{"title":"Teaching of students with physical impairments or disabilities Books","description":"","products":[{"product_id":"only-heroes-and-horses-9780751585070","title":"Only Heroes and Horses","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eIncluding 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' 'P\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eHeartwarming * The Richmond and Barnes Magazine *\u003cbr\u003eIf you don't believe in fairytale endings you might want to think again. This is a classic * Country Life *\u003cbr\u003eThis 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 *","brand":"Little, Brown Book Group","offers":[{"title":"Default Title","offer_id":48736992952663,"sku":"9780751585070","price":10.44,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780751585070.jpg?v=1723810886"},{"product_id":"key-issues-in-special-educational-needs-disability-and-inclusion-9781529630305","title":"Key Issues in Special Educational Needs,","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis 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:\u003cbr\u003e \u003cbr\u003e - Revised further reading with videos and podcasts to support learning and research\u003c\/p\u003e - Links to the new Green Paper, latest Code of Practice and legislation\u003cbr\u003e \u003cbr\u003e - Extensive updates and revisions to all chapters\u003cbr\u003e \u003cbr\u003e - New case studies, reader reflections, taking it further and student activities.\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eAlan Hodkinson\u003c\/strong\u003e, Professor in the Centre for Cultural and Disability Studies at Liverpool Hope University.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eSection 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","brand":"Sage Publications Ltd","offers":[{"title":"Default Title","offer_id":48740298948951,"sku":"9781529630305","price":26.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781529630305.jpg?v=1720054351"},{"product_id":"culturally-responsive-orientation-and-mobility-standards-9781638298731","title":"Culturally Responsive Orientation and Mobility","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eAt last! The field of Orientation and Mobility (O\u0026amp;M) embraces the 21st Century Model for standards-based instruction with these research-based, peer-reviewed, and validated performance standards that correlate to success in career, college and community life. Commensurate with general education curriculum, these learner performance standards give important credibility to O\u0026amp;M instruction by providing measurable, age-appropriate and culturally responsive outcome targets to guide assessment and instruction.    For those who don't understand what O\u0026amp;M is and for those who fund it, the O\u0026amp;M CCCRS clearly articulate and justify a learner's need for instruction, justify a level of service needed to meet age-appropriate performance targets and justify the tools need to do the job. This is a must resource for master and novel-level instructors alike.","brand":"Austin Macauley Publishers LLC","offers":[{"title":"Default Title","offer_id":48740753473879,"sku":"9781638298731","price":21.59,"currency_code":"GBP","in_stock":false}]},{"product_id":"ableism-in-academia-theorising-experiences-of-disabilities-and-chronic-illnesses-in-higher-education-9781787354999","title":"Ableism in Academia: Theorising Experiences of","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eRather than embracing difference, academic ecosystems seek to normalize and homogenize ways of working and of being a researcher. As a consequence, ableism is an endemic experience in academia, though to date no attempt has been made to theorize those experiences. \u003ci\u003eAbleism in Academia\u003c\/i\u003e provides an interdisciplinary outlook on ableism that is currently missing. Through reporting of research data and exploring personal experiences, the contributors explore the concept of what it means to be and to work outside the so-called norm.\u003cbr\u003e \u003cbr\u003e The volume brings together a range of perspectives, including feminism, post-structuralism, Derridean and Foucauldian theory, crip theory, and disability theory, and draws on a number of related disciplines. Contributors use various schools of theory to raise awareness and increase understanding of the marginalized. These theories are placed in the context of neoliberal academia, and used to interrogate aspects of identity and how disability is performed, and to argue that ableism is not just a disability issue. This timely collection will be of interest to researchers in disability studies, higher education studies, and sociology, as well as to those working across the social sciences.\u003cbr\u003e","brand":"UCL Press","offers":[{"title":"Default Title","offer_id":48741520769367,"sku":"9781787354999","price":42.75,"currency_code":"GBP","in_stock":false}]},{"product_id":"voices-from-cape-town-classrooms-9780820467689","title":"Voices from Cape Town Classrooms","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis series explores the history of schools and schooling in the United States and other countries. The series will examine the historical development of schools and educational processes, with special emphasis on issues of educational policy, curriculum and pedagogy, as well as issues relating to race, class, gender, and ethnicity. Special emphasis will be placed on the lessons to be learned from the past for contemporary educational reform and policy. Although the series will publish books related to education in the broadest societal and cultural context, it especially seeks books on the history of specific schools and on the lives of educational leaders and school founders.","brand":"Peter Lang Publishing Inc","offers":[{"title":"Default Title","offer_id":48866008596823,"sku":"9780820467689","price":999.99,"currency_code":"GBP","in_stock":false}]},{"product_id":"crip-authorship-9781479819362","title":"Crip Authorship","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e2024 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.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"\u003ci\u003eCrip Authorship\u003c\/i\u003e 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. \u003ci\u003eCrip Authorship\u003c\/i\u003e 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 *\u003cbr\u003e\"This is a fantastic, urgent, singular, and kaleidoscopic book. \u003ci\u003eCrip Authorship \u003c\/i\u003euses disability to explode the very idea of method: this is a book about research, but also about writing, thinking, publishing, and inhabiting. \u003ci\u003eCrip Authorship\u003c\/i\u003e 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 *\u003cbr\u003e\"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 *\u003cbr\u003e\"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 *\u003cbr\u003e\"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 *","brand":"New York University Press","offers":[{"title":"Default Title","offer_id":48867291136343,"sku":"9781479819362","price":26.59,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781479819362.jpg?v=1722282626"},{"product_id":"auditory-processing-disorder-apd-identification-diagnosis-and-strategies-for-parents-and-professionals-9781787752825","title":"Auditory Processing Disorder (APD):","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eAuditory 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.\u003cbr\u003e\u003cbr\u003eThis 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.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eShockingly, 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.\u003cbr\u003eI 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, Australia\u003cbr\u003e\u003ci\u003eAuditory Processing Disorder (APD)\u003c\/i\u003e 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 Institute\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction; 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","brand":"Jessica Kingsley Publishers","offers":[{"title":"Default Title","offer_id":48868421140823,"sku":"9781787752825","price":19.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781787752825.jpg?v=1722287950"},{"product_id":"how-behavioral-optometry-can-unlock-your-childs-potential-identifying-and-overcoming-blocks-to-concentration-self-esteem-and-school-success-with-vision-therapy-9781849058810","title":"How Behavioral Optometry Can Unlock Your Child's","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eVisual dysfunctions can limit children's concentration, self esteem and school success as they struggle to understand fundamentals such as colors, letters and how to judge distance. With the right help, these obstacles can be overcome, allowing children to reach their full potential and see the world clearly.\u003cbr\u003e\u003cbr\u003eThis accessible book explores how visual problems develop and how they can be reversed through effective and efficient visual therapy. It breaks down myths surrounding visual dysfunction and explains in straightforward terms the various conditions that could be impacting a child's perception, even if they have perfect sight. The visual therapy used in behavioral optometry retrains the brain to perform visual skills more effectively. In these pages there is clear guidance on the array of therapies, techniques and aids available, all of which can make a profound difference to a child's life.\u003cbr\u003e\u003cbr\u003eThis introductory guide to behavioral optometry will be a welcome resource for parents and professionals in search of options to help a child who is experiencing visual problems.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e“In these pages Joel Warshowsky, OD, shows how important it is for the success of behavioral vision care treatments, as well as health care at large, to be caring and empathetic, to listen to one's patients and to find supportive ways to communicate back with them.  Over many years he has sung this theme consistently and in harmony with his excellent clinical skills.  This book is the pinnacle of his work and encapsulates his caring demeanor in a way that all health care practitioners can learn from and employ in their own practices.” -- Paul Harris, Doctor of Optometry, Associate Professor, Southern College of Optometry, Tennessee, USA\u003cbr\u003eThis book should be required reading for every parent, patient and professional who cares for children!  It is a fascinating written work full of practical, easy to understand information about vision and your child…This book will become your guide to your child's success. -- Bruchie Barbara Langsam, parent, New York City, USA\u003cbr\u003eThis is an interesting book which would be of value to any special needs coordinator or other specialist teacher working with children... A very worthwhile read! -- Mary Mountstephen, SEN Magazine.\u003cbr\u003eWarshowsky comes across as a nice guy who has a passion for his field of work. His own experiences as a child and his experience of observing many children who seem to be let down by the education system is what drives his interest in this field. Many children have considerable resources invested in them but still fail to thrive and behavioural optometry, according to Warshowsky, can explain these anomalies... the book is divided into three parts and is clearly written. The first part is concerned with how vision problems affect a child and how this differentiates from sight problems. Part two expands on what vision therapy is and what it entails and finally he discusses specific vision problems and the therapeutic use of corrective lenses. There is a very useful appendix with exercises parents could try, which for a family on low income with no access to a behavioural optometrist could be helpful. -- Asteens\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePreface. Introduction: My Vision for this Book. Part I. Understanding Vision in Children: Background and Basics. 1. Understanding the Effects of the \"Failure Syndrome\" in a child. 2. Convergence: What is it and Why is it Important. 3. The Difference Between Good Eyesight and Functional Vision. Part II. Overcoming Blocks and Unlocking Potential: What is Vision Therapy and When is it Needed?. 4. Vision Therapy: History and How it Works. 5. How Vision Therapy Can Aid Learning. 6. Vision Therapy and Learning Disabilities. 7.  The Role of the Behavioral Optometrist in the Child Study Team. 8. Vision Therapy and Occupational Therapy: A Co-joined Approach. Part III. Specific Vision problems and Behavioral Optometric Interventions. 9. Types of Lenses and How They Help. 10. Some Specific Vision Problems: Nearsightedness, Strabismus, and Amblyopia. Epilogue: When I was Twelve. Resources. A Sample Letter. Visual Function Self Test. Exercises That May Be Done At Home. If you have Questions. Suggested Reading. Glossary.","brand":"Jessica Kingsley Publishers","offers":[{"title":"Default Title","offer_id":48868762485079,"sku":"9781849058810","price":17.4,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781849058810.jpg?v=1722289595"},{"product_id":"the-essentials-supporting-young-children-with-disabilities-in-the-classroom-9781938113291","title":"The Essentials: Supporting Young Children with","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eUnderstanding and implementing inclusion starts here. Educators looking for a simple, straightforward introduction to the core concepts of teaching and supporting children with disabilities alongside their peers will want to have this resource at their fingertips.\u003cbr\u003e\u003cbr\u003eEvery year, the number of children with developmental delays or disabilities in early childhood programs and classrooms is increasing. What do you need to know to support them? This guide is filled with practical information that will help educators who work with children ages birth through 8 teach children with disabilities alongside their peers. Learn the essentials of what you need to know.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eAs a professional development provider, I’ve been waiting for a book like this! The perfect blend of special education law, details about specific disabilities, and practical classroom strategies—it’s rare to find all this information in a single, easy to read format. This book will be recommended reading for all early childhood teachers in our network.   —Monica Lesperance, Deputy Director, The DC Special Education Cooperative    Even though I have worked in inclusive settings for most of my 40 years as an educator, Pam Brillante’s engaging book both reinforced my foundation of knowledge and presented new information. Whether reading this as a prospective teacher or an experienced one, effective educators will return to this text again and again.   —Ellen Frede, Principal Consultant, Building Effective Early Learning Systems    In this practical and illuminating book, Brillante explains the signs of a disability and ready-to-use strategies for including a child with that disability in simple, understandable terms. Better yet, she makes a strong case for the importance of an inclusive education. This book should be part of every teacher’s reference library.   —Liz Koenig, Teacher, Bridges Public Charter School    Brillante’s must-read book skillfully humanizes children with disabilities through real-life examples and people-first language. Her teacher-centered vignettes validate the myriad challenges educators face, which she then tackles with easy-to-understand explanations and strategies.   —Krista K. Gauthier, Executive Director, Sliding Doors STEM \u0026amp; Dyslexia Learning Center    A great resource for early childhood educators and preservice teachers who work or will work with young children who have developmental delays or disabilities in many different settings. The author provides explicit, practical guidelines that connect important theories to daily practice.   —Yoon-Joo Lee, Associate Professor, Brooklyn College of the City University of New York    A valuable resource for early childhood educators and preservice teachers who want to help every child learn regardless of individual learning challenges. Filled with advice, practical information, and proven strategies to help all young children with disabilities succeed.   —Cynthia Simpson, Provost, Vice President of Academic Affairs, Professor of Education, Houston Baptist University\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eAbout the Book  Disabilities and Young Children  Chapter 1: Different, Yet Alike  Chapter 2: Identifying the Needs of Young Children with Disabilities  Chapter 3: Where to Start: Developmentally Appropriate Practice, Inclusion, and Universal Design  Chapter 4: Individualizing Supports and Interventions  Chapter 5: Addressing Challenging Behavior  Specific Disabilities  Chapter 6: Speech and Language Impairments  Chapter 7: Autism Spectrum Disorder  Chapter 8: Visual and Hearing Impairments  Chapter 9: Physical Disabilities  Chapter 10: Intellectual Disabilities  Chapter 11: Attention-Deficit\/Hyperactivity Disorder  Chapter 12: Learning Disabilities  Conclusion  Glossary  References  Resources  Acknowledgments  About the Author","brand":"National Association for the Education of Young Children","offers":[{"title":"Default Title","offer_id":48869157765463,"sku":"9781938113291","price":19.99,"currency_code":"GBP","in_stock":true}]},{"product_id":"only-heroes-and-horses-9780751585056","title":"Only Heroes and Horses","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003e''[Park Lane Stables] is such a force for good'' - Rob Brydon\u003c\/b\u003e\u003cbr\u003e\u003cb\u003e''[An] uplifting story'' - Horse and Rider \u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eThis is the story of Park Lane Stables. It is about hope, about horses and about lots and lots of heroes. \u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e 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.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e 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 l\u003c\/p\u003e","brand":"Little, Brown Book Group","offers":[{"title":"Default Title","offer_id":48884347634007,"sku":"9780751585056","price":15.29,"currency_code":"GBP","in_stock":false}]},{"product_id":"i-have-got-something-to-say-but-i-dont-know-your-language-yet-intermodal-learning-in-multicultural-urban-education-2-lesley-university-series-in-arts-education-9780820445878","title":"I Have Got Something to Say But I Dont Know Your","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"Peter Lang Publishing Inc","offers":[{"title":"Default Title","offer_id":48884700414295,"sku":"9780820445878","price":18.9,"currency_code":"GBP","in_stock":false}]},{"product_id":"chronicles-of-love-my-life-with-paulo-freire-9780820450261","title":"Chronicles of Love My Life with Paulo Freire","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis is a love story, told from the perspective of the woman who knew Paulo Friere perhaps better than any other living person. It is a warm, touching, informative account of the marriage and relationship of Paulo and Nita Freire.\u003cbr\u003e Paulo Freire was born in Recife, Brazil on September 19, 1921 and died in the city of São Paulo on May 2, 1997. He is known throughout the world as the author of a revolutionary literacy method for adults. More than that, he developed a wide-ranging understanding of education based on a reading of the word and of the world.","brand":"Peter Lang Publishing Inc","offers":[{"title":"Default Title","offer_id":48884700873047,"sku":"9780820450261","price":15.86,"currency_code":"GBP","in_stock":false}]},{"product_id":"teaching-to-learnlearning-to-teach-meditations-on-the-classroom-4-studies-in-education-and-spirituality-9780820457536","title":"Teaching to LearnLearning to Teach Meditations on","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"Peter Lang Publishing Inc","offers":[{"title":"Default Title","offer_id":48884702708055,"sku":"9780820457536","price":22.9,"currency_code":"GBP","in_stock":true}]},{"product_id":"ghosts-of-no-child-left-behind-9781433105487","title":"Ghosts of No Child Left Behind","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eGhosts of No Child Left Behind\u003c\/i\u003e politically situates curriculum within a historically and critically informed context, to understand the structural forces that have contributed to the creation of a population of adolescents who read below a third grade level. The book then proposes a reconceptualization of literacy curriculum within a critical discourse to facilitate self-actualizing pedagogy for non-reading adolescents  some of whom are incarcerated.\u003cbr\u003e Rooted in a complex understanding of teaching, learning, and knowledge, this book presents information to policymakers, administrators, and educators that is vital to improving literacy instruction, curriculum, and policy. The information presented here can also inform the general public, especially parents, so that they may advocate for an educational infrastructure that promotes empowering literacy development for every student, including non-reading adolescents and younger struggling readers. This book is an unparalleled reso\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e«Joanne Carris’s new book, ‘The Ghosts of No Child Left Behind’, is a strikingly important and well-crafted guide to understanding and addressing a critical problem in American education and society – non-reading adolescents in the light of punitive public policy embodied in NCLB and its successors. How can an allegedly socially just democratic society ignore the standing of these children – many of them of color – many of them facing leaving school without graduating and suffering the consequences? Dr. Carris shines a bright light on the issue and asks us if we can tolerate a problem – not the students but our policies – that virtually guarantees poor health, a need for future public economic support, low lifetime earnings, underemployment, and, for far too many, incarceration. This is the book that helps us understand that moving to help these children is not only a moral obligation and within our power,  but is also cost effective in the face of the consequences of neglect. It should be for every educator who cares and, just as importantly, for every thinking voter and policy maker.» (Nicholas M. Michelli, Presidential Professor The Graduate Center The City University of New York)\u003cbr\u003e«Joanne Carris’s new book, ‘The Ghosts of No Child Left Behind’, is a strikingly important and well-crafted guide to understanding and addressing a critical problem in American education and society – non-reading adolescents in the light of punitive public policy embodied in NCLB and its successors. How can an allegedly socially just democratic society ignore the standing of these children – many of them of color – many of them facing leaving school without graduating and suffering the consequences? Dr. Carris shines a bright light on the issue and asks us if we can tolerate a problem – not the students but our policies – that virtually guarantees poor health, a need for future public economic support, low lifetime earnings, underemployment, and, for far too many, incarceration. This is the book that helps us understand that moving to help these children is not only a moral obligation and within our power,  but is also cost effective in the face of the consequences of neglect. It should be for every educator who cares and, just as importantly, for every thinking voter and policy maker.» (Nicholas M. Michelli, Presidential Professor The Graduate Center The City University of New York)","brand":"Peter Lang Publishing Inc","offers":[{"title":"Default Title","offer_id":48885613101399,"sku":"9781433105487","price":79.29,"currency_code":"GBP","in_stock":true}]},{"product_id":"discourses-and-identities-in-contexts-of-educational-change-9781433109294","title":"Discourses and Identities in Contexts of","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eDiscourses and Identities in Contexts of Educational Change\u003c\/i\u003e presents the work of fourteen scholars concerning the United States and Mexico. The authors explore current and changing educational contexts through the relationship between discourses and identities. These are contexts in which the participants must negotiate multiple, and sometimes conflicting, positions. The empirical studies reported here are grounded in contemporary theories of sociolinguistics and literacy practices, social relations conceptualized in dynamics of power, and identity representations. The book uniquely contributes to the challenges facing different educational communities in specific contexts by using discourse and identity as the conceptual tools to analyze the problematic and often unclear relationship among diverse educational actors immersed in contexts of change at the local, national, and global levels.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e«The chapters in this book collectively address an interesting range of educational change proposals and implementations, from global to local levels, and with varying points of impact within the overall educational enterprise […]. Across this span we are presented with diverse and interesting perspectives on, and insights into, ways in which social orderliness and hierarchy are constituted and refined within everyday processes of people being recognized as being particular kinds of persons within particular contexts […].This book could be read in many ways. My way reads it as a text that moves between forms of social research that speaks to questions of meaning, action, and social order, on the one hand, and forms of educational inquiry undertaken with a view to contributing toward promoting better quality learning and more equitable academic achievement, on the other. In the final analysis, the book prompts difficult questions about the relationship between how formal learning is socially ordered and the ideal of enhancing learning on an equitable basis [… ] (It) is a timely reminder that in the game of educational change the odds are stacked heavily in favour of established order, structure, and hierarchy» (Colin Lankshear, from the Introduction)\u003cbr\u003e«The chapters in this book collectively address an interesting range of educational change proposals and implementations, from global to local levels, and with varying points of impact within the overall educational enterprise […]. Across this span we are presented with diverse and interesting perspectives on, and insights into, ways in which social orderliness and hierarchy are constituted and refined within everyday processes of people being recognized as being particular kinds of persons within particular contexts […].This book could be read in many ways. My way reads it as a text that moves between forms of social research that speaks to questions of meaning, action, and social order, on the one hand, and forms of educational inquiry undertaken with a view to contributing toward promoting better quality learning and more equitable academic achievement, on the other. In the final analysis, the book prompts difficult questions about the relationship between how formal learning is socially ordered and the ideal of enhancing learning on an equitable basis […] (It) is a timely reminder that in the game of educational change the odds are stacked heavily in favour of established order, structure, and hierarchy» (Colin Lankshear, from the Introduction)\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eContents: Guadalupe López-Bonilla\/Karen Englander: Preface – Colin Lankshear: Introduction – Hugh Mehan\/Nadia Khalil\/J. César Morales: Going the Distance: The Challenges of Traversing Cultural and Geographical Space between Home and School – Elizabeth Birr Moje: Developing Disciplinary Discourses and Identities: What’s Knowledge Got to Do with It? – Guadalupe López-Bonilla: «Teamwork»: Conflicting Cultural Models of Gender, Class, School, and Family among High School Students – James Paul Gee: Reading, Language Development, Video Games, and Learning in the Twenty-first Century – Carmen Pérez-Fragoso: Between Physical and Virtual Spaces: The Literacy Practices of High School Students – Judith Green\/Ana Inés Heras: Identities in Shifting Educational Policy Contexts: The Consequences of Moving from Two Languages, One Community to English Only – Alma Carrasco\/Rollin Kent: Power, Identity and Discourse in the Institutionalization of Basic Education in Mexico – Karen Englander: The Globalized World of English Scientific Publishing: An Analytical Proposal That Situates a Multilingual Scholar – Guadalupe Tinajero-Villavicencio: Bicultural or Intercultural? The Official Discourse and Its Appropriation by Indigenous Teachers in Mexico.","brand":"Peter Lang Publishing Inc","offers":[{"title":"Default Title","offer_id":48885613625687,"sku":"9781433109294","price":89.1,"currency_code":"GBP","in_stock":false}]},{"product_id":"youth-community-inquiry-9781433124044","title":"Youth Community Inquiry","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eYouth Community Inquiry\u003c\/i\u003e offers a detailed look at how young people use new media to help their communities thrive. Chapters address questions about learning, digital technology, and community engagement through the theory of community inquiry. The settings range from a small farming town, to a mostly immigrant community, to inner-city Chicago, and include youth from ages eight to 20. Going beyond works on social media in a narrow sense, the projects in these settings involve the use of varied technologies, such as GPS\/GIS mapping tools, video production, use of archives and databases, podcasts, and Internet radio. The development of inquiry-based activities serves as a record of the diverse experiences and a guide to future projects. The book concludes with an overview of a curriculum that readers may adapt for their own settings.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eContents: Bertram C. Bruce: Community Inquiry – Ching-Chiu Lin\/Karyn M. Mendoza: Youth Interests and Digital Media: 4-H Podcasting Program in Urbana Middle School – Alex Jean-Charles: New Media Technology: Tools of Expression\/Repression in Communities – Nama R. Budhathoki\/Bertram C. Bruce\/Jill Murphy\/Kimberly Rahn: Beyond Human Sensors: The Learning Instincts of Youth Using Geospatial Media – William Patterson\/Shameem Rakha: «Now I Am College Material»: Engaging Students Through Living Reflections of Self-Identity as a Form of Pedagogy – Sally K. Carter\/Shameem Rakha\/Chaebong Nam – TAPping In: Education, Leadership, and Outright Gumption – Chris Ritzo\/Mike Adams: Teen Tech, East St. Louis: Navigating New Community Partnerships – Jeff Bennett\/Robin Fisher: The Learning Never Stops: Creating a Curriculum That Resonates Beyond the Classroom – Patrick W. Berry\/Alexandra Cavallaro\/Elaine Vázquez, Carlos R. DeJesús\/Naomi García: (Re)voicing Teaching, Learning, and Possibility in Paseo Boricua – Chaebong Nam: Youth Asset Mapping: The Empowering and Engaging Youth Project (E2Y) – Jeanie Austin\/Joe Coyle\/Rae-Anne Montague: Creating Collaborative Library Services to Incarcerated Youth – Iván M. Jorrín-Abellán: A Needle in a Haystack: Evaluating YCI – Angela M. Slates\/Ann Peterson Bishop: «It Takes a Community»: Community Inquiry as Emancipatory Scholarship, Indigenous Agency, Performative Inquiry, and Democracy Education – Martin Wolske\/Eric Johnson\/Paul Adams: Citizen Professional Toolkits: Empowering Communities Through Mass Amateurization – Lisa Bouillion Diaz: Youth Community Informatics Curriculum.","brand":"Peter Lang Publishing Inc","offers":[{"title":"Default Title","offer_id":48885616968023,"sku":"9781433124044","price":95.4,"currency_code":"GBP","in_stock":true}]},{"product_id":"a-changing-role-for-the-composer-in-society-a-study-of-the-historical-background-and-current-methodologies-of-creative-music-making-9783039102778","title":"A Changing Role for the Composer in Society: A","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"Verlag Peter Lang","offers":[{"title":"Default Title","offer_id":48889035030871,"sku":"9783039102778","price":57.6,"currency_code":"GBP","in_stock":true}]},{"product_id":"educational-ambitions-in-history-childhood-and-education-in-an-expanding-educational-space-from-the-seventeenth-to-the-twentieth-century-9783631595015","title":"Educational Ambitions in History: Childhood and","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eGrowing educational ambitions, today raised to a historically unprecedented level and shared by parents, the state and educational professionals, seem to not always result in happier children. With more parents apparently becoming more uncertain about their educational capacities, the variety of categories of children at risk is increasing, alongside unprecedented growth in welfare, educational investment, laws on children’s protection and rights, and knowledge about children and education. This book addresses the topic of educational ambitions and spaces in a European context from the 17th century to the present, paying special attention to the Dutch case, from three perspectives. Firstly, it looks at how educational ambitions have changed from the 17th century to the present. Secondly, it looks at the role of the educational space. Finally, it addresses the issue of how the educational ambition of acting in the children’s best interests is connected with the phenomenon of children at risk.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eContents: Educational ambitions and spaces in Europe from the 17th century to the present – The relationship between acting in the children’s best interests and the phenomenon of children at risk – The shifting educational power between parents, state, and educational professionals – Sources and paintings.","brand":"Peter Lang AG","offers":[{"title":"Default Title","offer_id":48889161187671,"sku":"9783631595015","price":38.85,"currency_code":"GBP","in_stock":true}]},{"product_id":"children-with-disabilities-awareness-attitude-and-competencies-of-teachers-9788183561297","title":"Children with Disabilities: Awareness, Attitude","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"Discovery Publishing House","offers":[{"title":"Default Title","offer_id":48889706217815,"sku":"9788183561297","price":13.12,"currency_code":"GBP","in_stock":false}]},{"product_id":"transnational-perspectives-on-culture-policy-and-education-redirecting-cultural-studies-in-neoliberal-times-21-intersections-in-communications-and-transdisciplinary-perspectives-9780820497310","title":"Transnational Perspectives on Culture Policy and","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e«This book clearly demonstrates why it is so crucial for critical analyses to work across disciplinary and geographic borders. Its authors make crucial and insightful contributions to our understanding of cultural politics and education. Cameron McCarthy and Cathryn Teasley are to be commended for the quality of this volume.» (Michael W. Apple, University of Wisconsin, Madison)\u003cbr\u003e «This timely collection speaks to the power of articulating critical cultural agency to the transnational realm in which neoliberal capitalism operates more freely and rapidly than ever. Its strikingly cross-cultural, interdisciplinary authorship tackles some of the most profoundly crucial issues facing educators, policymakers, mass media agents, and the general polities of democratic societies across the globe: issues such as how best to promote social justice ‘culturally’ in an increasingly multicultural, globalized world.» (José Gimeno Sacristán, University of Valencia, Department of Curriculum, Instruction, and School Organization)\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eContents: Cathryn Teasley\/Cameron McCarthy: Introduction: Redirecting and resituating cultural studies in a globalizing world – Álvaro Pina: Freedom, community, and Raymond Williams’s project of a common culture – Susan Harewood: Manning the borders: Blackness, nationalisms, and popular culture – Teresa San Román: Relativism, racism, and philanthropy – Eduardo Terrén: Remaking civic coexistence: Immigration, religion and cultural diversity – Teun A. van Dijk: Elite discourse and institutional racism – Michael D. Giardina\/Cameron McCarthy: The popular racial order of «urban» America: Sport, identity, and the politics of culture – Jin-kyung Park: Governing doped bodies: The World Anti-Doping Agency and the global culture of surveillance – Emily Noelle Ignacio: Pro(fits) of a future not our own: Neoliberal reframings of public discourse on social justice – Jurjo Torres Santomé: School culture and the fight against exclusion: An optimistic curriculum – Mar Rodríguez Romero: Educational change, cultural politics, and social reinvention – Dolores Juliano: The challenges of migration: Anthropology, education, and multiculturalism – Mariano Fernández-Enguita: Ethnic group, class, and gender: Paradoxes in the education of Moroccans and Roma in Spain – Juan José Bueno Aguilar: New racisms in Spanish society – Cathryn Teasley: Roma youth at school: Instituting inclusion from a legacy of exclusion – Cameron McCarthy: Understanding the neoliberal context of race and schooling in the age of globalization – James G. Ladwig: Coda: Terrorism, globalization, schooling, and humanity.","brand":"Peter Lang Publishing Inc","offers":[{"title":"Default Title","offer_id":49083682292055,"sku":"9780820497310","price":24.89,"currency_code":"GBP","in_stock":true}]},{"product_id":"universal-design-in-higher-education-from-principles-to-practice-9781612508160","title":"Universal Design in Higher Education: From","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis second edition of the classic \u003cem\u003eUniversal Design in Higher Education\u003c\/em\u003e 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.\u003cbr\u003e\u003cbr\u003eAs 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.","brand":"Harvard Educational Publishing Group","offers":[{"title":"Default Title","offer_id":49084190785879,"sku":"9781612508160","price":28.86,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781612508160.jpg?v=1725551343"},{"product_id":"european-perspectives-on-disabled-people-behinderte-menschen-aus-europaeischen-blickwinkeln-9783631509173","title":"European Perspectives on Disabled People","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThe book is an optional module within the scope of a European Master course of study about European perspectives on social inclusion. From a German, English, Portuguese, Swedish and Hungarian point of view it focuses on reasons for the exclusion of disabled persons and ethical and legal struggle for a new ascertainment for inclusion. Social political and pedagogic concepts and interventions as well as visions and action strategies for a European social inclusion of disabled persons with full civil rights and unrestricted participation are further topics of the book.\u003cbr\u003e Das Buch ist ein Wahlmodul im Rahmen eines europäischen Masterstudienganges zu europäischen Perspektiven sozialer Inklusion. Es fokussiert aus deutschen, englischen, portugiesischen, schwedischen und ungarischen Blickwinkeln auf Ursachen für Ausgrenzungen behinderter Menschen und ethisches und rechtliches Ringen um Neuvergewisserungen für Inklusion. Sozialpolitische und pädagogische Konzepte und Interventionen sowie Visionen und Handlungsstrategien zu einer europäischen sozialen Inklusion behinderter Menschen mit vollem Bürgerrecht und uneingeschränkter Teilhabe sind weitere Themen dieses Buches.","brand":"Peter Lang GmbH","offers":[{"title":"Default Title","offer_id":49084777202007,"sku":"9783631509173","price":36.86,"currency_code":"GBP","in_stock":true}]},{"product_id":"ethics-in-deaf-education-9780120835225","title":"Ethics in Deaf Education","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eIntroduces and clarifies, in a structured manner, the possible ethical considerations concerning the provision of educational services and habilitation for young children with hearing losses. This book discusses topics that concern parents and professionals who have and work with young children with hearing losses.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"I found it written in a style which was interesting, understandable and easy to read. The illustrative case studies certainly bring the subject to life... The book introduces a wide range of ethical issues in a way which is eminently readable. Specific chapters will certainly be of interest to particular groups of readers, for example teachers of the deaf and other professionals involved with the education of deaf children. This book is not heavy going and in my view is worth having a look at!\"   ENT NEWS\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePreface. Foreword: M. Steer, Service Provision to People with Disabilities: A Deontological Perspective. Contributors. R.G. Beattie, Introduction and Overview. Part I: From Birth to Three Years J.D. Schein, Ethical Considerations in the Demography of Deafness. D. Power, Deafness, Science, Technology, and Ethics. D.M. Martin, M. Rodda, and S. Martin, Mother Tongue\/First Language. E. Stewart and K. Ritter, Ethics of Assessment. Part II: From Three to Six Years A. Weisel, Equality, Excellence, and Parental Choice in the Education of Deaf and Hard of Hearing Children in Israel: Ethics and Balancing Individual, Group, and National Agendas. W. McCracken, Education Placement. G.R. Leigh, Curriculum Considerations. D.A. Stewart, Ethics and the Preparation of Teachers of the Deaf. R.G. Beattie, Thoughts and Projections. Extended Glossary. References. Index.","brand":"Emerald Publishing Limited","offers":[{"title":"Default Title","offer_id":49399824679255,"sku":"9780120835225","price":75.04,"currency_code":"GBP","in_stock":false}]},{"product_id":"ableist-rhetoric-how-we-know-value-and-see-disability-rsa-series-in-transdisciplinary-rhetoric-11-9780271084688","title":"Ableist Rhetoric How We Know Value and See","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eExamines the rhetorical practices that generate and sustain discrimination against disabled people. Demonstrates how ableist values, knowledge, and ways of seeing pervade Western culture and influence social institutions such as law, sport, and religion.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e“Cherney shows how the powerful but mostly invisible rhetoric of ableism shapes beliefs about disability. Carefully argued case studies—from \u003ci\u003eThe Exorcist\u003c\/i\u003e, to the cochlear implant debate, to the Casey Martin controversy—illustrate how ableism operates through the warrants of ‘deviance is evil,’ ‘normal is natural,’ ‘body is able’ and across epistemic, ideological, and visual dimensions. They form the heart of the book, making it accessible and engaging for use in an undergraduate rhetoric or disability studies course.”\u003c\/p\u003e\u003cp\u003e—Cynthia Lewiecki-Wilson,coeditor of \u003ci\u003eEmbodied Rhetorics: Disability in Language and Culture\u003c\/i\u003e\u003c\/p\u003e\u003cbr\u003e\u003cp\u003e“As illustrated in this rich examination of ableism in Western society, ableism’s tendency to adapt to different time periods and zeitgeists while naturalizing itself through rhetorical repetition means that Cherney’s study heralds a new field of inquiry that takes ableism, geographical specificity, and rhetoric as its nexus.”\u003c\/p\u003e\u003cp\u003e—Dominique Salas \u003ci\u003eThe Quarterly Journal of Speech\u003c\/i\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eContents\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eAcknowledgments\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003e1. The Rhetorical Dimensions of Ableism\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003e2. Fearing Disability and the Possession Narrative\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003e3. Ableism and the Cochlear Implant Debate\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003e4. Sport as Ableist Institution\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003e5. 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Demonstrates how ableist values, knowledge, and ways of seeing pervade Western culture and influence social institutions such as law, sport, and religion.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e“Cherney shows how the powerful but mostly invisible rhetoric of ableism shapes beliefs about disability. Carefully argued case studies—from \u003ci\u003eThe Exorcist\u003c\/i\u003e, to the cochlear implant debate, to the Casey Martin controversy—illustrate how ableism operates through the warrants of ‘deviance is evil,’ ‘normal is natural,’ ‘body is able’ and across epistemic, ideological, and visual dimensions. They form the heart of the book, making it accessible and engaging for use in an undergraduate rhetoric or disability studies course.”\u003c\/p\u003e\u003cp\u003e—Cynthia Lewiecki-Wilson,coeditor of \u003ci\u003eEmbodied Rhetorics: Disability in Language and Culture\u003c\/i\u003e\u003c\/p\u003e\u003cbr\u003e\u003cp\u003e“As illustrated in this rich examination of ableism in Western society, ableism’s tendency to adapt to different time periods and zeitgeists while naturalizing itself through rhetorical repetition means that Cherney’s study heralds a new field of inquiry that takes ableism, geographical specificity, and rhetoric as its nexus.”\u003c\/p\u003e\u003cp\u003e—Dominique Salas \u003ci\u003eThe Quarterly Journal of Speech\u003c\/i\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eContents\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eAcknowledgments\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003e1. The Rhetorical Dimensions of Ableism\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003e2. Fearing Disability and the Possession Narrative\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003e3. Ableism and the Cochlear Implant Debate\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003e4. Sport as Ableist Institution\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003e5. A Rhetorical Model of Disability\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003e Notes\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003e Bibliography\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003e Index\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e","brand":"Pennsylvania State University Press","offers":[{"title":"Default Title","offer_id":49400804868439,"sku":"9780271084695","price":26.06,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780271084695.jpg?v=1730471622"},{"product_id":"seeing-voices-9780375704079","title":"Seeing Voices","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eThe renowned neurologist and bestselling author of \u003ci\u003eThe Man Who Mistook His Wife for a Hat \u003c\/i\u003etakes us on a journey into the world of deaf culture, and the underpinnings of the remarkable visual language of the congenitally deaf. \u003cbr\u003e\u003cbr\u003eThis book will shake your preconceptions about the deaf, about language and about thought.... One of the finest and most thoughtful writers of our time. —\u003ci\u003eLos Angeles Times Book Review\u003cbr\u003e\u003c\/i\u003e\u003c\/b\u003e\u003cbr\u003eLike \u003ci\u003eThe Man Who Mistook His Wife for a Hat,\u003c\/i\u003e this is a fascinating voyage into a strange and wonderful land, a provocative meditation on communication, biology, adaptation, and culture.  In \u003ci\u003eSeeing Voices, \u003c\/i\u003eOliver Sacks turns his attention to the subject of deafness, and the result is a deeply felt portrait of a minority struggling for recognition and respect—a minority with its own rich, sometimes astonishing, culture and unique visual language, an extraordinary mode of communication that tells us much about the basis of language in hearing people as well. \u003cbr\u003e\u003cbr\u003e\u003ci\u003eSeeing Voices\u003c\/i\u003e is, as Studs Terkel has written, an exquisite, as well as revelatory, work.","brand":"Random House USA Inc","offers":[{"title":"Default Title","offer_id":49401929597271,"sku":"9780375704079","price":999.99,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780375704079.jpg?v=1730478898"},{"product_id":"the-school-counselors-guide-to-helping-students-with-disabilities-9780470175798","title":"The School Counselors Guide to Helping Students","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eDown-to-earth advice for helping students with disabilities succeed   The School Counselor's Guide to Helping Students with Disabilities  offers school counselors a practical guide for handling the complexities of working with children and youth who have disabilities.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eAcknowledgments xi\u003c\/p\u003e \u003cp\u003eAbout the Authors xiii\u003c\/p\u003e \u003cp\u003ePreface xv\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART ONE COUNSELING STUDENTS WITH DISABILITIES: THE BASICS\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Possibilities and Practicalities 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Role of the School Counselor 6\u003c\/p\u003e \u003cp\u003ePromoting Genuine Inclusion 8\u003c\/p\u003e \u003cp\u003eLooking Out for Students 9\u003c\/p\u003e \u003cp\u003eAddressing the Needs of Stakeholders: Parents, Teachers, and Students 10\u003c\/p\u003e \u003cp\u003eFostering Resilience 13\u003c\/p\u003e \u003cp\u003eAmplified Needs 14\u003c\/p\u003e \u003cp\u003eThe ASCA National Standards Amplification of the Needs of Students with Disabilities 15\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 The Art of Helping Students with Disabilities 23\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEveryday Distortions of People with Physical Disabilities 24\u003c\/p\u003e \u003cp\u003eSpread and Global Evaluations 24\u003c\/p\u003e \u003cp\u003eTypecasting 25\u003c\/p\u003e \u003cp\u003eDistorted Perceptions of Students with Nonvisible Disabilities 28\u003c\/p\u003e \u003cp\u003eGlobal Evaluation and Invisible Disabilities 30\u003c\/p\u003e \u003cp\u003eDiagnosis and Perception 31\u003c\/p\u003e \u003cp\u003ePossibilities: Seeing What Cannot Easily Be Seen 33\u003c\/p\u003e \u003cp\u003ePossibilities: Predicting the Future 34\u003c\/p\u003e \u003cp\u003eSeeing the Student in the Environment 35\u003c\/p\u003e \u003cp\u003eEffective Helping Orientations: Social-Minority Versus Medical Models 37\u003c\/p\u003e \u003cp\u003eHelp That Is Helpful 39\u003c\/p\u003e \u003cp\u003eGetting Comfortable 42\u003c\/p\u003e \u003cp\u003eLogistics 44\u003c\/p\u003e \u003cp\u003eTalking About a Student’s Disability 44\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 School Counseling Programs: Genuine Inclusion 47\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Foundation 48\u003c\/p\u003e \u003cp\u003eInclusion 49\u003c\/p\u003e \u003cp\u003eSameness Is Not Fairness 50\u003c\/p\u003e \u003cp\u003eAbleism 50\u003c\/p\u003e \u003cp\u003eDelivery System 52\u003c\/p\u003e \u003cp\u003eManagement 52\u003c\/p\u003e \u003cp\u003eAccountability 53\u003c\/p\u003e \u003cp\u003eFrom Theory to Practice 53\u003c\/p\u003e \u003cp\u003eTargeted Advocacy 54\u003c\/p\u003e \u003cp\u003eSystemic Advocacy 55\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Protective Legislation and the School Counselor Role 57\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHow We Got Here: A Glimpse Back in Time 59\u003c\/p\u003e \u003cp\u003eThe Spirit of the Law Versus the Letter of the Law 62\u003c\/p\u003e \u003cp\u003eLegislation and the School Counselor’s Responsibilities 63\u003c\/p\u003e \u003cp\u003eStudents Who Qualify for Special Education 64\u003c\/p\u003e \u003cp\u003eReview of the Process That Culminates in the IEP Meeting 71\u003c\/p\u003e \u003cp\u003eImportance of the IEP 72\u003c\/p\u003e \u003cp\u003eDefining the Least Restrictive Environment 72\u003c\/p\u003e \u003cp\u003eBehavior and Discipline: Special IEP Factors 73\u003c\/p\u003e \u003cp\u003eFunctional Behavior Assessment 74\u003c\/p\u003e \u003cp\u003eBehavior Intervention Plan 75\u003c\/p\u003e \u003cp\u003eThe Transition Plan 75\u003c\/p\u003e \u003cp\u003eTranslating It All into Action 77\u003c\/p\u003e \u003cp\u003eSection 504 and 504 Plans 78\u003c\/p\u003e \u003cp\u003eNCLB and IDEA 80\u003c\/p\u003e \u003cp\u003eClaudia’s Story 80\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Partnering with Parents 85\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Glimpse of Common Parental Experiences 86\u003c\/p\u003e \u003cp\u003eStereotypes About Parents 89\u003c\/p\u003e \u003cp\u003eParental Stress 90\u003c\/p\u003e \u003cp\u003eNeglectful and Abusive Parents 91\u003c\/p\u003e \u003cp\u003ePartnering with Parents and Caregivers 92\u003c\/p\u003e \u003cp\u003eWhat Parents Value in Helping Relationships 93\u003c\/p\u003e \u003cp\u003eResponding to Parents’ Needs for Support and Empowerment 94\u003c\/p\u003e \u003cp\u003eCommon Barriers to Developing Collaborative Relationships with Parents 98\u003c\/p\u003e \u003cp\u003eCritical School Transitions and Developmental Stages 98\u003c\/p\u003e \u003cp\u003eElementary School 99\u003c\/p\u003e \u003cp\u003eMiddle School or Junior High School 99\u003c\/p\u003e \u003cp\u003eHigh School 99\u003c\/p\u003e \u003cp\u003ePreparing for Transition 99\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART TWO MEETING THE NEEDS OF STUDENTS WITH  DISABILITIES: ADDRESSING THE AMPLIFIED ASCA DOMAINS\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Meeting Students’ Academic Needs 111\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Purpose of Education and Academic Success 111\u003c\/p\u003e \u003cp\u003eThe Role of High-Stakes Testing 112\u003c\/p\u003e \u003cp\u003eThe Purpose of Inclusion 113\u003c\/p\u003e \u003cp\u003eAmplified Academic Needs 114\u003c\/p\u003e \u003cp\u003eNegative Academic Self-Concepts of Students with Disabilities 116\u003c\/p\u003e \u003cp\u003eTwice-Exceptional Student Issues 118\u003c\/p\u003e \u003cp\u003ePromoting Positive Academic Self-Concepts with Students with  Disabilities 119\u003c\/p\u003e \u003cp\u003eAcademic Interventions 119\u003c\/p\u003e \u003cp\u003eCounseling Interventions 121\u003c\/p\u003e \u003cp\u003eModeling Self-Advocacy 122\u003c\/p\u003e \u003cp\u003ePromoting Inclusion 123\u003c\/p\u003e \u003cp\u003eMind-Sets that Resist Inclusion and Responses to Challenge Them 125\u003c\/p\u003e \u003cp\u003eIdentifying Useful Accommodations and Technology 130\u003c\/p\u003e \u003cp\u003eIncluding Families and Other Natural Supports 134\u003c\/p\u003e \u003cp\u003ePromoting Academic Resilience 136\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Meeting Elementary Students’ Personal and Social Needs 139\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eFostering Social Integration in the Classroom 141\u003c\/p\u003e \u003cp\u003eCreating a Classroom Climate Conducive to Social Integration 142\u003c\/p\u003e \u003cp\u003eResiliency and Self-Concept 156\u003c\/p\u003e \u003cp\u003eSocial Integration Beyond the Classroom 157\u003c\/p\u003e \u003cp\u003eCritical Social School Environments Outside Class 158\u003c\/p\u003e \u003cp\u003eFacilitating Social Integration: Fostering Social Skill Development 163\u003c\/p\u003e \u003cp\u003eSocial Integration, Resiliency, Social Skills, and the IEP 164\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Meeting Adolescent Students’ Personal and Social Needs 167\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIdentity and Self-Esteem 169\u003c\/p\u003e \u003cp\u003eSelf-Esteem Development 169\u003c\/p\u003e \u003cp\u003eForming Identity 171\u003c\/p\u003e \u003cp\u003eSexuality Issues 174\u003c\/p\u003e \u003cp\u003ePersonal Self-Determination and Self-Advocacy 176\u003c\/p\u003e \u003cp\u003eSocial Skills: Basic and Specialized 178\u003c\/p\u003e \u003cp\u003eHigh-Risk Activities 182\u003c\/p\u003e \u003cp\u003eSubstance Abuse 183\u003c\/p\u003e \u003cp\u003eUnwanted Pregnancy and Sexual Abuse 183\u003c\/p\u003e \u003cp\u003eJuvenile Delinquency 184\u003c\/p\u003e \u003cp\u003eSchool Dropout 184\u003c\/p\u003e \u003cp\u003eDignity of Risk and Resiliency 185\u003c\/p\u003e \u003cp\u003eDignity of Risk 185\u003c\/p\u003e \u003cp\u003eResiliency 186\u003c\/p\u003e \u003cp\u003eIntegrating Personal and Social Competencies 187\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Meeting Students’ Career-Planning Needs 189\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAmplified Career Development Needs 190\u003c\/p\u003e \u003cp\u003eWhat Is Realistic? 193\u003c\/p\u003e \u003cp\u003eExpansive Realism in Action 195\u003c\/p\u003e \u003cp\u003eOther Career Development Issues 196\u003c\/p\u003e \u003cp\u003eRole Models and Mentoring 197\u003c\/p\u003e \u003cp\u003eStandardized Career Assessment Instruments 198\u003c\/p\u003e \u003cp\u003eSelf-Determination and Self-Advocacy: Critical Assets in Career Planning 199\u003c\/p\u003e \u003cp\u003eTransitional Planning 200\u003c\/p\u003e \u003cp\u003eState and Federal Vocational Rehabilitation Services 201\u003c\/p\u003e \u003cp\u003eCenters for Independent Living 203\u003c\/p\u003e \u003cp\u003eOn Your Own Without a Net 203\u003c\/p\u003e \u003cp\u003eTransition to Work After High School Ends 204\u003c\/p\u003e \u003cp\u003eStudents with Disabilities and the ADA 204\u003c\/p\u003e \u003cp\u003eSupported Employment for Students with Significant Disabilities 205\u003c\/p\u003e \u003cp\u003eTransition to Postsecondary Education 206\u003c\/p\u003e \u003cp\u003eEntrance Exams 206\u003c\/p\u003e \u003cp\u003eDisclosing Disability Status 207\u003c\/p\u003e \u003cp\u003eChoosing a College or University 208\u003c\/p\u003e \u003cp\u003ePlanning 209\u003c\/p\u003e \u003cp\u003eThe Intangible Benefits of Work for Students with Disabilities 209\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART THREE DISABILITY-SPECIFIC  INFORMATION: IMPLICATIONS AND PRACTICAL APPLICATIONS\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAttention Deficit Hyperactivity Disorder 213\u003c\/p\u003e \u003cp\u003eAnxiety Disorders 219\u003c\/p\u003e \u003cp\u003eAsthma and Allergies 224\u003c\/p\u003e \u003cp\u003eAutism 229\u003c\/p\u003e \u003cp\u003eBipolar Disorder and Depression 234\u003c\/p\u003e \u003cp\u003eCancer 239\u003c\/p\u003e \u003cp\u003eCerebral Palsy 243\u003c\/p\u003e \u003cp\u003eCystic Fibrosis 247\u003c\/p\u003e \u003cp\u003eDeafness and Hearing Disorders 251\u003c\/p\u003e \u003cp\u003eDegenerative Orthopedic Diseases (Muscular Dystrophy) 256\u003c\/p\u003e \u003cp\u003eDiabetes  261\u003c\/p\u003e \u003cp\u003eFetal Alcohol Syndrome  266\u003c\/p\u003e \u003cp\u003eLearning Disabilities  271\u003c\/p\u003e \u003cp\u003eMental Retardation  276\u003c\/p\u003e \u003cp\u003eOppositional Defiant Disorder\/Conduct Disorder  280\u003c\/p\u003e \u003cp\u003eOther Orthopedic Impairments  284\u003c\/p\u003e \u003cp\u003eSeizures  289\u003c\/p\u003e \u003cp\u003eSpeech and Language Disorders  294\u003c\/p\u003e \u003cp\u003eSpina Bifida  300\u003c\/p\u003e \u003cp\u003eTraumatic Brain Injury  303\u003c\/p\u003e \u003cp\u003eVisual Impairments  308\u003c\/p\u003e \u003cp\u003eConclusion 313\u003c\/p\u003e \u003cp\u003eNotes 317\u003c\/p\u003e \u003cp\u003eReferences 331\u003c\/p\u003e \u003cp\u003eIndex 349\u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":49402298990935,"sku":"9780470175798","price":22.94,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780470175798.jpg?v=1730479989"},{"product_id":"overcoming-dyslexia-for-dummies-9780471752851","title":"Overcoming Dyslexia For Dummies","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eAffecting one in every ten people, dyslexia is the most common cause of reading, writing, and spelling difficulties. This friendly guide shows parents how to identify the signs of dyslexia, choose among dyslexia treatment options, and find an individualized education program for their child.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eIntroduction 1\u003c\/p\u003e \u003cp\u003eAbout This Book 1\u003c\/p\u003e \u003cp\u003eConventions Used in This Book 2\u003c\/p\u003e \u003cp\u003eWhat You’re Not to Read 3\u003c\/p\u003e \u003cp\u003eFoolish Assumptions 3\u003c\/p\u003e \u003cp\u003eHow This Book Is Organized 3\u003c\/p\u003e \u003cp\u003ePart I: Figuring Out What Dyslexia Is All About 4\u003c\/p\u003e \u003cp\u003ePart II: Determining When to Get a Diagnosis 4\u003c\/p\u003e \u003cp\u003ePart III: Exploring Your Options for Schools and Programs 4\u003c\/p\u003e \u003cp\u003ePart IV: Taking Part in Your Child’s Treatment 5\u003c\/p\u003e \u003cp\u003ePart V: Moving beyond the Childhood Years 5\u003c\/p\u003e \u003cp\u003ePart VI: The Part of Tens 5\u003c\/p\u003e \u003cp\u003ePart VII: Appendixes 5\u003c\/p\u003e \u003cp\u003eIcons Used in This Book 5\u003c\/p\u003e \u003cp\u003eWhere to Go from Here 6\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart I: Figuring Out What Dyslexia Is All About 7\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1: Understanding the Basics of Dyslexia 9\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDefining Dyslexia in Plain Terms 10\u003c\/p\u003e \u003cp\u003eZeroing In on the Symptoms of Dyslexia 11\u003c\/p\u003e \u003cp\u003eDeciding When to Have Your Child Tested 12\u003c\/p\u003e \u003cp\u003eExploring Different Schools and Programs for Your Child 13\u003c\/p\u003e \u003cp\u003eHelping Your Child with Activities at Home 14\u003c\/p\u003e \u003cp\u003eWatching Your Dyslexic Child Grow 16\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2: Pinpointing What Dyslexia Is (And Isn’t) 17\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eUnderstanding the Real Meaning of “Dyslexia” 17\u003c\/p\u003e \u003cp\u003eLooking at the straight facts 17\u003c\/p\u003e \u003cp\u003eMoving away from common misconceptions 18\u003c\/p\u003e \u003cp\u003eClassifying dyslexia as a “learning disability” 19\u003c\/p\u003e \u003cp\u003eInvestigating the Causes of Dyslexia 20\u003c\/p\u003e \u003cp\u003eWeighing up brain research 20\u003c\/p\u003e \u003cp\u003eGetting into genetics 22\u003c\/p\u003e \u003cp\u003eBreaking Down Dyslexia into Different Types 23\u003c\/p\u003e \u003cp\u003eLooking at Other “Dys” Conditions Related to Dyslexia 24\u003c\/p\u003e \u003cp\u003eDysgraphia: Difficulty with writing 24\u003c\/p\u003e \u003cp\u003eDyscalculia: Difficulty with math 25\u003c\/p\u003e \u003cp\u003eDyspraxia: Difficulty with motor skills 25\u003c\/p\u003e \u003cp\u003eComparing Dyslexia to ADD and ADHD 26\u003c\/p\u003e \u003cp\u003eExamining ADD 27\u003c\/p\u003e \u003cp\u003eChecking out ADHD 28\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3: Being Alert to Symptoms of Dyslexia at Any Age 29\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eUnderstanding Why It’s Important to Look for Signs 30\u003c\/p\u003e \u003cp\u003eAppreciating that dyslexia is unexpected 30\u003c\/p\u003e \u003cp\u003eBeing savvy about screening tests and what one teacher can do 31\u003c\/p\u003e \u003cp\u003eAvoiding the “wait awhile” trap 32\u003c\/p\u003e \u003cp\u003eNoticing Your Preschooler’s Late Development 32\u003c\/p\u003e \u003cp\u003eWatching Your School-Age Child Fade 33\u003c\/p\u003e \u003cp\u003eRecognizing Signs of Dyslexia at Older Ages 35\u003c\/p\u003e \u003cp\u003eSeeking out signs in teenagers 35\u003c\/p\u003e \u003cp\u003eAcknowledging adult symptoms 36\u003c\/p\u003e \u003cp\u003eReferring to Your Family’s History 37\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart II: Determining When to Get a Diagnosis 39\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4: Watching Your Child Carefully at a Young Age 41\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eKeeping a Close Eye on Early Skills 41\u003c\/p\u003e \u003cp\u003eTalking late and unclearly 42\u003c\/p\u003e \u003cp\u003eBattling ear infections 43\u003c\/p\u003e \u003cp\u003eSeeing a range of vision problems 44\u003c\/p\u003e \u003cp\u003eHaving trouble with playing and dressing 46\u003c\/p\u003e \u003cp\u003eDisplaying weak pre-reading skills 47\u003c\/p\u003e \u003cp\u003eEngaging in Pre-Reading Activities at Home 48\u003c\/p\u003e \u003cp\u003eDeveloping print awareness 48\u003c\/p\u003e \u003cp\u003eZeroing in on phonemic and phonics skills 48\u003c\/p\u003e \u003cp\u003ePreparing Your Child for Kindergarten 51\u003c\/p\u003e \u003cp\u003eStirring up good feelings about school 51\u003c\/p\u003e \u003cp\u003eHelping your child with language skills 52\u003c\/p\u003e \u003cp\u003eNurturing other academic skills 52\u003c\/p\u003e \u003cp\u003eEncouraging fine motor skills 53\u003c\/p\u003e \u003cp\u003eShowing your child what’s sociable 54\u003c\/p\u003e \u003cp\u003ePutting your child in charge of his personal information 54\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5: Acting Quickly with Your School-Age Child 55\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eUnderstanding Why a Quick Response to Reading Problems Is Critical 55\u003c\/p\u003e \u003cp\u003eNoticing Dyslexic-like Behaviors at Home 57\u003c\/p\u003e \u003cp\u003eStruggling with written words 57\u003c\/p\u003e \u003cp\u003eFeeling unhappy 58\u003c\/p\u003e \u003cp\u003eBeing disorganized 58\u003c\/p\u003e \u003cp\u003eAsking Your Child’s Teacher to Look for Dyslexic-like Behaviors in Class 59\u003c\/p\u003e \u003cp\u003eLaboring with reading 60\u003c\/p\u003e \u003cp\u003eWriting with difficulty 61\u003c\/p\u003e \u003cp\u003eMaking predictable spelling errors 62\u003c\/p\u003e \u003cp\u003eCoping with other classroom tasks and issues 63\u003c\/p\u003e \u003cp\u003eBehaving unusually 63\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6: Testing Your Child for Dyslexia 65\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDeciding When to Get a Diagnosis 66\u003c\/p\u003e \u003cp\u003eExamining Different Kinds of Tests 67\u003c\/p\u003e \u003cp\u003eLooking at language tests for preschoolers 67\u003c\/p\u003e \u003cp\u003eMaking sense of vision and hearing tests 68\u003c\/p\u003e \u003cp\u003eSurveying early screening tests 69\u003c\/p\u003e \u003cp\u003eUnderstanding IQ tests 70\u003c\/p\u003e \u003cp\u003ePicking out performance tests 71\u003c\/p\u003e \u003cp\u003eCharging up for a test battery 73\u003c\/p\u003e \u003cp\u003eChoosing Your Test Administrator Wisely 74\u003c\/p\u003e \u003cp\u003eSelecting a specialist within your child’s school district 74\u003c\/p\u003e \u003cp\u003eInvestigating independent testers outside your child’s school district 75\u003c\/p\u003e \u003cp\u003ePreparing Your Child (And Yourself) for Testing 77\u003c\/p\u003e \u003cp\u003eReceiving Test Results and Putting Them to Work 78\u003c\/p\u003e \u003cp\u003eBreaking down terminology in test results 79\u003c\/p\u003e \u003cp\u003eFinding out that your child has an LD 80\u003c\/p\u003e \u003cp\u003eDiscovering that your child won’t be recognized as having an LD 81\u003c\/p\u003e \u003cp\u003eLooking at Your Options When You Decide Not to Test 85\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart III: Exploring Your Options for Schools and Programs 87\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7: Choosing the Best School for Your Child 89\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eQuestioning the Kind of School Your Child Needs 90\u003c\/p\u003e \u003cp\u003eLooking at What a Traditional Public School Offers 92\u003c\/p\u003e \u003cp\u003eSupplying assessment services 92\u003c\/p\u003e \u003cp\u003eHoming in on school programs 92\u003c\/p\u003e \u003cp\u003eGiving help above and beyond the classroom 96\u003c\/p\u003e \u003cp\u003eProviding sensitivity to your child’s needs 97\u003c\/p\u003e \u003cp\u003eMeeting the Staff in a Traditional Public School 99\u003c\/p\u003e \u003cp\u003eFamiliarizing yourself with the classroom teacher 99\u003c\/p\u003e \u003cp\u003eAcquainting yourself with the resource teacher 101\u003c\/p\u003e \u003cp\u003eChecking out school specialists 102\u003c\/p\u003e \u003cp\u003ePaying special attention to the support staff 103\u003c\/p\u003e \u003cp\u003eTaking note of the principal 103\u003c\/p\u003e \u003cp\u003eGetting the Scoop on Alternative Schooling 104\u003c\/p\u003e \u003cp\u003eFinding out about charter schools 104\u003c\/p\u003e \u003cp\u003eFeeling the pull of magnet schools 105\u003c\/p\u003e \u003cp\u003eChoosing a private school 105\u003c\/p\u003e \u003cp\u003eExamining Montessori schools 106\u003c\/p\u003e \u003cp\u003eWalking the Waldorf (or Steiner) path 106\u003c\/p\u003e \u003cp\u003eDeciding on a school for dyslexics 107\u003c\/p\u003e \u003cp\u003eThinking about home schooling 108\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8: Investigating the Individualized Education Program 113\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eProbing into the Basics of an IEP 113\u003c\/p\u003e \u003cp\u003eThe nuts and bolts of an IEP meeting 114\u003c\/p\u003e \u003cp\u003eThe fine print of an IEP document 115\u003c\/p\u003e \u003cp\u003eEnsuring a Successful IEP Meeting 117\u003c\/p\u003e \u003cp\u003ePreparing yourself 117\u003c\/p\u003e \u003cp\u003eMaking the meeting work for you 119\u003c\/p\u003e \u003cp\u003eSurveying the Services That Your Child Receives with an IEP 120\u003c\/p\u003e \u003cp\u003eLooking at the Legal Nitty-Gritty of IEPs 121\u003c\/p\u003e \u003cp\u003eExamining the acts governing IEPs 121\u003c\/p\u003e \u003cp\u003eKnowing your rights — and your child’s 123\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9: Securing Help without an Individualized Education Program 125\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMaking the Most of Choices in School 125\u003c\/p\u003e \u003cp\u003eLooking for Help Outside School 126\u003c\/p\u003e \u003cp\u003eScoping out specialized dyslexia therapies 126\u003c\/p\u003e \u003cp\u003eConsidering dyslexia clinics 127\u003c\/p\u003e \u003cp\u003ePaying an individual tutor 128\u003c\/p\u003e \u003cp\u003eOpting for a general learning center 130\u003c\/p\u003e \u003cp\u003eGiving Academic Support at Home 134\u003c\/p\u003e \u003cp\u003eLetting your child take the lead with homework 134\u003c\/p\u003e \u003cp\u003eSetting up homework management methods 135\u003c\/p\u003e \u003cp\u003eUsing technology 137\u003c\/p\u003e \u003cp\u003eSteering clear of a math meltdown 141\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10: Working Productively with Your Child’s Teacher 143\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eRequesting and Preparing for a Conference 144\u003c\/p\u003e \u003cp\u003eAsking the teacher to meet 144\u003c\/p\u003e \u003cp\u003eAssembling important info 145\u003c\/p\u003e \u003cp\u003eDetermining whether to bring your child 145\u003c\/p\u003e \u003cp\u003eKeeping a Conference on Track and Following Up Smartly 146\u003c\/p\u003e \u003cp\u003eCreating a positive mood 146\u003c\/p\u003e \u003cp\u003eEmphasizing your child’s needs 147\u003c\/p\u003e \u003cp\u003ePushing your points firmly 148\u003c\/p\u003e \u003cp\u003eAdhering to the teacher’s goals 149\u003c\/p\u003e \u003cp\u003eTaking action after a conference 149\u003c\/p\u003e \u003cp\u003eComing Up with Cool Accommodations 150\u003c\/p\u003e \u003cp\u003eUnderstanding oral instructions clearly 151\u003c\/p\u003e \u003cp\u003eReading large amounts of text 151\u003c\/p\u003e \u003cp\u003eComprehending text 152\u003c\/p\u003e \u003cp\u003eWriting large amounts of text 152\u003c\/p\u003e \u003cp\u003eCopying from the board with ease 153\u003c\/p\u003e \u003cp\u003eSpelling successfully 153\u003c\/p\u003e \u003cp\u003eFinishing classroom work and homework on time 154\u003c\/p\u003e \u003cp\u003eAvoiding Dyslexic Land Mines with a Teacher’s Help 154\u003c\/p\u003e \u003cp\u003eBeing graded, tested, and (worst) retained 154\u003c\/p\u003e \u003cp\u003eLearning in parrot fashion 158\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart IV: Taking Part in Your Child’s Treatment 159\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 11: Putting Memorizing, Visualizing, and Rhyming to Good Use 161\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOne by One: Starting with Single Letters 161\u003c\/p\u003e \u003cp\u003eDrawing pictures into vowels 162\u003c\/p\u003e \u003cp\u003eKnocking b and d into shape 163\u003c\/p\u003e \u003cp\u003ePutting P in its place 165\u003c\/p\u003e \u003cp\u003eLetters Joining Forces: Getting on Top of a Few Good Spelling Rules 165\u003c\/p\u003e \u003cp\u003eBlatantly Bossy e 166\u003c\/p\u003e \u003cp\u003eExtroverted and introverted vowels 168\u003c\/p\u003e \u003cp\u003eAn old favorite: “i before e except after c” 169\u003c\/p\u003e \u003cp\u003eI Know You! Having Fun with Sight Words 171\u003c\/p\u003e \u003cp\u003eTen at a time 172\u003c\/p\u003e \u003cp\u003ePicture this 173\u003c\/p\u003e \u003cp\u003eBang! 174\u003c\/p\u003e \u003cp\u003eWord roll 174\u003c\/p\u003e \u003cp\u003eFive up 175\u003c\/p\u003e \u003cp\u003eBingo 175\u003c\/p\u003e \u003cp\u003eDo You See the Sea? Distinguishing between Sound-Alike Words 176\u003c\/p\u003e \u003cp\u003eThe Hard Stuff: Remembering Especially Tricky Words 178\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 12: Playing with Phonics 179\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eEmphasizing Single Letters 179\u003c\/p\u003e \u003cp\u003eCozying up with consonants 180\u003c\/p\u003e \u003cp\u003eTaking a long look at short vowels 181\u003c\/p\u003e \u003cp\u003eIntroducing letters by name 182\u003c\/p\u003e \u003cp\u003eBuilding Three-Letter Words in Word Families 182\u003c\/p\u003e \u003cp\u003ePutting together “at” 183\u003c\/p\u003e \u003cp\u003eMoving on up with “bat,” “cat,” “fat,” and more 183\u003c\/p\u003e \u003cp\u003eRunning through additional word families 184\u003c\/p\u003e \u003cp\u003eMixing It Up with Blended Consonants 184\u003c\/p\u003e \u003cp\u003eBlends at the beginning 185\u003c\/p\u003e \u003cp\u003eBlends at the end 185\u003c\/p\u003e \u003cp\u003eDelving into Digraphs 187\u003c\/p\u003e \u003cp\u003eMastering Tricky Vowel Sounds 189\u003c\/p\u003e \u003cp\u003eOpening up to long vowels 190\u003c\/p\u003e \u003cp\u003eHearing “y” sound like a vowel 190\u003c\/p\u003e \u003cp\u003eSurveying schwa vowels 192\u003c\/p\u003e \u003cp\u003eSingling out sound-alike chunks featuring vowels 193\u003c\/p\u003e \u003cp\u003ePartnering vowels with “r” 196\u003c\/p\u003e \u003cp\u003eLopping vowels off the ends of words 197\u003c\/p\u003e \u003cp\u003eBringing Consonants under Control 198\u003c\/p\u003e \u003cp\u003eUnmasking consonants in disguise 198\u003c\/p\u003e \u003cp\u003eSounding out the softies 199\u003c\/p\u003e \u003cp\u003eSpotting the silent types 202\u003c\/p\u003e \u003cp\u003eDoubling up 203\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 13: Sprinting Ahead with Reading Basics and Practice 205\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSee Jane Read: Looking at Reading Fundamentals 205\u003c\/p\u003e \u003cp\u003eBeing quick to recognize sight words 206\u003c\/p\u003e \u003cp\u003eFeeling good about phonics 207\u003c\/p\u003e \u003cp\u003eUnderstanding about comprehension 207\u003c\/p\u003e \u003cp\u003eIn the Habit: Establishing a Happy Reading Routine 209\u003c\/p\u003e \u003cp\u003ePage after Page: Using Special Strategies for Reading Success 211\u003c\/p\u003e \u003cp\u003eChoosing the right books 212\u003c\/p\u003e \u003cp\u003eReading to your child first 215\u003c\/p\u003e \u003cp\u003ePairing up to read 216\u003c\/p\u003e \u003cp\u003eRunning through multiple readings 217\u003c\/p\u003e \u003cp\u003eNice and Gentle: Handling Your Child’s Difficulties with Kindness 219\u003c\/p\u003e \u003cp\u003eKnowing when to give a quick answer 219\u003c\/p\u003e \u003cp\u003eHaving your child figure a word out when the time is right 220\u003c\/p\u003e \u003cp\u003eHelping your child find contextual cues 220\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 14: Taking Advantage of Multisensory Methods 223\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eBringing the Term “Multisensory” Down to Earth 223\u003c\/p\u003e \u003cp\u003eDistinguishing multisensory teaching from traditional methods 224\u003c\/p\u003e \u003cp\u003eFitting together “multisensory” and “structured and sequential” teaching 225\u003c\/p\u003e \u003cp\u003eSetting the Stage for Multisensory Success 226\u003c\/p\u003e \u003cp\u003eMaking Homework Multisensory 227\u003c\/p\u003e \u003cp\u003eSetting up a happier homework environment 227\u003c\/p\u003e \u003cp\u003eHelping your child understand new information 228\u003c\/p\u003e \u003cp\u003eHaving Practical Stuff for Playing at Your Fingertips 229\u003c\/p\u003e \u003cp\u003eModeling clay 229\u003c\/p\u003e \u003cp\u003eGummy mixtures 229\u003c\/p\u003e \u003cp\u003eSandpaper 230\u003c\/p\u003e \u003cp\u003eLaminate 230\u003c\/p\u003e \u003cp\u003eScissors 231\u003c\/p\u003e \u003cp\u003eFlashcards 231\u003c\/p\u003e \u003cp\u003eBoard games 233\u003c\/p\u003e \u003cp\u003eComputer games 234\u003c\/p\u003e \u003cp\u003eOther great tools to have on hand 234\u003c\/p\u003e \u003cp\u003eWorking Physical Activity into Your Child’s Routine 235\u003c\/p\u003e \u003cp\u003eExperimenting with Alternative Multisensory Treatments 236\u003c\/p\u003e \u003cp\u003eColoring pages of text 236\u003c\/p\u003e \u003cp\u003eReading a new font 237\u003c\/p\u003e \u003cp\u003eListening to different messages in each ear 237\u003c\/p\u003e \u003cp\u003eEating fish 238\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 15: Handling Everyday Activities and Difficulties 239\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTalking Your Child into Feeling Good 240\u003c\/p\u003e \u003cp\u003eUnderstanding your child’s feelings 240\u003c\/p\u003e \u003cp\u003eListening carefully 241\u003c\/p\u003e \u003cp\u003eEmpowering your child 243\u003c\/p\u003e \u003cp\u003eResponding calmly to your child’s mistakes 244\u003c\/p\u003e \u003cp\u003eHelping Your Child with Space, Time, and Sequence 245\u003c\/p\u003e \u003cp\u003eSpacing out 246\u003c\/p\u003e \u003cp\u003eTiming is everything 250\u003c\/p\u003e \u003cp\u003eFollowing a sequence 252\u003c\/p\u003e \u003cp\u003eMaintaining Harmony in the Home 254\u003c\/p\u003e \u003cp\u003eSharing the load 254\u003c\/p\u003e \u003cp\u003eToeing the line 254\u003c\/p\u003e \u003cp\u003eStrengthening bonds between siblings 255\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart V: Moving beyond the Childhood Years 257\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 16: Assisting Dyslexic Teens 259\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eInstilling New Life Skills 259\u003c\/p\u003e \u003cp\u003eAiming for high self-esteem 260\u003c\/p\u003e \u003cp\u003eFostering more independence at home 261\u003c\/p\u003e \u003cp\u003eMaking time for rest and play 262\u003c\/p\u003e \u003cp\u003eGetting behind the driver’s wheel 262\u003c\/p\u003e \u003cp\u003eFacing School Challenges Head-On 263\u003c\/p\u003e \u003cp\u003eMoving toward self-reliance with schoolwork 263\u003c\/p\u003e \u003cp\u003eEnforcing order on those files 264\u003c\/p\u003e \u003cp\u003eStaying on top of all the reading and writing 264\u003c\/p\u003e \u003cp\u003eTaking notes 266\u003c\/p\u003e \u003cp\u003eStudying the right foreign language 268\u003c\/p\u003e \u003cp\u003eGiving great speeches 270\u003c\/p\u003e \u003cp\u003ePlanning for college and jobs 270\u003c\/p\u003e \u003cp\u003eEncouraging the Development of Work Skills 271\u003c\/p\u003e \u003cp\u003eKeeping up with extracurricular activities 271\u003c\/p\u003e \u003cp\u003eDoing some good with community service 272\u003c\/p\u003e \u003cp\u003eFinding a part-time job 272\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 17: Heading Off to College 275\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eKeeping a Well-Stocked Portfolio 275\u003c\/p\u003e \u003cp\u003eProviding proof of dyslexia 276\u003c\/p\u003e \u003cp\u003eGathering academic results 277\u003c\/p\u003e \u003cp\u003eGiving evidence of school and community involvement 281\u003c\/p\u003e \u003cp\u003eResearching Majors and Schools 282\u003c\/p\u003e \u003cp\u003eDeciding on potential fields of interest 282\u003c\/p\u003e \u003cp\u003eExamining different types of colleges 282\u003c\/p\u003e \u003cp\u003eFocusing on Target Schools 284\u003c\/p\u003e \u003cp\u003eTouring campuses 284\u003c\/p\u003e \u003cp\u003eAsking about disability programs 285\u003c\/p\u003e \u003cp\u003eHandling the Application and Interview Process 285\u003c\/p\u003e \u003cp\u003eCompleting applications with ease 286\u003c\/p\u003e \u003cp\u003eImpressing interviewers 287\u003c\/p\u003e \u003cp\u003ePicking the Winning School 288\u003c\/p\u003e \u003cp\u003eFinding Help with Financing 289\u003c\/p\u003e \u003cp\u003eSuccessfully Keeping Up with Grades 291\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 18: Succeeding with Dyslexia in Adulthood 293\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eBenefiting from a Late Diagnosis 293\u003c\/p\u003e \u003cp\u003eLooking at Helpful Programs and Treatments for Adults 295\u003c\/p\u003e \u003cp\u003eHeading to the classroom 296\u003c\/p\u003e \u003cp\u003eImproving your reading skills at home 296\u003c\/p\u003e \u003cp\u003eKnowing Your Workplace Rights as a Dyslexic Adult 297\u003c\/p\u003e \u003cp\u003eMaking small accommodations for big results 298\u003c\/p\u003e \u003cp\u003eReceiving reliable advice 299\u003c\/p\u003e \u003cp\u003eKeeping Family and Friends in the Frame 299\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart VI: The Part of Tens 301\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 19: Ten Tools for Making a Dyslexic’s Life Easier 303\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Pencil Grip 303\u003c\/p\u003e \u003cp\u003ePens with Erasable Ink 303\u003c\/p\u003e \u003cp\u003eColored Files and Other Handy Items 304\u003c\/p\u003e \u003cp\u003eA Wristwatch 304\u003c\/p\u003e \u003cp\u003eA Pocket Spell Checker 304\u003c\/p\u003e \u003cp\u003eA Cell Phone and a Personal Organizer 305\u003c\/p\u003e \u003cp\u003eBooks on Tape (Or CD) 305\u003c\/p\u003e \u003cp\u003eA Photocopier 305\u003c\/p\u003e \u003cp\u003eA Word Processor and the Internet 306\u003c\/p\u003e \u003cp\u003eSpeech-to-Text Software 306\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 20: Ten Well-Known Dyslexia Programs and Treatments 307\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOrton-Gillingham and Other Phonics-Based Reading Programs 307\u003c\/p\u003e \u003cp\u003eTreatments That Tune into Sounds 308\u003c\/p\u003e \u003cp\u003eBerard Auditory Integration Training (AIT) 308\u003c\/p\u003e \u003cp\u003eFast ForWord Language 309\u003c\/p\u003e \u003cp\u003eEarobics 310\u003c\/p\u003e \u003cp\u003eTomatis 310\u003c\/p\u003e \u003cp\u003eTreatments That Focus on Vision 311\u003c\/p\u003e \u003cp\u003eDavis Dyslexia Correction 311\u003c\/p\u003e \u003cp\u003eThe Irlen Method 311\u003c\/p\u003e \u003cp\u003eTreatments That Get Physical 312\u003c\/p\u003e \u003cp\u003eBalametrics 312\u003c\/p\u003e \u003cp\u003eBrain Gym 312\u003c\/p\u003e \u003cp\u003eThe DORE Program 313\u003c\/p\u003e \u003cp\u003eLindamood-Bell Learning Processes 313\u003c\/p\u003e \u003cp\u003eAudiblox 314\u003c\/p\u003e \u003cp\u003ePACE 314\u003c\/p\u003e \u003cp\u003eAll Kinds of Minds 315\u003c\/p\u003e \u003cp\u003eThe Feingold Program 315\u003c\/p\u003e \u003cp\u003eLevinson Medical Centers 316\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart VII: Appendixes 317\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eAppendix A: An Informal Assessment of Phonemic Awareness and Phonics Skills 319\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePicking Out Pre-Reading Skills 320\u003c\/p\u003e \u003cp\u003eVisual discrimination 320\u003c\/p\u003e \u003cp\u003eAuditory discrimination 321\u003c\/p\u003e \u003cp\u003ePhonemic awareness 323\u003c\/p\u003e \u003cp\u003eExamining Early Reading Skills 324\u003c\/p\u003e \u003cp\u003eKnowing single letters 325\u003c\/p\u003e \u003cp\u003eTrying three-letter words with short vowels 325\u003c\/p\u003e \u003cp\u003eBlending letters 326\u003c\/p\u003e \u003cp\u003eDiving into digraphs 327\u003c\/p\u003e \u003cp\u003eTesting for Independent Reading Skills 327\u003c\/p\u003e \u003cp\u003eLooking at long and short vowels 328\u003c\/p\u003e \u003cp\u003eGetting the hang of y endings 328\u003c\/p\u003e \u003cp\u003eSorting out vowel combinations 329\u003c\/p\u003e \u003cp\u003eSpotting soft and hard letters 330\u003c\/p\u003e \u003cp\u003eWatching out for silent letters 330\u003c\/p\u003e \u003cp\u003ePlacing vowels before r 331\u003c\/p\u003e \u003cp\u003e\u003cb\u003eAppendix B: Contacts and Resources 333\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eGetting General Information Online or by Voice Mail 333\u003c\/p\u003e \u003cp\u003eFive general Web sites to start you off 333\u003c\/p\u003e \u003cp\u003eFive big organizations 334\u003c\/p\u003e \u003cp\u003eTalking to Someone Directly 335\u003c\/p\u003e \u003cp\u003eChecking Your Child’s Eyes, Ears, and Mouth 336\u003c\/p\u003e \u003cp\u003eSurveying Self-Tests 336\u003c\/p\u003e \u003cp\u003eFocusing on Alternative Schooling and School Reading Programs 337\u003c\/p\u003e \u003cp\u003eSchools 337\u003c\/p\u003e \u003cp\u003eSchool reading programs 338\u003c\/p\u003e \u003cp\u003eLaying Down the Law 339\u003c\/p\u003e \u003cp\u003eFinding Independent Programs, Therapists, and Learning Centers 339\u003c\/p\u003e \u003cp\u003eDyslexia treatments 339\u003c\/p\u003e \u003cp\u003eTherapists and tutors 340\u003c\/p\u003e \u003cp\u003eDyslexia clinics 341\u003c\/p\u003e \u003cp\u003eGeneral learning centers 341\u003c\/p\u003e \u003cp\u003eTrying Technology 342\u003c\/p\u003e \u003cp\u003eLending a Hand to Teens, College Students, and Adults 343\u003c\/p\u003e \u003cp\u003eCollege entrance exams and other tests 343\u003c\/p\u003e \u003cp\u003eCollege and general education information 343\u003c\/p\u003e \u003cp\u003eFinancial aid and scholarships 344\u003c\/p\u003e \u003cp\u003eJobs and other life skills 345\u003c\/p\u003e \u003cp\u003eAt-home dyslexia programs 345\u003c\/p\u003e \u003cp\u003eIndex 347\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":49402669269335,"sku":"9780471752851","price":999.99,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780471752851.jpg?v=1730481174"},{"product_id":"dictionary-of-british-sign-language-compiled-by-the-british-deaf-association-9780571143467","title":"Dictionary of British Sign Language Compiled by","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eBritish 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.\u003cbr\u003e\u003cbr\u003e  This is the first major B.S.L.\/English Dictionary to be 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It offers a wealth of practical strategies and activities to enhance key skills, including personal safety, advanced dressing, personal hygiene, dealing with puberty, social skills, time, money and organisational skills, eating, drinking and food preparation skills, and the transition to secondary school.\u003c\/p\u003e\u003cp\u003eThis book:\u003c\/p\u003e\u003cul\u003e\u003cli\u003eAddresses the main independent living skills areas for vision impaired children in middle childhood, by providing simple explanations of skills and offering practical strategies and techniques to support progression onto the \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eCommon Terms used in this book\u003c\/p\u003e\n\u003cp\u003ePART 1\u003c\/p\u003e\n\u003cp\u003eIntroduction\u003c\/p\u003e\n\u003cp\u003ePART 2\u003c\/p\u003e\n\u003cp\u003eSection 1. Personal Safety \u003c\/p\u003e\n\u003cp\u003eSection 2. Dressing and Fastenings \u003c\/p\u003e\n\u003cp\u003eSection 3. Puberty and Personal hygiene \u003c\/p\u003e\n\u003cp\u003eSection 4. Building Social skills \u003c\/p\u003e\n\u003cp\u003eSection 5. Time and organisational skills \u003c\/p\u003e\n\u003cp\u003eSections 6. and 7 Money and Shopping skills \u003c\/p\u003e\n\u003cp\u003eSection 8. Eating and drinking \u003c\/p\u003e\n\u003cp\u003eSection 9 and 10.Food preparation and snacks and drinks \u003c\/p\u003e\n\u003cp\u003eSection 11. Household chores\u003c\/p\u003e\n\u003cp\u003eSection 12. 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Griffiths Research Award Winner\u003c\/i\u003e\u003c\/b\u003e\u003cbr\u003e\u003cb\u003e\u003cbr\u003eAn expansive volume presenting crip approaches to writing, research, and publishing. \u003c\/b\u003e\u003cbr\u003e \u003ci\u003eCrip Authorship: Disability as Method\u003c\/i\u003e 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.\u003cbr\u003eStarting 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. \u003cbr\u003e The \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eCrip Authorship\u003c\/i\u003e 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. \u003ci\u003eCrip Authorship\u003c\/i\u003e 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 *\u003cbr\u003eThis is a fantastic, urgent, singular, and kaleidoscopic book. \u003ci\u003eCrip Authorship \u003c\/i\u003euses disability to explode the very idea of method: this is a book about research, but also about writing, thinking, publishing, and inhabiting. \u003ci\u003eCrip Authorship\u003c\/i\u003e 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 *\u003cbr\u003eThis 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 *\u003cbr\u003eThis illuminating collection of essays focuses on the variety and value of crip creation, methodology, writing and research. 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This edition includes two new chapters, additional new information, a new user-friendly web resource, and more than double the teaching units (38 units, up from 17). \u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003e\u003ci\u003ePart I: Understanding Inclusion\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 1:\u003c\/b\u003e Inclusion in Physical Education \u003c\/p\u003e\u003cp\u003e Legislative Mandates: A Historical Perspective \u003c\/p\u003e\u003cp\u003e Placement Options in Physical Education \u003c\/p\u003e\u003cp\u003e Roles and Responsibilities of General Physical Education Teachers \u003c\/p\u003e\u003cp\u003e Roles and Responsibilities of Adapted Physical Education Specialists \u003c\/p\u003e\u003cp\u003e Effectiveness of Inclusion \u003c\/p\u003e\u003cp\u003e Summary \u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 2:\u003c\/b\u003e Assessment: The Cornerstone of Effective Instruction \u003c\/p\u003e\u003cp\u003e Features of Effective Assessment \u003c\/p\u003e\u003cp\u003e Traditional Assessment Techniques \u003c\/p\u003e\u003cp\u003e Authentic Assessment \u003c\/p\u003e\u003cp\u003e Alternative Assessment \u003c\/p\u003e\u003cp\u003e Summary \u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 3:\u003c\/b\u003e The Placement Process in Physical Education \u003c\/p\u003e\u003cp\u003e Physical Education Placement Challenges \u003c\/p\u003e\u003cp\u003e Special Education Process \u003c\/p\u003e\u003cp\u003e Assessing the Placement \u003c\/p\u003e\u003cp\u003e The Lieberman\/Brian Inclusion Rating Scale (LIRSPE) \u003c\/p\u003e\u003cp\u003e Summary \u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 4:\u003c\/b\u003e Individualized Education Plans \u003c\/p\u003e\u003cp\u003e The IEP Process \u003c\/p\u003e\u003cp\u003e The Role of Assessment in IEPs \u003c\/p\u003e\u003cp\u003e Components of the IEP \u003c\/p\u003e\u003cp\u003e Electronically Generated 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\u003c\/p\u003e\u003cp\u003e Types of Adaptation \u003c\/p\u003e\u003cp\u003e Summary \u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 7:\u003c\/b\u003e Support Personnel \u003c\/p\u003e\u003cp\u003e Peer Tutors \u003c\/p\u003e\u003cp\u003e Paraeducators \u003c\/p\u003e\u003cp\u003e Senior Citizens \u003c\/p\u003e\u003cp\u003e College Students \u003c\/p\u003e\u003cp\u003e Summary \u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 8: \u003c\/b\u003eTransition Planning \u003c\/p\u003e\u003cp\u003e\u003ci\u003eDr. Amaury Samalot-Rivera \u003c\/i\u003e\u003c\/p\u003e\u003cp\u003e Transition Services and the IEP \u003c\/p\u003e\u003cp\u003e Functional Approach in Transition Planning \u003c\/p\u003e\u003cp\u003e Transition Activities for Effective Social Inclusion \u003c\/p\u003e\u003cp\u003e Assessment in Transition \u003c\/p\u003e\u003cp\u003e Summary \u003c\/p\u003e\u003cp\u003e\u003cb\u003e\u003ci\u003ePart II: Strategies for Inclusion\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 9: \u003c\/b\u003eBasic Skills \u003c\/p\u003e\u003cp\u003e Balance \u003c\/p\u003e\u003cp\u003e Body Awareness \u003c\/p\u003e\u003cp\u003e Hula Hoops \u003c\/p\u003e\u003cp\u003e Jump Rope \u003c\/p\u003e\u003cp\u003e Locomotor Skills \u003c\/p\u003e\u003cp\u003e Object Control Skills \u003c\/p\u003e\u003cp\u003e Cooperative Games \u003c\/p\u003e\u003cp\u003e Parachute Activities \u003c\/p\u003e\u003cp\u003e Rhythmic Skills \u003c\/p\u003e\u003cp\u003e Scooter Board Activities \u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 10:\u003c\/b\u003e Sport Skills \u003c\/p\u003e\u003cp\u003e Softball \u003c\/p\u003e\u003cp\u003e Basketball \u003c\/p\u003e\u003cp\u003e Soccer \u003c\/p\u003e\u003cp\u003e Tennis \u003c\/p\u003e\u003cp\u003e Badminton \u003c\/p\u003e\u003cp\u003e Flag Football \u003c\/p\u003e\u003cp\u003e Golf \u003c\/p\u003e\u003cp\u003e Gymnastics \u003c\/p\u003e\u003cp\u003e Track and Field \u003c\/p\u003e\u003cp\u003e Volleyball \u003c\/p\u003e\u003cp\u003e Wrestling \u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 11:\u003c\/b\u003e Recreation and Leisure Skills \u003c\/p\u003e\u003cp\u003e Backpacking and Hiking \u003c\/p\u003e\u003cp\u003e Bowling \u003c\/p\u003e\u003cp\u003e Fishing \u003c\/p\u003e\u003cp\u003e Rock Climbing \u003c\/p\u003e\u003cp\u003e Skating and In-Line Skating \u003c\/p\u003e\u003cp\u003e Canoeing \u003c\/p\u003e\u003cp\u003e Line Dancing \u003c\/p\u003e\u003cp\u003e Martial Arts \u003c\/p\u003e\u003cp\u003e Yoga \u003c\/p\u003e\u003cp\u003e Dancing \u003c\/p\u003e\u003cp\u003e Paddleboarding \u003c\/p\u003e\u003cp\u003e Spikeball \u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 12:\u003c\/b\u003e Health and Fitness \u003c\/p\u003e\u003cp\u003e Aerobics \u003c\/p\u003e\u003cp\u003e Swimming \u003c\/p\u003e\u003cp\u003e Weight Training \u003c\/p\u003e\u003cp\u003e Cross-Country Skiing \u003c\/p\u003e\u003cp\u003e Fitness Activities \u003c\/p\u003e\u003cp\u003e\u003cb\u003eAppendix A: \u003c\/b\u003eDisabilities in Kid Terms \u003c\/p\u003e\u003cp\u003e\u003cb\u003eAppendix B: \u003c\/b\u003eSpecial Education Terminology \u003c\/p\u003e\u003cp\u003e\u003cb\u003eAppendix C: \u003c\/b\u003eBrockport Aquatic Skills Checklist \u003c\/p\u003e","brand":"Human Kinetics Publishers","offers":[{"title":"Default Title","offer_id":49409198752087,"sku":"9781492517238","price":38.7,"currency_code":"GBP","in_stock":false}]},{"product_id":"physical-education-for-children-with-moderate-to-severe-disabilities-9781492544975","title":"Physical Education for Children with Moderate to","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cdiv\u003e\n\u003cp\u003e For students with moderate to severe disabilities, instruction in physical education can be a challenge. Many teachers struggle with understanding these students' complex needs, selecting appropriate content, and finding ways to motivate these students. While many educators consider the social aspects of inclusion a priority, the authors in this text stress active engagement with the curriculum and the use of grade-level outcomes to adapt learning for students with a range of abilities. One thing is certain: The keys to making physical education a positive learning experience are the physical education teachers and adapted physical education teachers who work with these students. This text is for you! \u003c\/p\u003e\n\u003cp\u003e Edited by experienced educators with expertise in general and adapted physical education programming, \u003ci\u003ePhysical Education for Children With Moderate to Severe Disabilities\u003c\/i\u003e will serve as a valuable resource: \u003c\/p\u003e\n\u003cp\u003e  Offers comprehensive strategies for instruction, a\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cp\u003e Foreword \u003c\/p\u003e\n\u003cp\u003e Preface \u003c\/p\u003e\n\u003cp\u003e Acknowledgments \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e\u003ci\u003ePart I: Best Practices for Engaging All Students\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 1: \u003c\/b\u003eUnderstanding Severe Disabilities and Universal Design for Learning \u003c\/p\u003e\n\u003cp\u003e Severe Disabilities \u003c\/p\u003e\n\u003cp\u003e Individuals with Disabilities Education Act \u003c\/p\u003e\n\u003cp\u003e Universal Design for Learning \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 2: \u003c\/b\u003eCollaborative Processes in Physical Education \u003c\/p\u003e\n\u003cp\u003e The Practice of Collaboration \u003c\/p\u003e\n\u003cp\u003e Becoming Part of the Education Team \u003c\/p\u003e\n\u003cp\u003e Developing Adapted Physical Education Goals Through Shared Goals \u003c\/p\u003e\n\u003cp\u003e Steps in the Collaborative Process \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 3: \u003c\/b\u003eAssessment Strategies \u003c\/p\u003e\n\u003cp\u003e Functional Assessment of Students With Severe Disabilities \u003c\/p\u003e\n\u003cp\u003e Rubrics \u003c\/p\u003e\n\u003cp\u003e Task Analysis Assessment \u003c\/p\u003e\n\u003cp\u003e Ecological Task Analysis \u003c\/p\u003e\n\u003cp\u003e Basic Skills Assessment \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 4: \u003c\/b\u003eCommunication Practices That Enhance Participation \u003c\/p\u003e\n\u003cp\u003e Considerations for Communication Practices in Physical Education \u003c\/p\u003e\n\u003cp\u003e Types of Communication Practices \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 5: \u003c\/b\u003ePeer Tutoring \u003c\/p\u003e\n\u003cp\u003e Selecting Peer Tutors \u003c\/p\u003e\n\u003cp\u003e Training Peer Tutors \u003c\/p\u003e\n\u003cp\u003e Evaluating the Tutoring Experience \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 6: \u003c\/b\u003eParaeducators in Physical Education \u003c\/p\u003e\n\u003cp\u003e Understanding the Paraeducator’s Role \u003c\/p\u003e\n\u003cp\u003e Training for Paraeducators \u003c\/p\u003e\n\u003cp\u003e Ideas for Acknowledging Paraeducators’ Contributions \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 7: \u003c\/b\u003eCreating Accessible Equipment \u003c\/p\u003e\n\u003cp\u003e Adapting Equipment With SENSE \u003c\/p\u003e\n\u003cp\u003e Six Ss for Adapting Equipment \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e\u003ci\u003ePart II: Participation for All in Sport Activities\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 8: \u003c\/b\u003eFoundational Skills and Sensory Integration \u003c\/p\u003e\n\u003cp\u003e Understanding Sensory Integration Theory \u003c\/p\u003e\n\u003cp\u003e Developing Foundational Skills \u003c\/p\u003e\n\u003cp\u003e Putting Your Plan Into Action \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 9: \u003c\/b\u003eDisability Sport in Physical Education \u003c\/p\u003e\n\u003cp\u003e Sport Opportunities for Children With Severe Disabilities \u003c\/p\u003e\n\u003cp\u003e Role of the Teacher and Coach in Disability Sport \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 10: \u003c\/b\u003eModified Programming in Physical Education \u003c\/p\u003e\n\u003cp\u003e Establishing Disability Sports Within the Physical Education Curriculum \u003c\/p\u003e\n\u003cp\u003e Assessment in Disability Sport \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 11: \u003c\/b\u003eTransitioning to Recreational Opportunities Beyond School \u003c\/p\u003e\n\u003cp\u003e Transition Services and Individuals’ Rights \u003c\/p\u003e\n\u003cp\u003e Initiating the Transition Plan \u003c\/p\u003e\n\u003cp\u003e Transition Processes in Physical Education \u003c\/p\u003e\n\u003cp\u003e Training Personnel for Community-Based Programs \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 12: \u003c\/b\u003eAquatics for Children With Disabilities \u003c\/p\u003e\n\u003cp\u003e Benefits of Aquatics \u003c\/p\u003e\n\u003cp\u003e Medical Issues, Precautions, and Safety Issues \u003c\/p\u003e\n\u003cp\u003e Assessment in Aquatics \u003c\/p\u003e\n\u003cp\u003e Planning Goals and Objectives \u003c\/p\u003e\n\u003cp\u003e Teaching and Safety Strategies \u003c\/p\u003e\n\u003cp\u003e Transitioning to Aquatics in the Community \u003c\/p\u003e\n\u003cp\u003e Summary \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003e\u003ci\u003ePart III: Sample Lessons Using Universal Design for Learning\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 13: \u003c\/b\u003eTeam Sports and Target Games \u003c\/p\u003e\n\u003cp\u003e Soccer: Passing \u003c\/p\u003e\n\u003cp\u003e Basketball: Spot Remover \u003c\/p\u003e\n\u003cp\u003e Hockey: Rip Off \u003c\/p\u003e\n\u003cp\u003e Track and Field: Hurdling \u003c\/p\u003e\n\u003cp\u003e Golf: Putting \u003c\/p\u003e\n\u003cp\u003e Golf: Stations \u003c\/p\u003e\n\u003cp\u003e Golf: Alien Invasion \u003c\/p\u003e\n\u003cp\u003e Throlf (Throwing Golf) \u003c\/p\u003e\n\u003cp\u003e Bowling for Junk \u003c\/p\u003e\n\u003cp\u003e Bowling: Battleships \u003c\/p\u003e\n\u003cp\u003e Bowling for Bucks \u003c\/p\u003e\n\u003cp\u003e Archery: Safety First \u003c\/p\u003e\n\u003cp\u003e Archery: Add It Up \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eChapter 14: \u003c\/b\u003eLifetime and Health-Related Activities \u003c\/p\u003e\n\u003cp\u003e Hand Function Challenges \u003c\/p\u003e\n\u003cp\u003e Hand Functions for Sports \u003c\/p\u003e\n\u003cp\u003e Scooter Train \u003c\/p\u003e\n\u003cp\u003e Climbing Wall: Periwinkle Rescue \u003c\/p\u003e\n\u003cp\u003e Horseshoes \u003c\/p\u003e\n\u003cp\u003e Bicycling: Rules of the Road \u003c\/p\u003e\n\u003cp\u003e Tennis: Forehand Stroke \u003c\/p\u003e\n\u003cp\u003e Tabletop Shuffleboard \u003c\/p\u003e\n\u003cp\u003e Personal Fitness Plan \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eAppendix:\u003c\/b\u003e Resources \u003c\/p\u003e\n\u003c\/div\u003e","brand":"Human Kinetics Publishers","offers":[{"title":"Default Title","offer_id":49409199997271,"sku":"9781492544975","price":35.1,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781492544975.jpg?v=1730505904"},{"product_id":"developmental-and-adapted-physical-activity-assessment-9781492543800","title":"Developmental and Adapted Physical Activity","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cdiv\u003e\n\u003cp\u003e Assessment in adapted physical education is not a simple task. Variables in assessment instruments and in the administration and interpretation of tests can sometimes generate more questions than answers. \u003c\/p\u003e\n\u003cp\u003e That’s why special education and adapted physical activity teachers have come to rely on \u003ci\u003eDevelopmental and Adapted Physical Activity Assessment\u003c\/i\u003e. \u003c\/p\u003e\n\u003cp\u003e Now in its second edition, this is the one of the only textbooks that focuses solely on assessment, providing valuable and in-depth clarity, guidance, and understanding in the principles and practical applications of assessment. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eThorough Examination of the Assessment Process\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eDevelopmental and Adapted Physical Activity Assessment \u003c\/i\u003edetails the assessment process, explains how to use assessment data when making programming decisions, and reviews specific assessment tools for adapted physical educators and physical therapists. It describes assessment concepts and procedures and provides the information teachers need to accurately assess their students with disabilities. \u003c\/p\u003e\n\u003cp\u003e Written by four of the most experienced and trusted specialists in adapted physical activity, \u003ci\u003eDevelopmental and Adapted Physical Activity Assessment\u003c\/i\u003e\u003c\/p\u003e\n\u003cp\u003e • walks you systematically through the assessment cycle from beginning to end, providing accountability for all involved; \u003c\/p\u003e\n\u003cp\u003e • helps you assess the \u003ci\u003ewhole\u003c\/i\u003e student—including social, affective, physical, and cognitive domains—to spur development to its fullest potential; \u003c\/p\u003e\n\u003cp\u003e • compares and contrasts existing assessment tools; \u003c\/p\u003e\n\u003cp\u003e • offers in-depth case studies in each chapter to reinforce and enhance understanding of real-world challenges; and \u003c\/p\u003e\n\u003cp\u003e • includes appendixes with sample write-ups of different assessments. \u003c\/p\u003e\n\u003cp\u003e The case studies present assessment problems that focus on real-life situations that teachers encounter daily. These case studies will help teachers learn how to identify which test to use and why. In addition, each chapter supplies key terms, key concepts, and review questions. \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eNew to This Edition\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e The authors have updated all the chapters to reflect the latest research, regulations, and standards—all information in the text adheres to the newest National Standards for K-12 Physical Education. The updates also emphasize the decisions made in the assessment process and articulate the rationale behind educational decisions. Updated reviews of specific assessment tools emphasize key points where needed and reflect new information based on the most recent versions of the tests. \u003c\/p\u003e\n\u003cp\u003e In addition, \u003ci\u003eDevelopmental and Adapted Physical Activity Assessment \u003c\/i\u003eoffers the following: \u003c\/p\u003e\n\u003cp\u003e • A new chapter on assessing sensory function and cognition \u003c\/p\u003e\n\u003cp\u003e • New information about concussions (one of the most common issues that physical educators encounter) and how to assess them \u003c\/p\u003e\n\u003cp\u003e • A new web resource featuring digital versions of the assessment forms in the book and links to assessment tools, with suggestions for their use \u003c\/p\u003e\n\u003cp\u003e • A new glossary to help with the understanding and study of terms \u003c\/p\u003e\n\u003cp\u003e\u003cb\u003eGuide to Multiple Assessments\u003c\/b\u003e\u003c\/p\u003e\n\u003cp\u003e This text will guide teachers in developing written recommendations regarding placement and instructional programming for \u003c\/p\u003e\n\u003cp\u003e • motor development and motor skill performance, \u003c\/p\u003e\n\u003cp\u003e • physical fitness, \u003c\/p\u003e\n\u003cp\u003e • sensory function and cognition, \u003c\/p\u003e\n\u003cp\u003e • posture and gait, and \u003c\/p\u003e\n\u003cp\u003e • behavior and social competencies. \u003c\/p\u003e\n\u003cp\u003e\u003ci\u003eDevelopmental and Adapted Physical Activity Assessment \u003c\/i\u003ehelps teachers know what tests to use on what people, how to administer the tests, how to interpret the results, and how to plan appropriately for their students.\u003cbr\u003e\u003cbr\u003e Human Kinetics is proud to publish this book in association with SHAPE America, the national organization that defines excellence for school-based health and physical education professionals across the United States. \u003c\/p\u003e\n\u003c\/div\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003eChapter 1.\u003c\/b\u003e Who You Are Assessing \u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 2.\u003c\/b\u003e Why You Are Assessing \u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 3. \u003c\/b\u003eGetting to Know the Student \u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 4.\u003c\/b\u003e Selecting an Appropriate Assessment Instrument \u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 5.\u003c\/b\u003e Selecting and Administering Tests \u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 6.\u003c\/b\u003e Assessing Motor Development and Motor Skill Performance \u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 7.\u003c\/b\u003e Assessing Physical Fitness \u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 8.\u003c\/b\u003e Assessing Posture and Gait \u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 9.\u003c\/b\u003e Assessing Perception and Cognition \u003c\/p\u003e\u003cp\u003e\u003cb\u003eChapter 10.\u003c\/b\u003e Assessing Behavior and Social Competence \u003c\/p\u003e\u003cp\u003e\u003cb\u003eAppendix A.\u003c\/b\u003e Sample Write-Up for Infant and Early Childhood Motor Development Tests \u003c\/p\u003e\u003cp\u003e\u003cb\u003eAppendix B.\u003c\/b\u003e Sample Write-Up for Fundamental Motor Patterns Tests \u003c\/p\u003e\u003cp\u003e\u003cb\u003eAppendix C.\u003c\/b\u003e Sample Write-Up for Motor Proficiency Tests \u003c\/p\u003e\u003cp\u003e\u003cb\u003eAppendix D. \u003c\/b\u003eSample Write-Up for Sports Skills Tests \u003c\/p\u003e","brand":"Human Kinetics Publishers","offers":[{"title":"Default Title","offer_id":49409200226647,"sku":"9781492543800","price":48.6,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781492543800.jpg?v=1730505905"},{"product_id":"deaf-children-in-public-schools-9781563680625","title":"Deaf Children in Public Schools","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eAs the practice of mainstreaming deaf and hard-of-hearing children into general classrooms continues to proliferate, the performance of these students becomes critical. 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The lessons of these assembled scholars coalesce in the Part Four: Summary as a general recommendation for ongoing adaptability, a fitting capstone to this extraordinary volume of work.","brand":"Gallaudet University Press,U.S.","offers":[{"title":"Default Title","offer_id":49410221474135,"sku":"9781563682858","price":53.68,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781563682858.jpg?v=1730509416"},{"product_id":"educational-interpreting-9781563683091","title":"Educational Interpreting","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"Gallaudet University Press,U.S.","offers":[{"title":"Default Title","offer_id":49410221605207,"sku":"9781563683091","price":57.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781563683091.jpg?v=1730509416"},{"product_id":"deaf-children-in-china-9781563683398","title":"Deaf Children in China","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eDeaf Children in China provides a striking profile of the views and attitudes of well-educated Chinese parents with preschool-age deaf children. 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Callaway's pioneering work will fascinate and enlighten readers invested in the development of deaf children for years to come.","brand":"Gallaudet University Press,U.S.","offers":[{"title":"Default Title","offer_id":49410221736279,"sku":"9781563683398","price":49.88,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781563683398.jpg?v=1730509416"},{"product_id":"language-attitudes-in-the-american-deaf-community-9781563685453","title":"Language Attitudes in the American Deaf Community","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eConventional wisdom dictates that individuals who learn American Sign Language (ASL) at a young age possess a higher level of proficiency than those who acquire ASL later, but Joseph Christopher Hall shows how diversity in the deaf community belies such generalization. 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Based on Rebecca Day Babcock's extensive studies comparing hearing-student\/hearing-tutor interactions and deaf-student\/hearing-tutor interactions, these insights can also be effectively extrapolated to the tutoring of students with learning disabilities, ESL students, and other non-mainstream learners.","brand":"Gallaudet University Press,U.S.","offers":[{"title":"Default Title","offer_id":49410223014231,"sku":"9781563685484","price":30.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781563685484.jpg?v=1730509421"},{"product_id":"disabling-pedagogy-9781563685866","title":"Disabling Pedagogy","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eDrawing on interviews with educators, parents, students, community leaders, and others with a stake in deaf education, Linda Komesaroff presents a deep account of the political challenges facing this entrenched special education group and presents specific strategies for how these challenges might be addressed. Among the initiatives Komesaroff explores as part of her ethnographic study is the shift to a bilingual education model to redress the lack of access to native sign language in the classroom. In Disabling Pedagogy, she analyzes the successes of this model, as well as the complaints field in recent discrimination suits throughout Australia, to offer a way to think about how we might better conceptualize deaf education in general\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"A thorough and scholarly guide on the subject and a top pick for discussions regarding issues of the deaf.\" (Midwest Book Review)\"","brand":"Gallaudet University Press,U.S.","offers":[{"title":"Default Title","offer_id":49410223374679,"sku":"9781563685866","price":999.99,"currency_code":"GBP","in_stock":false}]},{"product_id":"the-history-of-gallaudet-university-150-years-of-a-deaf-american-institution-9781563685958","title":"The History of Gallaudet University: 150 Years of","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003ePublished to commemorate Gallaudet University's 150th anniversary, this book traces the historic path that Gallaudet traveled to become the finest institution of higher education for deaf people throughout the world. In the same way that the country's land-grant universities brought higher education to more American students than ever before, Gallaudet offered the same opportunities to deaf students for the first time. Featuring more than 250 photographs and illustrations, this volume also details poignantly the evolution of American Sign Language as a language of scholarship at Gallaudet during a time when its use in educational institutions was largely discouraged or prohibited.","brand":"Gallaudet University Press,U.S.","offers":[{"title":"Default Title","offer_id":49410223604055,"sku":"9781563685958","price":999.99,"currency_code":"GBP","in_stock":false}]},{"product_id":"turning-the-tide-9781563685996","title":"Turning the Tide","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eDeaf students in mainstream schools face many challenges, but one particularly difficult situation is relatively little studied: being the only deaf student in the entire school. Turning the Tide offers a qualitative study of the experiences of deaf and hard of hearing students in that situation. Oliva and Lytle build the book around three focus groups, bringing together students of diverse backgrounds to talk about their experiences and what they learned from them about how to work with teachers and administrators, as well as how to handle the challenges of social life. The result is a mix of moving stories of youthful resilience and a powerful call for action to make sure that deaf students have access to the support and resources they need to secure a good education.","brand":"Gallaudet University Press,U.S.","offers":[{"title":"Default Title","offer_id":49410223669591,"sku":"9781563685996","price":22.5,"currency_code":"GBP","in_stock":false}]},{"product_id":"psychological-and-psychoeducational-assessment-of-deaf-and-hard-of-hearing-children-and-adolescents-9781563686504","title":"Psychological and Psychoeducational Assessment of","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThe obstacles to valid and meaningful assessment of deaf and hard of hearing children and adolescents are great, yet professionals are regularly asked to conduct comprehensive evaluations to determine resource and program eligibility, test modifications in school, classroom and home recommendations, and referrals. In this important new text, the authors define the skills required of the examiners, explain the complex nature of these assessments, and describe ways to intelligently use existing tests. Authors Margery Miller, Tania Thomas-Presswood, Kurt Metz, and Jennifer Lukomski bring a wealth of knowledge and experience to this in-depth treatment of topics essential to educators and school psychologists. They cover such critical areas as test construction and measurement; the diversity in American Deaf culture; the role of parents in the assessment process; neuropsychological assessments; nonverbal methods for assessing intelligence; and the need for sign language competency when testing cognitive and language skill. The text concludes with recommendations for the development of valid and reliable tests for all students who are deaf and hard of hearing.","brand":"Gallaudet University Press,U.S.","offers":[{"title":"Default Title","offer_id":49410224095575,"sku":"9781563686504","price":49.4,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781563686504.jpg?v=1730509429"},{"product_id":"change-and-promise-bilingual-deaf-education-and-deaf-culture-in-latin-america-9781563686740","title":"Change and Promise: Bilingual Deaf Education and","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eWithin the past few decades, there has been great progress in deaf education in Latin America and growth in the empowerment of their Deaf communities. However, there is little awareness outside that region of these successes. For the first time, this book provides access, in English, to scholarly research in these areas. Written by Latin American Deaf and hearing contributors, Change and Promise provides a counter argument to external, deficit views of the Latin American Deaf community by sharing research and accounts of success in establishing and expanding bilingual deaf education, Deaf activism, Deaf culture, and wider access for deaf children and adults. Change and Promise describes the historical, cultural, and political contexts for providing bilingual deaf education in Latin America. Bilingual deaf education uses students' sign language, while simultaneously giving them access to and teaching them the majority spoken\/written language. This book describes current bilingual deaf education programs in the region that have increased society's understandings of Deaf culture and sign languages. This cause, as well as others, have been championed by successful social movements including the push for official recognition of Libras, the sign language of Brazil. Change and Promise covers this expanding empowerment of Deaf communities as they fight for bilingual deaf education, sign language rights, and deaf civil rights. Despite the vast political and cultural differences throughout Latin America, an epistemological shift has occurred regarding how Deaf people are treated and their stories narrated, from labeling \"deaf as handicapped\" to being recognized as a linguistic minority. This panoramic study of these challenges and triumphs will provide an invaluable resource for improving outcomes in deaf education and help to secure the rights of Deaf children and adults in all societies.","brand":"Gallaudet University Press,U.S.","offers":[{"title":"Default Title","offer_id":49410224292183,"sku":"9781563686740","price":53.2,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781563686740.jpg?v=1730509431"},{"product_id":"sign-language-sustainable-development-and-equal-opportunities-envisioning-the-future-for-deaf-students-9781563686788","title":"Sign Language, Sustainable Development, and Equal","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eIncreased interaction between sign language communities and the mainstream societies in which they function is creating the potential for greater equality of opportunity for people who are deaf and hard of hearing. In this volume, renowned scholars and policy makers from around the world present innovative and groundbreaking perspectives on the relationships among sign language, sustainable development, and equal opportunities. The contributors to this volume offer creative and open-minded explorations of the construct of sustainability that are informed by their work with deaf individuals, deaf communities, families of deaf children, and other stakeholders. Sign Language, Sustainable Development, and Equal Opportunities describes sustainability in relation to: identity, resilience, and wellbeing partic ipatory citizenship historical perspectives on sign language use in educational contexts sign language learning and teaching human rights and inclusive education literate thought and literacy the sign language factor and the development of sign language communities in sub-Saharan Africa sign language legislation These changing communities' understanding of what is required to become sustainable in areas such as full participation and citizenship in society, economic well-being, access to quality education, and cultural and linguistic identity is also taking new forms. This work contributes to the paradigm shifts regarding deaf emancipation and deaf education taking place around the world.","brand":"Gallaudet University Press,U.S.","offers":[{"title":"Default Title","offer_id":49410224423255,"sku":"9781563686788","price":60.8,"currency_code":"GBP","in_stock":false}]},{"product_id":"accessible-instructional-design-9781785602894","title":"Accessible Instructional Design","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThe Advances in Special Education Technology series is designed to focus international attention on applications of technology for individuals with disabilities. Outstanding researchers from around the world will contribute chapters synthesizing the research evidence on specific types of technology applications that improve access, engagement, and learning outcomes of diverse learners. The scope of contributions will cover subfields known as assistive technology, instructional design, instructional technology, online learning, personalized learning, and universal design for learning and will encompass both formal and informal learning settings across the lifespan. Instructional designers often fail to consider issues of accessibility when creating educational materials. As a result, students with disabilities frequently encounter physical, sensory, or cognitive barriers that prevent them from accessing, engaging, and succeeding in learning activities. This volume will examine issues of accessibility and how designers can improve the quality of educational materials by embedding supports that anticipate the special learning needs of diverse learners.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eEditor Dave L. Edyburn presents readers with a collection of academic and expert contributions from subfields such as assistive technology, instruction technology, personalized learning, universal design for learning, online learning, and instructional design, that together make a guidebook to contemporary accessible instruction design. The six selections that make the main body of the text cover designing for differences, creating and maintaining a web of accessibility, universal design for online learning, and many other related subjects. -- Annotation ©2016 * (protoview.com) *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eAccessible Instructional Design: Designing for Differences. What Do You Need to Create and Maintain Web Accessibility?.  Universal Design for Online Learning.  Accommodation, Access, Large Scale Assessment: Possibilities for Universal Design.  Refocusing Instructional Design.  Design for More Types: Designing Text to Support the Access, Engagement, and Success of Diverse Learners.  About the Authors.  Editorial Advisory Board.  Accessible Instructional Design.  List of Contributors.  Accessible Instructional Design.  Copyright page.  Index.  Advances in Special Education Technology.","brand":"Emerald Publishing Limited","offers":[{"title":"Default Title","offer_id":49412210262359,"sku":"9781785602894","price":92.99,"currency_code":"GBP","in_stock":false}]},{"product_id":"a-guide-to-duchenne-muscular-dystrophy-information-and-advice-for-teachers-and-parents-9781785921650","title":"A Guide to Duchenne Muscular Dystrophy:","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThe prognosis for individuals with Duchenne Muscular Dystrophy (DMD) is improving, with some men with DMD living into their 30s and 40s. More vital than ever, this book helps teachers and parents to support children and young people with DMD with their education and transition into adulthood.\u003cbr\u003e\u003cbr\u003eLeading experts on DMD explain Duchenne and its impact in easy-to-understand terms. Going beyond physical management, particular focus is put on learning and behavioural issues, including speech delay and difficulty learning to read, as well as common comorbid conditions, such as ADHD, autism and OCD. Raising aspirations, the book gives guidance on effective support in the classroom and advice on the transition to adulthood, employment and independent living.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis book will support young people with DMD and their families to find solutions ahead of problems, so that they can transition into adulthood with the best support possible, and make the most of all opportunities. -- Tyran Hawthorn, Trustee of DMD Pathfinders\u003cbr\u003eThere is much to recommend this wide-ranging reference for the DMD community - from the importance of phonics mastery to job seeking. -- Deborah Robins, parent and Muscular Dystrophy Queensland Ambassador\u003cbr\u003eThis truly is a go-to guide; written in such a clear format and with the breadth of important aspects of living with Duchenne. Following from Action Duchenne's learning and behavioural toolkit, this will prove an invaluable resource to the community and complements the forthcoming updated standard of care guidelines. Very positive and inspirational, a must read for all. -- Diana Ribeiro, Chief Executive Officer and Director of Research, Action Duchenne\u003cbr\u003eThis inspirational book goes 'above and beyond' the journey of the physical and medical challenges associated with Duchenne Muscular Dystrophy (DMD). Case studies that will touch your soul but inspire your heart. Offering refreshing, crisp, deeper perspectives supporting parents, teachers and clinicians; to focus on the individual person and not just their condition on their road to adulthood.\u003ci\u003e \u003c\/i\u003e -- Christopher Wilson, Deputy Head Teacher, Wilson Stuart School (Special Academy for young people with physical disabilities and complex medical needs)\u003cbr\u003eWith medical interventions, boys with Duchenne are living into adult years. Traditionally, social and educational expectations have been lacking. This book will challenge your expectations as a parent or teacher. Encompassing neuro-developmental disorders associated with Duchenne, this book offers developmental recommendations for interventions, and empowers parents to successfully support boys into adulthood. -- Michelle Pomeroy, Developmental Educator and mother of a boy with Duchenne\u003cbr\u003eThis book is long overdue and will be a welcome resource for parents, caregivers, teachers and patients with Duchenne Muscular Dystrophy. It provides a compass with which to navigate the world of Duchenne Muscular Dystrophy, giving patients and caregivers the tools they need to manage the emotional, behavioural and learning challenges that sit alongside the physical realities of DMD. I found the chapter on talking to your children especially helpful, as I am very often asked by families when is the \"right time\" to tell their children. This books shows that although there is no right time, there are ways of addressing these unbelievably difficult conversations that will help. And there is lots else in the book to give parents the hope that their children can shoot for the stars and create as Dr Jon Hastie so movingly describes, a \"fantastic life\". -- Emily Crossley, Co-Founder and Co-CEO, Duchenne UK and Mum to Eli with DMD\u003cbr\u003eOur son, Fraser, is 17 and has DMD and ASD. He also has specific learning difficulties associated with DMD. I am sure that both parents and professionals would benefit greatly from this book. Many professionals who worked with Fraser in his early years, especially in mainstream educational settings, would have gained much from it. DMD is a rare condition and add to that the complications of behavioural and learning difficulties and there are few who have the skills and\/or the will to go beyond the standard interventions. If they had had access to straightforward information about the issues and guidance on how to address them many difficulties would have been avoided. The book is a \"go to\" source of information, inspiration and signposting and will encourage parents to be more creative and assertive in trying to ensure their children have good lives. -- Julia Carr, Gateshead\u003cbr\u003eThis book gives an excellent overview of DMD and provides a very valuable guide to the journey made for both parents and professionals. It has concise easy-to-read details on the complexities that come with DMD and practical tips. I particularly enjoyed reading about the inspirational adults with DMD and would highly recommend this book to all affected by Duchenne. -- Claire Bosanquet, parent to two sons with DMD\u003cbr\u003eThe practical guidance included in this book, with chapters on behaviour, EHC plans, transitioning to adulthood and work, will be invaluable to all parents, educators and health professionals supporting a young person with DMD. It's a must read which you will return to again and again. -- Claire Binns, SENCO, Frederick Bremer School, Walthamstow\u003cbr\u003eThis book is an accessible and actionable study looking at the lesser known barriers to learning and behaviour that young people with DMD experience. It guides teachers and parents to explore how starting early, self-determination, wellbeing and aspiration really matter, not just the focus on physical health. Essential reading for anyone involved in developing aspirations for young people with DMD. -- Margaret Mulholland, Director of Development and Research, Swiss Cottage School Development and Research Centre\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e1. Introduction: DMD in a New Landscape. Janet Hoskin. 2. Why Do Some Children with DMD Have Learning and Behaviour Difficulties? Kate Maresh and Francesco Muntoni. 3. What are the Learning and Behaviour Risks in DMD? Veronica Hinton. 4. The Physical Management of DMD in School, College and Beyond. Lianne Abbott and Victoria Selby. 5. Early Intervention for Reading and Learning. Janet Hoskin. 6. Behavior Solutions in DMD. James Poysky. 7. How to Talk to Children about DMD. David Schonfeld. 8. Having a Road Map for Life - Creating an Education, Health and Care Plan for Duchenne Muscular Dystrophy. Nick Catlin. 9. Taking Charge of Transition. Janet Hoskin and Celine Barry. 10. Getting the Life You Want as an Adult with DMD. Jon Hastie and Mark Chapman.","brand":"Jessica Kingsley Publishers","offers":[{"title":"Default Title","offer_id":49412235854167,"sku":"9781785921650","price":15.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781785921650.jpg?v=1730516099"}],"url":"https:\/\/bookcurl.com\/collections\/teaching-of-students-with-physical-impairments-or-disabilities.oembed?page=6","provider":"Book Curl","version":"1.0","type":"link"}