Teaching of students with physical impairments or disabilities Books
Jessica Kingsley Publishers Tuning In Music Book: Sixty-Four Songs for
Book SynopsisContaining 64 songs designed to promote language, social and musical development, this book accompanies the Tuning In Cards so you can perform the songs and integrate the activities into your own practice. When paired with the Tuning In Cards, it will offer an innovative way of developing communication in children with profound disabilities, visual impairment, and autism.These songs have been developed in line with the Sounds of Intent framework and in collaboration with The Amber Trust. A helpful introduction by the composer describes how to adapt the songs and activities to the appropriate developmental level.Table of ContentsIntroduction; Key Words and Phrases; 64 Songs;
£21.99
Jessica Kingsley Publishers Enhancing Self-Esteem: A Self-Esteem Training
Book SynopsisMaintaining healthy levels of self-esteem is key to leading a positive and fulfilled life, but for many people with a disability it can be difficult when faced with the additional challenges they encounter. Negative messages, low expectations, reduced opportunities and discrimination are all facts of life for a large number of people, and these factors can have a serious impact on the development of self-esteem.Enhancing Self-Esteem is unique in being tailored specifically to meet the needs of adults with disabilities. It is a comprehensive resource that provides relevant, cognitively-suitable and age-appropriate information and exercises to aid trainers working with adults with physical and multiple disabilities, and is suitable for people with mild intellectual disability and severe communication impairment.The material is designed to be used in 10 two-hour sessions that explore skills that will help to develop and maintain self-esteem. Each session is fully scripted, with comprehensive instructions for the trainer and useful photocopiable hand-outs.Enhancing Self-Esteem is an essential resource that will be valued by any trainer working with disabled people.Trade ReviewDeveloping and maintaining a healthy sense of self-esteem can be challenging for individuals with disabilities. This is because people with disabilities may be faced with a unique range of challenges associated with having a disability, such as negative messages, low expectations, reduced opportunities and outright discrimination. In an attempt to bridge the knowledge gap and offer an applicable intervention, Drs. Hagiliassis and Gulbenkoglu, have created a group training package to improve self-esteem for adults with disabilities. -- Sexuality and DisabilityTable of ContentsAbout the Authors. Acknowledgements. Introduction to the self-esteem training package. 1. What is self-esteem? 2. What makes us feel special? 3. Feeling good. 4. Healthy thinking. 5. Accepting who we are. 6. Speaking up for ourselves. 7. Communicating well. 8. Handling problems. 9. Reaching our goals. 10. Putting it all together. Hand-outs. Self-esteem evaluation sheet.
£37.99
Jessica Kingsley Publishers Seeing Through New Eyes: Changing the Lives of
Book SynopsisSeeing Through New Eyes offers an accessible introduction to the treatment of visual dysfunction, a significant but neglected problem associated with autism spectrum disorders (ASDs) and other developmental disabilities.Dr. Kaplan identifies common ASD symptoms such as hand-flapping, poor eye contact and tantrums as typical responses to the confusion caused by vision disorder. He also explains the effects of difficulties that people with autism experience with "ambient vision", including a lack of spatial awareness and trouble with coordination. Other chapters give guidance on how to identify the visual deficits of nonverbal children, select prism lenses that will alter the visual field, and create individually tailored programs of therapy in order to retrain the system.This book is essential reading for parents of children with ASDs, and professionals in the fields of autism, optometry and ophthalmology, psychology and education.Trade ReviewKaplan, an optometrist (eye/vision specialist) with extensive experience of working with individuals with development disabilities, shares his enthusiasm and attempts to explain the theory behind his work. -- Community CareKaplan, an optometrist and Director of the center for visual management, believes visual dysfunction to be a significant but neglected problem associated with autism spectrum disorders (ASDs) and other developmental disabilities. He points to some of the behaviours associated with ASD, such as poor eye contact as proof, and promotes identifying and diagnosing visual defects in children so professionals can determine appropriate therapies such as prism lenses. -- Book NewsI've been amazed at how the yoked prism lenses Dr. Kaplan uses can have an immediate impact on a child's behavior. These instant changes can translate, with the help of vision therapy, into long-term changes including better attention, increased speech, enhanced social skills, and better academic performance. They also can result in a happier, less anxious, less tense individual, with more energy to understand and enjoy the world. -- From the Foreword by Stephen M. Edelson, Autism Research Institute, San Diego, CAThis book is a must read for any doctor who wishes to treat and/or perform VT on those with autism or developmental disabilities. It is well organized and has a logical flow. If you chose to incorporate individuals on the autism spectrum in your practice, this book will be a good resource. -- Journal of Behavioural Optometry, 2007Table of ContentsForeword, Stephen Edelson, Autism Research Institute, San Diego Part I: Understanding Visual Dysfunction and the Role of Prism Lenses and Vision Therapy. 1. The Behavior is the Solution. 2. Prism Lenses and Vision Therapy: Overview and Historical Perspective. Part II: The Kaplan Nonverbal Battery: Testing and Interpretation of Results. 3. Special Tests for Special Needs. 4. Analyzing your Test Results: The Art and Science of Knowing your Patient. Part III: Planning a Visual Management Program. 5. The Therapy Process: A Philosophical Overview. 6. Therapy Approaches for Patients with Strabismus. 7. Therapy Approaches for Patients with Orientation Issues. 8. Therapy Approaches for Patients with Spatial Organization Issues. 9. What does Breathing have to do with Vision? 10. The Big Picture: Integrating Vision Therapy into a Comprehensive Treatment Program. Glossary. Index
£17.40
Jessica Kingsley Publishers Visual Perception Problems in Children with
Book SynopsisThis book provides a comprehensive overview of vision problems in children with developmental disabilities such as AD/HD, autism spectrum disorders, and specific learning disabilities.Written in a very accessible style, it is appropriate for parents and professionals alike and offers non-technical explanations of how vision difficulties are screened for and advice on where to seek appropriate professional care. Lisa Kurtz outlines a range of activities for strengthening children's functional vision and perceptual skills using simple, homemade materials that are readily available in the home or classroom.This is an excellent practical companion for parents of children with visual perception problems and the professionals who work with them.Trade Review`This short book is a reliable introduction to a complex area of need which is all too often masked by a child's other, more obvious difficulties. The practical suggestions provide useful starting points for both specific visual difficulties and general visual development…This book is a good reminder that it is crucial for parents and practitioners to promote alternative activities that provide opportunities for children to practice and develop their visual skills.' -- Support for Learning (NASEN)`an excellent resource for any parent, teacher or professional whose child is presenting with subtle vision difficulties as it contains quite a few gems (eg explanations, screening tests, addresses and activities) which adds to the knowledge of the reader.' -- Good Autism Practice`Lisa Kurtz writes in an open and informative way which holds your attention giving an easy to understand description of the problem experienced by many of the children that we see in `Special Times' -- Play Therapy UK`This book is exceptionally practical. Kurtz keeps parents in mind throughout by providing the medical lingo to necessary inform, but not to confuse. She provides a list of organizations that offer vision therapy (both inside and outside the U.S.), suggested questions to ask an eye professional before making an appointment, an explanation of the terminology a parent might find in a medical report, and a list of organizations, along with their web addresses and a one- to two-sentence description of the content at that web site.' -- ForeWordTable of ContentsIntroduction. 1. Anatomy and Structure of the Visual System. 2. The Early Development of Visual Skills. 3. Do You See What I See? Problems with Visual Skills. 4. Finding Professional Help for Problems with Vision. 5. Activities for Improving Visual Skills. 6. Helping Children to Compensate for Problems with Vision. 7. Resources. Appendix: Equipment Fabrication. Glossary. Index.
£18.21
Jessica Kingsley Publishers Understanding Cerebral Palsy: A Guide for Parents
Book SynopsisAn invaluable starting point for anyone encountering cerebral palsy for the first time, this book provides essential background information on causes, types and symptoms, as well as vital advice about the treatments, therapies and sources of support available. Practical tips on everyday considerations such as communication, diet and education will help parents achieve the best quality of life for their child. A final chapter explores options after compulsory education and how best to support a young person making the transition to independent adulthood. Using personal experience and case studies as sources of inspiration, as well as a comprehensive list of resources to signpost readers to further information, this positive handbook will help parents and professionals more fully understand cerebral palsy and the different options available to people with the condition.Trade ReviewThis book seeks to encourage ways for society to alter its stance over disability from being a problem to be solved to one where the needs of the individual are met by supporting the building of better relationships with the disabled... this is a comprehensive guide to the condition and will raise debate and provide parents and teachers with knowledge to support them to respond to the needs of those with CP in order to enable them to become more independent. -- SNIPSpecial educator, expert on augmentative communication, author, and mother of a young adult with cerebral palsy - Marion Stanton has done it all. While supporting her son's progress through medical, therapeutic, and educational interventions to supported independent living, Marion has accumulated a wealth of information which will help anyone who wants to ensure people with cerebral palsy achieve their full potential. -- Rosemary Crossley, Director, Anne McDonald Centre, MelbourneUnderstanding Cerebral Palsy provides a refreshing and systematic appreciation of a condition experienced by people across a wide variety of social contexts. However, unlike other publications this is not simply a medical account... but a book that very quickly contextualizes the unique ways in which the individual may experience and manage their cerebral palsy to live their life with support they consider effective. -- from the foreword by Joe Whittaker, Chair of the Alliance for Inclusive EducationTable of ContentsAcknowledgements. Foreword. 1. An Introduction to Cerebral Palsy. 2. Should Therapy and Treatment be your First Priority? 3. The Early Stages. 4. Management of Cerebral Palsy. 5. Special Considerations. 6. Alternatives to Verbal Communication. 7. Day to Day Life. 8. Complementary Therapy. 9. Informal Support, Social Factors and Disadvantage. 10. Education. 11. After School - What Next? Useful Addresses and Contacts.
£16.60
Jessica Kingsley Publishers Listen To Me: Communicating the Needs of People
Book SynopsisWritten for parents, carers and professionals who have responsibilities for people with profound intellectual and multiple disabilities, Listen to Me focuses on two crucial issues:- How to cope with the complex problems of someone with this level of disability, interpret their needs successfully, and maintain effective contact with all the professionals and organisations who deal with them.- How to enrich that person's experience and ensure that others value him or her as a distinct individual with a right to a meaningful life.Highly practical, and using examples from the author's experience with her own daughter, each chapter deals with communicating such rights and needs in particular situations, and includes references for further information and reading. The author explains how to prepare a Care Book which includes the essential personal information, not simply about medication and physical procedures but about the individual's interests, preferences and background. She explains how it can be used to communicate effectively with busy professionals.Trade ReviewThis book would be of great value to all who have contact with a person with profound and multiple learning disabilities. Apart from the insight into the needs from the person's and carers' point of view, it provides a wealth of information including useful addresses and further references that may be of value. -- PhysiotherapyTo those parents who see no end to their toil, anxieties and battles it will provide much comfort and information. The author begs from all of us who are involved with severe disability to `see the person first, rather than the disability' and to ask of parents: "what does your child enjoy doing" rather than concentrating on his or her medical problems. It gave me much food for thought. -- Newsletter of the National Association of Paediatric Occupational TherapistsMany mothers have wondered if there was a book that could serve as a blueprint in their battle to do their best for their son/daughter - something which would outline what services are available and what support groups are out there for them and their child. Pat Fitton's book... takes on this task very well, using the story of her own battle to support her daughter Kathy, who had severe and multiple disabilities. Ms Fitton does this with a refreshing lack of mawkishness - a trap not always avoided by other authors. This book seeks to advise parents on strategies for clear communications; as such it should be of benefit to all parties. Ms Fitton does not stray from her goal - to encourage us to 'listen' to the severely, multiply disabled non-verbal person. -- FrontlineThe book is, I believe, modern in concept and in its argument. Pat Fitton gives us a thoughtful and clear account of what is demanded of the parent and carer, and also of what they might reasonably expect our education, welfare benefits, health, leisure and social services to provide when someone has a disability... very moving and very informative at the same time: it is difficult to recall many books which have such a powerful effect... An important source of support mentioned by many parents is the information, advice and empathy received from other parents and carers. Listen to Me is a major contribution to that tradition of mutual support and understanding. -- From the Foreword by Harry Marsh, Director, Contact a FamilyTable of ContentsAcknowledgements. This Book is not… This Book is for… Foreword by Harry Marsh. Introduction: Kathy. Part One: Learn About Me. 1. Diagnosis and First Contact with Hospitals. Part Two: We Need to Communicate. 2. We Need to Communicate. 3. Writing to People. 4. Telephoning. 5. Talking to People. Part Three: Tell Them About Me. 6. The Care Book. 7. Diaries. 8. Information Sheets. 9. Medication. Part Four: 10. In Nursery, School or Centre. 11. Respite and Residential Services. 12. Independent Living Arrangements. 13. Wheelchairs. 14. Mobility, Equipment and Adaptations. 15. Benefits. Part Five: Doctors and Hospitals. 16. Your G.P. 17. In Casualty. 18. In Hospital. 19. Things Can Only Get Better… Part Six: 20. Leisure Activities. 21. Families and Friends. 22. The Future - Wills, Trusts and Guardians. Part Seven: Conclusion. 23. Who Cares for the Carers?
£26.59
Palgrave Macmillan Humanizing Disability and Inclusive Education Research in the Global South
Book Synopsis1. Introduction.- 2. Motherhood and disability in context: Transgenerational, intersectional, and situated narratives in Argentina (1981-2024).- 3. Tending the Murnong: Reflecting on a journey to amplify the voices and experiences of First Nations people who are Deaf and Hard of Hearing in research, practice, and community.- 4. Story telling and meaning making in the Himalaya: Ethnographic spatial mapping with disabled persons in Bhutan.- 5. Moving forward with Indigenous disability knowledge: An act of inclusion.- 6. Counterstories as disruptive tools in DisCrit and Dis/Ability research and theorizing: A Latin American mathematics education illustration.- 7. Supporting disabled migrant students and families from the global South in Italy.- 8. Generating data from persons with intellectual disabilities in Kenya: From focus group discussion to drawings.- 9. “No one cares about children with disabilities!”: Shifting the narrative and centering Syrian refugee children with disabilities and their parents’ experiences in Lebanon.- 10. Inclusive education and organizations of persons with disabilities (OPDs): Innovations from Malawi.- 11. Shifting inclusive education practices and structures: Critical Disability Studies in the Saudi Arabia education system.- 12. “Inside-Out:” An innovative localized approach to localized disability discourse research.- 13. Conclusion.
£116.99
Kohlhammer Inklusion Im Forderschwerpunkt Horen
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£28.80
Kohlhammer Der Umgang Mit Behinderung: Besonderheit Und
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£20.90
Kohlhammer Menschen Mit Querschnittlahmung: Lebenswege Und
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£26.10
Kohlhammer Grundbegriffe Der Horgeschadigtenpadagogik: Ein
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£50.15
Kohlhammer W. Unterstützte Kommunikation
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£30.60
Kohlhammer Didaktik Des Unterrichts Mit Blinden Und
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£36.00
Kohlhammer Inklusion Bei Beeintrachtigung Des Sehens Und
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£36.75
£39.60
Springer VS Jugend Schule Disability
Book SynopsisEinleitung.- Making Dis/ability Theoretische Verortung und aktueller Forschungsstand.- Making/Doing Dis/ability: Inklusion vs. Segregation von Schüler:innen mit Sehbeeinträchtigung.- In-between Theoretische Grundlagen, Fragestellung und Empirie.- Being Dis/able/d: Fallrekonstruktion Kai Schuhmann: Zwischen unbeirrtem Selbstwillen und internalisiertem Selbstzweifel: „Ich hab einen Eigenanspruch an mich.“.- Being Dis/able/d: Fallrekonstruktion Felix Brandenburg: Zwischen Dekonstruktion von und Anspruch auf ableistische Privilegien: „Und die Klasse bestand nicht einmal zur Hälfte auswirklich ernstzunehmenden Sehbehinderungen.“.- Being Dis/able/d: Fallrekonstruktion Jannik Walding: Hohe Bildungsaspiration trotz Förderschulbesuchs: „Ich möchte auf jeden Fall mein Abitur machen.“.- Jugendbiographien im Spannungsfeld von Befähigung, Ermöglichung und Begrenzung: Fallvergleichende Darstellungen im Kontext theoretischer Erkenntnisse.- Doing practical science: (Erziehungs-)Wissenschaft Empirie Praxis: Perspektiven für pädagogische Professionalisierung im Kontext von Schüler:innen mit (Seh-)Beeinträchtigung.- Grenzen der Studie und Ausblick auf weiteren Forschungsbedarf.
£62.69
Springer VS Das Sprechen über Studierende mit Behinderung aus europäischer Perspektive
Book SynopsisForschungsinteresse, Forschungsfragen und Überblick über die Arbeit.- Behinderung als Forschungsgegenstand.- Behinderung und Hochschule.- Diskursanalysen als methodologische Anschlüsse.- Methodisches Vorgehen in der Arbeit.- Sprache und Sprechen über Studierende mit Behinderung: Ergebnisse einer vergleichenden Analyse.- Schlussbetrachtungen: Reflexionen in Bezug zu den Forschungsfragen.- Schlussfolgerungen und ein Blick auf Forderungen nach einer „Hochschule für Alle!“.- Kritische Reflexion.- Ausblick.
£67.49
Pennsylvania State University Press Ableist Rhetoric How We Know Value and See
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
£26.06
John Wiley & Sons Inc The School Counselors Guide to Helping Students
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
£22.94
John Wiley & Sons Seven Essentials for FamilyProfessional
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.
£29.56
New York University Press Crip Authorship
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 *
£69.70
Human Kinetics Publishers Physical Education for Children with Moderate to
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
£35.10
Gallaudet University Press,U.S. Deaf Children in Public Schools
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.
£42.75
Gallaudet University Press,U.S. Advances in Cognition, Education and Deafness
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£42.75
Gallaudet University Press,U.S. Deaf Learners
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.
£53.68
Gallaudet University Press,U.S. Educational Interpreting
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£57.00
Gallaudet University Press,U.S. Deaf Children in China
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.
£49.88
Gallaudet University Press,U.S. Tell Me How it Reads
Book SynopsisWith deaf students attending mainstream postsecondary institutions in increasing numbers, a tutor's job is becoming more complex. Methods effective for hearing students are not equally well-suited to deaf students. "Tell Me How It Reads" offers practical suggestions to improve the effectiveness of tutoring deaf students' writing. 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.
£30.00
Gallaudet University Press,U.S. Psychological and Psychoeducational Assessment of
Book SynopsisThe 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.
£49.40
Gallaudet University Press,U.S. Change and Promise: Bilingual Deaf Education and
Book SynopsisWithin 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.
£53.20
Harvard Educational Publishing Group How Did You Get Here?: Students with Disabilities and Their Journeys to Harvard
Book SynopsisWhen their children were young, several parents interviewed for this book were told, “you can’t expect much from your child.” As they got older, the kids themselves often heard the same thing: that as children with disabilities, academic success would be elusive, if not impossible, for them.How Did You Get Here? clearly refutes these common, destructive assumptions. It chronicles the educational experiences—from early childhood through college—of sixteen students with disabilities and their paths to personal and academic success at Harvard University. Th e book explores common themes in their lives—including educational strategies, technologies, and undaunted intellectual ambitions—as well as the crucial roles played by parents, teachers, and other professionals. Above all, it provides a clear and candid account—in the voices of the students themselves—of what it takes to grapple eff ectively with the many challenges facing young people with disabilities.A compelling and practical book, How Did You Get Here? offers clear accounts not only of the challenges and biases facing young disabled students, but also of the opportunities they found, and created, on the way to academic and personal success.Table of ContentsCONTENTS Foreword ixIntroduction 1CHAPTER 1“My Mother” 15 CHAPTER 2“I Had Teachers Who Believed in Me” 49 CHAPTER 3“I Was Always Asking My Teachers for More” 71 CHAPTER 4“I Found Things to Do Outside the Classroom” 91 CHAPTER 5“I Was Always Forced to Find a Way” 103 CHAPTER 6“I Could Not Have Gotten Here Without Audio Text” 133CHAPTER 7“My Disability Shapes Who I Am” 155CHAPTER 8“I Thought I Knew Something About Disability” 179CONCLUSION “How Can More of You Get Here?” 203 Wendy S. HarbourNotes 227 Acknowledgments 235 About the Authors 237 Index 239
£29.71
Harvard Educational Publishing Group Universal Design in Higher Education: From
Book SynopsisThis second edition of the classic Universal Design in Higher Education is a comprehensive, up-to-the-minute guide for creating fully accessible college and university programs. The second edition has been thoroughly revised and expanded, and it addresses major recent changes in universities and colleges, the law, and technology.As larger numbers of people with disabilities attend postsecondary educational institutions, there have been comparable greater efforts to make the full array of classes, services, and programs accessible to all students. This revised edition provides both a full survey of those measures and practical guidance for schools as they work to turn the goal of universal accessibility into a reality. As such, it makes an indispensable contribution to the growing body of literature on special education and universal design. This book will be of particular value to university and college administrators, and to special education researchers, teachers, and activists.
£28.86
Information Age Publishing Understanding Developmental Disorders of Auditory
Book SynopsisAuditory processing disorders, reading and writing disorders, language disorders, and other related disorders - these disorders seem distinct among one another from historical and professional practice perspectives but more and more research suggests that they in fact overlap in many ways including clinical presentations, suspected underlying causes, diagnostic criteria, and re/habilitation strategies.On January 4-7, 2012, the conference Global Conference on Disorders in Auditory Processing, Literacy, Language & Related Sciences (APLL 2012) was held in The Hong Kong Institute of Education. This was the world’s first platform for interdisciplinary discussions and collaborations on ways we can better serve children who suffer from the above closely related disorders through future research. Due to the huge success of APLL2012, to promote continuous discussions of the conference theme, the conference organizing committee decided to invite scholars, scientists, and practitioners to contribute their work to the eleventh volume in the Research on Sociocultural Influences on Motivation and Learning research monograph series. This volume is focused on issues in typical and disordered developments in auditory processing, literacy, and language across different cultural and linguistic contexts in Asia, Europe and North America. The contributors of this volume offer insightful theoretical and practical ideas to shape future directions in research, assessment, intervention, and education. This is an intriguing and inspiring volume for students, researchers, and practitioners in the fields of speech-language pathology, audiology, developmental psychology, educational psychology, neuropsychology, and other related disciplines.By bringing in respective leaders in the fields, we hope that this book will open new windows to promote advancements in related research initiatives, continuing cross disciplinary discussions and collaborations on ways that we can better service individuals suffer from these closely related disorders through future research.
£47.45
Information Age Publishing Understanding Developmental Disorders of Auditory
Book SynopsisAuditory processing disorders, reading and writing disorders, language disorders, and other related disorders - these disorders seem distinct among one another from historical and professional practice perspectives but more and more research suggests that they in fact overlap in many ways including clinical presentations, suspected underlying causes, diagnostic criteria, and re/habilitation strategies.On January 4-7, 2012, the conference Global Conference on Disorders in Auditory Processing, Literacy, Language & Related Sciences (APLL 2012) was held in The Hong Kong Institute of Education. This was the world’s first platform for interdisciplinary discussions and collaborations on ways we can better serve children who suffer from the above closely related disorders through future research. Due to the huge success of APLL2012, to promote continuous discussions of the conference theme, the conference organizing committee decided to invite scholars, scientists, and practitioners to contribute their work to the eleventh volume in the Research on Sociocultural Influences on Motivation and Learning research monograph series. This volume is focused on issues in typical and disordered developments in auditory processing, literacy, and language across different cultural and linguistic contexts in Asia, Europe and North America. The contributors of this volume offer insightful theoretical and practical ideas to shape future directions in research, assessment, intervention, and education. This is an intriguing and inspiring volume for students, researchers, and practitioners in the fields of speech-language pathology, audiology, developmental psychology, educational psychology, neuropsychology, and other related disciplines.By bringing in respective leaders in the fields, we hope that this book will open new windows to promote advancements in related research initiatives, continuing cross disciplinary discussions and collaborations on ways that we can better service individuals suffer from these closely related disorders through future research.
£87.40
Information Age Publishing The ABCs of Structured Discovery Cane Travel for
Book SynopsisStructured Discovery Cane Travel (SDCT) is an Orientation and Mobility (O&M) curriculum which focuses on the foundational techniques necessary to develop future independence for students who are blind or visually impaired. The ABCs of Structured Discovery Cane Travel for Children addresses essential non-visual concept development, techniques and mobility skills needed to travel efficiently, gracefully and safely within a myriad of natural environments while using the long, white cane with a metal tip as the primary mobility tool. This curriculum utilizes transformational knowledge and problem-solving opportunities through teachable moments to develop personal reflection and mental mapping which can be utilized post instruction. These students maximize their cognitive intrinsic feedback while completing everyday mobility tasks. Parents and instructors of children who are blind or visually impaired will comprehend the essentials of SDCT by reading The ABCs of Structured Discovery Cane Travel for Children; in addition, they will receive a treasure trove of O&M skill-building activities.
£47.45
Information Age Publishing The ABCs of Structured Discovery Cane Travel for
Book SynopsisStructured Discovery Cane Travel (SDCT) is an Orientation and Mobility (O&M) curriculum which focuses on the foundational techniques necessary to develop future independence for students who are blind or visually impaired. The ABCs of Structured Discovery Cane Travel for Children addresses essential non-visual concept development, techniques and mobility skills needed to travel efficiently, gracefully and safely within a myriad of natural environments while using the long, white cane with a metal tip as the primary mobility tool. This curriculum utilizes transformational knowledge and problem-solving opportunities through teachable moments to develop personal reflection and mental mapping which can be utilized post instruction. These students maximize their cognitive intrinsic feedback while completing everyday mobility tasks. Parents and instructors of children who are blind or visually impaired will comprehend the essentials of SDCT by reading The ABCs of Structured Discovery Cane Travel for Children; in addition, they will receive a treasure trove of O&M skill-building activities.
£87.40
Information Age Publishing Who Decides?: Power, Disability, and Educational
Book SynopsisOver the last quarter century, educational leadership as a field has developed a broad strand of research that engages issues of social justice, equity and diversity. This effort includes the work of many scholars who advocate for a variety of equity-oriented leadership preparation approaches. Critical scholarship in Education Administration and Educational Politics is concerned with questions of power and in various ways asks questions around who gets to decide. In this volume, we ask who decides how to organize schools around criteria of ability and/or disability and what these decisions imply for leadership in schools. In line with this broader critical tradition of inquiry, this volume seeks to interrogate policies, research and personnel preparation practices which constitute interactions, discourses, and institutions that construct and enact ability and disability within the disciplinary field of education leadership. To do so, we present contributions from multidisciplinary perspectives.The volume is organized around four themes: 1. Leadership and Dis/Ability: Ontology, Epistemology, and Intersectionalities; 2. Educational Leaders and Dis/ability: Policies in Practice; 3. Experience and Power in Schools; 4. Advocacy, Leverage, and the Preparation of School Leaders. Intertwined within each theme are chapters, which explore theoretical and conceptual themes along with chapters that focus on empirical data and narratives that bring personal experiences to the discussion of disabilities and to the multiple ways in which disability shapes experiences in schools. Taken as a whole, the volume covers new territory in the study of educational leadership and dis/abilities at home, school, and work.
£82.45
Information Age Publishing Who Decides?: Power, Disability, and Educational
Book SynopsisOver the last quarter century, educational leadership as a field has developed a broad strand of research that engages issues of social justice, equity and diversity. This effort includes the work of many scholars who advocate for a variety of equity-oriented leadership preparation approaches. Critical scholarship in Education Administration and Educational Politics is concerned with questions of power and in various ways asks questions around who gets to decide. In this volume, we ask who decides how to organize schools around criteria of ability and/or disability and what these decisions imply for leadership in schools. In line with this broader critical tradition of inquiry, this volume seeks to interrogate policies, research and personnel preparation practices which constitute interactions, discourses, and institutions that construct and enact ability and disability within the disciplinary field of education leadership. To do so, we present contributions from multidisciplinary perspectives.The volume is organized around four themes: 1. Leadership and Dis/Ability: Ontology, Epistemology, and Intersectionalities; 2. Educational Leaders and Dis/ability: Policies in Practice; 3. Experience and Power in Schools; 4. Advocacy, Leverage, and the Preparation of School Leaders. Intertwined within each theme are chapters, which explore theoretical and conceptual themes along with chapters that focus on empirical data and narratives that bring personal experiences to the discussion of disabilities and to the multiple ways in which disability shapes experiences in schools. Taken as a whole, the volume covers new territory in the study of educational leadership and dis/abilities at home, school, and work.
£108.30
Information Age Publishing Philosophy as Disability & Exclusion: The
Book SynopsisPhilosophy as Disability and Exclusion examines the history of ideas on arts in the education of people who are blind in England, from 1688 to 2010. This book also examines a number of the earlier influences on the enlightenment, and the international context of this topic. The two hypotheses on which this study is based are:(1) Our understanding of blindness in English intellectual culture is less to do with homologous physical characteristics. Instead it is more to do with an ethical philosophy of human capacity.(2) The arts education of people who are blind through touch tells us much about our psychology of mythologies and the intellectual construction of human thought. Furthermore, the myth that people who are blind are incapable of visual arts and have an enhanced capacity for the musical arts is one of the most engrained modern folklores. It is part of our cultural, intellectual and philosophical conscience.In the process of investigating these hypotheses, this book argues that philosophies have linked immorality, intelligence and physical ability. These have become connected in ways that are unrelated to eyesight in order to fulfill broader cultural processes of developing social theory. In this book, the process of knowledge creation is termed passive exclusion and is analyzed through an epistemological model of examining disability and exclusion.
£44.96
Information Age Publishing Philosophy as Disability & Exclusion: The
Book SynopsisPhilosophy as Disability and Exclusion examines the history of ideas on arts in the education of people who are blind in England, from 1688 to 2010. This book also examines a number of the earlier influences on the enlightenment, and the international context of this topic. The two hypotheses on which this study is based are:(1) Our understanding of blindness in English intellectual culture is less to do with homologous physical characteristics. Instead it is more to do with an ethical philosophy of human capacity.(2) The arts education of people who are blind through touch tells us much about our psychology of mythologies and the intellectual construction of human thought. Furthermore, the myth that people who are blind are incapable of visual arts and have an enhanced capacity for the musical arts is one of the most engrained modern folklores. It is part of our cultural, intellectual and philosophical conscience.In the process of investigating these hypotheses, this book argues that philosophies have linked immorality, intelligence and physical ability. These have become connected in ways that are unrelated to eyesight in order to fulfill broader cultural processes of developing social theory. In this book, the process of knowledge creation is termed passive exclusion and is analyzed through an epistemological model of examining disability and exclusion.
£82.80
John Wiley & Sons Inc Dyslexia and Effective Learning in Secondary and
Book SynopsisRecent policy initiatives illuminate the need for greater teacher awareness about dyslexia in secondary and tertiary education. Yet the debates about dyslexia are often narrowly based and can exclude some teachers. This book attempts to open up the debate by bringing together different ways of talking and thinking about dyslexia. Fundamental questions about how to respond to dyslexia in teaching and support contexts are addressed and the significance of â??exploratory conversionsâ?? between learners and tutors is recognised. The need to restructure â??the structured approachâ?? and to consider meta-affectivity as well as metacognition is explored. Practitioners in both secondary and tertiary sectors can gain ready access to contributions from internationally respected writers and teachers in the field. Alan Hurstâ??s preface refers to â??this important bookâ?? as paving the way to a more truly inclusive attitude and approach to education in and beyond compulsory schooling.Table of ContentsIntroduction. Bridging The Gap. Part One. Learning in a Secondary school Context. 2. Dyslexia in Adolescence, A Five Year Follow up Study. 3. learning Support in The Secondary School, Needs Analysis. 4. Shaping Policy and practices in Secondary Schools, Support for Learning. 5. Multllingualism and dyslexia. 6. Spelling Support in Secondary Education. 7. Effective Learning in the Secondary School, Teaching Students With Dyslexia to Develop Thinking skills. 8. Supporting Communication in Education, Part Two, Learning in tertiary Education Contexts. 9. Adult Dyslexia, Partners in Learning. 10. Adult dyslexia, Assessment, Counselling and Training, a. Further Education. 11. effective Support for Adult Learners. 12. Effective Support in Further education. 13. Staff Development in Further Education, Higher Education. 14. A learning Styles and Memory Strategies Questionnaire for The Identification of spld in Higher Education. 15. An Approach to Learning Support in Higher education.
£65.66
John Wiley & Sons Inc Audiology in Education
Book SynopsisThis book provides an essential resource for all professionals involved with the educational management of deaf children.Table of ContentsSection 1. Information and Interpretation, Audiological Assessment, M. Baldwin, P. Watkin. Causes and Implications of Deafness, D. Adams, L, Stewart. Multi-handicapped Deaf Children, F. Coninx, J.m. Moore. Section 2. Listening learning Devices, Aids to Hearing, M. Smith, Earmoulds, R. Brett, J. Okpojo. Cochlear Implants, S. Archbold. Tactile Aids, W. Mccracken. Section 3. Knowledge and Practice, Management of Amplification, S. Lewis, D. Lyon. Fitting and verification, D. Lewis. The Listening Learning Environment, F. Berg. Learning to Listen, G. Carr.
£96.26
John Wiley & Sons Inc Dyslexia: A Teaching Handbook
Book SynopsisThis highly practical handbook meets the need for a general guide that provides teachers with the skills, techniques and structure to help children with specific learning difficulties achieve success.Table of ContentsPreface to the First Edition. Preface to th Second Edition. Chapter 1 Introduction. Historical context and definition. Features of dyslexia. Dyslexia as a syndrome. Causes of dyslexia. Reading and spelling development. Assessment and teaching. Addendum: Dyslexia and the 1981 Education Act. Code of Practice. Individual Educational Plans. Dyslexia and the National Curriculum. Chapter 2 Making a Start. Setting up a dyslexia unit. Priniples of teaching. General classroom procedures. Chapter 3 From Spoken to Written Language. Introduction. Linguistic knowledge required by child and teacher. Written language structure. Teaching techniques. Chapter 4 Reading. Introduction. Use of word lists. Syllable analysis. Developing reading skills. Listening to dyslexics read. Written language structure and meaning. Choosing a book. Useful reading schemes. Chapter 5 Spelling. Introduction. Teaching techniques for spelling. Spelling rules. Using dictionaries. Chapter 6 Writing. Handwriting. Essay writing. Grammar. Chapter 7 The Older Student. Choice of course. Study skills. Examinations. Chapter 8 Computers and Dyslexia. Using information technology in a specialist school. Computers in the classroom. Information technology curriculum. Using computers with dyslexics. Curriculum outline for word processing with dyslexics. Interactive books. Appendices. 1. Examples of Individual Educational Plans (IEP) - English. II. Phonic work sheets. III. Common words for a basic sight vocabulary. IV Suggested key word list for irregular words. V Key word list for school subjects. VI Word lists. VII Spelling rules. VIII Vowel digraphs/diphthongs. IX Ways of spelling. X The impossible word list. XI Statementing. XII Using the Aston Portfolio for prescriptive teaching based on error analysis. XIII Some examples of minimal pair words (southern British pronunciation). XIV Word processing examples. XV Reading game. References. Index.
£44.60
John Wiley & Sons Inc The Bangor Dyslexia Teaching System
Book SynopsisFor this third edition the book has been revised and updated to take account of recent research, particularly that relating to the developmental stages by which children normally acquire literacy.
£34.15
John Wiley & Sons Inc Hearing Impaired Infants: Support in the First
Book SynopsisThe tremendous amount of work that goes into the diagnosis and subsequent management of a young child with a permanent sensori-neural hearing loss involves both professionals from health and education services and parents. Though it is now widely accepted by professionals that parents should be regarded as full members of the team supporting the hearing-impaired child, many still do not have a clear idea of what this means in practice. The purpose of this book is to share information about this work among all those involved. Written by professionals who have long experience of working in real co-operation with parents and who allow the voice of parents to come through clearly, the book has two main aims. First, to convey in a clear and readable way what professionals do, the language they use, what influences their decision-making and some of the ramifications of hearing impairment; and, secondly, to convey to professionals what it is like to discover that your child has a hearing impairment and to show what professionals can learn from parents about the experience of living twenty-four hours a day with a child who does not hear well.Table of ContentsAudiological Indentification and Assessment. Causes of Hearing impairment. Audiological Management in The First 18 Months. Children With Mild and Moderate Hearing Losses. Communication Options. Cochlear Implants. Educational Routes -ways and Means. Learning to Listen.
£55.05
John Wiley & Sons Inc Speech / Language Therapists and Teachers Working
Book SynopsisCovering the topic of speech and language therapists and teachers working together, this work argues that despite difficulties there is evidence that good collaborative practice is taking place. It gives a flavour of the interaction and collaboration being developed in the field of education.Table of ContentsList of Contributors. List of Abbreviations. Introduction: Remit, Limits and Organisation of this book. - Elspeth McCartney Chapter 1. The Legal and Organisational Framework. - Elspeth McCartney Chapter 2. Barriers to Collaboration. - Elspeth McCartney Chapter 3. Patterns of Collaboration. - Elspeth McCartney Chapter 4. Specialist Services for Pupils with Disorders of Language and Communication: Policies, Practice and Perceptions. - Gilbert MacKay and Carolyn Anderson Chapter 5. A Collaborative Approach to Extended Learning Support in a Primary School Setting. - Margo Mackay and Margaret Young Chapter 6. Collaboration in Mainstream Settings. - Elspeth McCartney Chapter 7. Stammering Children in Schools.m - Robert M. Lees Chapter 8. Collaboration with Parents. - Susan McCool Chapter 9. Evaluating Efficacy. - Elspeth McCartney References. Index.
£56.95
John Wiley & Sons Inc Language Difficulties in an Educational Context
Book SynopsisA language/communication difficulty is at the core of many types of special educational need: specific and general learning difficulties, autism, sensory impairments and specific developmental disorders. A language-based approach to teaching and therapy therefore provides a key to unlocking many children?s difficulties with learning and social behaviour in both mainstream and special schools. Underpinned by this ideology and based upon observations of practice and research this book covers issues surrounding language difficulties in educational contexts from pre-school to adolescence. It then presents a language-based approach to educating children with special needs, in mainstream and special schools. A final chapter addresses the use of IT in the education of children with language difficulties.Table of ContentsPerspectives on Children with Language Difficulties. Developmental Language Disorders: The Pre-school Years. A Pragmatic Disorder in the Context of Autism and Developmental Language Disorder. Language Based Education for Children with Special Needs. Implementing a Language Based Approach. The Foundations for a Model of Inclusive Education. IT for Children with Language Difficulties.
£55.05
John Wiley & Sons Inc Dyslexia, Dyspraxia and Mathematics
Book SynopsisWritten by a teacher with many years' experience of teaching mathematics to primary school dyslexic and dyspraxic children with a wide range of abilities, this book is designed to be a practical teaching guide. It offers detailed guidance and specific teaching suggestions to all specialist teachers, support teachers, classroom teachers and parents who either directly teach mathematics to dyslexic and dyspraxic children or who support the mathematics teaching programmes of dyslexic or dyspraxic children. Although the book has grown out of teaching experience it is also informed by widely acknowledged contemporary and international research, which explores the cognitive aspects of learning mathematics and tries to understand why it is that some children fail to learn mathematics. Many of the teaching principles described in the text have specific and quite far-reaching implications. The theoretical arguments should therefore also be of interest to special needs co-ordinators, heads of maths departments, head teachers or other professionals who are responsible for designing or modifying the maths learning programmes of children with special learning and maths difficulties. In more general terms, the book hopes to contribute to the broad discussion of the cognitive features and educational needs of dyslexic and dyspraxic children.Table of ContentsForeword by Steve Chinn Preface Part 1 - Definitions and Premises Part 2 - Basic Counting and The Early Stages of Addition and Subtraction Part 3 - The Number System Part 4 - More Addition and Subtraction, Working With Larger numbers Part 5 - Multiplication and Division. Appendix. References. Index
£64.55
