society intersect. Lalvani has drawn together oft-untold stories from culturally diverse mothers of children with disabilities who share what it means to negotiate shifting and complex cultural constructions of motherhood outside the socially-defined ideal. Constructing the (M)other is a fresh and significant contribution to a disability studies perspective on mothers and children with disabilities and a must-read for all educators committed to meaningful parent-professional partnerships.”—Jan Valle, Professor of Inclusive Education and Disability Studies, City College of New YorkTable of ContentsList of Figures – Acknowledgments – Linda Ware: Foreword: "There was this mother, one mother…" – Priya Lalvani: Introduction: Mother: The Story – Tammy Bachrach: Standard Deviation: Stigma, Surveillance, and the Good Mother Daughter – Bernadette Macartney: West Side Story (Down Under) – Erin McCloskey: Selves-Advocacy and the Meeting Space – Maria T. Timberlake: An Unexpected Journey with My Mother – Elizabeth A. Wheeler: Masculinity at the Orthopedic Preschool – LaChan V. Hannon: Mothering While Black: Shapeshifting Amid Ableism, Racism, and Autism – Elaine Gerber: Unbecoming Mother: Selected Notes on Miscarriage and Infertility – María Cioè-Peña/Laura Castro Santamaría: Bad Mother – Priya Lalvani: The Strange Case of the Two Journals: Ableism, Academia, and the Birth of a Child – Negar Irani/Negin Hosseini Goodrich: Becoming Anahita: A Persian Mother’s Pilgrimage to Autism Pride – Susan Baglieri: Mothering in the Panopticon – Monika Tiwari: Karma, Dogma, and the Perfect Child – Linnéa Franits: Mother Is Wise: How Disability Constructs Maternal Identity – Diane Linder Berman/David J. Connor: Typicality and the (Br)other – Carol Rogers-Shaw: Confessions of an Inept Supermom – Priya Lalvani: Epilogue: "Tell Me About When I Was Born": (Mostly) True Tales About How We Became a Family – Contributors.

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Book SynopsisThis second edition of the classic Universal Design in Higher Education is a comprehensive, up-to-the-minute guide for creating fully accessible college and university programs. The second edition has been thoroughly revised and expanded, and it addresses major recent changes in universities and colleges, the law, and technology.As larger numbers of people with disabilities attend postsecondary educational institutions, there have been comparable greater efforts to make the full array of classes, services, and programs accessible to all students. This revised edition provides both a full survey of those measures and practical guidance for schools as they work to turn the goal of universal accessibility into a reality. As such, it makes an indispensable contribution to the growing body of literature on special education and universal design. This book will be of particular value to university and college administrators, and to special education researchers, teachers, and activists.

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Book SynopsisFamily-professional partnerships are essential to early intervention practice. However, building and sustaining these partnerships is complex. This book is about digging deeper and looking closer at what it takes to have successful relationships with every family. The authors explore seven partnership concepts, brought to life through the words and perspectives of families and professionals.

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Book SynopsisThis second edition of the classic Universal Design in Higher Education is a comprehensive, up-to-the-minute guide for creating fully accessible college and university programs. The second edition has been thoroughly revised and expanded, and it addresses major recent changes in universities and colleges, the law, and technology.As larger numbers of people with disabilities attend postsecondary educational institutions, there have been comparable greater efforts to make the full array of classes, services, and programs accessible to all students. This revised edition provides both a full survey of those measures and practical guidance for schools as they work to turn the goal of universal accessibility into a reality. As such, it makes an indispensable contribution to the growing body of literature on special education and universal design. This book will be of particular value to university and college administrators, and to special education researchers, teachers, and activists.

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Book SynopsisAuditory processing disorders, reading and writing disorders, language disorders, and other related disorders - these disorders seem distinct among one another from historical and professional practice perspectives but more and more research suggests that they in fact overlap in many ways including clinical presentations, suspected underlying causes, diagnostic criteria, and re/habilitation strategies.On January 4-7, 2012, the conference Global Conference on Disorders in Auditory Processing, Literacy, Language & Related Sciences (APLL 2012) was held in The Hong Kong Institute of Education. This was the world’s first platform for interdisciplinary discussions and collaborations on ways we can better serve children who suffer from the above closely related disorders through future research. Due to the huge success of APLL2012, to promote continuous discussions of the conference theme, the conference organizing committee decided to invite scholars, scientists, and practitioners to contribute their work to the eleventh volume in the Research on Sociocultural Influences on Motivation and Learning research monograph series. This volume is focused on issues in typical and disordered developments in auditory processing, literacy, and language across different cultural and linguistic contexts in Asia, Europe and North America. The contributors of this volume offer insightful theoretical and practical ideas to shape future directions in research, assessment, intervention, and education. This is an intriguing and inspiring volume for students, researchers, and practitioners in the fields of speech-language pathology, audiology, developmental psychology, educational psychology, neuropsychology, and other related disciplines.By bringing in respective leaders in the fields, we hope that this book will open new windows to promote advancements in related research initiatives, continuing cross disciplinary discussions and collaborations on ways that we can better service individuals suffer from these closely related disorders through future research.

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Book SynopsisAuditory processing disorders, reading and writing disorders, language disorders, and other related disorders - these disorders seem distinct among one another from historical and professional practice perspectives but more and more research suggests that they in fact overlap in many ways including clinical presentations, suspected underlying causes, diagnostic criteria, and re/habilitation strategies.On January 4-7, 2012, the conference Global Conference on Disorders in Auditory Processing, Literacy, Language & Related Sciences (APLL 2012) was held in The Hong Kong Institute of Education. This was the world’s first platform for interdisciplinary discussions and collaborations on ways we can better serve children who suffer from the above closely related disorders through future research. Due to the huge success of APLL2012, to promote continuous discussions of the conference theme, the conference organizing committee decided to invite scholars, scientists, and practitioners to contribute their work to the eleventh volume in the Research on Sociocultural Influences on Motivation and Learning research monograph series. This volume is focused on issues in typical and disordered developments in auditory processing, literacy, and language across different cultural and linguistic contexts in Asia, Europe and North America. The contributors of this volume offer insightful theoretical and practical ideas to shape future directions in research, assessment, intervention, and education. This is an intriguing and inspiring volume for students, researchers, and practitioners in the fields of speech-language pathology, audiology, developmental psychology, educational psychology, neuropsychology, and other related disciplines.By bringing in respective leaders in the fields, we hope that this book will open new windows to promote advancements in related research initiatives, continuing cross disciplinary discussions and collaborations on ways that we can better service individuals suffer from these closely related disorders through future research.

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Book SynopsisStructured Discovery Cane Travel (SDCT) is an Orientation and Mobility (O&M) curriculum which focuses on the foundational techniques necessary to develop future independence for students who are blind or visually impaired. The ABCs of Structured Discovery Cane Travel for Children addresses essential non-visual concept development, techniques and mobility skills needed to travel efficiently, gracefully and safely within a myriad of natural environments while using the long, white cane with a metal tip as the primary mobility tool. This curriculum utilizes transformational knowledge and problem-solving opportunities through teachable moments to develop personal reflection and mental mapping which can be utilized post instruction. These students maximize their cognitive intrinsic feedback while completing everyday mobility tasks. Parents and instructors of children who are blind or visually impaired will comprehend the essentials of SDCT by reading The ABCs of Structured Discovery Cane Travel for Children; in addition, they will receive a treasure trove of O&M skill-building activities.

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Book SynopsisStructured Discovery Cane Travel (SDCT) is an Orientation and Mobility (O&M) curriculum which focuses on the foundational techniques necessary to develop future independence for students who are blind or visually impaired. The ABCs of Structured Discovery Cane Travel for Children addresses essential non-visual concept development, techniques and mobility skills needed to travel efficiently, gracefully and safely within a myriad of natural environments while using the long, white cane with a metal tip as the primary mobility tool. This curriculum utilizes transformational knowledge and problem-solving opportunities through teachable moments to develop personal reflection and mental mapping which can be utilized post instruction. These students maximize their cognitive intrinsic feedback while completing everyday mobility tasks. Parents and instructors of children who are blind or visually impaired will comprehend the essentials of SDCT by reading The ABCs of Structured Discovery Cane Travel for Children; in addition, they will receive a treasure trove of O&M skill-building activities.

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Book SynopsisOver the last quarter century, educational leadership as a field has developed a broad strand of research that engages issues of social justice, equity and diversity. This effort includes the work of many scholars who advocate for a variety of equity-oriented leadership preparation approaches. Critical scholarship in Education Administration and Educational Politics is concerned with questions of power and in various ways asks questions around who gets to decide. In this volume, we ask who decides how to organize schools around criteria of ability and/or disability and what these decisions imply for leadership in schools. In line with this broader critical tradition of inquiry, this volume seeks to interrogate policies, research and personnel preparation practices which constitute interactions, discourses, and institutions that construct and enact ability and disability within the disciplinary field of education leadership. To do so, we present contributions from multidisciplinary perspectives.The volume is organized around four themes: 1. Leadership and Dis/Ability: Ontology, Epistemology, and Intersectionalities; 2. Educational Leaders and Dis/ability: Policies in Practice; 3. Experience and Power in Schools; 4. Advocacy, Leverage, and the Preparation of School Leaders. Intertwined within each theme are chapters, which explore theoretical and conceptual themes along with chapters that focus on empirical data and narratives that bring personal experiences to the discussion of disabilities and to the multiple ways in which disability shapes experiences in schools. Taken as a whole, the volume covers new territory in the study of educational leadership and dis/abilities at home, school, and work.

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Book SynopsisOver the last quarter century, educational leadership as a field has developed a broad strand of research that engages issues of social justice, equity and diversity. This effort includes the work of many scholars who advocate for a variety of equity-oriented leadership preparation approaches. Critical scholarship in Education Administration and Educational Politics is concerned with questions of power and in various ways asks questions around who gets to decide. In this volume, we ask who decides how to organize schools around criteria of ability and/or disability and what these decisions imply for leadership in schools. In line with this broader critical tradition of inquiry, this volume seeks to interrogate policies, research and personnel preparation practices which constitute interactions, discourses, and institutions that construct and enact ability and disability within the disciplinary field of education leadership. To do so, we present contributions from multidisciplinary perspectives.The volume is organized around four themes: 1. Leadership and Dis/Ability: Ontology, Epistemology, and Intersectionalities; 2. Educational Leaders and Dis/ability: Policies in Practice; 3. Experience and Power in Schools; 4. Advocacy, Leverage, and the Preparation of School Leaders. Intertwined within each theme are chapters, which explore theoretical and conceptual themes along with chapters that focus on empirical data and narratives that bring personal experiences to the discussion of disabilities and to the multiple ways in which disability shapes experiences in schools. Taken as a whole, the volume covers new territory in the study of educational leadership and dis/abilities at home, school, and work.

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Book SynopsisPhilosophy as Disability and Exclusion examines the history of ideas on arts in the education of people who are blind in England, from 1688 to 2010. This book also examines a number of the earlier influences on the enlightenment, and the international context of this topic. The two hypotheses on which this study is based are:(1) Our understanding of blindness in English intellectual culture is less to do with homologous physical characteristics. Instead it is more to do with an ethical philosophy of human capacity.(2) The arts education of people who are blind through touch tells us much about our psychology of mythologies and the intellectual construction of human thought. Furthermore, the myth that people who are blind are incapable of visual arts and have an enhanced capacity for the musical arts is one of the most engrained modern folklores. It is part of our cultural, intellectual and philosophical conscience.In the process of investigating these hypotheses, this book argues that philosophies have linked immorality, intelligence and physical ability. These have become connected in ways that are unrelated to eyesight in order to fulfill broader cultural processes of developing social theory. In this book, the process of knowledge creation is termed passive exclusion and is analyzed through an epistemological model of examining disability and exclusion.

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Book SynopsisPhilosophy as Disability and Exclusion examines the history of ideas on arts in the education of people who are blind in England, from 1688 to 2010. This book also examines a number of the earlier influences on the enlightenment, and the international context of this topic. The two hypotheses on which this study is based are:(1) Our understanding of blindness in English intellectual culture is less to do with homologous physical characteristics. Instead it is more to do with an ethical philosophy of human capacity.(2) The arts education of people who are blind through touch tells us much about our psychology of mythologies and the intellectual construction of human thought. Furthermore, the myth that people who are blind are incapable of visual arts and have an enhanced capacity for the musical arts is one of the most engrained modern folklores. It is part of our cultural, intellectual and philosophical conscience.In the process of investigating these hypotheses, this book argues that philosophies have linked immorality, intelligence and physical ability. These have become connected in ways that are unrelated to eyesight in order to fulfill broader cultural processes of developing social theory. In this book, the process of knowledge creation is termed passive exclusion and is analyzed through an epistemological model of examining disability and exclusion.

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Book SynopsisSpecial Education for Young Learners with Disabilities brings together leaders in the field of young children with disabilities, to present their ideas and research on different disability topics. Beginning with an introduction to the topic, the remaining chapters include discussions on learning disabilities, emotional and behavioral disorders, and intellectual disabilities; those who are deaf/hard of hearing; those who have visual impairments; those who have autism, severe and multiple disabilities, and traumatic brain injury; those who are culturally and linguistically diverse; those who have physical disabilities, and other health impairments. While this book focuses largely on the current climate of special education for young learners with disabilities, it also looks forward, concluding with a chapter on the future for the topic, both on a research and a practical basis. This volume of Advances in Special Education is a fundamental resource for special education researchers, scholars, practitioners, and professionals who teach and serve young learners with disabilities.Trade ReviewThis volume compiles 13 essays by special education specialists from the US, who discuss teaching young learners with disabilities. They address interventions for learners with reading difficulties and disabilities, interventions for behavior problems, research and practice related to disability and race, and strategies for working with learners with intellectual disabilities, visual impairments, autism spectrum disorder, severe and multiple disabilities, traumatic brain injury, physical disabilities, and other health impairments, as well as those who are deaf or hard of hearing. -- Annotation ©2019 * (protoview.com) *Table of ContentsPreface 1. Special Education for Young Learners with Disabilities: An Introduction; Jeffrey P. Bakken 2. Reading Interventions for Young Learners with Reading Difficulties and Disabilities: The Role of Word Reading and Word Meaning; Christy R. Austin and Sharon Vaughn 3. Urgent and the Always: Intervening on Behavior Problems in Young Children; Frederick J. Brigham, John William McKenna, Carlos E. Lavin, Murat Koc, Lindsay Watkins and Michele M. Brigham 4. Special Education for Young Learners with Intellectual Disabilities; Emily Bouck and Courtney Maher 5. Special Education for Young Learners who are Deaf /Hard of Hearing; Christy M. Borders, Molly Herman, Karla Giese, and Anna Tess 6. Special Education for Young Children with Visual Impairments; Stacy Kelly 7. Special Education for Young Learners with Autism; Stacey J. Bock, Christy M. Borders, Kristi Probst and Shaqwana Freeman-Green 8. Inclusive Special Education for Young Learners with Severe and Multiple Disabilities; Eva Horn, Stephanie Parks and Zhe An 9. Teaching Young Children with Traumatic Brain Injuries in Inclusive Classroom Settings; Cheryl A. Utley, Festus E. Obiakor and Sunday Obi 10. We Can Do Better: Critically Reframing Special Education Research and Practice at the Intersections of Disability and Cultural and Linguistic Diversity for Young Children; Kathleen A. King Thorius, M. Nickie Coomer and Tammera Moore 11. Special Education for Young Learners with Physical Disabilities; Eugene Asola and Samuel R. Hodge 12. Special Education for Young Learners with Other Health Impairments; Eugene Asola and Samuel R. Hodge 13. Special Education for Young Learners with Disabilities: Moving Forward; Festus E. Obiakor, Sunday Obi, Cheryl Utley, Jessica Graves and Tachelle Banks

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Book SynopsisThis book provides a comprehensive overview of vision problems in children with developmental disabilities such as AD/HD, autism spectrum disorders, and specific learning disabilities.Written in a very accessible style, it is appropriate for parents and professionals alike and offers non-technical explanations of how vision difficulties are screened for and advice on where to seek appropriate professional care. Lisa Kurtz outlines a range of activities for strengthening children's functional vision and perceptual skills using simple, homemade materials that are readily available in the home or classroom.This is an excellent practical companion for parents of children with visual perception problems and the professionals who work with them.Trade Review`This short book is a reliable introduction to a complex area of need which is all too often masked by a child's other, more obvious difficulties. The practical suggestions provide useful starting points for both specific visual difficulties and general visual development…This book is a good reminder that it is crucial for parents and practitioners to promote alternative activities that provide opportunities for children to practice and develop their visual skills.' -- Support for Learning (NASEN)`an excellent resource for any parent, teacher or professional whose child is presenting with subtle vision difficulties as it contains quite a few gems (eg explanations, screening tests, addresses and activities) which adds to the knowledge of the reader.' -- Good Autism Practice`Lisa Kurtz writes in an open and informative way which holds your attention giving an easy to understand description of the problem experienced by many of the children that we see in `Special Times' -- Play Therapy UK`This book is exceptionally practical. Kurtz keeps parents in mind throughout by providing the medical lingo to necessary inform, but not to confuse. She provides a list of organizations that offer vision therapy (both inside and outside the U.S.), suggested questions to ask an eye professional before making an appointment, an explanation of the terminology a parent might find in a medical report, and a list of organizations, along with their web addresses and a one- to two-sentence description of the content at that web site.' -- ForeWordTable of ContentsIntroduction. 1. Anatomy and Structure of the Visual System. 2. The Early Development of Visual Skills. 3. Do You See What I See? Problems with Visual Skills. 4. Finding Professional Help for Problems with Vision. 5. Activities for Improving Visual Skills. 6. Helping Children to Compensate for Problems with Vision. 7. Resources. Appendix: Equipment Fabrication. Glossary. Index.

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Book SynopsisRecent policy initiatives illuminate the need for greater teacher awareness about dyslexia in secondary and tertiary education. Yet the debates about dyslexia are often narrowly based and can exclude some teachers. This book attempts to open up the debate by bringing together different ways of talking and thinking about dyslexia. Fundamental questions about how to respond to dyslexia in teaching and support contexts are addressed and the significance of â??exploratory conversionsâ?? between learners and tutors is recognised. The need to restructure â??the structured approachâ?? and to consider meta-affectivity as well as metacognition is explored. Practitioners in both secondary and tertiary sectors can gain ready access to contributions from internationally respected writers and teachers in the field. Alan Hurstâ??s preface refers to â??this important bookâ?? as paving the way to a more truly inclusive attitude and approach to education in and beyond compulsory schooling.Table of ContentsIntroduction. Bridging The Gap. Part One. Learning in a Secondary school Context. 2. Dyslexia in Adolescence, A Five Year Follow up Study. 3. learning Support in The Secondary School, Needs Analysis. 4. Shaping Policy and practices in Secondary Schools, Support for Learning. 5. Multllingualism and dyslexia. 6. Spelling Support in Secondary Education. 7. Effective Learning in the Secondary School, Teaching Students With Dyslexia to Develop Thinking skills. 8. Supporting Communication in Education, Part Two, Learning in tertiary Education Contexts. 9. Adult Dyslexia, Partners in Learning. 10. Adult dyslexia, Assessment, Counselling and Training, a. Further Education. 11. effective Support for Adult Learners. 12. Effective Support in Further education. 13. Staff Development in Further Education, Higher Education. 14. A learning Styles and Memory Strategies Questionnaire for The Identification of spld in Higher Education. 15. An Approach to Learning Support in Higher education.

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Book SynopsisThis book provides an essential resource for all professionals involved with the educational management of deaf children.Table of ContentsSection 1. Information and Interpretation, Audiological Assessment, M. Baldwin, P. Watkin. Causes and Implications of Deafness, D. Adams, L, Stewart. Multi-handicapped Deaf Children, F. Coninx, J.m. Moore. Section 2. Listening learning Devices, Aids to Hearing, M. Smith, Earmoulds, R. Brett, J. Okpojo. Cochlear Implants, S. Archbold. Tactile Aids, W. Mccracken. Section 3. Knowledge and Practice, Management of Amplification, S. Lewis, D. Lyon. Fitting and verification, D. Lewis. The Listening Learning Environment, F. Berg. Learning to Listen, G. Carr.

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Book SynopsisThis highly practical handbook meets the need for a general guide that provides teachers with the skills, techniques and structure to help children with specific learning difficulties achieve success.Table of ContentsPreface to the First Edition. Preface to th Second Edition. Chapter 1 Introduction. Historical context and definition. Features of dyslexia. Dyslexia as a syndrome. Causes of dyslexia. Reading and spelling development. Assessment and teaching. Addendum: Dyslexia and the 1981 Education Act. Code of Practice. Individual Educational Plans. Dyslexia and the National Curriculum. Chapter 2 Making a Start. Setting up a dyslexia unit. Priniples of teaching. General classroom procedures. Chapter 3 From Spoken to Written Language. Introduction. Linguistic knowledge required by child and teacher. Written language structure. Teaching techniques. Chapter 4 Reading. Introduction. Use of word lists. Syllable analysis. Developing reading skills. Listening to dyslexics read. Written language structure and meaning. Choosing a book. Useful reading schemes. Chapter 5 Spelling. Introduction. Teaching techniques for spelling. Spelling rules. Using dictionaries. Chapter 6 Writing. Handwriting. Essay writing. Grammar. Chapter 7 The Older Student. Choice of course. Study skills. Examinations. Chapter 8 Computers and Dyslexia. Using information technology in a specialist school. Computers in the classroom. Information technology curriculum. Using computers with dyslexics. Curriculum outline for word processing with dyslexics. Interactive books. Appendices. 1. Examples of Individual Educational Plans (IEP) - English. II. Phonic work sheets. III. Common words for a basic sight vocabulary. IV Suggested key word list for irregular words. V Key word list for school subjects. VI Word lists. VII Spelling rules. VIII Vowel digraphs/diphthongs. IX Ways of spelling. X The impossible word list. XI Statementing. XII Using the Aston Portfolio for prescriptive teaching based on error analysis. XIII Some examples of minimal pair words (southern British pronunciation). XIV Word processing examples. XV Reading game. References. Index.

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Book SynopsisFor this third edition the book has been revised and updated to take account of recent research, particularly that relating to the developmental stages by which children normally acquire literacy.

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Book SynopsisCovering the topic of speech and language therapists and teachers working together, this work argues that despite difficulties there is evidence that good collaborative practice is taking place. It gives a flavour of the interaction and collaboration being developed in the field of education.Table of ContentsList of Contributors. List of Abbreviations. Introduction: Remit, Limits and Organisation of this book. - Elspeth McCartney Chapter 1. The Legal and Organisational Framework. - Elspeth McCartney Chapter 2. Barriers to Collaboration. - Elspeth McCartney Chapter 3. Patterns of Collaboration. - Elspeth McCartney Chapter 4. Specialist Services for Pupils with Disorders of Language and Communication: Policies, Practice and Perceptions. - Gilbert MacKay and Carolyn Anderson Chapter 5. A Collaborative Approach to Extended Learning Support in a Primary School Setting. - Margo Mackay and Margaret Young Chapter 6. Collaboration in Mainstream Settings. - Elspeth McCartney Chapter 7. Stammering Children in Schools.m - Robert M. Lees Chapter 8. Collaboration with Parents. - Susan McCool Chapter 9. Evaluating Efficacy. - Elspeth McCartney References. Index.

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Book SynopsisA language/communication difficulty is at the core of many types of special educational need: specific and general learning difficulties, autism, sensory impairments and specific developmental disorders. A language-based approach to teaching and therapy therefore provides a key to unlocking many children?s difficulties with learning and social behaviour in both mainstream and special schools. Underpinned by this ideology and based upon observations of practice and research this book covers issues surrounding language difficulties in educational contexts from pre-school to adolescence. It then presents a language-based approach to educating children with special needs, in mainstream and special schools. A final chapter addresses the use of IT in the education of children with language difficulties.Table of ContentsPerspectives on Children with Language Difficulties. Developmental Language Disorders: The Pre-school Years. A Pragmatic Disorder in the Context of Autism and Developmental Language Disorder. Language Based Education for Children with Special Needs. Implementing a Language Based Approach. The Foundations for a Model of Inclusive Education. IT for Children with Language Difficulties.

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Book SynopsisWritten by a teacher with many years' experience of teaching mathematics to primary school dyslexic and dyspraxic children with a wide range of abilities, this book is designed to be a practical teaching guide. It offers detailed guidance and specific teaching suggestions to all specialist teachers, support teachers, classroom teachers and parents who either directly teach mathematics to dyslexic and dyspraxic children or who support the mathematics teaching programmes of dyslexic or dyspraxic children. Although the book has grown out of teaching experience it is also informed by widely acknowledged contemporary and international research, which explores the cognitive aspects of learning mathematics and tries to understand why it is that some children fail to learn mathematics. Many of the teaching principles described in the text have specific and quite far-reaching implications. The theoretical arguments should therefore also be of interest to special needs co-ordinators, heads of maths departments, head teachers or other professionals who are responsible for designing or modifying the maths learning programmes of children with special learning and maths difficulties. In more general terms, the book hopes to contribute to the broad discussion of the cognitive features and educational needs of dyslexic and dyspraxic children.Table of ContentsForeword by Steve Chinn Preface Part 1 - Definitions and Premises Part 2 - Basic Counting and The Early Stages of Addition and Subtraction Part 3 - The Number System Part 4 - More Addition and Subtraction, Working With Larger numbers Part 5 - Multiplication and Division. Appendix. References. Index

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Book SynopsisFrom an early age, deaf children excel in thinking about and remembering what they learn through visual spatial instruction. This strength in information processing can be used in the mathematics classroom to achieve better learning outcomes. This book discusses ways to teach deaf children about the four arithmetic operations through spatial representation in problem solving. Examples for the teaching of fractions and graphs are also included. These visual representations are useful to support the children's understanding of mathematical concepts and to promote peer collaboration. The teaching programme was tested with deaf children in six schools with excellent results: the children in the project made significantly more progress in one school year than expected for either deaf and hearing children over the same time. This work was made possible through the generous support of The Nuffield Foundation.Trade Review"...this book gives a comprehensive account of the mathematical tests and assessments used with both deaf and hearing children..." (British Association of Community Doctors in Audiology Newsletter, April 2005)Table of ContentsPreface. Acknowledgements. Conventions used for descriptions of interviews. Chapter 1 Introduction. Chapter 2 Counting and its creative uses. Chapter 3 Additive reasoning: connecting addition and subtraction. Chapter 4 Reading and writing numbers. Chapter 5 Multiplicative reasoning: connecting multiplication, division and many other mathematical ideas. Chapter 6 Teaching mathematics to deaf children: how the story began and the happy ending. References. Index.

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Book SynopsisThis collection of research in deafness and education should be of interest to UK and overseas readers alike. It addresses key aspects of research in the UK within the areas of learning support, understanding progress and achievement and interaction at home and at school. Its content should be of interest to a wide range of professionals: teachers; doctors; audiologists; habilitation staff; speech and language therapists; and academics such as lecturers and researchers. For students of deaf education and special educational needs, as well as some parents of deaf children, it should serve as a useful contemporary text. The editors' aim has been to make current and on-going research from a variety of disciplines accessible to this wide range of readers. Descriptions of research context and up-to-date referencing in each chapter should prove useful as sources and hints for further reading.Table of ContentsPart 1. Interaction at Home and at School, Deaf Adults and Family intervention Projects. Interaction With a Deaf Child. The Contributions Made by mother, Father and Sister. Conversations Where English is an Additional language. Spoken Communication Between Deaf and Hearing Pupils. Deaf Children in Hearing Classrooms. Teacher-pupil Talk in Secondary Schools. Part 2. Focus on Progress and Attainment. Developing a Picture of Attainments and Progress of deaf Children in Primary Schools. Sign Bilingual Deaf Children's Writing strategies. Responses to Different Sources for Writing, Promoting Social and emiotional Development in Deaf Chldren. Research Into Outcomes From Paediatric cochlear Implantation. Pilot Study of Two-channel Compression Hearing Aid. Investigating Text Support for Deaf Students. Bsl/english Interpreting in higher Education. Index.

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Book SynopsisReviews work in the area of communication and communication skills as they relate to the hearing-impaired child. Topics covered include: the aims of human communication; cognitive mechanisms; and speech intelligibility.

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Book SynopsisWith this volume, leading scholar and disability advocate Thomas Hehir opens a new round of debate on the future of special education. Extending the conceptual framework developed in his seminal 2002 article in the Harvard Educational Review, "Eliminating Ableism in Education," Hehir examines the ways that cultural attitudes about disability systematically distort the education of children with special needs and uses this analysis to lay out a fresh approach to special education policy and practice. Hehir traces the roots of "ableism"--the pervasive devaluation of people with disabilities--and shows how negative attitudes continue to shape debates in the field. He assesses recent trends in special education policy, particularly the shift of emphasis from compliance to outcomes, and discusses in depth the successes and limitations of the inclusion movement. He also investigates the impact of standards-based reforms on children with disabilities and critically examines the promise of Universal Design for Learning. Drawing on the personal narratives of successful adults with disabilities, Hehir outlines principles for decision making about special education at every level, from the family to the classroom, school, and district, as well as recommendations for state and federal policy.

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Book SynopsisAs a parent and teacher Jean Augur learned to cope positively with dyslexia for over 20 years. This book records the stages in the development of the awareness of dyslexia both at home and in the classroom. It concludes by setting out the ways and means to help dyslexics to help themselves.Table of ContentsThe Measurement of Reading. Reading Difficulties Explained. The influence of Intelligence. The Importance of Mental Age. The Teaching of reading. Dyslexia Examined. The Dyslexic Child. Asssessment of The Dyslexic child. Possible Causes. (i) The Brain and Vision, Possible Causes. (ii) Phonemic awareness, Help for The Dyslexic, Advice for Parents. Other Issues/questions. Useful Information. A Brief History of Dyslexia.

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Book SynopsisThis book examines critically three broad categories of communication approach which are currently advocated by the different schools of thinking concerned with the socialization and education of deaf children. These are: the "auditory-oral", the "total communication" and the "bilingual approach". In each case the claims for the approach are identified, the arguments offered for are assessed and the counter-claims made by the critics are presented. The research relating to the efficacy of each approach is reviewed and the validity of the available evidence is examined. The unresolved ideological and political features of the debate are also discussed. This book is addressed primarily to teachers of the deaf, student teachers of the deaf and parents of deaf children. It should also be useful to professionals such as speech therapists and educational psychologists who work with deaf children.Table of ContentsPreface. Chapter 1 Introduction. Chapter 2 The auditory-oral approach. What is involved in an auditory-oral approach? The case for oralism. Evidence supporting an auditory-oral appraoch. Problems with oralism. Chapter 3 Total Communication. What is involved in a Total Communication approach? The case for a TC approach. An evaluation of TC. The future of TC. Chapter 4 The bilingual approach. The case for bilingualism What is involved in a bilingual approach? An evaluation of the bilingual approach. Chapter 5 Discussion and conclusion. References. Index.

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Book SynopsisExplanations of reading disorders need to be framed in terms of theories of the normal development of reading and spelling. This collection of papers, based on a selection of those to be presented to the Third International Conference of the British Dyslexia Association, in April 1994, brings together studies of dyslexia and normal reading development. Key topics include the role of underlying language skills for the development of reading and reading disorders, individual differences amongst dyslexic readers, the biological bases of dyslexia, and techniques for improving reading skills in dyslexic and other poor readers.Table of ContentsThe Normal Development of Reading Skills. The Nature and Causes of reading Difficulties. The Remediation of Reading Difficulties.

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Book SynopsisWriting is challenging for the majority of learners. For students with language problems, difficulties with written expression are considered one of the most common learning challenges. There is much to learn about the ways in which oral language skills impact on the acquisition of written language in children. Writing Development in Children with Hearing Loss, Dyslexia, or Oral Language Problems focuses on the nature of the writing problems experienced by children with oral language problems. Three clinical groups are considered: children with hearing loss, oral language difficulties, and dyslexia. Each contribution comes from an expert or team of experts in these three areas and in the field of language and writing. The volume provides current understandings to help guide and support practitioners and researchers alike. It provides timely information across languages and countries, enhancing our understanding of the links between oral language and written language across languages.Table of ContentsForeword ; Introduction ; Part 1 ; Introduction: Models and Perspectives on Writing Development: Implications for Assessment and Instruction ; Chapter 1. Cognitive Processes in Writing: A Framework ; John R. Hayes and Virginia Berninger ; Chapter 2. Linguistic Perspectives on Writing Development ; Ruth Berman ; Chapter 3. Two Metaphors for Writing Research and Their Implications for Writing Instruction ; Pietro Boscolo ; Part 2 ; The impact of oral language skills on written text production ; Chapter 4. Spelling in Deaf Children with Cochlear Implants: Implications for Instruction ; Heather Hayes, Rebecca Treiman, and Ann E. Geers ; Chapter 5. Spelling Acquisition in French Children with Cochlear Implants: A Case-Study Investigation ; Sophie Bouton and Pascale Cole ; Chapter 6. Spelling Abilities in Hebrew-Speaking Children with Hearing Loss ; Ronit Levie, Dorit Ravid, Tal Freud and Tova Most ; Chapter 7. The Influence of Verbal Working Memory on Writing Skills in Children with Hearing Loss ; Barbara Arfe, Federica Nicolini, and Elena Pozzebon ; Chapter 8. Composing Academic Essays: Using Dictation and Technology to Improve Fluency ; John Albertini, Michael Stinson, and Argiroula Zangana ; Chapter 9. Examining Early Spelling and Writing Skills: A Comparative Analysis of Kindergarteners with Speech and Oral Language Impairments and Their Typically Developing Peers ; Cynthia S. Puranik, Stephanie Al Otaiba, and Feifei Ye ; Chapter 10. Morphological Awareness and Spelling Difficulties in French-Speaking Children ; Monique Senechal ; Chapter 11. Writing Abilities of Pre-Adolescents with and without Oral language/Learning Impairment in Restructuring an Informative Text ; Orna Davidi and Ruth A. Berman ; Chapter 12. Writing Development of Spanish-English Bilingual Students with Language Learning Disabilities: New Directions in Constructing Individual Profiles ; Robin L. Danzak and Elaine R. Silliman ; Chapter 13. Written Narratives from French and English Speaking Children with Language Impairment ; Judy S. Reilly, Josie Bernicot, Thierry Olive, Joel Uze, Beverly Wulfeck, Monik Favart, Mark Appelbaum ; Children with Dyslexia ; Chapter 14. A Review of Dyslexia and Expressive Writing in English ; Emma Sumner, Vincent Connelly, and Anna L. Barnett ; Chapter 15. Written Spelling in French Children with Dyslexia ; Severine Casalis ; Chapter 16. Written Spelling in Spanish- Speaking Children with Dyslexia ; Francisca Serrano and Sylvia Defior ; Chapter 17. The Writing Development of Brazilian children with Dyslexia: An Evidence-Based Clinical Approach ; Jane Correa ; Chapter 18. Expressive Writing in Swedish 15-year-olds with Reading and Writing Difficulties ; Asa Wengelin, Roger Johansson and Victoria Johansson ; Chapter 19. Improving Expressive Writing in Learning Disabled Children: The Effects of a Training Focused on Revision ; Martina Pedron, Anna Maria Re, Chiara Mirandola, and Cesare Cornoldi ; Part 3 ; Linking Research to Practice in Oral and Written Language Assessment and Intervention ; Chapter 20. Integrating Language Assessment, Instruction, and Intervention in an Inclusive Writing Lab Approach ; Nickola Wolf Nelson ; Chapter 21. Integrating Oral and Written Language into a New Practice Model: Perspectives of an Oral Language Researcher and Practitioner ; Elaine R. Silliman ; Chapter 22. Integrating Writing and Oral Language Disorders in Assessment: Perspectives of a Writing Researcher ; Vincent Connelly ; Chapter 23. The Role of Oral Language in Developing Written Language Skills: Questions for European Pedagogy? ; Julie Dockrell and Barbara Arfe ; Bridging Research and Practice: Conclusions

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Book SynopsisThere is a robust body of knowledge suggesting that early language and literacy experiences significantly impact on future academic achievement. However, relatively little has been written with respect to the early literacy development and experiences of deaf children.In Early Literacy Development in Deaf Children, Connie Mayer and Beverly J. Trezek adress this need by providing an in-depth exploration of how young deaf children learn to read and write, identifying the foundational knowledge, abilities, and skills that are fundamental to this process. They supply an overview of the latest research and present a model of early literacy development to guide their discussion on topics such as teaching reading and writing, curriculum and interventions, bilingualism, and assessment. Throughout, they describe the ways in which young learners with hearing loss are similar to, or different from, their hearing age peers and the consequent implications for research and practice. Their discussionTrade ReviewThis book should be on the shelves of anyone who is interested in deaf childrens literacy development and skill acquisition. * Jessica W. Trussell, Journal of Deaf Studies and Deaf Education *Table of ContentsIntroduction ; Chapter 1 - Review of the Literature ; Chapter 2 - The Model of Early Literacy Development ; Chapter 3 - Early Reading ; Chapter 4 - Early Writing ; Chapter 5 - Bilingualism and Early Literacy Development ; Chapter 6 - Assessment of Early Literacy ; Afterword

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Book SynopsisThis collection brings into dialogue authors from a range of disciplines and perspectives to address the thorny question of how to balance the demands of democratic dialogue with the reality of a world in which each voice does not carry equal weight. Should rules be in place, for example, that correct for such imbalances by privileging some voices or muting others? Should separate spaces be created for traditionally disadvantaged groups to speak only among themselves? Is democratic dialogue in an inclusive sense even a possibility in a world divided by multiple dimensions of power and privilege? Leading theorists from several countries share a concern for social justice and present radically different interpretations of what democracy means for educational practice. In a format unusual for such collections, the essays speak directly to each other about significant moral, philosophical, and practical differences regarding how to effectively engage students as critical participants i

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