Teaching of students with physical impairments or disabilities Books
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
John Wiley & Sons Inc Teaching Mathematics to Deaf Children
Book SynopsisFrom an early age, deaf children excel in thinking about and remembering what they learn through visual spatial instruction. This strength in information processing can be used in the mathematics classroom to achieve better learning outcomes. This book discusses ways to teach deaf children about the four arithmetic operations through spatial representation in problem solving. Examples for the teaching of fractions and graphs are also included. These visual representations are useful to support the children's understanding of mathematical concepts and to promote peer collaboration. The teaching programme was tested with deaf children in six schools with excellent results: the children in the project made significantly more progress in one school year than expected for either deaf and hearing children over the same time. This work was made possible through the generous support of The Nuffield Foundation.Trade Review"...this book gives a comprehensive account of the mathematical tests and assessments used with both deaf and hearing children..." (British Association of Community Doctors in Audiology Newsletter, April 2005)Table of ContentsPreface. Acknowledgements. Conventions used for descriptions of interviews. Chapter 1 Introduction. Chapter 2 Counting and its creative uses. Chapter 3 Additive reasoning: connecting addition and subtraction. Chapter 4 Reading and writing numbers. Chapter 5 Multiplicative reasoning: connecting multiplication, division and many other mathematical ideas. Chapter 6 Teaching mathematics to deaf children: how the story began and the happy ending. References. Index.
£35.10
John Wiley & Sons Inc Deafness and Education in the UK: Research
Book SynopsisThis collection of research in deafness and education should be of interest to UK and overseas readers alike. It addresses key aspects of research in the UK within the areas of learning support, understanding progress and achievement and interaction at home and at school. Its content should be of interest to a wide range of professionals: teachers; doctors; audiologists; habilitation staff; speech and language therapists; and academics such as lecturers and researchers. For students of deaf education and special educational needs, as well as some parents of deaf children, it should serve as a useful contemporary text. The editors' aim has been to make current and on-going research from a variety of disciplines accessible to this wide range of readers. Descriptions of research context and up-to-date referencing in each chapter should prove useful as sources and hints for further reading.Table of ContentsPart 1. Interaction at Home and at School, Deaf Adults and Family intervention Projects. Interaction With a Deaf Child. The Contributions Made by mother, Father and Sister. Conversations Where English is an Additional language. Spoken Communication Between Deaf and Hearing Pupils. Deaf Children in Hearing Classrooms. Teacher-pupil Talk in Secondary Schools. Part 2. Focus on Progress and Attainment. Developing a Picture of Attainments and Progress of deaf Children in Primary Schools. Sign Bilingual Deaf Children's Writing strategies. Responses to Different Sources for Writing, Promoting Social and emiotional Development in Deaf Chldren. Research Into Outcomes From Paediatric cochlear Implantation. Pilot Study of Two-channel Compression Hearing Aid. Investigating Text Support for Deaf Students. Bsl/english Interpreting in higher Education. Index.
£60.75
John Wiley & Sons Inc Communication Skills in Hearing-Impaired Children
Book SynopsisReviews work in the area of communication and communication skills as they relate to the hearing-impaired child. Topics covered include: the aims of human communication; cognitive mechanisms; and speech intelligibility.
£69.26
Harvard Educational Publishing Group New Directions in Special Education: Eliminating Ableism in Policy and Practice
Book SynopsisWith this volume, leading scholar and disability advocate Thomas Hehir opens a new round of debate on the future of special education. Extending the conceptual framework developed in his seminal 2002 article in the Harvard Educational Review, "Eliminating Ableism in Education," Hehir examines the ways that cultural attitudes about disability systematically distort the education of children with special needs and uses this analysis to lay out a fresh approach to special education policy and practice. Hehir traces the roots of "ableism"--the pervasive devaluation of people with disabilities--and shows how negative attitudes continue to shape debates in the field. He assesses recent trends in special education policy, particularly the shift of emphasis from compliance to outcomes, and discusses in depth the successes and limitations of the inclusion movement. He also investigates the impact of standards-based reforms on children with disabilities and critically examines the promise of Universal Design for Learning. Drawing on the personal narratives of successful adults with disabilities, Hehir outlines principles for decision making about special education at every level, from the family to the classroom, school, and district, as well as recommendations for state and federal policy.
£27.16
John Wiley & Sons Inc This Book Doesn't Make Sense: Living and Learning
Book SynopsisAs a parent and teacher Jean Augur learned to cope positively with dyslexia for over 20 years. This book records the stages in the development of the awareness of dyslexia both at home and in the classroom. It concludes by setting out the ways and means to help dyslexics to help themselves.Table of ContentsThe Measurement of Reading. Reading Difficulties Explained. The influence of Intelligence. The Importance of Mental Age. The Teaching of reading. Dyslexia Examined. The Dyslexic Child. Asssessment of The Dyslexic child. Possible Causes. (i) The Brain and Vision, Possible Causes. (ii) Phonemic awareness, Help for The Dyslexic, Advice for Parents. Other Issues/questions. Useful Information. A Brief History of Dyslexia.
£30.35
John Wiley & Sons Inc Communication Options in the Education of Deaf
Book SynopsisThis book examines critically three broad categories of communication approach which are currently advocated by the different schools of thinking concerned with the socialization and education of deaf children. These are: the "auditory-oral", the "total communication" and the "bilingual approach". In each case the claims for the approach are identified, the arguments offered for are assessed and the counter-claims made by the critics are presented. The research relating to the efficacy of each approach is reviewed and the validity of the available evidence is examined. The unresolved ideological and political features of the debate are also discussed. This book is addressed primarily to teachers of the deaf, student teachers of the deaf and parents of deaf children. It should also be useful to professionals such as speech therapists and educational psychologists who work with deaf children.Table of ContentsPreface. Chapter 1 Introduction. Chapter 2 The auditory-oral approach. What is involved in an auditory-oral approach? The case for oralism. Evidence supporting an auditory-oral appraoch. Problems with oralism. Chapter 3 Total Communication. What is involved in a Total Communication approach? The case for a TC approach. An evaluation of TC. The future of TC. Chapter 4 The bilingual approach. The case for bilingualism What is involved in a bilingual approach? An evaluation of the bilingual approach. Chapter 5 Discussion and conclusion. References. Index.
£56.95
John Wiley & Sons Inc Reading Development and Dyslexia
Book SynopsisExplanations of reading disorders need to be framed in terms of theories of the normal development of reading and spelling. This collection of papers, based on a selection of those to be presented to the Third International Conference of the British Dyslexia Association, in April 1994, brings together studies of dyslexia and normal reading development. Key topics include the role of underlying language skills for the development of reading and reading disorders, individual differences amongst dyslexic readers, the biological bases of dyslexia, and techniques for improving reading skills in dyslexic and other poor readers.Table of ContentsThe Normal Development of Reading Skills. The Nature and Causes of reading Difficulties. The Remediation of Reading Difficulties.
£56.00
Harvard Educational Publishing Group A Policy Reader in Universal Design for Learning
Book SynopsisUniversal Design for Learning (UDL) stands at the forefront of contemporary efforts to create access to education curricula for all students, including those with disabilities. This policy reader comprises a notably wide range of articles that address the challenges and opportunities facing policy makers as they consider UDL’s implications for federal, state, and local policy. It includes essays that place UDL in the context of the education field as a whole and that examine how UDL might inform pressing contemporary discussions about accountability and access to the curriculum. The volume also sheds light on various assistive technologies. It concludes by considering contemporary assessments of student learning and teacher effectiveness, and points to how they might be improved through UDL and by expanding opportunities for learning to more young people.
£28.76
Gallaudet University Press,U.S. My Life of Language
Book SynopsisPaul W. Ogden has dedicated his life to educating young deaf and hard of hearing people and raising awareness of what it means to be deaf in a hearing world. He has taught and mentored a generation of teachers, and his classic volume, The Silent Garden, has served as a guide for parents and educators for over thirty years. Now he tells his personal story of challenges faced and lessons learned, revealing that the critical, guiding factors for him have always been language and successful communication. Born in a time when many deaf children had no access to language, Paul learned spoken and written language skills at a young age through the painstaking efforts of his mother. His tight-knit family, which included one deaf and two hearing older brothers, facilitated open and constant communication using a variety of methods. His father was a pastor who was involved in the civil rights movement. Despite the family's closeness, his father struggled with depression, an illness that would take the life of one of Paul's brothers. As a student at a residential deaf school where the use of American Sign Language (ASL) was suppressed, Paul continued to build on the speech and lipreading skills he had learned at home. He returned home for high school and graduated as co-valedictorian unaware of the standing ovation he received as he walked to the podium. Following a rewarding experience as an undergraduate at Antioch College, Paul went on to earn a PhD from the University of Illinois, a rare accomplishment for a deaf person at that time. During his graduate studies, he finally had the opportunity to learn ASL. As an award-winning professor of Deaf Studies at California State University, Fresno, he successfully petitioned for the university to recognize ASL as a language, and he established the Silent Garden program, which has grown into a flourishing provider of training and resources to support the Deaf community. In My Life of Language, Paul offers eloquent reflections on both the joyful and difficult periods of his life as he navigated relationships, faced discrimination, questioned his faith, and found great happiness in his marriage.
£22.50
Gallaudet University Press,U.S. Case Studies in Deaf Education – Inquiry,
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£999.99
Gallaudet University Press,U.S. Ears, Eyes, and Hands – Reflections on Language,
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£25.00
Gallaudet University Press,U.S. A Constant Struggle – Deaf Education in New South
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£30.00
Gallaudet University Press,U.S. Advances in Educational Interpreting
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£60.80
Gallaudet University Press,U.S. The Role of the Educational Interpreter –
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£999.99
West Virginia University Press Reach Everyone, Teach Everyone: Universal Design
Book SynopsisAdvocates for the rights of people with disabilities have worked hard to make universal design in the built environment “just part of what we do.” We no longer see curb cuts, for instance, as accommodations for people with disabilities, but perceive their usefulness every time we ride our bikes or push our strollers through crosswalks.This is also a perfect model for Universal Design for Learning (UDL), a framework grounded in the neuroscience of why, what, and how people learn. Tobin and Behling show that, although it is often associated with students with disabilities, UDL can be profitably broadened toward a larger ease-of-use and general diversity framework. Captioned instructional videos, for example, benefit learners with hearing impairments but also the student who worries about waking her young children at night or those studying on a noisy team bus.Reach Everyone, Teach Everyone is aimed at faculty members, faculty-service staff, disability support providers, student-service staff, campus leaders, and graduate students who want to strengthen the engagement, interaction, and performance of all college students. It includes resources for readers who want to become UDL experts and advocates: real-world case studies, active-learning techniques, UDL coaching skills, micro- and macro-level UDL-adoption guidance, and use-them-now resources.Trade ReviewEngaging, well researched, and accessible. The UDL in 20 minutes, 20 days, and 20 months exercises are an especially interesting framework for the planning and implementation of UDL on campus"" - Joseph W. Madaus, University of Connecticut""Practical and rich with strategies, this book will leave educators understanding why UDL is important for their community to adopt and how to get started implementing so that all learners can achieve high learning outcomes."" - Allison Posey, Center for Applied Special TechnologyTable of Contents Acknowledgments Introduction Part 1 Where We Are Now 1. How Universal Design for Learning Got to Higher Education 2. It’s the Law . . . Except When It Isn’t Part 2 Reframing UDL 3. Meet the Mobile Learners 4. Engage Digital Learners 5. Adopt the Plus-One Approach 6. Coach the Coaches and the Players Part 3 Adopt UDL on Your Campus 7. Expand One Assignment 8. Enhance One Program: UDL across the Curriculum 9. Extend to One Modality: The Online Environment 10. Embrace One Mind-Set: Campus-Wide UDL 11. Engage! The UDL Life Cycle Coda References About the Authors Index
£999.99
Information Age Publishing Special Education During the Pandemic
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£42.38
Ediciones Aljibe, S.L. Jugando y Aprendiendo Juntos: Modelo de
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£19.16
Taylor & Francis Valuing Profoundly Disabled People
a huge range and FREE tracked UK delivery on ALL orders.
£42.99
Taylor & Francis Learning through Touch Supporting Learners with Multiple Disabilities and Vision Impairment through a Bioecological Systems Perspective
a huge range and FREE tracked UK delivery on ALL orders.
£118.75
Taylor & Francis Ltd Language Development and Social Interaction in Blind Children Psychology Press Routledge Classic Editions
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£128.25
Taylor & Francis Ltd Children with Visual Impairments
a huge range and FREE tracked UK delivery on ALL orders.
£175.75
Taylor & Francis Ltd Children with Visual Impairments
a huge range and FREE tracked UK delivery on ALL orders.
£50.34
Taylor & Francis Ltd The Effective Teachers Guide to Sensory and Physical Impairments Sensory Orthopaedic Motor and Health Impairments and Traumatic Brain Injury The Effective Teachers Guides
a huge range and FREE tracked UK delivery on ALL orders.
£114.00
Taylor & Francis Ltd Seasonal Activities for Sensorimotor Development Speechmark Practical Activity Resource
a huge range and FREE tracked UK delivery on ALL orders.
£28.99
Taylor & Francis Ltd Approaching Disability
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
£39.99
Random House USA Inc Seeing Voices
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.
£15.26
Council for Exceptional Children Integrating Transition Planning into the IEP
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£40.51
Gryphon House,U.S. The Inclusive Early Childhood
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£24.26
Human Kinetics Publishers Developmental and Adapted Physical Activity
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
£48.60
Gallaudet University Press,U.S. The Rising of Lotus Flowers: Self-education by
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.
£49.00
Gallaudet University Press,U.S. The Emergence of the Deaf Community in Nicaragua:
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."
£31.00
Gallaudet University Press,U.S. Language Attitudes in the American Deaf Community
Book SynopsisConventional wisdom dictates that individuals who learn American Sign Language (ASL) at a young age possess a higher level of proficiency than those who acquire ASL later, but Joseph Christopher Hall shows how diversity in the deaf community belies such generalization. Hall dissects affective, cognitive, and behavioral responses to ASL, Signed English, and contact signing across variables of generation, race, and age of language acquisition to identify differing conceptions of a signing standard that, in turn, results in differing perceptions of language proficiency.
£60.00
Gallaudet University Press,U.S. Service Learning in Interpreter Education:
Book SynopsisWith civic engagement in mind, service learning (SL) is becoming increasingly important across academic disciplines. Here, Sherry Shaw provides much-needed practical guidance on creating course syllabi, establishing deaf community partnerships, and conducting student evaluations for sign language interpreter education programs. She also addresses program feasibility, ethics, and student resistance to a typical coursework. "Service Learning in Interpreter Education" will prove indispensable to interpreter education program directors and anyone practicing in the field.
£52.00
Gallaudet University Press,U.S. Disabling Pedagogy
Book SynopsisDrawing on interviews with educators, parents, students, community leaders, and others with a stake in deaf education, Linda Komesaroff presents a deep account of the political challenges facing this entrenched special education group and presents specific strategies for how these challenges might be addressed. Among the initiatives Komesaroff explores as part of her ethnographic study is the shift to a bilingual education model to redress the lack of access to native sign language in the classroom. In Disabling Pedagogy, she analyzes the successes of this model, as well as the complaints field in recent discrimination suits throughout Australia, to offer a way to think about how we might better conceptualize deaf education in generalTrade Review"A thorough and scholarly guide on the subject and a top pick for discussions regarding issues of the deaf." (Midwest Book Review)"
£39.46
Gallaudet University Press,U.S. The History of Gallaudet University: 150 Years of
Book SynopsisPublished to commemorate Gallaudet University's 150th anniversary, this book traces the historic path that Gallaudet traveled to become the finest institution of higher education for deaf people throughout the world. In the same way that the country's land-grant universities brought higher education to more American students than ever before, Gallaudet offered the same opportunities to deaf students for the first time. Featuring more than 250 photographs and illustrations, this volume also details poignantly the evolution of American Sign Language as a language of scholarship at Gallaudet during a time when its use in educational institutions was largely discouraged or prohibited.
£60.00
Gallaudet University Press,U.S. Building Bridges, Crossing Borders
Book SynopsisKyler Daniels was born deaf in 1988. Unlike other deaf children, Kyler's parents jumped into action to find the best way to educate their daughter. Although they lived in a rural area, they sought out every possible resource to aid their daughter. The author of this book was a parent/infant educator who was involved in Kyler's education for the next 22 years, when Kyler graduated from college. Kyler's story serves as a model for parents of other deaf children and the professionals who work with them.
£21.38
