Teaching of students with physical impairments or disabilities Books

Book SynopsisVisual 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.This 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.This 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.Trade Review“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, USAThis 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, USAThis 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.Warshowsky 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. -- AsteensTable of ContentsPreface. 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.

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

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

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Book SynopsisIntroduces 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.Trade Review"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 NEWSTable of ContentsPreface. 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.

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Book SynopsisGordon Gibb, PhD, taught students with disabilities in the public schools for 16 years prior to his appointment at Brigham Young University. As associate professor and director of undergraduate special education, Dr. Gibb prepares teachers to work with students with mild/moderate disabilities and conducts research and instructional improvement activities in several schools. Tina Taylor Dyches, EdD, is professor and Associate Dean in the McKay School of Education at Brigham Young University. Dr. Dyches has worked with individuals with significant disabilities and their families for nearly 30 years as a special educator and professor. Her service and research interests include adaptation of families raising children with disabilities, children's literature that characterizes individuals with disabilities, and provision of appropriate services to individuals with disabilities.Table of ContentsPreface v Introduction: Special Education and the Individualized Education Program 1 Meet Our Students 15 1. Describe the student’s present levels of academic achievement and functional performance 49 2. Write measurable annual goals 61 3. Measure and report student progress 77 4. State the services needed to achieve annual goals 83 5. Explain the extent, if any, to which the student will not participate with nondisabled students in the regular class and in extracurricular and other nonacademic activities 95 6. Explain accommodations necessary to measure academic achievement and functional performance on state and districtwide assessments 99 7. Complete a transition plan for students age 16 and older 109 Appendix Answers to Exercises 113

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

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

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Book SynopsisExamines 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.Trade Review“Cherney shows how the powerful but mostly invisible rhetoric of ableism shapes beliefs about disability. Carefully argued case studies—from The Exorcist, 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.”—Cynthia Lewiecki-Wilson,coeditor of Embodied Rhetorics: Disability in Language and Culture“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.”—Dominique Salas The Quarterly Journal of SpeechTable of ContentsContentsAcknowledgments1. The Rhetorical Dimensions of Ableism2. Fearing Disability and the Possession Narrative3. Ableism and the Cochlear Implant Debate4. Sport as Ableist Institution5. A Rhetorical Model of Disability Notes Bibliography Index

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Book SynopsisExamines 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.Trade Review“Cherney shows how the powerful but mostly invisible rhetoric of ableism shapes beliefs about disability. Carefully argued case studies—from The Exorcist, 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.”—Cynthia Lewiecki-Wilson,coeditor of Embodied Rhetorics: Disability in Language and Culture“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.”—Dominique Salas The Quarterly Journal of SpeechTable of ContentsContentsAcknowledgments1. The Rhetorical Dimensions of Ableism2. Fearing Disability and the Possession Narrative3. Ableism and the Cochlear Implant Debate4. Sport as Ableist Institution5. A Rhetorical Model of Disability Notes Bibliography Index

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Book SynopsisThe renowned neurologist and bestselling author of The Man Who Mistook His Wife for a Hat takes us on a journey into the world of deaf culture, and the underpinnings of the remarkable visual language of the congenitally deaf. This book will shake your preconceptions about the deaf, about language and about thought.... One of the finest and most thoughtful writers of our time. —Los Angeles Times Book ReviewLike The Man Who Mistook His Wife for a Hat, this is a fascinating voyage into a strange and wonderful land, a provocative meditation on communication, biology, adaptation, and culture.  In Seeing Voices, Oliver 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. Seeing Voices is, as Studs Terkel has written, an exquisite, as well as revelatory, work.

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Book SynopsisDown-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.Table of ContentsAcknowledgments xi About the Authors xiii Preface xv PART ONE COUNSELING STUDENTS WITH DISABILITIES: THE BASICS 1 Possibilities and Practicalities 3 The Role of the School Counselor 6 Promoting Genuine Inclusion 8 Looking Out for Students 9 Addressing the Needs of Stakeholders: Parents, Teachers, and Students 10 Fostering Resilience 13 Amplified Needs 14 The ASCA National Standards Amplification of the Needs of Students with Disabilities 15 2 The Art of Helping Students with Disabilities 23 Everyday Distortions of People with Physical Disabilities 24 Spread and Global Evaluations 24 Typecasting 25 Distorted Perceptions of Students with Nonvisible Disabilities 28 Global Evaluation and Invisible Disabilities 30 Diagnosis and Perception 31 Possibilities: Seeing What Cannot Easily Be Seen 33 Possibilities: Predicting the Future 34 Seeing the Student in the Environment 35 Effective Helping Orientations: Social-Minority Versus Medical Models 37 Help That Is Helpful 39 Getting Comfortable 42 Logistics 44 Talking About a Student’s Disability 44 3 School Counseling Programs: Genuine Inclusion 47 The Foundation 48 Inclusion 49 Sameness Is Not Fairness 50 Ableism 50 Delivery System 52 Management 52 Accountability 53 From Theory to Practice 53 Targeted Advocacy 54 Systemic Advocacy 55 4 Protective Legislation and the School Counselor Role 57 How We Got Here: A Glimpse Back in Time 59 The Spirit of the Law Versus the Letter of the Law 62 Legislation and the School Counselor’s Responsibilities 63 Students Who Qualify for Special Education 64 Review of the Process That Culminates in the IEP Meeting 71 Importance of the IEP 72 Defining the Least Restrictive Environment 72 Behavior and Discipline: Special IEP Factors 73 Functional Behavior Assessment 74 Behavior Intervention Plan 75 The Transition Plan 75 Translating It All into Action 77 Section 504 and 504 Plans 78 NCLB and IDEA 80 Claudia’s Story 80 5 Partnering with Parents 85 A Glimpse of Common Parental Experiences 86 Stereotypes About Parents 89 Parental Stress 90 Neglectful and Abusive Parents 91 Partnering with Parents and Caregivers 92 What Parents Value in Helping Relationships 93 Responding to Parents’ Needs for Support and Empowerment 94 Common Barriers to Developing Collaborative Relationships with Parents 98 Critical School Transitions and Developmental Stages 98 Elementary School 99 Middle School or Junior High School 99 High School 99 Preparing for Transition 99 PART TWO MEETING THE NEEDS OF STUDENTS WITH DISABILITIES: ADDRESSING THE AMPLIFIED ASCA DOMAINS 6 Meeting Students’ Academic Needs 111 The Purpose of Education and Academic Success 111 The Role of High-Stakes Testing 112 The Purpose of Inclusion 113 Amplified Academic Needs 114 Negative Academic Self-Concepts of Students with Disabilities 116 Twice-Exceptional Student Issues 118 Promoting Positive Academic Self-Concepts with Students with Disabilities 119 Academic Interventions 119 Counseling Interventions 121 Modeling Self-Advocacy 122 Promoting Inclusion 123 Mind-Sets that Resist Inclusion and Responses to Challenge Them 125 Identifying Useful Accommodations and Technology 130 Including Families and Other Natural Supports 134 Promoting Academic Resilience 136 7 Meeting Elementary Students’ Personal and Social Needs 139 Fostering Social Integration in the Classroom 141 Creating a Classroom Climate Conducive to Social Integration 142 Resiliency and Self-Concept 156 Social Integration Beyond the Classroom 157 Critical Social School Environments Outside Class 158 Facilitating Social Integration: Fostering Social Skill Development 163 Social Integration, Resiliency, Social Skills, and the IEP 164 8 Meeting Adolescent Students’ Personal and Social Needs 167 Identity and Self-Esteem 169 Self-Esteem Development 169 Forming Identity 171 Sexuality Issues 174 Personal Self-Determination and Self-Advocacy 176 Social Skills: Basic and Specialized 178 High-Risk Activities 182 Substance Abuse 183 Unwanted Pregnancy and Sexual Abuse 183 Juvenile Delinquency 184 School Dropout 184 Dignity of Risk and Resiliency 185 Dignity of Risk 185 Resiliency 186 Integrating Personal and Social Competencies 187 9 Meeting Students’ Career-Planning Needs 189 Amplified Career Development Needs 190 What Is Realistic? 193 Expansive Realism in Action 195 Other Career Development Issues 196 Role Models and Mentoring 197 Standardized Career Assessment Instruments 198 Self-Determination and Self-Advocacy: Critical Assets in Career Planning 199 Transitional Planning 200 State and Federal Vocational Rehabilitation Services 201 Centers for Independent Living 203 On Your Own Without a Net 203 Transition to Work After High School Ends 204 Students with Disabilities and the ADA 204 Supported Employment for Students with Significant Disabilities 205 Transition to Postsecondary Education 206 Entrance Exams 206 Disclosing Disability Status 207 Choosing a College or University 208 Planning 209 The Intangible Benefits of Work for Students with Disabilities 209 PART THREE DISABILITY-SPECIFIC INFORMATION: IMPLICATIONS AND PRACTICAL APPLICATIONS Attention Deficit Hyperactivity Disorder 213 Anxiety Disorders 219 Asthma and Allergies 224 Autism 229 Bipolar Disorder and Depression 234 Cancer 239 Cerebral Palsy 243 Cystic Fibrosis 247 Deafness and Hearing Disorders 251 Degenerative Orthopedic Diseases (Muscular Dystrophy) 256 Diabetes 261 Fetal Alcohol Syndrome 266 Learning Disabilities 271 Mental Retardation 276 Oppositional Defiant Disorder/Conduct Disorder 280 Other Orthopedic Impairments 284 Seizures 289 Speech and Language Disorders 294 Spina Bifida 300 Traumatic Brain Injury 303 Visual Impairments 308 Conclusion 313 Notes 317 References 331 Index 349

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Book SynopsisAffecting 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.Table of ContentsIntroduction 1 About This Book 1 Conventions Used in This Book 2 What You’re Not to Read 3 Foolish Assumptions 3 How This Book Is Organized 3 Part I: Figuring Out What Dyslexia Is All About 4 Part II: Determining When to Get a Diagnosis 4 Part III: Exploring Your Options for Schools and Programs 4 Part IV: Taking Part in Your Child’s Treatment 5 Part V: Moving beyond the Childhood Years 5 Part VI: The Part of Tens 5 Part VII: Appendixes 5 Icons Used in This Book 5 Where to Go from Here 6 Part I: Figuring Out What Dyslexia Is All About 7 Chapter 1: Understanding the Basics of Dyslexia 9 Defining Dyslexia in Plain Terms 10 Zeroing In on the Symptoms of Dyslexia 11 Deciding When to Have Your Child Tested 12 Exploring Different Schools and Programs for Your Child 13 Helping Your Child with Activities at Home 14 Watching Your Dyslexic Child Grow 16 Chapter 2: Pinpointing What Dyslexia Is (And Isn’t) 17 Understanding the Real Meaning of “Dyslexia” 17 Looking at the straight facts 17 Moving away from common misconceptions 18 Classifying dyslexia as a “learning disability” 19 Investigating the Causes of Dyslexia 20 Weighing up brain research 20 Getting into genetics 22 Breaking Down Dyslexia into Different Types 23 Looking at Other “Dys” Conditions Related to Dyslexia 24 Dysgraphia: Difficulty with writing 24 Dyscalculia: Difficulty with math 25 Dyspraxia: Difficulty with motor skills 25 Comparing Dyslexia to ADD and ADHD 26 Examining ADD 27 Checking out ADHD 28 Chapter 3: Being Alert to Symptoms of Dyslexia at Any Age 29 Understanding Why It’s Important to Look for Signs 30 Appreciating that dyslexia is unexpected 30 Being savvy about screening tests and what one teacher can do 31 Avoiding the “wait awhile” trap 32 Noticing Your Preschooler’s Late Development 32 Watching Your School-Age Child Fade 33 Recognizing Signs of Dyslexia at Older Ages 35 Seeking out signs in teenagers 35 Acknowledging adult symptoms 36 Referring to Your Family’s History 37 Part II: Determining When to Get a Diagnosis 39 Chapter 4: Watching Your Child Carefully at a Young Age 41 Keeping a Close Eye on Early Skills 41 Talking late and unclearly 42 Battling ear infections 43 Seeing a range of vision problems 44 Having trouble with playing and dressing 46 Displaying weak pre-reading skills 47 Engaging in Pre-Reading Activities at Home 48 Developing print awareness 48 Zeroing in on phonemic and phonics skills 48 Preparing Your Child for Kindergarten 51 Stirring up good feelings about school 51 Helping your child with language skills 52 Nurturing other academic skills 52 Encouraging fine motor skills 53 Showing your child what’s sociable 54 Putting your child in charge of his personal information 54 Chapter 5: Acting Quickly with Your School-Age Child 55 Understanding Why a Quick Response to Reading Problems Is Critical 55 Noticing Dyslexic-like Behaviors at Home 57 Struggling with written words 57 Feeling unhappy 58 Being disorganized 58 Asking Your Child’s Teacher to Look for Dyslexic-like Behaviors in Class 59 Laboring with reading 60 Writing with difficulty 61 Making predictable spelling errors 62 Coping with other classroom tasks and issues 63 Behaving unusually 63 Chapter 6: Testing Your Child for Dyslexia 65 Deciding When to Get a Diagnosis 66 Examining Different Kinds of Tests 67 Looking at language tests for preschoolers 67 Making sense of vision and hearing tests 68 Surveying early screening tests 69 Understanding IQ tests 70 Picking out performance tests 71 Charging up for a test battery 73 Choosing Your Test Administrator Wisely 74 Selecting a specialist within your child’s school district 74 Investigating independent testers outside your child’s school district 75 Preparing Your Child (And Yourself) for Testing 77 Receiving Test Results and Putting Them to Work 78 Breaking down terminology in test results 79 Finding out that your child has an LD 80 Discovering that your child won’t be recognized as having an LD 81 Looking at Your Options When You Decide Not to Test 85 Part III: Exploring Your Options for Schools and Programs 87 Chapter 7: Choosing the Best School for Your Child 89 Questioning the Kind of School Your Child Needs 90 Looking at What a Traditional Public School Offers 92 Supplying assessment services 92 Homing in on school programs 92 Giving help above and beyond the classroom 96 Providing sensitivity to your child’s needs 97 Meeting the Staff in a Traditional Public School 99 Familiarizing yourself with the classroom teacher 99 Acquainting yourself with the resource teacher 101 Checking out school specialists 102 Paying special attention to the support staff 103 Taking note of the principal 103 Getting the Scoop on Alternative Schooling 104 Finding out about charter schools 104 Feeling the pull of magnet schools 105 Choosing a private school 105 Examining Montessori schools 106 Walking the Waldorf (or Steiner) path 106 Deciding on a school for dyslexics 107 Thinking about home schooling 108 Chapter 8: Investigating the Individualized Education Program 113 Probing into the Basics of an IEP 113 The nuts and bolts of an IEP meeting 114 The fine print of an IEP document 115 Ensuring a Successful IEP Meeting 117 Preparing yourself 117 Making the meeting work for you 119 Surveying the Services That Your Child Receives with an IEP 120 Looking at the Legal Nitty-Gritty of IEPs 121 Examining the acts governing IEPs 121 Knowing your rights — and your child’s 123 Chapter 9: Securing Help without an Individualized Education Program 125 Making the Most of Choices in School 125 Looking for Help Outside School 126 Scoping out specialized dyslexia therapies 126 Considering dyslexia clinics 127 Paying an individual tutor 128 Opting for a general learning center 130 Giving Academic Support at Home 134 Letting your child take the lead with homework 134 Setting up homework management methods 135 Using technology 137 Steering clear of a math meltdown 141 Chapter 10: Working Productively with Your Child’s Teacher 143 Requesting and Preparing for a Conference 144 Asking the teacher to meet 144 Assembling important info 145 Determining whether to bring your child 145 Keeping a Conference on Track and Following Up Smartly 146 Creating a positive mood 146 Emphasizing your child’s needs 147 Pushing your points firmly 148 Adhering to the teacher’s goals 149 Taking action after a conference 149 Coming Up with Cool Accommodations 150 Understanding oral instructions clearly 151 Reading large amounts of text 151 Comprehending text 152 Writing large amounts of text 152 Copying from the board with ease 153 Spelling successfully 153 Finishing classroom work and homework on time 154 Avoiding Dyslexic Land Mines with a Teacher’s Help 154 Being graded, tested, and (worst) retained 154 Learning in parrot fashion 158 Part IV: Taking Part in Your Child’s Treatment 159 Chapter 11: Putting Memorizing, Visualizing, and Rhyming to Good Use 161 One by One: Starting with Single Letters 161 Drawing pictures into vowels 162 Knocking b and d into shape 163 Putting P in its place 165 Letters Joining Forces: Getting on Top of a Few Good Spelling Rules 165 Blatantly Bossy e 166 Extroverted and introverted vowels 168 An old favorite: “i before e except after c” 169 I Know You! Having Fun with Sight Words 171 Ten at a time 172 Picture this 173 Bang! 174 Word roll 174 Five up 175 Bingo 175 Do You See the Sea? Distinguishing between Sound-Alike Words 176 The Hard Stuff: Remembering Especially Tricky Words 178 Chapter 12: Playing with Phonics 179 Emphasizing Single Letters 179 Cozying up with consonants 180 Taking a long look at short vowels 181 Introducing letters by name 182 Building Three-Letter Words in Word Families 182 Putting together “at” 183 Moving on up with “bat,” “cat,” “fat,” and more 183 Running through additional word families 184 Mixing It Up with Blended Consonants 184 Blends at the beginning 185 Blends at the end 185 Delving into Digraphs 187 Mastering Tricky Vowel Sounds 189 Opening up to long vowels 190 Hearing “y” sound like a vowel 190 Surveying schwa vowels 192 Singling out sound-alike chunks featuring vowels 193 Partnering vowels with “r” 196 Lopping vowels off the ends of words 197 Bringing Consonants under Control 198 Unmasking consonants in disguise 198 Sounding out the softies 199 Spotting the silent types 202 Doubling up 203 Chapter 13: Sprinting Ahead with Reading Basics and Practice 205 See Jane Read: Looking at Reading Fundamentals 205 Being quick to recognize sight words 206 Feeling good about phonics 207 Understanding about comprehension 207 In the Habit: Establishing a Happy Reading Routine 209 Page after Page: Using Special Strategies for Reading Success 211 Choosing the right books 212 Reading to your child first 215 Pairing up to read 216 Running through multiple readings 217 Nice and Gentle: Handling Your Child’s Difficulties with Kindness 219 Knowing when to give a quick answer 219 Having your child figure a word out when the time is right 220 Helping your child find contextual cues 220 Chapter 14: Taking Advantage of Multisensory Methods 223 Bringing the Term “Multisensory” Down to Earth 223 Distinguishing multisensory teaching from traditional methods 224 Fitting together “multisensory” and “structured and sequential” teaching 225 Setting the Stage for Multisensory Success 226 Making Homework Multisensory 227 Setting up a happier homework environment 227 Helping your child understand new information 228 Having Practical Stuff for Playing at Your Fingertips 229 Modeling clay 229 Gummy mixtures 229 Sandpaper 230 Laminate 230 Scissors 231 Flashcards 231 Board games 233 Computer games 234 Other great tools to have on hand 234 Working Physical Activity into Your Child’s Routine 235 Experimenting with Alternative Multisensory Treatments 236 Coloring pages of text 236 Reading a new font 237 Listening to different messages in each ear 237 Eating fish 238 Chapter 15: Handling Everyday Activities and Difficulties 239 Talking Your Child into Feeling Good 240 Understanding your child’s feelings 240 Listening carefully 241 Empowering your child 243 Responding calmly to your child’s mistakes 244 Helping Your Child with Space, Time, and Sequence 245 Spacing out 246 Timing is everything 250 Following a sequence 252 Maintaining Harmony in the Home 254 Sharing the load 254 Toeing the line 254 Strengthening bonds between siblings 255 Part V: Moving beyond the Childhood Years 257 Chapter 16: Assisting Dyslexic Teens 259 Instilling New Life Skills 259 Aiming for high self-esteem 260 Fostering more independence at home 261 Making time for rest and play 262 Getting behind the driver’s wheel 262 Facing School Challenges Head-On 263 Moving toward self-reliance with schoolwork 263 Enforcing order on those files 264 Staying on top of all the reading and writing 264 Taking notes 266 Studying the right foreign language 268 Giving great speeches 270 Planning for college and jobs 270 Encouraging the Development of Work Skills 271 Keeping up with extracurricular activities 271 Doing some good with community service 272 Finding a part-time job 272 Chapter 17: Heading Off to College 275 Keeping a Well-Stocked Portfolio 275 Providing proof of dyslexia 276 Gathering academic results 277 Giving evidence of school and community involvement 281 Researching Majors and Schools 282 Deciding on potential fields of interest 282 Examining different types of colleges 282 Focusing on Target Schools 284 Touring campuses 284 Asking about disability programs 285 Handling the Application and Interview Process 285 Completing applications with ease 286 Impressing interviewers 287 Picking the Winning School 288 Finding Help with Financing 289 Successfully Keeping Up with Grades 291 Chapter 18: Succeeding with Dyslexia in Adulthood 293 Benefiting from a Late Diagnosis 293 Looking at Helpful Programs and Treatments for Adults 295 Heading to the classroom 296 Improving your reading skills at home 296 Knowing Your Workplace Rights as a Dyslexic Adult 297 Making small accommodations for big results 298 Receiving reliable advice 299 Keeping Family and Friends in the Frame 299 Part VI: The Part of Tens 301 Chapter 19: Ten Tools for Making a Dyslexic’s Life Easier 303 A Pencil Grip 303 Pens with Erasable Ink 303 Colored Files and Other Handy Items 304 A Wristwatch 304 A Pocket Spell Checker 304 A Cell Phone and a Personal Organizer 305 Books on Tape (Or CD) 305 A Photocopier 305 A Word Processor and the Internet 306 Speech-to-Text Software 306 Chapter 20: Ten Well-Known Dyslexia Programs and Treatments 307 Orton-Gillingham and Other Phonics-Based Reading Programs 307 Treatments That Tune into Sounds 308 Berard Auditory Integration Training (AIT) 308 Fast ForWord Language 309 Earobics 310 Tomatis 310 Treatments That Focus on Vision 311 Davis Dyslexia Correction 311 The Irlen Method 311 Treatments That Get Physical 312 Balametrics 312 Brain Gym 312 The DORE Program 313 Lindamood-Bell Learning Processes 313 Audiblox 314 PACE 314 All Kinds of Minds 315 The Feingold Program 315 Levinson Medical Centers 316 Part VII: Appendixes 317 Appendix A: An Informal Assessment of Phonemic Awareness and Phonics Skills 319 Picking Out Pre-Reading Skills 320 Visual discrimination 320 Auditory discrimination 321 Phonemic awareness 323 Examining Early Reading Skills 324 Knowing single letters 325 Trying three-letter words with short vowels 325 Blending letters 326 Diving into digraphs 327 Testing for Independent Reading Skills 327 Looking at long and short vowels 328 Getting the hang of y endings 328 Sorting out vowel combinations 329 Spotting soft and hard letters 330 Watching out for silent letters 330 Placing vowels before r 331 Appendix B: Contacts and Resources 333 Getting General Information Online or by Voice Mail 333 Five general Web sites to start you off 333 Five big organizations 334 Talking to Someone Directly 335 Checking Your Child’s Eyes, Ears, and Mouth 336 Surveying Self-Tests 336 Focusing on Alternative Schooling and School Reading Programs 337 Schools 337 School reading programs 338 Laying Down the Law 339 Finding Independent Programs, Therapists, and Learning Centers 339 Dyslexia treatments 339 Therapists and tutors 340 Dyslexia clinics 341 General learning centers 341 Trying Technology 342 Lending a Hand to Teens, College Students, and Adults 343 College entrance exams and other tests 343 College and general education information 343 Financial aid and scholarships 344 Jobs and other life skills 345 At-home dyslexia programs 345 Index 347

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

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Book Synopsis''[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 l

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

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

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Book SynopsisThe perennial favorite resource for teachers and transcribers, The Burns Braille Transcription Dictionary has been revamped as the Burns Braille Guide to usher in the new era of Unified English Braille (UEB). The revised and updated edition reflects the range of changes introduced in the transition from English Braille American Edition (EBAE) to UEB. This easy-to-use reference guide includes common braille to print and print to braille conversions, as well as punctuation, new UEB contractions, and general rules and terminology.

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

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Book SynopsisThis practical resource is designed to help professionals, parents, and carers on their journey to independence with children and young people with vision impairments.Building on the ideas and practices introduced in Supporting Life Skills for Young Children with Vision Impairment and Other Disabilities, this book addresses middle childhood, the period from when the child starts school, through to the onset of puberty. 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.This book:Addresses 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 Table of ContentsCommon Terms used in this book PART 1 Introduction PART 2 Section 1. Personal Safety Section 2. Dressing and Fastenings Section 3. Puberty and Personal hygiene Section 4. Building Social skills Section 5. Time and organisational skills Sections 6. and 7 Money and Shopping skills Section 8. Eating and drinking Section 9 and 10.Food preparation and snacks and drinks Section 11. Household chores Section 12. Transition PART 3 Appendices Appendix 1 Activities Appendix 2 Handouts Appendix 3 Let’s Cook Glossary Further Reading and Bibliography

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

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Book SynopsisDisability Studies is an area of study which examines social, political, cultural, and economic factors that define ''disability'' and establish personal and collective responses to difference. This insightful new text will introduce readers to the discipline of Disability Studies and enable them to engage in the lively debates within the field. By offering an accessible yet rigorous approach to Disability Studies, the authors provide a critical analysis of key current issues and consider ways in which the subject can be studied through national and international perspectives, policies, culture and history.Key debates include: The relationship between activism and the academy Ways to study cultural and media representations of disability The importance of disability history and how societies can change National and international perspectives on children, childhood and education Table of Contents1. Approaching disability: foundational perspectives 2. Approaching disability: global perspectives 3. Critical perspectives on disability and childhood 4. Critical perspectives on disability and culture 5. Critical perspectives on disability and history 6. Critical perspectives on disability and identity politics 7. Critical issues: researching disabled children in the social world 8. Critical issues: Theorising Bodies in the Social World 9. Conclusion: Final Thoughts and Future Directions

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Book Synopsis2024 Daniel E. Griffiths Research Award WinnerAn 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 Trade ReviewCrip Authorship moves directly into the most urgent debates in critical disability studies, focusing on questions of methodology, race, queerness, cross-disability solidarity, and what it means to make or publish crip work. An extraordinary array of authors, both emerging and well-known, contribute original pieces and provoke thrilling new conversations. This remarkable volume will be of interest to readers across many fields and methodological orientations. Crip Authorship argues for, and also demonstrates, the powerful interdisciplinarity of crip scholarship and its potential to work toward greater justice. * Margaret Price, author of Crip Spacetime *This is a fantastic, urgent, singular, and kaleidoscopic book. Crip Authorship uses disability to explode the very idea of method: this is a book about research, but also about writing, thinking, publishing, and inhabiting. Crip Authorship is essential reading for any scholar who does anything with disability in their work; it is even more essential reading for those who don’t. This is a field-changing collection. * Jonathan Sterne, author of Diminished Faculties: A Political Phenomenology of Impairment *This field-changing collection is theoretically sophisticated and politically charged! This book crucially shows how disability is not only an identity formation, but also a method to revise how we write, critique, and enact change. The collection most importantly engages disability as it relates to race, the non-West, colonialism, sexuality, gender identity, and class, offering an exciting and much needed model for our field. This text redefines how we theorize, imagine, and produce disability. * Hentyle Yapp, University of California, San Diego *This illuminating collection of essays focuses on the variety and value of crip creation, methodology, writing and research. With contributions from Mel Y Chen, Jaipreet Virdi, Emily Lim Rogers, Ellen Samuels and many more, it is urgent and original. -- Karla Strand * Ms. Magazine *

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Book Synopsis 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. That’s why special education and adapted physical activity teachers have come to rely on Developmental and Adapted Physical Activity Assessment. 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. Thorough Examination of the Assessment Process Developmental and Adapted Physical Activity Assessment details 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. Written by four of the most experienced and trusted specialists in adapted physical activity, Developmental and Adapted Physical Activity Assessment • walks you systematically through the assessment cycle from beginning to end, providing accountability for all involved; • helps you assess the whole student—including social, affective, physical, and cognitive domains—to spur development to its fullest potential; • compares and contrasts existing assessment tools; • offers in-depth case studies in each chapter to reinforce and enhance understanding of real-world challenges; and • includes appendixes with sample write-ups of different assessments. 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. New to This Edition 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. In addition, Developmental and Adapted Physical Activity Assessment offers the following: • A new chapter on assessing sensory function and cognition • New information about concussions (one of the most common issues that physical educators encounter) and how to assess them • A new web resource featuring digital versions of the assessment forms in the book and links to assessment tools, with suggestions for their use • A new glossary to help with the understanding and study of terms Guide to Multiple Assessments This text will guide teachers in developing written recommendations regarding placement and instructional programming for • motor development and motor skill performance, • physical fitness, • sensory function and cognition, • posture and gait, and • behavior and social competencies. Developmental and Adapted Physical Activity Assessment helps 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. 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. Table of ContentsChapter 1. Who You Are Assessing Chapter 2. Why You Are Assessing Chapter 3. Getting to Know the Student Chapter 4. Selecting an Appropriate Assessment Instrument Chapter 5. Selecting and Administering Tests Chapter 6. Assessing Motor Development and Motor Skill Performance Chapter 7. Assessing Physical Fitness Chapter 8. Assessing Posture and Gait Chapter 9. Assessing Perception and Cognition Chapter 10. Assessing Behavior and Social Competence Appendix A. Sample Write-Up for Infant and Early Childhood Motor Development Tests Appendix B. Sample Write-Up for Fundamental Motor Patterns Tests Appendix C. Sample Write-Up for Motor Proficiency Tests Appendix D. Sample Write-Up for Sports Skills Tests

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Book Synopsis 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! Edited by experienced educators with expertise in general and adapted physical education programming, Physical Education for Children With Moderate to Severe Disabilities will serve as a valuable resource: Offers comprehensive strategies for instruction, aTable of Contents Foreword Preface Acknowledgments Part I: Best Practices for Engaging All Students Chapter 1: Understanding Severe Disabilities and Universal Design for Learning Severe Disabilities Individuals with Disabilities Education Act Universal Design for Learning Summary Chapter 2: Collaborative Processes in Physical Education The Practice of Collaboration Becoming Part of the Education Team Developing Adapted Physical Education Goals Through Shared Goals Steps in the Collaborative Process Summary Chapter 3: Assessment Strategies Functional Assessment of Students With Severe Disabilities Rubrics Task Analysis Assessment Ecological Task Analysis Basic Skills Assessment Summary Chapter 4: Communication Practices That Enhance Participation Considerations for Communication Practices in Physical Education Types of Communication Practices Summary Chapter 5: Peer Tutoring Selecting Peer Tutors Training Peer Tutors Evaluating the Tutoring Experience Summary Chapter 6: Paraeducators in Physical Education Understanding the Paraeducator’s Role Training for Paraeducators Ideas for Acknowledging Paraeducators’ Contributions Summary Chapter 7: Creating Accessible Equipment Adapting Equipment With SENSE Six Ss for Adapting Equipment Summary Part II: Participation for All in Sport Activities Chapter 8: Foundational Skills and Sensory Integration Understanding Sensory Integration Theory Developing Foundational Skills Putting Your Plan Into Action Summary Chapter 9: Disability Sport in Physical Education Sport Opportunities for Children With Severe Disabilities Role of the Teacher and Coach in Disability Sport Summary Chapter 10: Modified Programming in Physical Education Establishing Disability Sports Within the Physical Education Curriculum Assessment in Disability Sport Summary Chapter 11: Transitioning to Recreational Opportunities Beyond School Transition Services and Individuals’ Rights Initiating the Transition Plan Transition Processes in Physical Education Training Personnel for Community-Based Programs Summary Chapter 12: Aquatics for Children With Disabilities Benefits of Aquatics Medical Issues, Precautions, and Safety Issues Assessment in Aquatics Planning Goals and Objectives Teaching and Safety Strategies Transitioning to Aquatics in the Community Summary Part III: Sample Lessons Using Universal Design for Learning Chapter 13: Team Sports and Target Games Soccer: Passing Basketball: Spot Remover Hockey: Rip Off Track and Field: Hurdling Golf: Putting Golf: Stations Golf: Alien Invasion Throlf (Throwing Golf) Bowling for Junk Bowling: Battleships Bowling for Bucks Archery: Safety First Archery: Add It Up Chapter 14: Lifetime and Health-Related Activities Hand Function Challenges Hand Functions for Sports Scooter Train Climbing Wall: Periwinkle Rescue Horseshoes Bicycling: Rules of the Road Tennis: Forehand Stroke Tabletop Shuffleboard Personal Fitness Plan Appendix: Resources

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Book SynopsisAs the practice of mainstreaming deaf and hard-of-hearing children into general classrooms continues to proliferate, the performance of these students becomes critical. This volume assesses the progress of three second-grade deaf students to demonstrate the importance of placement, context and language in their development. The book points out that these deaf children were placed in two different environments: with the general population of hearing students, and separately with other deaf and hard-of-hearing children. The study reveals that although both settings were ostensibly educational, inclusion in the general population was done to comply with the law, not to establish specific goals for the deaf children. In contrast, self-contained classes for deaf and hard-of-hearing children were designed especially to concentrate upon their particular learning needs. The book also demonstrates that the key educational element of language development cannot be achieved in a social vacuum, which deaf children face in the real isolation of the mainstream classroom.

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Book SynopsisIn developed nations around the world, residential schools for deaf students are giving way to the trend of inclusion in regular classrooms. Nonetheless, deaf education continues to lag as the students struggle to communicate. In the Bua School in Thailand, however, 400 residential deaf students ranging in age from 6 to 19 have met with great success in teaching each other Thai Sign Language (TSL) and a world of knowledge once thought to be lost to them. "The Rising of Lotus Flowers:Self-Education by Deaf Children in Thai Boarding Schools" reveals how their institutionalization allowed them to foster a unique incubator of communication and education.

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Book Synopsis"Deaf Learners: Developments in Curriculum and Instruction", edited by Donald F. Moores and David S. Martin, presents an in-depth collection by 17 renowned international scholars that details a developmental framework to maximize academic success for deaf students from kindergarten through grade 12. Part One: The Context commences with an overview of the state of general education and that of deaf learners, followed by a state-of-the art philosophical position on the selection of curriculum. Part Two: The Content considers critical subjects for deaf learners and how to deliver them, including mathematics, print literacy, science, social studies, and physical education. This section also addresses the role of itinerant services, as well as how to teach Deaf culture, provide for students with multiple disabilities, and facilitate school-to-work transitions. Chapters in Part Three: Instructional Considerations across the Curriculum provides suggestions and guidelines for assessing and planning programs for deaf students using meaningful contexts; optimizing the academic performance of deaf students with emphasis on access and opportunities; implementing a cognitive strategy that encourages teaching for and about thinking as an overriding principle; establishing instructional and practical communication in the classroom, especially in relation to ASL and English-based signing; and solving old problems with new strategies, including web-based technologies, resources, and applications. 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.

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Book SynopsisThe sudden discovery of Nicaraguan Sign Language (NSL) enthralled scholars worldwide who hoped to witness the evolution of a new language. But controversy erupted regarding the validity of NSL as a genuinely spontaneous language created by young children. Laura Polich's fascinating book recounts her nine-year study of the Deaf community in Nicaragua and her findings about its formation and that of NSL in its wake. Polich crafted "The Emergence of the Deaf Community in Nicaragua" from her copious research in Nicaragua's National Archives, field observations of deaf pupils in 20 special education schools, polls of the teachers for deaf children about their education and knowledge of deafness, a survey of 225 deaf individuals about their backgrounds and living conditions, and interviews with the oldest members of the National Nicaraguan Association of the Deaf. Polich found that the use of a "standardized" sign language in Nicaragua did not emerge until there was a community of users meeting on a regular basis, especially beyond childhood. The adoption of NSL did not happen suddenly, but took many years and was fed by multiple influences. She also discovered the process that deaf adolescents used to attain their social agency, which gained them recognition by the larger Nicaraguan hearing society. Her book illustrates tremendous changes during the past 60 years, and the truth in one deaf Nicaraguan's declaration, "With sign language you can learn so much."

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Book SynopsisDeaf Children in China provides a striking profile of the views and attitudes of well-educated Chinese parents with preschool-age deaf children. Author Alison Callaway's inclusion of a survey of 122 English mothers of deaf children reveals the differences between Western and Chinese parents. Yet, she also discovered that many issues cross cultures and contexts. Callaway's pioneering work will fascinate and enlighten readers invested in the development of deaf children for years to come.

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