Teaching of students with physical impairments or disabilities Books

Book SynopsisThe Distinguished, Intellectual, Virtuous, Academic Sistas (D.I.V.A.S.) is a group of Black women who formed a bond with one another as doctoral students as a means of support on their journey through the academy. The acronym defines the women individually and as an entire group. This anthology can be used as a practical, student-centered sourcebook for Black female doctoral candidates. By providing narratives about the importance of race, class, culture, religion, socioeconomics, and nationality, this book aims to encourage more Black women to pursue a terminal degree and to continue professional development throughout their careers. It provides readers with strategies to sustain themselves while in a graduate program, on the job market, and during the tenure-earning process. Contributors are full of passion as they encourage one another while bringing the reader into their realm of the academic battlefield.Trade Review«The D.I.V.A.S. collective has re-conceived notions of powers held, and shared, by strong, scholarly, and unique women. This book challenges while it informs, combining feminism, well-being, and intellect within each chapter. A blend of narrative, research, and pedagogy, each chapter enlightens readers. The book is an artistic and rigorous presentation of qualitative research, auto-ethnography, and the aesthetic.» (Shirley R. Steinberg, Research Professor of Youth Studies, The University of Calgary)«The D.I.V.A.S. collective has re-conceived notions of powers held, and shared, by strong, scholarly, and unique women. This book challenges while it informs, combining feminism, well-being, and intellect within each chapter. A blend of narrative, research, and pedagogy, each chapter enlightens readers. The book is an artistic and rigorous presentation of qualitative research, auto-ethnography, and the aesthetic.» (Shirley R. Steinberg, Research Professor of Youth Studies, The University of Calgary)Table of ContentsContents: Cherrel Miller Dyce/Toni Milton Williams/Torry Reynold: Inception of the Distinguished, Intellectual, Virtuous, Academic Sistas (DIVAS) Collective – Toni Milton Williams/Cherrel Miller Dyce: Meditations and Deliberations on DIVAS – Cherrel Miller Dyce: Standing in the Gap as the Academic Intercessor – Cynthia Brooks Wooten: Putting on the Garment of Theory: Now You See Me, Now You Don’t – Cynthia Thrasher Shamberger: Collaboration and Encouragement as Mile Markers: Running for the Prize of PhD – Cheryll Sibley-Albold: Black Wonder Woman: Demystifying the «Supernatural» Powers of the Black Female Doctoral Student – Toni Milton Williams: Invisible Woman: A DIVA Seizing Visibility – Dawn Nicole Hicks Tafari: Tales from a Hip-Hop DIVA: One Girl’s Journey from the Bronx to the PhD – Cherrel Miller Dyce/Toni Milton Williams: Transition - «Changing the Game»: The Role of Qualitative Narratives in Research and Knowledge Construction – Temeka L. Carter: The Liberatory Educator: Transforming Lives, One Student at a Time – Marrissa R. Dick: An African American Woman’s Continued Fight for a Pedagogical Education Inside of the Classroom – LaWanda M. Wallace: Present, but Not Present: The Personal and Educational Journey of a Doctoral Student Experiencing Deployment and Divorce – Kim Doggett Pemberton: Through the Fire: Marked, but Not Burned - A Doctoral Journey Transformed by Life’s Obstructions.

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Book SynopsisThe Distinguished, Intellectual, Virtuous, Academic Sistas (D.I.V.A.S.) is a group of Black women who formed a bond with one another as doctoral students as a means of support on their journey through the academy. The acronym defines the women individually and as an entire group. This anthology can be used as a practical, student-centered sourcebook for Black female doctoral candidates. By providing narratives about the importance of race, class, culture, religion, socioeconomics, and nationality, this book aims to encourage more Black women to pursue a terminal degree and to continue professional development throughout their careers. It provides readers with strategies to sustain themselves while in a graduate program, on the job market, and during the tenure-earning process. Contributors are full of passion as they encourage one another while bringing the reader into their realm of the academic battlefield.Trade Review«The D.I.V.A.S. collective has re-conceived notions of powers held, and shared, by strong, scholarly, and unique women. This book challenges while it informs, combining feminism, well-being, and intellect within each chapter. A blend of narrative, research, and pedagogy, each chapter enlightens readers. The book is an artistic and rigorous presentation of qualitative research, auto-ethnography, and the aesthetic.» (Shirley R. Steinberg, Research Professor of Youth Studies, The University of Calgary)«The D.I.V.A.S. collective has re-conceived notions of powers held, and shared, by strong, scholarly, and unique women. This book challenges while it informs, combining feminism, well-being, and intellect within each chapter. A blend of narrative, research, and pedagogy, each chapter enlightens readers. The book is an artistic and rigorous presentation of qualitative research, auto-ethnography, and the aesthetic.» (Shirley R. Steinberg, Research Professor of Youth Studies, The University of Calgary)Table of ContentsContents: Cherrel Miller Dyce/Toni Milton Williams/Torry Reynold: Inception of the Distinguished, Intellectual, Virtuous, Academic Sistas (DIVAS) Collective – Toni Milton Williams/Cherrel Miller Dyce: Meditations and Deliberations on DIVAS – Cherrel Miller Dyce: Standing in the Gap as the Academic Intercessor – Cynthia Brooks Wooten: Putting on the Garment of Theory: Now You See Me, Now You Don’t – Cynthia Thrasher Shamberger: Collaboration and Encouragement as Mile Markers: Running for the Prize of PhD – Cheryll Sibley-Albold: Black Wonder Woman: Demystifying the «Supernatural» Powers of the Black Female Doctoral Student – Toni Milton Williams: Invisible Woman: A DIVA Seizing Visibility – Dawn Nicole Hicks Tafari: Tales from a Hip-Hop DIVA: One Girl’s Journey from the Bronx to the PhD – Cherrel Miller Dyce/Toni Milton Williams: Transition - «Changing the Game»: The Role of Qualitative Narratives in Research and Knowledge Construction – Temeka L. Carter: The Liberatory Educator: Transforming Lives, One Student at a Time – Marrissa R. Dick: An African American Woman’s Continued Fight for a Pedagogical Education Inside of the Classroom – LaWanda M. Wallace: Present, but Not Present: The Personal and Educational Journey of a Doctoral Student Experiencing Deployment and Divorce – Kim Doggett Pemberton: Through the Fire: Marked, but Not Burned - A Doctoral Journey Transformed by Life’s Obstructions.

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Book SynopsisYouth Community Inquiry offers a detailed look at how young people use new media to help their communities thrive. Chapters address questions about learning, digital technology, and community engagement through the theory of community inquiry. The settings range from a small farming town, to a mostly immigrant community, to inner-city Chicago, and include youth from ages eight to 20. Going beyond works on social media in a narrow sense, the projects in these settings involve the use of varied technologies, such as GPS/GIS mapping tools, video production, use of archives and databases, podcasts, and Internet radio. The development of inquiry-based activities serves as a record of the diverse experiences and a guide to future projects. The book concludes with an overview of a curriculum that readers may adapt for their own settings.Table of ContentsContents: Bertram C. Bruce: Community Inquiry – Ching-Chiu Lin/Karyn M. Mendoza: Youth Interests and Digital Media: 4-H Podcasting Program in Urbana Middle School – Alex Jean-Charles: New Media Technology: Tools of Expression/Repression in Communities – Nama R. Budhathoki/Bertram C. Bruce/Jill Murphy/Kimberly Rahn: Beyond Human Sensors: The Learning Instincts of Youth Using Geospatial Media – William Patterson/Shameem Rakha: «Now I Am College Material»: Engaging Students Through Living Reflections of Self-Identity as a Form of Pedagogy – Sally K. Carter/Shameem Rakha/Chaebong Nam – TAPping In: Education, Leadership, and Outright Gumption – Chris Ritzo/Mike Adams: Teen Tech, East St. Louis: Navigating New Community Partnerships – Jeff Bennett/Robin Fisher: The Learning Never Stops: Creating a Curriculum That Resonates Beyond the Classroom – Patrick W. Berry/Alexandra Cavallaro/Elaine Vázquez, Carlos R. DeJesús/Naomi García: (Re)voicing Teaching, Learning, and Possibility in Paseo Boricua – Chaebong Nam: Youth Asset Mapping: The Empowering and Engaging Youth Project (E2Y) – Jeanie Austin/Joe Coyle/Rae-Anne Montague: Creating Collaborative Library Services to Incarcerated Youth – Iván M. Jorrín-Abellán: A Needle in a Haystack: Evaluating YCI – Angela M. Slates/Ann Peterson Bishop: «It Takes a Community»: Community Inquiry as Emancipatory Scholarship, Indigenous Agency, Performative Inquiry, and Democracy Education – Martin Wolske/Eric Johnson/Paul Adams: Citizen Professional Toolkits: Empowering Communities Through Mass Amateurization – Lisa Bouillion Diaz: Youth Community Informatics Curriculum.

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Book SynopsisYouth Community Inquiry offers a detailed look at how young people use new media to help their communities thrive. Chapters address questions about learning, digital technology, and community engagement through the theory of community inquiry. The settings range from a small farming town, to a mostly immigrant community, to inner-city Chicago, and include youth from ages eight to 20. Going beyond works on social media in a narrow sense, the projects in these settings involve the use of varied technologies, such as GPS/GIS mapping tools, video production, use of archives and databases, podcasts, and Internet radio. The development of inquiry-based activities serves as a record of the diverse experiences and a guide to future projects. The book concludes with an overview of a curriculum that readers may adapt for their own settings.Table of ContentsContents: Bertram C. Bruce: Community Inquiry – Ching-Chiu Lin/Karyn M. Mendoza: Youth Interests and Digital Media: 4-H Podcasting Program in Urbana Middle School – Alex Jean-Charles: New Media Technology: Tools of Expression/Repression in Communities – Nama R. Budhathoki/Bertram C. Bruce/Jill Murphy/Kimberly Rahn: Beyond Human Sensors: The Learning Instincts of Youth Using Geospatial Media – William Patterson/Shameem Rakha: «Now I Am College Material»: Engaging Students Through Living Reflections of Self-Identity as a Form of Pedagogy – Sally K. Carter/Shameem Rakha/Chaebong Nam – TAPping In: Education, Leadership, and Outright Gumption – Chris Ritzo/Mike Adams: Teen Tech, East St. Louis: Navigating New Community Partnerships – Jeff Bennett/Robin Fisher: The Learning Never Stops: Creating a Curriculum That Resonates Beyond the Classroom – Patrick W. Berry/Alexandra Cavallaro/Elaine Vázquez, Carlos R. DeJesús/Naomi García: (Re)voicing Teaching, Learning, and Possibility in Paseo Boricua – Chaebong Nam: Youth Asset Mapping: The Empowering and Engaging Youth Project (E2Y) – Jeanie Austin/Joe Coyle/Rae-Anne Montague: Creating Collaborative Library Services to Incarcerated Youth – Iván M. Jorrín-Abellán: A Needle in a Haystack: Evaluating YCI – Angela M. Slates/Ann Peterson Bishop: «It Takes a Community»: Community Inquiry as Emancipatory Scholarship, Indigenous Agency, Performative Inquiry, and Democracy Education – Martin Wolske/Eric Johnson/Paul Adams: Citizen Professional Toolkits: Empowering Communities Through Mass Amateurization – Lisa Bouillion Diaz: Youth Community Informatics Curriculum.

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Book SynopsisThis collection is the first book devoted to Paulo Freire's ongoing global legacy to provide an analysis of the continuing relevance and significance of Freire's work and the impact of his global legacy. The book contains essays by some of the world's foremost Freire scholars McLaren, Darder, Roberts, and others as well as chapters by scholars and activists, including the Maori scholars Graham Hingangaroa Smith and Russell Bishop, who detail their work with the indigenous people of Aotearoa-New Zealand. The book contains a foreword by Nita Freire as well as chapters from scholars around the world including Latin America, Asia, the United States, United Kingdom, New Zealand, and Australia. With a challenging introduction from the editors, Michael A. Peters and Tina Besley, this much-awaited addition to the Freire archive is highly recommended reading for all students and scholars interested in Freire, global emancipatory politics, and the question of social justice in education.Table of ContentsContents: Ana Maria (Nita) Araújo Freire: Foreword: The Understanding of Paulo Freire’s Education: Ethics, Hope, and Human Rights – Michael A. Peters/Tina Besley: Paulo Freire: The Global Legacy – Peter McLaren: Reflections on Paulo Freire, Critical Pedagogy, and the Current Crisis of Capitalism – Antonia Darder: Paulo Freire and the Continuing Struggle to Decolonize Education – Graham Hingangaroa Smith: Equity as Critical Praxis: The Self-Development of Te Whare Wānanga o Awanuiārangi – Peter Roberts: Paulo Freire and the Idea of Openness – Russell Bishop: Freeing Ourselves: An Indigenous Response to Neo colonial Dominance in Research, Classrooms, Schools, and Education Systems – Renee Baynes: Humanization in Decolonizing Educational Research: A Tree of Life Metaphor – Eric D . Torres: Warfare as Pedagogy: Shaping Curriculum From the Margins; A Freirean Counter-Narrative of War – Débora B . A. Junker: Paulo Freire’s Prophetic Voice at the Intersection of Liberation Pedagogy and Liberation Theology – Mauro Torres Siqueira: Social Emancipation and Human Rights – Tracey Ollis/Jo Williams/Rob Townsend/Anne Harris/Jorge Jorquera/Lea Campbell: The Popular Education Network of Australia (PENA) and Twenty-First-Century Critical Education – Tim Budge: Freire’s Legacy for Communities Seeking Change in Sub-Saharan Africa – Si Belkacem Taieb: Autoethnography in a Kabyle Landscape – Alethea Melling/Yasmeen Ali: Travellers in Time: A Critical Dialogue With the Gypsy Travellers of Lancashire – Júlio Emílio Diniz-Pereira: How the MST’s Educational Principles in Brazil Respond to Global Capitalism, Neoliberalism, and «Reactionary Postmodernity» – Glen Parkes: Enough Is Enough - (de) Constructing Measurement Through Exposing Aspects of the Australian Curriculum in Mathematics as a White-Centric Epistemic Location – Holger Nord: Shattering Silence in Kinshasa - Reading the World With Freire Under the Mango Tree – Lesley Rameka/Kura Paul-Burke: Re-claiming Traditional Māori Ways of Knowing, Being, and Doing, to Re-frame Our Realities and Transform Our Worlds – Alethea Melling/Wajid Khan: Pakistan in Praxis: The Development of a Peer Education Programme as a Tool Kit in Developing Young People for Critical Consciousness – Asoka Jayasena/Susila Kumari Embekke: The Changing Life Patterns of the Veddhas of Sri Lanka: Translocation from a Forest Environment to an Agricultural Settlement – Charlotte Sexton: On the Streets With Paulo Freire and Simone Weil, Talking With Gamilaraay Students About Hèlio Oiticica – Glenn Toh: Teaching English for Academic Purposes in a Japanese Setting: Problematizing and Dialogizing Essentialist Constructions of Language Pedagogy, Culture, and Identity – Liz Jackson: The Customer Knows Best: The Opposite of the Banking Concept in the Case of the United Arab Emirates – Bradley Hannigan: Freire, Sublative Hope, and Early Childhood Education in Aotearoa New Zealand – Rosetta Khalideen: A Freirean Approach to Internationalization in Higher Education Within the Context of Globalization – Leon Benade/E . Jayne White: A Dialogue About Dialogue: Freire and Bakhtin Talk Pedagogy in Response to Percy’s «Problem» – Althea Lambert: Voices of Resistance: Positioning Steiner Education as a Living Expression of Freire’s Pedagogy of Freedom – Jacob W. Neumann: Bilingual Education, Culture, and the Challenge of Developing Freirean Dispositions in Teacher Education – Jo Williams: A Contribution to Perspectives on Educational Partnerships for Social Justice – M. J. Stuart: Working for the World – Muriel Yuen-Fun Law: Education as an Aesthetic Exercise in Everyday School Performances – Jon

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Book SynopsisConscientization and the Cultivation of Conscience constitutes a major contribution to the international literature on the work of Paulo Freire, one of the most influential educationalists of all time. It provides a fresh perspective on the Freirean notion of conscientization, rethinking this pivotal concept in the light of the history of ideas on conscience. The author offers a holistic, philosophical reading of Freire's texts and argues for the cultivation of conscience through love and dialogue. Such a reading, he suggests, allows us to better respond to the moral crises that face us in the age of global capitalism. The ideas advanced in this book have important implications for philosophical and cultural understanding and for educational theory and practice.Table of ContentsContents: Paulo Freire: Life, Work, and Theory – The Key Elements of Conscientization – Conscience and its Relationship With Consciousness – The Dynamism of the Work of Conscience – The Cultivation of Conscience – The Integration of the Cultivation of Conscience into Conscientization – Conscientization: Educational Necessity and Cultural Significance – The Pedagogical Possibilities of Conscientization.

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Book SynopsisConscientization and the Cultivation of Conscience constitutes a major contribution to the international literature on the work of Paulo Freire, one of the most influential educationalists of all time. It provides a fresh perspective on the Freirean notion of conscientization, rethinking this pivotal concept in the light of the history of ideas on conscience. The author offers a holistic, philosophical reading of Freire's texts and argues for the cultivation of conscience through love and dialogue. Such a reading, he suggests, allows us to better respond to the moral crises that face us in the age of global capitalism. The ideas advanced in this book have important implications for philosophical and cultural understanding and for educational theory and practice.Table of ContentsContents: Paulo Freire: Life, Work, and Theory – The Key Elements of Conscientization – Conscience and its Relationship With Consciousness – The Dynamism of the Work of Conscience – The Cultivation of Conscience – The Integration of the Cultivation of Conscience into Conscientization – Conscientization: Educational Necessity and Cultural Significance – The Pedagogical Possibilities of Conscientization.

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Book SynopsisHow do we begin to move beyond a use-relation with natural resources towards resonance with a deeply interrelated ecology? Place, Being, Resonance brings insights from the hermeneutic tradition, ecopoetics and indigenous epistemologies of place to bear on education in a world of ecological emergency. An ecohermeneutic pedagogy draws on both critical and lyrical ways of thinking to make a free space for encountering the more-than-human other. The conventional school system has long sat at the vanguard of an ecologically exploitative worldview and something more is called for than retrofitting current practices while reinforcing the substructure of modernity. As educators we walk an existentially trying path of attending to what needs to be called into question and for what presses questions upon us. What presuppositions shape our relation with the natural world? How might we work at the level of metaphor to generate the critical distance required for analysis, while keeping heartTrade Review«Place, Being, Resonance reminds me of David Abram’s astonishing phenomenological breakthroughs in The Spell of the Sensuous. Yet Michael W. Derby’s prose is edgier, and his form reaches for and achieves a strikingly satisfying blend of poetry and philosophy. This book woke me up. It makes us remember parts of our wholeness and connection to the world that we are always in danger of losing. The ecopedagogy movement needs poets. Derby’s fresh vision rekindles my hope for an environmental education that brings us closer to our experience of the world as we work to transform it by being fully awake in it, as it.» (David Greenwood, Canada Research Chair in Environmental Education, Lakehead University) «How to teach in ways that honor life? This is the pressing educational question of the twenty-first century, one that goes to the heart of what it means to teach, and live, in an age of ecological (and therefore intellectual and spiritual) crisis. In this brilliant, unsettling, questing book, Michael W. Derby invites us to follow the mycelial threads of ecopoetics and ecohermeneutics as they begin to dissolve the crystalline orthodoxies of the modern imagination.» (Mark Fettes, Associate Professor of Education, Simon Fraser University)«Place, Being, Resonance reminds me of David Abram’s astonishing phenomenological breakthroughs in The Spell of the Sensuous. Yet Michael W. Derby’s prose is edgier, and his form reaches for and achieves a strikingly satisfying blend of poetry and philosophy. This book woke me up. It makes us remember parts of our wholeness and connection to the world that we are always in danger of losing. The ecopedagogy movement needs poets. Derby’s fresh vision rekindles my hope for an environmental education that brings us closer to our experience of the world as we work to transform it by being fully awake in it, as it.» (David Greenwood, Canada Research Chair in Environmental Education, Lakehead University) «How to teach in ways that honor life? This is the pressing educational question of the twenty-first century, one that goes to the heart of what it means to teach, and live, in an age of ecological (and therefore intellectual and spiritual) crisis. In this brilliant, unsettling, questing book, Michael W. Derby invites us to follow the mycelial threads of ecopoetics and ecohermeneutics as they begin to dissolve the crystalline orthodoxies of the modern imagination.» (Mark Fettes, Associate Professor of Education, Simon Fraser University)Table of ContentsContents: How to love black snow by David W. Jardine – This is the mystery: meaning – Mycelia and the hermeneutics beneath us – The ecopoetics of education – Metaphor and thinking with this bird – Inoculating hermeneutics: Heidegger substrates – Inoculating hermeneutics: Gadamer substrates – Hermeneutics deep in the clearcut – Re-indigenization and the ethics of home-making.

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Book SynopsisHow do we begin to move beyond a use-relation with natural resources towards resonance with a deeply interrelated ecology? Place, Being, Resonance brings insights from the hermeneutic tradition, ecopoetics and indigenous epistemologies of place to bear on education in a world of ecological emergency. An ecohermeneutic pedagogy draws on both critical and lyrical ways of thinking to make a free space for encountering the more-than-human other. The conventional school system has long sat at the vanguard of an ecologically exploitative worldview and something more is called for than retrofitting current practices while reinforcing the substructure of modernity. As educators we walk an existentially trying path of attending to what needs to be called into question and for what presses questions upon us. What presuppositions shape our relation with the natural world? How might we work at the level of metaphor to generate the critical distance required for analysis, while keeping heartTrade Review«Place, Being, Resonance reminds me of David Abram’s astonishing phenomenological breakthroughs in The Spell of the Sensuous. Yet Michael W. Derby’s prose is edgier, and his form reaches for and achieves a strikingly satisfying blend of poetry and philosophy. This book woke me up. It makes us remember parts of our wholeness and connection to the world that we are always in danger of losing. The ecopedagogy movement needs poets. Derby’s fresh vision rekindles my hope for an environmental education that brings us closer to our experience of the world as we work to transform it by being fully awake in it, as it.» (David Greenwood, Canada Research Chair in Environmental Education, Lakehead University) «How to teach in ways that honor life? This is the pressing educational question of the twenty-first century, one that goes to the heart of what it means to teach, and live, in an age of ecological (and therefore intellectual and spiritual) crisis. In this brilliant, unsettling, questing book, Michael W. Derby invites us to follow the mycelial threads of ecopoetics and ecohermeneutics as they begin to dissolve the crystalline orthodoxies of the modern imagination.» (Mark Fettes, Associate Professor of Education, Simon Fraser University)«Place, Being, Resonance reminds me of David Abram’s astonishing phenomenological breakthroughs in The Spell of the Sensuous. Yet Michael W. Derby’s prose is edgier, and his form reaches for and achieves a strikingly satisfying blend of poetry and philosophy. This book woke me up. It makes us remember parts of our wholeness and connection to the world that we are always in danger of losing. The ecopedagogy movement needs poets. Derby’s fresh vision rekindles my hope for an environmental education that brings us closer to our experience of the world as we work to transform it by being fully awake in it, as it.» (David Greenwood, Canada Research Chair in Environmental Education, Lakehead University) «How to teach in ways that honor life? This is the pressing educational question of the twenty-first century, one that goes to the heart of what it means to teach, and live, in an age of ecological (and therefore intellectual and spiritual) crisis. In this brilliant, unsettling, questing book, Michael W. Derby invites us to follow the mycelial threads of ecopoetics and ecohermeneutics as they begin to dissolve the crystalline orthodoxies of the modern imagination.» (Mark Fettes, Associate Professor of Education, Simon Fraser University)Table of ContentsContents: How to love black snow by David W. Jardine – This is the mystery: meaning – Mycelia and the hermeneutics beneath us – The ecopoetics of education – Metaphor and thinking with this bird – Inoculating hermeneutics: Heidegger substrates – Inoculating hermeneutics: Gadamer substrates – Hermeneutics deep in the clearcut – Re-indigenization and the ethics of home-making.

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Book SynopsisEdited by the leading scholars in the field, Vital Questions Facing Disability Studies in Education provides an overview and introduction to the growing field of disability studies in education, including the application of the interdisciplinary field of disability studies to inclusive education, teacher education, educational research, and educational policy development. While traditional special education research has focused on developing interventions aimed at increasing students' functional capacities, disability studies scholars have asked provocative and probing questions about how communities and schools can value, include, and nurture disabled persons. This second edition continues the emphasis of the first edition on the central questions that drive this critical field of inquiry and social action, while broadening its scope to more fully address international educational issues. The first edition of this text has been widely adopted in undergraduate and graduate coursTable of ContentsContents: Steven J. Taylor: Foreword – Introduction – Scot Danforth/Susan L. Gabel: How Can Disability Studies in Education Contribute to the Understanding of the Politics of Difference? – Nirmala Erevelles: Deconstructing Difference: Doing Disability Studies in Multicultural Educational Contexts – Julie Allan: Conversations Across Disability and Difference: Teacher Education Seeking Inclusion – Santiago Solis: I’m «Coming Out» as Disabled, but I’m «Staying in» to Rest: Reflecting on Elected and Imposed Segregation – Holly Pearson: Politics of Wonder: Contemplation of the Diversity and Humanity Within Disability - How Can Disability Studies Inform Our Understanding of Contemporary Political Debates in Education, Particularly in Their Relevance to Disabled Students? – Deborah J. Gallagher: The Natural Hierarchy Undone: Disability Studies’ Contributions to Contemporary Debates in Education – Scot Danforth: Learning from Our Historical Evasions: Disability Studies and Schooling in a Liberal Democracy - How Is Disability Studies in Education (Ir)relevant to the Practical Interests, Experiences, and Goals of Disabled People in Schools? – Chris Kliewer: Disability Studies and Young Children: Finding Relevance – Denise P. Reid: Tensions Experienced as a Visually Impaired African American Student Negotiated Identities in the Pursuit of Education: A Mother’s Influence - How Can Disability Studies in Education Be Relevant to the Practical Concerns of Teachers? – Emily A. Nusbaum/ Brianna Dickens/Mariami Reamy: Disability Studies in Education as a Tool for Transformation of the Self and Teaching – Alicia A. Broderick/D. Kim Reid/Jan Weatherly Valle: Disability Studies in Education and the Practical Concerns of Teachers - In What Ways Is Disability Studies (Ir)relevant to Local, State, and National Policy? – Ron Ferguson: Misconceptions and Misunderstandings: Twin Fallacies That Influence Disability Policies – Susan L. Gabel: Applying Disability Theory in Educational Policy: NIDRR’s «New Paradigm of Disability» as a Cautionary Tale - How Does Disability Studies in Education Contribute to Conversations About the Relationships Between School, Family, and Community? – Claire Tregaskis: Developing Inclusive Practice Through Connections Between Home, Community, and School – Philip M. Ferguson and Dianne L. Ferguson: Finding the «Proper Attitude»: The Potential of Disability Studies to Reframe Family/School Linkages - How Can Disability Studies Inform the Development and Use of Advanced Educational Technologies? – Gregor Wolbring/Anita Ghai: Interrogating the Impact of Scientific and Technological Development on Disabled Children in India and Beyond – Gerard Goggin: The Question Concerning Technology and Disability - And the Future of Education – Why Teach Disability Studies in Education? – Linda Ware: A Look at the Way We Look at Disability – Beth A. Ferri: Teaching to Trouble - How Is Disability Studies in Education Taking Shape in Nations of the Global South and East? – Srikala Naraian: «I Want to Be ‘Normal’»: (Re)learning the Value of DSE-Informed Research in the Global South – Parul Bakhshi: The Post-2015 Challenge: Social Exclusion-Capability-Identity, a New Impetus for Shaping Education for Vulnerable Children in Low-Income Contexts.

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Book SynopsisDisability Studies in Education (DSE) provides a useful and compelling framework for re-envisioning the possibility of education for all students. However, the philosophies of Disability Studies (DS) can be seen as contradictory to many mainstream values and practices in K-12 education. In an ever-shifting educational landscape, where students with disabilities continue to face marginalization and oppression, teachers and teacher educators are seeking ways to address these educational inequities. They desire realistic and specific ways to work toward social justice, from within the confines of current education systems. Enacting Change from Within aims to provide a framework through which to analyze and address policy and practice in education, offering practical yet visionary ways to frame social justice work in schools that consider the day-to-day responsibilities of teachers. This book is intended to encourage an important dialogue on how to do the work of education from a DSTable of ContentsContents: Scot Danforth: How to Have Hope While Waiting for the Disability Revolution – Meghan Cosier/Christine Ashby: Disability Studies and the «Work» of Educators – Christine Ashby and Meghan Cosier: The Work and History of Special Education – Jessica K.Bacon: Navigating Assessment: Understanding Students Through a Disability Studies Lens – Meghan Cosier/Audri Gomez/Aja Mckee/Sara Beggs: Three Ways to Use the Common Core State Standards to Increase Access to General Education Contexts for Students with Disabilities – Kate Mclaughlin: Institutional Constructions of Disability as Deficit: Rethinking the Individualized Education Plan – Danielle M.Cowley: A Tale of Two Transitions. – Fernanda Orsati: Humanistic Practices to Understand and Support Students’ Behaviors: A Disability Studies in Education Framework. – Beth Ferri: Reimagining Response to Intervention (RTI). – Christine Ashby/Casey Woodfield/Quin Delia: Communication Is the Root of Necessity: Constructing Communicative Competence. – Katherine M.J.Vroman/Brent C.Elder: «The First Day of School Was the Worst Day of My Life»: Best Practices in Inclusive Education for Refugee Youth with Disabilities – David J.Connor: Analyzing School Cultures and Determining Dynamics to Enact Co-Teaching from a Disability Studies Perspective – Jan W.Valle: Learning From and Collaborating With Families: The Case for DSE in Teacher Education – Carrie Rood/Jodi Burnash/Anne Daviau: Authentic Collaboration: Developing a Responsive and Reflective Model for Secondary Co-Planning – Meghan Cosier: Professional Development in Inclusive School Reform: The Need for Critical and Functional Approaches – Douglas Biklen: Finding the Course, Staying the Course – Christine Ashby/Meghan Cosier: Conclusion: Weaving the Fabric of Change.

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Book SynopsisDisability Studies in Education (DSE) provides a useful and compelling framework for re-envisioning the possibility of education for all students. However, the philosophies of Disability Studies (DS) can be seen as contradictory to many mainstream values and practices in K-12 education. In an ever-shifting educational landscape, where students with disabilities continue to face marginalization and oppression, teachers and teacher educators are seeking ways to address these educational inequities. They desire realistic and specific ways to work toward social justice, from within the confines of current education systems. Enacting Change from Within aims to provide a framework through which to analyze and address policy and practice in education, offering practical yet visionary ways to frame social justice work in schools that consider the day-to-day responsibilities of teachers. This book is intended to encourage an important dialogue on how to do the work of education from a DSTable of ContentsContents: Scot Danforth: How to Have Hope While Waiting for the Disability Revolution – Meghan Cosier/Christine Ashby: Disability Studies and the «Work» of Educators – Christine Ashby and Meghan Cosier: The Work and History of Special Education – Jessica K.Bacon: Navigating Assessment: Understanding Students Through a Disability Studies Lens – Meghan Cosier/Audri Gomez/Aja Mckee/Sara Beggs: Three Ways to Use the Common Core State Standards to Increase Access to General Education Contexts for Students with Disabilities – Kate Mclaughlin: Institutional Constructions of Disability as Deficit: Rethinking the Individualized Education Plan – Danielle M.Cowley: A Tale of Two Transitions. – Fernanda Orsati: Humanistic Practices to Understand and Support Students’ Behaviors: A Disability Studies in Education Framework. – Beth Ferri: Reimagining Response to Intervention (RTI). – Christine Ashby/Casey Woodfield/Quin Delia: Communication Is the Root of Necessity: Constructing Communicative Competence. – Katherine M.J.Vroman/Brent C.Elder: «The First Day of School Was the Worst Day of My Life»: Best Practices in Inclusive Education for Refugee Youth with Disabilities – David J.Connor: Analyzing School Cultures and Determining Dynamics to Enact Co-Teaching from a Disability Studies Perspective – Jan W.Valle: Learning From and Collaborating With Families: The Case for DSE in Teacher Education – Carrie Rood/Jodi Burnash/Anne Daviau: Authentic Collaboration: Developing a Responsive and Reflective Model for Secondary Co-Planning – Meghan Cosier: Professional Development in Inclusive School Reform: The Need for Critical and Functional Approaches – Douglas Biklen: Finding the Course, Staying the Course – Christine Ashby/Meghan Cosier: Conclusion: Weaving the Fabric of Change.

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Book SynopsisNew Literacies and Teacher Learning examines the complexities of teacher professional development today in relation to new literacies and digital technologies, set within the wider context of strong demands for teachers to be innovative and to improve students' learning outcomes. Contributors hail from Argentina, Australia, Canada, Finland, Mexico, Norway, and the U.S., and work in a broad range of situations, grade levels, activities, scales, and even national contexts. Projects include early year education through to adult literacy education and university contexts, describing a range of approaches to taking up new literacies and digital technologies within diverse learning practices. While the authors present detailed descriptions of using various digital resources like movie editing software, wikis, video conferencing, Twitter, and YouTube, they all agree that digital stuff while important is not the central concern. Instead, what they foreground in their discussions are tTable of ContentsContents: Michele Knobel/Judy Kalman: Teacher Learning, Digital Technologies and New Literacies – Oscar Hernández Razo/Victor Rendón Cazales/Judy Kalman: Accompaniment: A Socio-Cultural Approach for Rethinking Practice and Uses of Digital Technologies with Teachers – Susi Bostock/Kathleen Lisi-Neumann/Melissa Collucci: Doing-It-Ourselves Development: (Re)defining, (Re)designing and (Re)valuing the Role of Teaching, Learning, and Literacies – Heather Lotherington/Stephanie Fisher/Jennifer Jenson/Laura Mae Lindo: Professional Development from the Inside Out: Redesigning Learning through Collaborative Action Research – Ola Erstad: Literacy Spaces, Digital Pathways and Connected Learning: Teachers’ Professional Development in Times of New Mobilities – Reijo Kupiainen/Hanna Leinonen/Marita Mäkinen/Angela Wiseman: A Digital Book Project with Primary Education Teachers in Finland – Inés Dussel: Professional Development and Digital Literacies in Argentinean Classrooms: Rethinking «What Works» in Massive Technology Programs – Teresa Strong-Wilson/Claudia Mitchell/Marcea Ingersoll: Exploring Multidirectional Memory-Work and the Digital as a Phase Space for Teacher Professional Development – Erik Jacobson: Expanding Notions of Professional Development in Adult Basic Education – Carly Biddolph/Jen Scott Curwood: #PD: Examining the Intersection of Twitter and Professional Learning – Christina Cantrill/Kylie Peppler: Connected Learning Professional Development: Production-Centered and Openly Networked Teaching Communities.

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Book SynopsisHal Adams was a legendary radical educator who organized writing workshops with people who had been written off during much of their lives, marginalized for reasons of race, gender, class, and caste. Hal detested the carelessness and neglect his students endured and set about building spaces of respect and reparation. Fostering communities of local writers and publishing their work in journals of ordinary thought, the work brought pride and dignity to the authors, carrying the wisdom of their narratives into and beyond their communities. In the traditions of Paulo Freire, Antonio Gramsci, and C.L.R. James, Hal based his approach on the conviction that every person is a philosopher, artist, and storyteller, and that only the insights and imaginings of the oppressed can sow seeds of authentic social change. Every Person Is a Philosopher gathers essays by classroom and community educators deeply influenced by Hal's educational work and vision, and several essays by Hal Adams. They Trade Review«This wonderfully humane and instructive book pays tribute to Hal Adams, a community educator with a deep belief in the ability of common folk, and also pays tribute – beautiful tribute – to the writers themselves, poor people of color who arise from these pages in their eloquence and agency.» (Mike Rose, author of Back to School: Why Everyone Deserves a Second Chance at Education) «Hal Adams is a sovereign soul. From the testaments offered in this volume, his words and actions continue to grow in the hearts of all who had the pleasure of knowing him. Through an undying commitment to the idea that everyday folks are often the greatest doers and thinkers, he will forever live in my heart as one of the best examples of a quiet, reflective warrior for justice.» (David Stovall, Professor of African American Studies and Educational Policy Studies, University of Illinois at Chicago) «If ‘every person is a philosopher,’ then Hal Adams was a midwife for bringing forth generations of everyday wisdom. This gathering of essays, written as if huddled at a wooden coffee table, reveals the sweet music of people and communities becoming, writing, imagining, revolting, hesitating, trying on selves, and sometimes moving to action. The words on the page embody the soft, generous spirit of Adams as he channeled the souls of Freire, Gramsci, Du Bois, C.L.R. James, and also homeless adults, rap musicians, and Somali immigrants whose names we don’t know. Hal carved small spaces where everyday people could gather to write on ordinary thought, real conditions, what has been, what is, and what must be. He asked his comrades to see themselves as writers as he invites those of us who remain, yet, to re-fashion ourselves as humble architects of the next generation of spaces, where hesitant voices and drafty writings meet politics, human (in)securities, and humor, to create a tomorrow not yet.» (Michelle Fine, Distinguished Professor, CUNY Graduate Center)«This wonderfully humane and instructive book pays tribute to Hal Adams, a community educator with a deep belief in the ability of common folk, and also pays tribute – beautiful tribute – to the writers themselves, poor people of color who arise from these pages in their eloquence and agency.» (Mike Rose, author of Back to School: Why Everyone Deserves a Second Chance at Education) «Hal Adams is a sovereign soul. From the testaments offered in this volume, his words and actions continue to grow in the hearts of all who had the pleasure of knowing him. Through an undying commitment to the idea that everyday folks are often the greatest doers and thinkers, he will forever live in my heart as one of the best examples of a quiet, reflective warrior for justice.» (David Stovall, Professor of African American Studies and Educational Policy Studies, University of Illinois at Chicago) «If ‘every person is a philosopher,’ then Hal Adams was a midwife for bringing forth generations of everyday wisdom. This gathering of essays, written as if huddled at a wooden coffee table, reveals the sweet music of people and communities becoming, writing, imagining, revolting, hesitating, trying on selves, and sometimes moving to action. The words on the page embody the soft, generous spirit of Adams as he channeled the souls of Freire, Gramsci, Du Bois, C.L.R. James, and also homeless adults, rap musicians, and Somali immigrants whose names we don’t know. Hal carved small spaces where everyday people could gather to write on ordinary thought, real conditions, what has been, what is, and what must be. He asked his comrades to see themselves as writers as he invites those of us who remain, yet, to re-fashion ourselves as humble architects of the next generation of spaces, where hesitant voices and drafty writings meet politics, human (in)securities, and humor, to create a tomorrow not yet.» (Michelle Fine, Distinguished Professor, CUNY Graduate Center)Table of ContentsContents: Bill Ayers/Caroline Heller/Janise Hurtig: Introduction: Hal Adams’ pedagogy of ordinary thought: Planting the seeds of change – Hal Adams: A Brief Biographical Sketch – Hal Adams: A grassroots think-tank: Linking writing and community-building (reprinted from Democracy and Education) – Elsa Auerbach with Jorge Garcia, Brenda Gonzales, Rebecca Kilgallon, Tamzin Partridge, and Ann Rettman: Ordinary thoughts, whispers of revolutionary thinking – Janise Hurtig: The praxis of sharing and the dialectics of small group writing – Stephen Mogge/Kate Power: Showing up: Writing, reading and cross-cultural awareness in community literacy work – Caroline Heller: Evidence of things unseen – Christine Tarkowski: Itinerary with Hal – Anne Carlson/Michael Staudenmaier: Philosophers in La Casita: Hal Adams’ politics in theory and practice - Janet Isserlis: Listen to me, listen to us: lives made better – Peter Kahn: Making the ordinary extraordinary: Youth writing, publishing and performing poetry – Annie Knepler: Goldfish in the river: Stories capturing moments in time – Hal Adams: Writing and changing together: Reflections on writing workshops in Chicago neighborhoods.

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Book SynopsisHal Adams was a legendary radical educator who organized writing workshops with people who had been written off during much of their lives, marginalized for reasons of race, gender, class, and caste. Hal detested the carelessness and neglect his students endured and set about building spaces of respect and reparation. Fostering communities of local writers and publishing their work in journals of ordinary thought, the work brought pride and dignity to the authors, carrying the wisdom of their narratives into and beyond their communities. In the traditions of Paulo Freire, Antonio Gramsci, and C.L.R. James, Hal based his approach on the conviction that every person is a philosopher, artist, and storyteller, and that only the insights and imaginings of the oppressed can sow seeds of authentic social change. Every Person Is a Philosopher gathers essays by classroom and community educators deeply influenced by Hal's educational work and vision, and several essays by Hal Adams. They Trade Review«This wonderfully humane and instructive book pays tribute to Hal Adams, a community educator with a deep belief in the ability of common folk, and also pays tribute – beautiful tribute – to the writers themselves, poor people of color who arise from these pages in their eloquence and agency.» (Mike Rose, author of Back to School: Why Everyone Deserves a Second Chance at Education) «Hal Adams is a sovereign soul. From the testaments offered in this volume, his words and actions continue to grow in the hearts of all who had the pleasure of knowing him. Through an undying commitment to the idea that everyday folks are often the greatest doers and thinkers, he will forever live in my heart as one of the best examples of a quiet, reflective warrior for justice.» (David Stovall, Professor of African American Studies and Educational Policy Studies, University of Illinois at Chicago) «If ‘every person is a philosopher,’ then Hal Adams was a midwife for bringing forth generations of everyday wisdom. This gathering of essays, written as if huddled at a wooden coffee table, reveals the sweet music of people and communities becoming, writing, imagining, revolting, hesitating, trying on selves, and sometimes moving to action. The words on the page embody the soft, generous spirit of Adams as he channeled the souls of Freire, Gramsci, Du Bois, C.L.R. James, and also homeless adults, rap musicians, and Somali immigrants whose names we don’t know. Hal carved small spaces where everyday people could gather to write on ordinary thought, real conditions, what has been, what is, and what must be. He asked his comrades to see themselves as writers as he invites those of us who remain, yet, to re-fashion ourselves as humble architects of the next generation of spaces, where hesitant voices and drafty writings meet politics, human (in)securities, and humor, to create a tomorrow not yet.» (Michelle Fine, Distinguished Professor, CUNY Graduate Center)«This wonderfully humane and instructive book pays tribute to Hal Adams, a community educator with a deep belief in the ability of common folk, and also pays tribute – beautiful tribute – to the writers themselves, poor people of color who arise from these pages in their eloquence and agency.» (Mike Rose, author of Back to School: Why Everyone Deserves a Second Chance at Education) «Hal Adams is a sovereign soul. From the testaments offered in this volume, his words and actions continue to grow in the hearts of all who had the pleasure of knowing him. Through an undying commitment to the idea that everyday folks are often the greatest doers and thinkers, he will forever live in my heart as one of the best examples of a quiet, reflective warrior for justice.» (David Stovall, Professor of African American Studies and Educational Policy Studies, University of Illinois at Chicago) «If ‘every person is a philosopher,’ then Hal Adams was a midwife for bringing forth generations of everyday wisdom. This gathering of essays, written as if huddled at a wooden coffee table, reveals the sweet music of people and communities becoming, writing, imagining, revolting, hesitating, trying on selves, and sometimes moving to action. The words on the page embody the soft, generous spirit of Adams as he channeled the souls of Freire, Gramsci, Du Bois, C.L.R. James, and also homeless adults, rap musicians, and Somali immigrants whose names we don’t know. Hal carved small spaces where everyday people could gather to write on ordinary thought, real conditions, what has been, what is, and what must be. He asked his comrades to see themselves as writers as he invites those of us who remain, yet, to re-fashion ourselves as humble architects of the next generation of spaces, where hesitant voices and drafty writings meet politics, human (in)securities, and humor, to create a tomorrow not yet.» (Michelle Fine, Distinguished Professor, CUNY Graduate Center)Table of ContentsContents: Bill Ayers/Caroline Heller/Janise Hurtig: Introduction: Hal Adams’ pedagogy of ordinary thought: Planting the seeds of change – Hal Adams: A Brief Biographical Sketch – Hal Adams: A grassroots think-tank: Linking writing and community-building (reprinted from Democracy and Education) – Elsa Auerbach with Jorge Garcia, Brenda Gonzales, Rebecca Kilgallon, Tamzin Partridge, and Ann Rettman: Ordinary thoughts, whispers of revolutionary thinking – Janise Hurtig: The praxis of sharing and the dialectics of small group writing – Stephen Mogge/Kate Power: Showing up: Writing, reading and cross-cultural awareness in community literacy work – Caroline Heller: Evidence of things unseen – Christine Tarkowski: Itinerary with Hal – Anne Carlson/Michael Staudenmaier: Philosophers in La Casita: Hal Adams’ politics in theory and practice - Janet Isserlis: Listen to me, listen to us: lives made better – Peter Kahn: Making the ordinary extraordinary: Youth writing, publishing and performing poetry – Annie Knepler: Goldfish in the river: Stories capturing moments in time – Hal Adams: Writing and changing together: Reflections on writing workshops in Chicago neighborhoods.

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Book SynopsisPlaying for Change performing for money and for social justice introduces a critical pedagogy of arts-based community learning and development (A-CLD), a new discipline wherein artists learn to become educators, social workers, and community economic development agents. Challenging the assumption that acculturation into a ruling ideology of state development is necessary, this book presents a version of CLD that locates development in the production of subjectivities. The author argues that A-CLD is as concerned with the autonomous collective and the individual as it is with establishing community infrastructure. As a result, a radical new theory is proposed to explain aesthetics within arts movements, beginning not by normalizing music cultures within global capitalism, but by identifying the creation of experimental assemblages as locations of cultural resistance. This book offers a new vocabulary of cultural production to provide a critical language for a theory of anti-capTable of ContentsContents: Arts-Based Community Learning and Development as Radical Love – Refolkus: Arts-Based Community Learning and Development – Foucauldian Genealogy of Folk as the People and Aesthetic Multitude – A-CLD: Production of Subjectivities in the Festival-Machine – A-CLD: Production of Subjectivities in the Carnival-Machine – Critical Pedagogy of Aesthetic Systems – Video Recorded Interviews.

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Book SynopsisPlaying for Change performing for money and for social justice introduces a critical pedagogy of arts-based community learning and development (A-CLD), a new discipline wherein artists learn to become educators, social workers, and community economic development agents. Challenging the assumption that acculturation into a ruling ideology of state development is necessary, this book presents a version of CLD that locates development in the production of subjectivities. The author argues that A-CLD is as concerned with the autonomous collective and the individual as it is with establishing community infrastructure. As a result, a radical new theory is proposed to explain aesthetics within arts movements, beginning not by normalizing music cultures within global capitalism, but by identifying the creation of experimental assemblages as locations of cultural resistance. This book offers a new vocabulary of cultural production to provide a critical language for a theory of anti-capTable of ContentsContents: Arts-Based Community Learning and Development as Radical Love – Refolkus: Arts-Based Community Learning and Development – Foucauldian Genealogy of Folk as the People and Aesthetic Multitude – A-CLD: Production of Subjectivities in the Festival-Machine – A-CLD: Production of Subjectivities in the Carnival-Machine – Critical Pedagogy of Aesthetic Systems – Video Recorded Interviews.

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Book SynopsisPeople Need to Know follows a group of students as they study the defining event in their community's history a 1930 lynching that was captured in one of the century's most iconic and disturbing photographs. With ambitions of contributing to public understanding, the students set out to create a collection of online resources about the lynching. As they encounter troubling information and consider how best to present it to others, the students come to better understand the complex ethical ramifications of historical work and to more fully appreciate why their learning matters. Through the stories of these students, their teacher, and an author re-immersed in the town of his own childhood, the book develops an approach to curriculum in which students create products of value beyond the school walls. In a time of educational standardization, when assignments and assessments often fail to deliberately engage the ethically charged and locally particular contexts of students' lives,Trade Review«Robert M. Lucas tells the story of a community that would like to forget its past and a teacher and a group of students who won’t let it. This inspiring tale shows the enduring relevance of the past and why facing it, heart wrenching as it is, can signal the beginning of healing.» (Sam Wineburg, Margaret Jacks Professor of Education and of History, Stanford University) «What Robert M. Lucas achieves, with grace and clarity, in this book amounts to more than a study in the courage it takes to teach and learn about what has scarred a community. His rendering of his own and the students’ efforts in coming to terms with the tragic, erased history of racial injustice in their community reflects aspects of our best hopes for education and this nation.» (John Willinsky, Khosla Family Professor of Education, Stanford University)«Robert M. Lucas tells the story of a community that would like to forget its past and a teacher and a group of students who won’t let it. This inspiring tale shows the enduring relevance of the past and why facing it, heart wrenching as it is, can signal the beginning of healing.» (Sam Wineburg, Margaret Jacks Professor of Education and of History, Stanford University) «What Robert M. Lucas achieves, with grace and clarity, in this book amounts to more than a study in the courage it takes to teach and learn about what has scarred a community. His rendering of his own and the students’ efforts in coming to terms with the tragic, erased history of racial injustice in their community reflects aspects of our best hopes for education and this nation.» (John Willinsky, Khosla Family Professor of Education, Stanford University)Table of ContentsContents: «Life Is an Experiment» – Learning-as-a-Service – History in the Act – «People Need to Know» – Realizing the Public Values of Learning – Conclusion.

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Book SynopsisPeople Need to Know follows a group of students as they study the defining event in their community's history a 1930 lynching that was captured in one of the century's most iconic and disturbing photographs. With ambitions of contributing to public understanding, the students set out to create a collection of online resources about the lynching. As they encounter troubling information and consider how best to present it to others, the students come to better understand the complex ethical ramifications of historical work and to more fully appreciate why their learning matters. Through the stories of these students, their teacher, and an author re-immersed in the town of his own childhood, the book develops an approach to curriculum in which students create products of value beyond the school walls. In a time of educational standardization, when assignments and assessments often fail to deliberately engage the ethically charged and locally particular contexts of students' lives,Trade Review«Robert M. Lucas tells the story of a community that would like to forget its past and a teacher and a group of students who won’t let it. This inspiring tale shows the enduring relevance of the past and why facing it, heart wrenching as it is, can signal the beginning of healing.» (Sam Wineburg, Margaret Jacks Professor of Education and of History, Stanford University) «What Robert M. Lucas achieves, with grace and clarity, in this book amounts to more than a study in the courage it takes to teach and learn about what has scarred a community. His rendering of his own and the students’ efforts in coming to terms with the tragic, erased history of racial injustice in their community reflects aspects of our best hopes for education and this nation.» (John Willinsky, Khosla Family Professor of Education, Stanford University)«Robert M. Lucas tells the story of a community that would like to forget its past and a teacher and a group of students who won’t let it. This inspiring tale shows the enduring relevance of the past and why facing it, heart wrenching as it is, can signal the beginning of healing.» (Sam Wineburg, Margaret Jacks Professor of Education and of History, Stanford University) «What Robert M. Lucas achieves, with grace and clarity, in this book amounts to more than a study in the courage it takes to teach and learn about what has scarred a community. His rendering of his own and the students’ efforts in coming to terms with the tragic, erased history of racial injustice in their community reflects aspects of our best hopes for education and this nation.» (John Willinsky, Khosla Family Professor of Education, Stanford University)Table of ContentsContents: «Life Is an Experiment» – Learning-as-a-Service – History in the Act – «People Need to Know» – Realizing the Public Values of Learning – Conclusion.

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Book SynopsisAs many young adults continue to disengage with learning each day, teachers and administrators struggle to find ways to re-engage secondary students with their schooling and communities. Re-engaging Disconnected Youth profiles a program that succeeds in doing so, one that can serve as a model for others. In a Midwestern alternative school, three teachers built a curriculum around hands-on learning, restorative justice Talking Circles, and multicultural education, in the hopes that it would re-engage and inspire youth. Drawing on Adult Transformative Learning Theory, the book is an in-depth, qualitative study of the ways the program transformed adult and youth perceptions of trust, connections, schooling and human rights. It breaks down stereotypes about youth labeled at-risk and provides evidence that it is never too late to become passionate about learning. This new revised edition includes updated research and a chapter exploring the impact of the program on middle school yTable of ContentsContents: Program Design and Implementation – A History of the Experiential Outdoor Education Program - Westward Bound Expedition Closing Circle, June 2006 – Heading West: Hands-on Learning and Outdoor Education Increases Student Motivation - Factors That Influenced Transformative Learning: Hands-on Spontaneous Education - Factors That Influenced Transformative Learning: Separation From «Normal» Life - Factors That Influenced Transformative Learning: Nature – Restoring Community: The Impact of Restorative Justice Circles on Student Feelings of Connectedness - School Connectedness - Restorative Justice Overview - Restorative Justice in Schools - The School-to-Prison Pipeline - The Origin of Peacemaking Circles - Philosophy of Circles - Components of a Talking Circle - Causes of School Disconnection - Circle Fosters Positive Student - Teacher Relationships - Circle Shifts Student Perceptions of Each Other - Shared Experience, Mutual Respect/Trust, and Relatedness - Connectedness - Additional Results of Circle Experience - Forgiveness and Circle - Healing and Circle – Multicultural Education, Human Rights Education, and Teaching for Social Justice: Transforming Ideas About History, Racial Identity, and Service - Content Integration - Knowledge Construction - Transformational Learning via Wounded Knee - Prejudice Reduction - Racism and Circle - Equity Pedagogy - Culturally Relevant Practices - Human Rights Education - Social Justice in Education - Promoting Justice for Students – The Impact of Westward Bound on Middle School Learners - Needs Assessment - Unique Needs of Middle School Youth - The Middle School Program - Middle School Results: Hands-on Learning - Middle School Results: The Impact of Talking Circles - Extending the Boundaries of Transformative Learning - Afterword: Teacher as Transformative Learner (2011).

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Book SynopsisGoing Inward is a pragmatic text for faculty in all disciplines who desire to deepen their reflection on teaching. Through the culturally introspective writings of faculty in a variety of academic disciplines, readers will gain a deeper understanding of faculty cultural influences on college teaching and student learning. This book introduces readers to cultural self-reflection as a powerful tool for insight into how our values and beliefs from our cultural and familial upbringing influence our teaching practice. Cultural self-reflection is a process for generating insights and empathy toward serving students from backgrounds and cultures both similar to and different from one's own. The integrated design of the book's three parts cultural introspection, faculty culture and teaching autobiographies, and developing a culturally introspective practice makes this book helpful to teaching faculty and academic administrators.Trade Review«The focus of this valuable anthology is exciting and long overdue. These compelling and courageous autobiographical stories offer useful insights and understandings, inviting readers into a state of self-reflection while also strengthening their ability to teach effectively across cultural lines. Highly recommended.» (Ann Todd Jealous, Co-author/Co-editor of Combined Destinies: Whites Sharing Grief About Racism) «The writers of these personal accounts tug at the intricate threads of their cultural backgrounds, gently pulling them through into the light of their own educational practices to see what can be found there. And what they find is that in coming to know the presence of their cultural roots in their teaching, they see themselves and students through a new lens.» (Linda K. Shadiow, Author of What Our Stories Teach Us: A Guide to Critical Reflection for College Faculty) «In this important and scrupulously edited book, Alicia Fedelina Chávez and Susan Diana Longerbeam, along with their contributors – drawn from multiple disciplines – argue passionately and thoughtfully for the centrality of putting a strengths-based approach into our teaching in today’s multicultural and multi-ethnic classrooms. The path they advocate is one that eschews performance, skillful lecturing, and disembodied teaching but rather honors the teacher bringing into the learning context her/his whole self – culture, identity, ideals, and assumptions – and encouraging the students to do the same. Introspection is critical to this approach for it can help the teacher or students ‘discover the depth of culture, its beauty and origin, and the roots of [one’s] previously unearthed strengths, failings, and biases.’ This persuasive anthology will be of interest to those involved in education at all levels, especially in higher education; it is an essential book for those involved in working with student teachers. Embracing the message of Going Inward could well transform teaching.» (Andrew Garrod, Professor Emeritus of Education, Dartmouth College; Co-editor of Growing Up Muslim: Muslim College Students in America Tell Their Life Stories; First Person, First Peoples: Native American College Graduates Tell Their Life Stories; Balancing Two Worlds: Asian American College Students Tell Their Life Stories; Mi Voz, Mi Vida: Latino College Students Tell Their Life Stories; Mixed: Multiracial College Students Tell Their Life Stories; Souls Looking Back: Life Stories of Growing up Black; and Crossing Customs: International Students Write on U.S. College Life and Culture) «Going Inward should be essential reading for anyone genuinely interested in the humane aspects of teaching in the university classroom. Regardless of field of study or instruction, this collection provides the theoretical and rhetorical framework for a discussion of a new, introspective pedagogy. Encouraging instructors to turn inward, to consider the individual lived experiences and cultural backgrounds from which they spring, to inform how they teach and how they are perceived by those they teach, the essays in this collection provide examples of how to embrace and explore, rather than avoid and deny, the individual lived lives of university professors and the students they stand before. This collection is a call for a new kind of teaching, one that is informed by introspection and that encourages instructors and students alike to embrace the individual, complex, yet informing and essential, cultural, historical, and personal backgrounds from which they come. This collection is not only important for individual college or university instructors, it should also be the beginning of a conversation that can encourage a more introspectiveTable of ContentsContents: Susan Diana Longerbeam/Alicia Fedelina Chávez: From Cultural Story to Teaching Insight – Susan Diana Longerbeam/Alicia Fedelina Chávez: Place, Tension, Service, Difference, and Strength: How Culture Influences Teaching - Faculty Culture and Teaching Autobiographies - The Strength of Place and Its Influence on Teaching – Melissa Birkett Greene: NXSW: Cultural Legacies in Education – Judith A. Montoya: A Discovery Process: Identifying My Multicultural Roots – Jean Ann Foley: One Way Interrupted by Two-Eyed Vision – Gary Weissmann: Tapping into the Roots of My Approaches to Geoscience – Vincent Werito: Education as Our Horse: On the Path to Critical Consciousness – Katya Crawford: Roots: A Personal Cartography of Values and Teaching - The Tensions and Contradictions of Culture and Its Influence on Teaching – Leslie Oakes: A Mixed-Up History, a Divided Heart – MJR Montoya: Keeping Contradictions as a Teaching Tool: Cultural Intelligence in Content and in Practice – Kersti Tyson: Relearning Inquiry, Unlearning Judgment: The Autobiography of a Curious Girl – Susan Diana Longerbeam: Finding Community Within White Distance - In Service to Students: Developing New Ways to Teach – Alicia Fedelina Chávez: Lessons from My Family: Understanding College Teaching Through Cultural Introspection – Matías Fontenla : Teaching Development – Gary Smith: Transformed by the Learners - From Oppression for Difference to Empowering Through Teaching – R. A. Kashanipour: Family and Geopolitics in a Culturally Alienated Society – Ricardo Guthrie: Being Multicultural Is Not a Luxury: A Strategy for Teaching and Learning in a Racist Society – T. Mark Montoya: Rage, Courage, Encourage: Citizenship in the College Classroom – Carissa Tsosie: Intersectioning Indigenous Teaching Practices and Critical Pedagogy in an Academic Classroom - The Strength of Cultural Values and Their Influence on Teaching – K. Maria D. Lane: Pros and Cons of a Cosmopolitan Classroom – Robert Neustadt: Running from Religion: Finding my Reconstructionist Academic Culture – Robin Minthorn: Strengthening Our Teaching by Honoring Our Culture – Laura Sujo-Montes: The Power of Identity – Susan Diana Longerbeam/Alicia Fedelina Chávez: Developing a Culturally Introspective Practice – Susan Diana Longerbeam/Alicia Fedelina Chávez: Reflecting into the Future.

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Book SynopsisGoing Inward is a pragmatic text for faculty in all disciplines who desire to deepen their reflection on teaching. Through the culturally introspective writings of faculty in a variety of academic disciplines, readers will gain a deeper understanding of faculty cultural influences on college teaching and student learning. This book introduces readers to cultural self-reflection as a powerful tool for insight into how our values and beliefs from our cultural and familial upbringing influence our teaching practice. Cultural self-reflection is a process for generating insights and empathy toward serving students from backgrounds and cultures both similar to and different from one's own. The integrated design of the book's three parts cultural introspection, faculty culture and teaching autobiographies, and developing a culturally introspective practice makes this book helpful to teaching faculty and academic administrators.Trade Review«The focus of this valuable anthology is exciting and long overdue. These compelling and courageous autobiographical stories offer useful insights and understandings, inviting readers into a state of self-reflection while also strengthening their ability to teach effectively across cultural lines. Highly recommended.» (Ann Todd Jealous, Co-author/Co-editor of Combined Destinies: Whites Sharing Grief About Racism) «The writers of these personal accounts tug at the intricate threads of their cultural backgrounds, gently pulling them through into the light of their own educational practices to see what can be found there. And what they find is that in coming to know the presence of their cultural roots in their teaching, they see themselves and students through a new lens.» (Linda K. Shadiow, Author of What Our Stories Teach Us: A Guide to Critical Reflection for College Faculty) «In this important and scrupulously edited book, Alicia Fedelina Chávez and Susan Diana Longerbeam, along with their contributors – drawn from multiple disciplines – argue passionately and thoughtfully for the centrality of putting a strengths-based approach into our teaching in today’s multicultural and multi-ethnic classrooms. The path they advocate is one that eschews performance, skillful lecturing, and disembodied teaching but rather honors the teacher bringing into the learning context her/his whole self – culture, identity, ideals, and assumptions – and encouraging the students to do the same. Introspection is critical to this approach for it can help the teacher or students ‘discover the depth of culture, its beauty and origin, and the roots of [one’s] previously unearthed strengths, failings, and biases.’ This persuasive anthology will be of interest to those involved in education at all levels, especially in higher education; it is an essential book for those involved in working with student teachers. Embracing the message of Going Inward could well transform teaching.» (Andrew Garrod, Professor Emeritus of Education, Dartmouth College; Co-editor of Growing Up Muslim: Muslim College Students in America Tell Their Life Stories; First Person, First Peoples: Native American College Graduates Tell Their Life Stories; Balancing Two Worlds: Asian American College Students Tell Their Life Stories; Mi Voz, Mi Vida: Latino College Students Tell Their Life Stories; Mixed: Multiracial College Students Tell Their Life Stories; Souls Looking Back: Life Stories of Growing up Black; and Crossing Customs: International Students Write on U.S. College Life and Culture) «Going Inward should be essential reading for anyone genuinely interested in the humane aspects of teaching in the university classroom. Regardless of field of study or instruction, this collection provides the theoretical and rhetorical framework for a discussion of a new, introspective pedagogy. Encouraging instructors to turn inward, to consider the individual lived experiences and cultural backgrounds from which they spring, to inform how they teach and how they are perceived by those they teach, the essays in this collection provide examples of how to embrace and explore, rather than avoid and deny, the individual lived lives of university professors and the students they stand before. This collection is a call for a new kind of teaching, one that is informed by introspection and that encourages instructors and students alike to embrace the individual, complex, yet informing and essential, cultural, historical, and personal backgrounds from which they come. This collection is not only important for individual college or university instructors, it should also be the beginning of a conversation that can encourage a more introspectiveTable of ContentsContents: Susan Diana Longerbeam/Alicia Fedelina Chávez: From Cultural Story to Teaching Insight – Susan Diana Longerbeam/Alicia Fedelina Chávez: Place, Tension, Service, Difference, and Strength: How Culture Influences Teaching - Faculty Culture and Teaching Autobiographies - The Strength of Place and Its Influence on Teaching – Melissa Birkett Greene: NXSW: Cultural Legacies in Education – Judith A. Montoya: A Discovery Process: Identifying My Multicultural Roots – Jean Ann Foley: One Way Interrupted by Two-Eyed Vision – Gary Weissmann: Tapping into the Roots of My Approaches to Geoscience – Vincent Werito: Education as Our Horse: On the Path to Critical Consciousness – Katya Crawford: Roots: A Personal Cartography of Values and Teaching - The Tensions and Contradictions of Culture and Its Influence on Teaching – Leslie Oakes: A Mixed-Up History, a Divided Heart – MJR Montoya: Keeping Contradictions as a Teaching Tool: Cultural Intelligence in Content and in Practice – Kersti Tyson: Relearning Inquiry, Unlearning Judgment: The Autobiography of a Curious Girl – Susan Diana Longerbeam: Finding Community Within White Distance - In Service to Students: Developing New Ways to Teach – Alicia Fedelina Chávez: Lessons from My Family: Understanding College Teaching Through Cultural Introspection – Matías Fontenla : Teaching Development – Gary Smith: Transformed by the Learners - From Oppression for Difference to Empowering Through Teaching – R. A. Kashanipour: Family and Geopolitics in a Culturally Alienated Society – Ricardo Guthrie: Being Multicultural Is Not a Luxury: A Strategy for Teaching and Learning in a Racist Society – T. Mark Montoya: Rage, Courage, Encourage: Citizenship in the College Classroom – Carissa Tsosie: Intersectioning Indigenous Teaching Practices and Critical Pedagogy in an Academic Classroom - The Strength of Cultural Values and Their Influence on Teaching – K. Maria D. Lane: Pros and Cons of a Cosmopolitan Classroom – Robert Neustadt: Running from Religion: Finding my Reconstructionist Academic Culture – Robin Minthorn: Strengthening Our Teaching by Honoring Our Culture – Laura Sujo-Montes: The Power of Identity – Susan Diana Longerbeam/Alicia Fedelina Chávez: Developing a Culturally Introspective Practice – Susan Diana Longerbeam/Alicia Fedelina Chávez: Reflecting into the Future.

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Book SynopsisTeaching College Students How to Solve Real-Life Moral Dilemmas will speak to the sometimes confounding, real-life, moral challenges that quarterlife students actually face each and every day of their lives. It will spell out an original, all-inclusive approach to thinking about, and applying, ethical problem-solving that takes into consideration people's acts, intentions, circumstances, principles, background beliefs, religio-spiritualities, consequences, virtues and vices, narratives, communities, and the relevant institutional and political structures. This approach doesn't tell students exactly what to do as much as it evokes important information in order to help them think more deeply and expansively about ethical issues in order to resolve actual ethical dilemmas. There is no text like it on the market today. Teaching College Students How to Solve Real-Life Moral Dilemmas can be used in a variety of ethics courses.Table of ContentsContents: Starting the Course: Key Ethics Concepts and Problem-Solving Tools – Major Ethical Challenges Facing Quarterlife Students With Practical Tips on How to Understand and Resolve Them – Finishing Up the Course: On the Way to Becoming Ethically Empowered.

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Book SynopsisPedagogy for Restoration seeks to understand the conditions leading to the destruction of Earth in order to discover pedagogy for restoration. As we degrade the planet we degrade ourselves and as we degrade ourselves we degrade the planet. Moral development and socialization significantly influence our participation in, construction of, or resistance to the systems of oppression that degrade us. The process of restorative education recognizes that humans are fundamentally good and moral and seeks to promote healthy moral development. We must help students meet their basic needs, center their own identities and experience, and simultaneously emphasize community and relationships to help them find a sense of purpose. These efforts facilitate social and ecological restoration by allowing students to reach a physical and emotional place that is conducive to learning and self-efficacy so that they may engage with whatever issues they find important in their own way and on their own tTrade Review«Central to David Krzesni’s Pedagogy for Restoration is the central question to a nation’s school system: education for what? He rightly critiques the ways in which dominant pedagogical approaches have normed historical amnesia and moral obtuseness to our detriment. Simultaneously, Krzesni assures us that it does not have to be this way any longer. Pedagogy for Restoration emboldens readers to remember the teachings of our ancestors, insisting that the purpose of education is not to escape suffering, but to end it.» (Jeff Duncan-Andrade, Associate Professor, Raza Studies & Education, San Francisco State University) «David Krzesni’s Pedagogy for Restoration is a deeply personal work that raises important questions about the relationship between social and ecological degradation. The book is incredibly timely as such questions and examinations are proving to be among the most trenchant of our time. Krzesni’s focus on the politics of hope, empathy, and moral education not only provides a unique frame through which to consider the structures of oppression and liberation but also offers students of education and social change what they have long asked for – a pedagogy of restoration.» (Sandy Grande, Associate Professor, Co-Chair, Education Department, Director, Center for the Comparative Study of Race and Ethnicity, Connecticut College) «At a time where much looks bleak for people and their relationships with themselves, others, and with the earth, we need narratives of renewal, purpose, and possibility. We need guides to remind ourselves of our own potential to heal broken relationships. In Pedagogy for Restoration, David Krzesni is such a guide. This book will challenge your identity as an educator and provide you with pathways for your own revitalization in connection with others.» (David A. Greenwood, Canada Research Chair in Environmental Education, Director, Centre for Place and Sustainability Studies, Faculty of Education, Lakehead University) «David Krzesni’s Pedagogy for Restoration is a well-researched piece of literature.… He suggests that education can be a powerful tool for effecting structural change, remaining deeply sensitive to mechanisms of oppression and discrimination, the power of language, and the need for a hope-based, informed approach to social change.… Krzesni cites research on human qualities such as empathy and altruism to highlight people’s innate propensity for caring and responsibility. He believes in the human capacity for change, and believes that, through structured guidance and governance, positive qualities can be emphasized and people can be encouraged to act on these characteristics. While acknowledging the limitation to human love, empathy, and prosocial behavior, Krzesni argues that, with the right social conditions and with practices of nurturing and empowerment (especially in formative years), people’s capacity to carry out a ‘pedagogy for restoration’ is possible.» (Samuel P. Oliner, Co-author (with Pearl Oliner) of The Altruistic Personality and Toward a Caring Society; Author of Altruism, Intergroup Apology, Forgiveness, and Reconciliation and The Nature of Good and Evil) «In this book by David Krzesni, a powerful new moral voice addresses the intersection of environmental education, social justice, and human rights. Boldly affirming both critical social theory and human moral potentials to overcome every exclusion, this bracing and exacting fugue freshly points out melodies of deepest humanity, hearing voices that unite ecology and people in powerful harmonies. It should be required/inspired reading (listening, singing) for the next generation of critical socio-environmental change agents.»«Central to David Krzesni’s Pedagogy for Restoration is the central question to a nation’s school system: education for what? He rightly critiques the ways in which dominant pedagogical approaches have normed historical amnesia and moral obtuseness to our detriment. Simultaneously, Krzesni assures us that it does not have to be this way any longer. Pedagogy for Restoration emboldens readers to remember the teachings of our ancestors, insisting that the purpose of education is not to escape suffering, but to end it.» (Jeff Duncan-Andrade, Associate Professor, Raza Studies & Education, San Francisco State University) «David Krzesni’s Pedagogy for Restoration is a deeply personal work that raises important questions about the relationship between social and ecological degradation. The book is incredibly timely as such questions and examinations are proving to be among the most trenchant of our time. Krzesni’s focus on the politics of hope, empathy, and moral education not only provides a unique frame through which to consider the structures of oppression and liberation but also offers students of education and social change what they have long asked for – a pedagogy of restoration.» (Sandy Grande, Associate Professor, Co-Chair, Education Department, Director, Center for the Comparative Study of Race and Ethnicity, Connecticut College) «At a time where much looks bleak for people and their relationships with themselves, others, and with the earth, we need narratives of renewal, purpose, and possibility. We need guides to remind ourselves of our own potential to heal broken relationships. In Pedagogy for Restoration, David Krzesni is such a guide. This book will challenge your identity as an educator and provide you with pathways for your own revitalization in connection with others.» (David A. Greenwood, Canada Research Chair in Environmental Education, Director, Centre for Place and Sustainability Studies, Faculty of Education, Lakehead University) «David Krzesni’s Pedagogy for Restoration is a well-researched piece of literature.… He suggests that education can be a powerful tool for effecting structural change, remaining deeply sensitive to mechanisms of oppression and discrimination, the power of language, and the need for a hope-based, informed approach to social change.… Krzesni cites research on human qualities such as empathy and altruism to highlight people’s innate propensity for caring and responsibility. He believes in the human capacity for change, and believes that, through structured guidance and governance, positive qualities can be emphasized and people can be encouraged to act on these characteristics. While acknowledging the limitation to human love, empathy, and prosocial behavior, Krzesni argues that, with the right social conditions and with practices of nurturing and empowerment (especially in formative years), people’s capacity to carry out a ‘pedagogy for restoration’ is possible.» (Samuel P. Oliner, Co-author (with Pearl Oliner) of The Altruistic Personality and Toward a Caring Society; Author of Altruism, Intergroup Apology, Forgiveness, and Reconciliation and The Nature of Good and Evil) «In this book by David Krzesni, a powerful new moral voice addresses the intersection of environmental education, social justice, and human rights. Boldly affirming both critical social theory and human moral potentials to overcome every exclusion, this bracing and exacting fugue freshly points out melodies of deepest humanity, hearing voices that unite ecology and people in powerful harmonies. It should be required/inspired reading (listening, singing) for the next generation of critical socio-environmental change agents.»Table of ContentsContents: Environmental Education – Oppression – Empathy – Morality – Social Influence and Individual Difference – Pedagogy of Basic Needs – Pedagogy of Identity – Pedagogy of Purpose – Insights for Environmental Education.

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Book SynopsisPedagogy for Restoration seeks to understand the conditions leading to the destruction of Earth in order to discover pedagogy for restoration. As we degrade the planet we degrade ourselves and as we degrade ourselves we degrade the planet. Moral development and socialization significantly influence our participation in, construction of, or resistance to the systems of oppression that degrade us. The process of restorative education recognizes that humans are fundamentally good and moral and seeks to promote healthy moral development. We must help students meet their basic needs, center their own identities and experience, and simultaneously emphasize community and relationships to help them find a sense of purpose. These efforts facilitate social and ecological restoration by allowing students to reach a physical and emotional place that is conducive to learning and self-efficacy so that they may engage with whatever issues they find important in their own way and on their own tTrade Review«Central to David Krzesni’s Pedagogy for Restoration is the central question to a nation’s school system: education for what? He rightly critiques the ways in which dominant pedagogical approaches have normed historical amnesia and moral obtuseness to our detriment. Simultaneously, Krzesni assures us that it does not have to be this way any longer. Pedagogy for Restoration emboldens readers to remember the teachings of our ancestors, insisting that the purpose of education is not to escape suffering, but to end it.» (Jeff Duncan-Andrade, Associate Professor, Raza Studies & Education, San Francisco State University) «David Krzesni’s Pedagogy for Restoration is a deeply personal work that raises important questions about the relationship between social and ecological degradation. The book is incredibly timely as such questions and examinations are proving to be among the most trenchant of our time. Krzesni’s focus on the politics of hope, empathy, and moral education not only provides a unique frame through which to consider the structures of oppression and liberation but also offers students of education and social change what they have long asked for – a pedagogy of restoration.» (Sandy Grande, Associate Professor, Co-Chair, Education Department, Director, Center for the Comparative Study of Race and Ethnicity, Connecticut College) «At a time where much looks bleak for people and their relationships with themselves, others, and with the earth, we need narratives of renewal, purpose, and possibility. We need guides to remind ourselves of our own potential to heal broken relationships. In Pedagogy for Restoration, David Krzesni is such a guide. This book will challenge your identity as an educator and provide you with pathways for your own revitalization in connection with others.» (David A. Greenwood, Canada Research Chair in Environmental Education, Director, Centre for Place and Sustainability Studies, Faculty of Education, Lakehead University) «David Krzesni’s Pedagogy for Restoration is a well-researched piece of literature.… He suggests that education can be a powerful tool for effecting structural change, remaining deeply sensitive to mechanisms of oppression and discrimination, the power of language, and the need for a hope-based, informed approach to social change.… Krzesni cites research on human qualities such as empathy and altruism to highlight people’s innate propensity for caring and responsibility. He believes in the human capacity for change, and believes that, through structured guidance and governance, positive qualities can be emphasized and people can be encouraged to act on these characteristics. While acknowledging the limitation to human love, empathy, and prosocial behavior, Krzesni argues that, with the right social conditions and with practices of nurturing and empowerment (especially in formative years), people’s capacity to carry out a ‘pedagogy for restoration’ is possible.» (Samuel P. Oliner, Co-author (with Pearl Oliner) of The Altruistic Personality and Toward a Caring Society; Author of Altruism, Intergroup Apology, Forgiveness, and Reconciliation and The Nature of Good and Evil) «In this book by David Krzesni, a powerful new moral voice addresses the intersection of environmental education, social justice, and human rights. Boldly affirming both critical social theory and human moral potentials to overcome every exclusion, this bracing and exacting fugue freshly points out melodies of deepest humanity, hearing voices that unite ecology and people in powerful harmonies. It should be required/inspired reading (listening, singing) for the next generation of critical socio-environmental change agents.»«Central to David Krzesni’s Pedagogy for Restoration is the central question to a nation’s school system: education for what? He rightly critiques the ways in which dominant pedagogical approaches have normed historical amnesia and moral obtuseness to our detriment. Simultaneously, Krzesni assures us that it does not have to be this way any longer. Pedagogy for Restoration emboldens readers to remember the teachings of our ancestors, insisting that the purpose of education is not to escape suffering, but to end it.» (Jeff Duncan-Andrade, Associate Professor, Raza Studies & Education, San Francisco State University) «David Krzesni’s Pedagogy for Restoration is a deeply personal work that raises important questions about the relationship between social and ecological degradation. The book is incredibly timely as such questions and examinations are proving to be among the most trenchant of our time. Krzesni’s focus on the politics of hope, empathy, and moral education not only provides a unique frame through which to consider the structures of oppression and liberation but also offers students of education and social change what they have long asked for – a pedagogy of restoration.» (Sandy Grande, Associate Professor, Co-Chair, Education Department, Director, Center for the Comparative Study of Race and Ethnicity, Connecticut College) «At a time where much looks bleak for people and their relationships with themselves, others, and with the earth, we need narratives of renewal, purpose, and possibility. We need guides to remind ourselves of our own potential to heal broken relationships. In Pedagogy for Restoration, David Krzesni is such a guide. This book will challenge your identity as an educator and provide you with pathways for your own revitalization in connection with others.» (David A. Greenwood, Canada Research Chair in Environmental Education, Director, Centre for Place and Sustainability Studies, Faculty of Education, Lakehead University) «David Krzesni’s Pedagogy for Restoration is a well-researched piece of literature.… He suggests that education can be a powerful tool for effecting structural change, remaining deeply sensitive to mechanisms of oppression and discrimination, the power of language, and the need for a hope-based, informed approach to social change.… Krzesni cites research on human qualities such as empathy and altruism to highlight people’s innate propensity for caring and responsibility. He believes in the human capacity for change, and believes that, through structured guidance and governance, positive qualities can be emphasized and people can be encouraged to act on these characteristics. While acknowledging the limitation to human love, empathy, and prosocial behavior, Krzesni argues that, with the right social conditions and with practices of nurturing and empowerment (especially in formative years), people’s capacity to carry out a ‘pedagogy for restoration’ is possible.» (Samuel P. Oliner, Co-author (with Pearl Oliner) of The Altruistic Personality and Toward a Caring Society; Author of Altruism, Intergroup Apology, Forgiveness, and Reconciliation and The Nature of Good and Evil) «In this book by David Krzesni, a powerful new moral voice addresses the intersection of environmental education, social justice, and human rights. Boldly affirming both critical social theory and human moral potentials to overcome every exclusion, this bracing and exacting fugue freshly points out melodies of deepest humanity, hearing voices that unite ecology and people in powerful harmonies. It should be required/inspired reading (listening, singing) for the next generation of critical socio-environmental change agents.»Table of ContentsContents: Environmental Education – Oppression – Empathy – Morality – Social Influence and Individual Difference – Pedagogy of Basic Needs – Pedagogy of Identity – Pedagogy of Purpose – Insights for Environmental Education.

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Book SynopsisYoung children's access to knowledge about gender, relationships, and sexuality has critical implications for their health and well-being, not only in their early years but throughout their lives. This knowledge can build children's competencies and resilience, contributing to new cultural norms of non-violence in gendered and sexual relationships. For many early childhood teachers, interacting with children about issues concerning gender and sexuality is fraught with feelings of uneasiness and anxiety. For others, familiarity with research on these topics has resulted in rethinking their approaches to sex, gender, and sexuality in their early childhood classrooms. The pedagogical project discussed in Disrupting Gendered Pedagogies in the Early Childhood Classroom examines the tensions associated with one teacher's attempts to rethink gendered narratives and childhood sexuality in her own classroom. This project illustrates that it is possible for early childhood teachers to useTable of ContentsContents: Can I Rethink My Kindergarten Teaching? – Critical Autoethnography and Possibilities for Reframing Teaching Practices – Disrupting Dominant Constructions – Gender and the Schooling of Girls and Boys – Shifting Identities, Multiple Subjectivities, and the (Re)Making of a Teacher – Creating Liminal Classroom Spaces: Acknowledging My Disruptive Teacher Voice – A Letter to Teachers Who Would Be Critical, Disruptive and Transformative – Moving Forward in the Journey: Creating a Critically Conscious Classroom.

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Book SynopsisYoung children's access to knowledge about gender, relationships, and sexuality has critical implications for their health and well-being, not only in their early years but throughout their lives. This knowledge can build children's competencies and resilience, contributing to new cultural norms of non-violence in gendered and sexual relationships. For many early childhood teachers, interacting with children about issues concerning gender and sexuality is fraught with feelings of uneasiness and anxiety. For others, familiarity with research on these topics has resulted in rethinking their approaches to sex, gender, and sexuality in their early childhood classrooms. The pedagogical project discussed in Disrupting Gendered Pedagogies in the Early Childhood Classroom examines the tensions associated with one teacher's attempts to rethink gendered narratives and childhood sexuality in her own classroom. This project illustrates that it is possible for early childhood teachers to useTable of ContentsContents: Can I Rethink My Kindergarten Teaching? – Critical Autoethnography and Possibilities for Reframing Teaching Practices – Disrupting Dominant Constructions – Gender and the Schooling of Girls and Boys – Shifting Identities, Multiple Subjectivities, and the (Re)Making of a Teacher – Creating Liminal Classroom Spaces: Acknowledging My Disruptive Teacher Voice – A Letter to Teachers Who Would Be Critical, Disruptive and Transformative – Moving Forward in the Journey: Creating a Critically Conscious Classroom.

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Book SynopsisDisability and the University: A Disabled Students' Manifesto is a guide to what students with disabilities need to know about attending university, as well as to the essentials universities should provide for these students. Each chapter presents a benchmark for students to follow as they travel through the institution, and lays clear what they should expect. Written by former students with disabilities who have traversed the terrain and experienced higher education, this book is not about disabled students, but instead is a manifesto, a call for change, a call to action. It is a guide book, blueprint, and tool for both students and universities.Disability and the University is divided into four parts, each examining crucial aspects of higher education, including the culture of the academy, movement beyond the limits of compliance, access to and in the institution, and disability rights. Each chapter is a statement of what every institution of higher educatioTable of ContentsMike Oliver: Foreword – Ben Whitburn/Christopher McMaster: Political Struggle for Inclusion in Higher Education – Travis Chi Wing Lau: Slowness, Disability, and Academic Productivity: The Need to Rethink Academic Culture – Denise Beckwith: Disability Advocacy Within the Ableist Environment of Academia – Fady Shanouda: The Violent Consequences of Disclosure … and How Disabled and Mad Students Are Pushing Back – Leechin Heng: Negotiating the Space of Academia as a Disabled Student – Megan Zahneis: Disability Studies in Higher Education: Developing Identity and Community – Justin Freedman/Laura Jaffee/Katie Roquemore/Yosung Song/Hetsie Swartz Veitch: Beyond Compliance: Disabled Student Activism on Campus – George Low: Reasonable Adjustments – Zoie Sheets: But You Look Fine: Limitations of the Letter of Accommodation – Justin Harford: Universalizing International Exchange for Students with Disabilities – Mostafa Attia: The Need for Systemic Supports: Barriers Faced by Students with Disabilities in the Majority World – April B. Coughlin: "I Can’t Even Reach the Waffle-maker!": Increasing Access for Students with Physical Disabilities on University Campuses – Georgia Geller: Assistance Dogs and Academia: Supporting the Dynamic Duo – Erin Pritchard: A Hierarchy of Impairments: The Absence of Body Size in Disability Accommodations Within Universities – Boopathi P./Muruganandan K.: Creating an Accessible and Resilient Environment Inside the Indian University – Katelin Anderson/Beth Rogers: Disabled by Society: Knowing and Invoking Your Rights – Karen McCall: Identifying and Eliminating Digital Barriers – Tafadzwa Rugoho: Navigating the Mud of Tertiary Education: The Experience of Disabled Students at Universities in the Global South – Maree Roche: Even the Delusional Can Learn: The Recognition of Diverse States of Mind, Knowing and Being – Matthew Bereza: From Classification to Culture: Learning Disabilities in Higher Education – Contributors.

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Book SynopsisDisability and the University: A Disabled Students' Manifesto is a guide to what students with disabilities need to know about attending university, as well as to the essentials universities should provide for these students. Each chapter presents a benchmark for students to follow as they travel through the institution, and lays clear what they should expect. Written by former students with disabilities who have traversed the terrain and experienced higher education, this book is not about disabled students, but instead is a manifesto, a call for change, a call to action. It is a guide book, blueprint, and tool for both students and universities.Disability and the University is divided into four parts, each examining crucial aspects of higher education, including the culture of the academy, movement beyond the limits of compliance, access to and in the institution, and disability rights. Each chapter is a statement of what every institution of higher educatioTable of ContentsMike Oliver: Foreword – Ben Whitburn/Christopher McMaster: Political Struggle for Inclusion in Higher Education – Travis Chi Wing Lau: Slowness, Disability, and Academic Productivity: The Need to Rethink Academic Culture – Denise Beckwith: Disability Advocacy Within the Ableist Environment of Academia – Fady Shanouda: The Violent Consequences of Disclosure … and How Disabled and Mad Students Are Pushing Back – Leechin Heng: Negotiating the Space of Academia as a Disabled Student – Megan Zahneis: Disability Studies in Higher Education: Developing Identity and Community – Justin Freedman/Laura Jaffee/Katie Roquemore/Yosung Song/Hetsie Swartz Veitch: Beyond Compliance: Disabled Student Activism on Campus – George Low: Reasonable Adjustments – Zoie Sheets: But You Look Fine: Limitations of the Letter of Accommodation – Justin Harford: Universalizing International Exchange for Students with Disabilities – Mostafa Attia: The Need for Systemic Supports: Barriers Faced by Students with Disabilities in the Majority World – April B. Coughlin: "I Can’t Even Reach the Waffle-maker!": Increasing Access for Students with Physical Disabilities on University Campuses – Georgia Geller: Assistance Dogs and Academia: Supporting the Dynamic Duo – Erin Pritchard: A Hierarchy of Impairments: The Absence of Body Size in Disability Accommodations Within Universities – Boopathi P./Muruganandan K.: Creating an Accessible and Resilient Environment Inside the Indian University – Katelin Anderson/Beth Rogers: Disabled by Society: Knowing and Invoking Your Rights – Karen McCall: Identifying and Eliminating Digital Barriers – Tafadzwa Rugoho: Navigating the Mud of Tertiary Education: The Experience of Disabled Students at Universities in the Global South – Maree Roche: Even the Delusional Can Learn: The Recognition of Diverse States of Mind, Knowing and Being – Matthew Bereza: From Classification to Culture: Learning Disabilities in Higher Education – Contributors.

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

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

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Book SynopsisExceptional People: Lessons Learned from Special Education Survivors is a unique work that describes disabled (exceptional) students' and their parents' perspectives as they journeyed through the education system. For educators, it provides a window to the souls of the children whose lives they affect on a daily basis and offers proven strategies that can be implemented immediately. For students, it describes how they can successfully overcome the embarrassment of their special education label, the humiliation of being bullied by classmates, and the discomfort felt when called stupid or lazy by their teachers. For parents, it captures their pain when they first learned their child had a disability and the fight they faced as they attempted to advocate for their child (usually not knowing their legal rights, the correct questions to ask, or the organizations available to support them). An easy read with a powerful message, Exceptional People conveys significant insights through its persTrade ReviewDr. Andreasen has done a masterful job of telling the stories of several students who had varied experiences in school and special education programs. Their honesty about what did or did not work for them provides insight into how children who have disabilities are treated by their peers, teachers, doctors, and other professionals and how these people can profoundly impact their lives—for good or bad. Dr. Andreasen makes concrete suggestions for working effectively with students who have disabilities, as well as suggestions for the students themselves. Her goal is to ensure that the students are not lost in the bureaucracy of special education and that the humanity and dignity of these children are respected by those of us privileged to know and work with them. Exceptional People should be required reading for professionals, parents, and students; for only by becoming aware of injustice can it be avoided in the future. -- Sheila Breen, former director of the American International School in Vienna, Austria; former superintendent of Grand Canyon Unified School District; former director of special education and gifted programs for the Phoenix Union High School District; and former speech-language pathologistExceptional People is a true-to-life saga which clearly depicts the trials and tribulations students with exceptionalities face on an ongoing bases. Dr. Andreasen captures the sorrows, challenges, and successes that many students with exceptionalities, and their parents, experience throughout their school careers. -- Tom Gambino Ed.D, associate professor, Northcentral UniversityTable of ContentsPreface Acknowledgments Introduction Chapter 1 Chris’s Story: Emotional and Writing Exceptionality Chapter 2 Chris’s Parents’ Story: Emotional and Writing Exceptionality Chapter 3 Clark’s Story: Spastic Diplegia Cerebral Palsy Chapter 4 Craig’s Parents’ Story: Autism Spectrum Disorder Chapter 5 Daniel’s Story: OHI-Attention Deficit Hyperactive Disorder Chapter 6 Daniel’s Mother’s Story: OHI-Attention Deficit Hyperactive Disorder Chapter 7 Howard’s Story: Dyslexia Chapter 8 Mercedez’s Story: Hearing Impairment Chapter 9 Mercedez’s Mother’s Story: Hearing Impairment Chapter 10 Mike’s Story: Learning Exceptionality in Reading and Mathematics Chapter 11 Final Thoughts and Flagship Moments About the Author

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Book SynopsisExceptional People: Lessons Learned from Special Education Survivors is a unique work that describes disabled (exceptional) students' and their parents' perspectives as they journeyed through the education system. For educators, it provides a window to the souls of the children whose lives they affect on a daily basis and offers proven strategies that can be implemented immediately. For students, it describes how they can successfully overcome the embarrassment of their special education label, the humiliation of being bullied by classmates, and the discomfort felt when called stupid or lazy by their teachers. For parents, it captures their pain when they first learned their child had a disability and the fight they faced as they attempted to advocate for their child (usually not knowing their legal rights, the correct questions to ask, or the organizations available to support them). An easy read with a powerful message, Exceptional People conveys significant insights through its persTrade ReviewDr. Andreasen has done a masterful job of telling the stories of several students who had varied experiences in school and special education programs. Their honesty about what did or did not work for them provides insight into how children who have disabilities are treated by their peers, teachers, doctors, and other professionals and how these people can profoundly impact their lives—for good or bad. Dr. Andreasen makes concrete suggestions for working effectively with students who have disabilities, as well as suggestions for the students themselves. Her goal is to ensure that the students are not lost in the bureaucracy of special education and that the humanity and dignity of these children are respected by those of us privileged to know and work with them. Exceptional People should be required reading for professionals, parents, and students; for only by becoming aware of injustice can it be avoided in the future. -- Sheila Breen, former director of the American International School in Vienna, Austria; former superintendent of Grand Canyon Unified School District; former director of special education and gifted programs for the Phoenix Union High School District; and former speech-language pathologistExceptional People is a true-to-life saga which clearly depicts the trials and tribulations students with exceptionalities face on an ongoing bases. Dr. Andreasen captures the sorrows, challenges, and successes that many students with exceptionalities, and their parents, experience throughout their school careers. -- Tom Gambino Ed.D, associate professor, Northcentral UniversityTable of ContentsPreface Acknowledgments Introduction Chapter 1 Chris’s Story: Emotional and Writing Exceptionality Chapter 2 Chris’s Parents’ Story: Emotional and Writing Exceptionality Chapter 3 Clark’s Story: Spastic Diplegia Cerebral Palsy Chapter 4 Craig’s Parents’ Story: Autism Spectrum Disorder Chapter 5 Daniel’s Story: OHI-Attention Deficit Hyperactive Disorder Chapter 6 Daniel’s Mother’s Story: OHI-Attention Deficit Hyperactive Disorder Chapter 7 Howard’s Story: Dyslexia Chapter 8 Mercedez’s Story: Hearing Impairment Chapter 9 Mercedez’s Mother’s Story: Hearing Impairment Chapter 10 Mike’s Story: Learning Exceptionality in Reading and Mathematics Chapter 11 Final Thoughts and Flagship Moments About the Author

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Book SynopsisVision, in all its complexity, is more than meets the eye. The knowledge that lies between the covers of this book will define, with depth and clarity, what this magnificent sense actually encompasses and why it is critical to the learning process. Far beyond 20/20, vision involves more than two-dozen skills that enable us to navigate through the world. There are inestimable numbers of children who are struggling with learning, and compromised in ways most people are unaware of, because these little-known visual skills are not functioning properly. This can profoundly impact a child's success in school, and in life. The symptoms of an unrecognized vision disorder can mimic other conditions, for which many children may be classified or medicated. Because of this, the potential for misdiagnosing the true cause of a child's struggles is enormous. This book reveals the untold facts about the sense we rely on most and understand the least. You will come away fully informed, enricheTrade ReviewThe symptoms of many vision problems can mimic disorders such as dyslexia and ADHD. As Rosen, a mom and a teacher, capably explains, that’s one reason why it’s a big deal if eyesight issues go undetected. She learned this fact when she found out that her own daughter fell below grade level in written expression. It turns out that she had a previously undiagnosed condition that caused her to see double, which made it difficult for her to track lines of print on a page.... This well-presented, scholarly effort is rich in information, and parents and teachers of children with disabilities will find it useful. * Booklist *Seeing is not always believing–or understanding–especially for youngsters ... Vision–not just eyesight, but vision–is so critical to learning that it impacts a child's academic success in very significant ways. There are untold numbers of youngsters struggling with their learning because their visual skills are not functioning properly. And too often, these youngsters are not diagnosed, they're misdiagnosed, or they are shunted to the side and labeled. Ms. Rosen ... has authored a groundbreaking, eye-opening book about this little-known learning and behavioral problem. In The Hidden LInk Between Vision and Learning: Why Millions of Learning-Disabled Children are Misdiagnosed Ms. Rosen takes a very complex subject and clarifies it for the lay person, bringing to light the issue through her assiduous research and her own experience as a mother to a youngster who overcame vision-related learning problems. * The Jewish Standard *Bravo Wendy Rosen! Her book, The Hidden Link Between Vision and Learning, is going to help many children get the help they need. The book takes the reader (hopefully parents and teachers of children who are struggling in school) through a logical progression in understanding the relationship between vision and learning.... Thank you Wendy Rosen, for encouraging so many to get involved and reminding us why it is important and how much is at stake. * Mindsight, the COVD Blog *In The Hidden Link Between Vision and Learning, Wendy Beth Rosen has made an important addition to the ongoing effort to get America’s children the vision care they need. The importance of this effort cannot be understated: If a child is not able to see to read, that child will not be successful in school and in life. Vision comes before learning.... Read this book, rejoice in its clarity, and give it to all the teachers and parents and school administrators and pediatricians and politicians you can buttonhole. We – as a country, as parents, and as educational and medical practitioners of all kinds – can fix this problem, just as soon as we acknowledge its existence. * Vision Development & Rehabilitation *[W]e are [big fans] of Wendy Beth Rosen’s new book.... It’s almost as if everything we’ve ever wanted a non-optometrist to write about vision and learning is encapsulated here.... [Y]ou must read this book cover to cover.... I can’t imagine a more authoritative looking book, with such well-researched content, that you could possibly give anyone to enlighten them about or provide reinforcement about what you do. * The VisionHelp Blog *Please consider reading [The Hidden Link Between Vision and Learning] or pass it on to someone if you suspect there is a vision and learning related struggle. This book is an easy read and filled with a bunch of great information! * Dynamic Center for Vision Therapy *Wendy Rosen’s book, The Hidden Link Between Vision and Learning, is more than a book. It’s part of a relentless quest to educate and ultimately open eyes to an issue with far-reaching societal implications. Wendy Rosen has the fire. * The Vision Therapy Center *Wendy Beth Rosen has brought together an impressive amount of information pointing to the importance of early comprehensive visual testing and therapy that will impact the lives of so many children, families, the educational system, and even the national economy. This is a must read for parents, educators, health professionals, lawmakers and anyone committed to a better future through our children. -- Carla Hannaford, PhD, biologist, author, and international consultantVision is so much more than seeing, as we learn in this highly informative and provocative book. In understanding the role of vision in the reading process, the whole child must be taken into consideration, and developmentally appropriate practice must guide it. Reading is more than decoding words. This book is a must-read for all early childhood educators. -- Marcy Guddemi, PhD, executive director, Gesell Institute of Child Development, New Haven, CTThis is a book that should be read by every school psychologist, clinician, pediatrician, and all other professionals working with children in a diagnostic or therapeutic capacity. You will learn, as I did, that there is much more to vision than meets the eye, and that we must understand far more than visual acuity if we are to understand how children are functioning. Until these conditions are recognized and addressed, we will continue to err in the labeling and treatment of many childhood problems. This book will open your eyes to your eyes, and to those of your children. -- Maurice J. Elias, PhD, professor of clinical psychology, Rutgers University, author of “The Other Side of the Report Card: Assessing Students' Social, Emotional, and Character Development”Wendy Beth Rosen has written a fascinating and important book on a topic too often overlooked: the connection between vision and learning. I certainly didn’t know that there is a difference between vision and eyesight, that there’s more to vision than 20/20, or that millions of children struggle in school due to undiagnosed vision problems. Parents and teachers alike need to read this eye-opening book! -- Rae Pica, author, “What If Everybody Understood Child Development?”When Wendy Rosen couldn’t figure out why her bright, eager-to-learn daughter was struggling in elementary school, she set out to find answers. And find them she did: in a little-diagnosed and little-understood vision-related learning problem that affects an untold number of other children as well. In The Hidden Link Between Vision and Learning, Rosen brings her parental love and determination, as well as her teacher knowledge and experience, to the lucky ones who will benefit from her research, her stories, and her advice. -- Sara Bennett, co-author, “The Case Against Homework”, founder, Stop Homework.This book is a terrific introduction to children's vision. It considers vision and visual problems much more fully than is customary, and in a way that parents and educators can easily understand. Moreover, it discusses vision as it occurs in the whole child--a living, breathing, thinking, feeling child who is coping with the real world. As such, the book makes a valuable contribution to the child development literature. -- William Crain, Professor of Psychology, The City College of New York, and author of Theories of Development: Concepts and ApplicationsWritten by an education consultant, this marvelous book offers unique insights on why the association between vision and learning has remained hidden. More than a commentary on a system that has failed our children, Ms. Rosen’s diligent research and accessible prose will benefit countless numbers of parents and educators. -- Leonard J. Press, O.D., FAAO, FCOVD, optometric director, The Vision & Learning CenterTable of ContentsPreface Foreword Introduction Chapter 1: The Difference Between Vision and Eyesight Chapter 2: What Are Vision-Related Learning Problems? Chapter 3: Why Haven’t I Heard About This Before? Chapter 4: “…but I was told this is a bunch of hooey!” Chapter 5: Sensory Overload – Plugged In, Overworked, and Overwhelmed Chapter 6: Changing Lives – Making a World of Difference Chapter 7: Their Future, Our Future Chapter 8: A Vision for Learning A Special Note to Parents and Teachers Epilogue Afterword Appendix I Appendix II Acknowledgments Resources References Author Bio Index

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Book SynopsisThe demanding workload and fast pace of college often overwhelm students. Without access to the right resources, many of the three million US college students with disabilities fail or drop out. This guide helps students, parents, counsellors and psychologists find the appropriate resources and accommodations to help students with disabilities successfully transition to college.

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Book SynopsisStrategies for Inclusion, Third Edition, reflects the latest research and legislation and offers you the tools and strategies you need for successful inclusion. This edition includes two new chapters, additional new information, a new user-friendly web resource, and more than double the teaching units (38 units, up from 17). Table of ContentsPart I: Understanding InclusionChapter 1: Inclusion in Physical Education Legislative Mandates: A Historical Perspective Placement Options in Physical Education Roles and Responsibilities of General Physical Education Teachers Roles and Responsibilities of Adapted Physical Education Specialists Effectiveness of Inclusion Summary Chapter 2: Assessment: The Cornerstone of Effective Instruction Features of Effective Assessment Traditional Assessment Techniques Authentic Assessment Alternative Assessment Summary Chapter 3: The Placement Process in Physical Education Physical Education Placement Challenges Special Education Process Assessing the Placement The Lieberman/Brian Inclusion Rating Scale (LIRSPE) Summary Chapter 4: Individualized Education Plans The IEP Process The Role of Assessment in IEPs Components of the IEP Electronically Generated IEPs Physical Educator’s Role in the IEP Process Incorporating Goals and Objectives Into the General Physical Education Class Summary Chapter 5: Managing Student Behavior Strategies to Avoid Behavior Problems Understanding the Purpose of Behavior Interventions and Strategies to Improve Behavior Strategies to Decrease Inappropriate Behavior Summary Chapter 6: Universal Design for Learning Universal Design for Learning Universal Design in Physical Education Differentiated Instruction Process of Adapting Activities Types of Adaptation Summary Chapter 7: Support Personnel Peer Tutors Paraeducators Senior Citizens College Students Summary Chapter 8: Transition Planning Dr. Amaury Samalot-Rivera Transition Services and the IEP Functional Approach in Transition Planning Transition Activities for Effective Social Inclusion Assessment in Transition Summary Part II: Strategies for InclusionChapter 9: Basic Skills Balance Body Awareness Hula Hoops Jump Rope Locomotor Skills Object Control Skills Cooperative Games Parachute Activities Rhythmic Skills Scooter Board Activities Chapter 10: Sport Skills Softball Basketball Soccer Tennis Badminton Flag Football Golf Gymnastics Track and Field Volleyball Wrestling Chapter 11: Recreation and Leisure Skills Backpacking and Hiking Bowling Fishing Rock Climbing Skating and In-Line Skating Canoeing Line Dancing Martial Arts Yoga Dancing Paddleboarding Spikeball Chapter 12: Health and Fitness Aerobics Swimming Weight Training Cross-Country Skiing Fitness Activities Appendix A: Disabilities in Kid Terms Appendix B: Special Education Terminology Appendix C: Brockport Aquatic Skills Checklist

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Book SynopsisDisability and Motor Behavior: A Handbook of Research provides the first focused review of research and scholarship pertaining to individuals with disabilities across motor behavior-related disciplines (e.g., motor learning, motor control, motor development). The book consists of 15 chapters that highlight current research trends, future research directions, and practical implications spanning different types of disability. The book takes a holistic view toward motor behavior among persons with disabilities from an empirical perspective. This book is written at a level appropriate for graduate students and researchers and will be the first book to provide in-depth discussions about research and scholarship across motor behavior.Table of ContentsChapter 1: Motor Behavior and Visual Impairment - Alex Stribing and Adam PennellBackgroundGuiding Frameworks and AssumptionsGross Motor in JuvenescenceFine Motor in JuvenescenceGross Motor in AdulthoodFine Motor in AdulthoodHonorable Mention: Postural Control and BalanceSystems Perspective: A Spotlight on Psychological VariablesFuture ResearchPractical ImplicationsConclusionChapter 2: Motor Behavior and Children who are Hard of Hearing, Deaf, or Deafblind - Pamela Beach, Melanie Perreault, and Lauren LiebermanMotor MilestonesBalanceMotor CompetencePractical ImplicationsConclusionsChapter 3: Motor Behavior and Sensory Processing Disorders - Candice Howard-SmithIntroductionSensory Processing DisordersTypes of SPDSPD and Motor BehaviorSPD, Disabilities, and Motor BehaviorAutism Spectrum DisorderDown SyndromeAttention Deficit Hyperactivity DisorderFuture ResearchPractical ImplicationsConclusionsChapter 4: Motor Behavior and Autism Spectrum Disorder - Megan MacDonald and Ming-Chih SungIntroductionYoung Children (Infants and Preschoolers) with ASDSchool-Age Children with ASDBeyond School: Lifespan Motor Skills of Individuals with ASDSummary of EvidenceFuture DirectionImplicationsReferencesChapter 5: ASD FMS Interventions - Meghann LloydImportance of Motor Skill DevelopmentFundamental Motor Skill InterventionsFuture ResearchPractical ImplicationsReferencesChapter 6: Motor Behavior and Emotional and Behavioral Disorders - Iva Obrusnikova and Albert R. CavalierDefinitions of EBDPrevalence of EBDInternalizing: Anxiety Disorders DefinedPrevalence of Anxiety DisordersConceptual Models of Anxiety disordersMotor Impairments and Anxiety DisordersExternalizing: Attention-Deficient/Hyperactivity Disorder DefinedPrevalence of Attention-Deficit/Hyperactivity DisorderConceptual Models of Attention-Deficit/Hyperactivity Disorder Motor Impairments and Attention-Deficit/Hyperactivity DisorderAltered Cerebral Structures and Neurotransmitter ImbalanceAttention-Deficit/Hyperactivity Disorder ComorbiditiesImplications for Research and PracticeReferencesChapter 7: Motor Behavior and Specific Language Impairment - Matthias O. WagnerContent OverviewResearch OverviewMotor Control Related Issues in Specific Language ImpairmentMotor Learning Related Issues in Specific Language ImpairmentMotor Development Related Issues in Specific Language ImpairmentFuture ResearchPractical ImplicationsConclusionReferencesChapter 8: Motor Behavior and Cerebral Palsy - Melissa Pangelinan and Claire BridgesDefinitions, Etiology, and DiagnosisOverviewRisk Factor or Possible Causes of CPSymptomsTypesDiagnosis and ClassificationEmpirical Research: Cerebral Palsy and Motor BehaviorCP and Motor BehaviorEarly InterventionInterventions in Childhood and BeyondFuture Research DirectionsTranslating Research to PracticeConclusionReferencesChapter 9: Motor Behavior and Neurodegenerative Disorders Associated with Aging - Nadja SchottIntroductionUnder the Magnifying Glass: Gait as an Important Predictor for Motor-Cognitive Performance in Alzheimer’s and Parkinson’s DiseaseMotor Learning in Alzheimer’s and Parkinson’s DiseaseAlzheimer’s DiseaseParkinson’s DiseaseFuture ResearchPractical ImplicationsConclusionReferencesChapter 10: Motor Behavior and Intellectual Disabilities - Alyssa LaForme Fiss and Julia LooperIntroductionExamples of Genetic CausesResearch on Motor and Cognitive DevelopmentMotor-Control and Motor-Learning in Individuals with IDFuture Research DirectionsResearch to PracticeConclusionReferencesChapter 11: Developmental Delay, Developmental Coordination Disorder, and Motor Behavior - Daphne Golden and Nancy GetchellDevelopmental Delay: An Early Sign of Developmental Coordination DisorderDevelopmental Coordination DisorderIdentification and Diagnosis of DCDThe Developmental Conundrum in DCD Identification and DiagnosisMotor Behavior Research Related to DCDFuture ResearchPractical ImplicationsConclusionReferencesChapter 12: Motor Behavior and Traumatic Brain Injury - James Wilkes, Alexa Walter, and Semyon SlobounovIntroductionClinical Translation of Pathophysiology to DysfunctionMotor Control Dysfunction after TBIBalance and GaitReaction TimeOculomotor FunctionKinesiophobiaFuture ResearchPractical ApplicationsConclusionConflict of InterestAcknowledgementsReferencesChapter 13: Motor Behavior and Rehabilitation after Spinal Cord Injury - Collin D. Bowersock and Jessica Lynn McDonnellContent OverviewResearch OverviewFuture ResearchPractical ImplicationsConclusionReferencesChapter 14: Motor Behavior and Profound Intellectual and Multiple Disabilities - Bethany Sloane, Heather A. Feldner, Lisa Kenyon, and Samuel W. LoganOverview, Language, and Terminology Related to Profound Intellectual and Multiple DisabilitiesMotor Behavior and PIMD Population Empirical Research SummaryInternational Classification of Functioning, Disability and Health Model for (ICF)Body Functions and StructuresMotor DevelopmentChallenging BehaviorsAlertness LevelSummaryActivity and ParticipationMotor ActivityPhysical ActivityEnvironmental and Personal FactorsAssistive TechnologySupports and RelationshipsAttitudesSummaryFuture ResearchPractical ImplicationsConclusionReferencesChapter 15: Motor Behavior and Health Impairments in Children - Emily GilbertOverviewPediatric CancerObesityDiabetesMotor Competence Research in Youth with Health ImpairmentsPediatric CancerObesityDiabetesPractical ImplicationsFuture ResearchConclusionReferencesIndexAbout the EditorsAbout the Contributors

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Book SynopsisDisability and Motor Behavior: A Handbook of Research provides the first focused review of research and scholarship pertaining to individuals with disabilities across motor behavior-related disciplines (e.g., motor learning, motor control, motor development). The book consists of 15 chapters that highlight current research trends, future research directions, and practical implications spanning different types of disability. The book takes a holistic view toward motor behavior among persons with disabilities from an empirical perspective. This book is written at a level appropriate for graduate students and researchers and will be the first book to provide in-depth discussions about research and scholarship across motor behavior.Table of ContentsChapter 1: Motor Behavior and Visual Impairment - Alex Stribing and Adam PennellBackgroundGuiding Frameworks and AssumptionsGross Motor in JuvenescenceFine Motor in JuvenescenceGross Motor in AdulthoodFine Motor in AdulthoodHonorable Mention: Postural Control and BalanceSystems Perspective: A Spotlight on Psychological VariablesFuture ResearchPractical ImplicationsConclusionChapter 2: Motor Behavior and Children who are Hard of Hearing, Deaf, or Deafblind - Pamela Beach, Melanie Perreault, and Lauren LiebermanMotor MilestonesBalanceMotor CompetencePractical ImplicationsConclusionsChapter 3: Motor Behavior and Sensory Processing Disorders - Candice Howard-SmithIntroductionSensory Processing DisordersTypes of SPDSPD and Motor BehaviorSPD, Disabilities, and Motor BehaviorAutism Spectrum DisorderDown SyndromeAttention Deficit Hyperactivity DisorderFuture ResearchPractical ImplicationsConclusionsChapter 4: Motor Behavior and Autism Spectrum Disorder - Megan MacDonald and Ming-Chih SungIntroductionYoung Children (Infants and Preschoolers) with ASDSchool-Age Children with ASDBeyond School: Lifespan Motor Skills of Individuals with ASDSummary of EvidenceFuture DirectionImplicationsReferencesChapter 5: ASD FMS Interventions - Meghann LloydImportance of Motor Skill DevelopmentFundamental Motor Skill InterventionsFuture ResearchPractical ImplicationsReferencesChapter 6: Motor Behavior and Emotional and Behavioral Disorders - Iva Obrusnikova and Albert R. CavalierDefinitions of EBDPrevalence of EBDInternalizing: Anxiety Disorders DefinedPrevalence of Anxiety DisordersConceptual Models of Anxiety disordersMotor Impairments and Anxiety DisordersExternalizing: Attention-Deficient/Hyperactivity Disorder DefinedPrevalence of Attention-Deficit/Hyperactivity DisorderConceptual Models of Attention-Deficit/Hyperactivity Disorder Motor Impairments and Attention-Deficit/Hyperactivity DisorderAltered Cerebral Structures and Neurotransmitter ImbalanceAttention-Deficit/Hyperactivity Disorder ComorbiditiesImplications for Research and PracticeReferencesChapter 7: Motor Behavior and Specific Language Impairment - Matthias O. WagnerContent OverviewResearch OverviewMotor Control Related Issues in Specific Language ImpairmentMotor Learning Related Issues in Specific Language ImpairmentMotor Development Related Issues in Specific Language ImpairmentFuture ResearchPractical ImplicationsConclusionReferencesChapter 8: Motor Behavior and Cerebral Palsy - Melissa Pangelinan and Claire BridgesDefinitions, Etiology, and DiagnosisOverviewRisk Factor or Possible Causes of CPSymptomsTypesDiagnosis and ClassificationEmpirical Research: Cerebral Palsy and Motor BehaviorCP and Motor BehaviorEarly InterventionInterventions in Childhood and BeyondFuture Research DirectionsTranslating Research to PracticeConclusionReferencesChapter 9: Motor Behavior and Neurodegenerative Disorders Associated with Aging - Nadja SchottIntroductionUnder the Magnifying Glass: Gait as an Important Predictor for Motor-Cognitive Performance in Alzheimer’s and Parkinson’s DiseaseMotor Learning in Alzheimer’s and Parkinson’s DiseaseAlzheimer’s DiseaseParkinson’s DiseaseFuture ResearchPractical ImplicationsConclusionReferencesChapter 10: Motor Behavior and Intellectual Disabilities - Alyssa LaForme Fiss and Julia LooperIntroductionExamples of Genetic CausesResearch on Motor and Cognitive DevelopmentMotor-Control and Motor-Learning in Individuals with IDFuture Research DirectionsResearch to PracticeConclusionReferencesChapter 11: Developmental Delay, Developmental Coordination Disorder, and Motor Behavior - Daphne Golden and Nancy GetchellDevelopmental Delay: An Early Sign of Developmental Coordination DisorderDevelopmental Coordination DisorderIdentification and Diagnosis of DCDThe Developmental Conundrum in DCD Identification and DiagnosisMotor Behavior Research Related to DCDFuture ResearchPractical ImplicationsConclusionReferencesChapter 12: Motor Behavior and Traumatic Brain Injury - James Wilkes, Alexa Walter, and Semyon SlobounovIntroductionClinical Translation of Pathophysiology to DysfunctionMotor Control Dysfunction after TBIBalance and GaitReaction TimeOculomotor FunctionKinesiophobiaFuture ResearchPractical ApplicationsConclusionConflict of InterestAcknowledgementsReferencesChapter 13: Motor Behavior and Rehabilitation after Spinal Cord Injury - Collin D. Bowersock and Jessica Lynn McDonnellContent OverviewResearch OverviewFuture ResearchPractical ImplicationsConclusionReferencesChapter 14: Motor Behavior and Profound Intellectual and Multiple Disabilities - Bethany Sloane, Heather A. Feldner, Lisa Kenyon, and Samuel W. LoganOverview, Language, and Terminology Related to Profound Intellectual and Multiple DisabilitiesMotor Behavior and PIMD Population Empirical Research SummaryInternational Classification of Functioning, Disability and Health Model for (ICF)Body Functions and StructuresMotor DevelopmentChallenging BehaviorsAlertness LevelSummaryActivity and ParticipationMotor ActivityPhysical ActivityEnvironmental and Personal FactorsAssistive TechnologySupports and RelationshipsAttitudesSummaryFuture ResearchPractical ImplicationsConclusionReferencesChapter 15: Motor Behavior and Health Impairments in Children - Emily GilbertOverviewPediatric CancerObesityDiabetesMotor Competence Research in Youth with Health ImpairmentsPediatric CancerObesityDiabetesPractical ImplicationsFuture ResearchConclusionReferencesIndexAbout the EditorsAbout the Contributors

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Book SynopsisSchools are increasingly responding to the impact and prevalence of special health care needs among children and youth. COVID-19 brought the health needs of many students to the forefront. Now more than ever, it is crucial to for educators to plan for working with students with health needs. Many of these students with health needs are eligible for special education and related services and will need programming appropriate to address their unique needs. Further, school teams and special education personnel must continually ensure that goals and services within an IEP consider the student’s individual circumstances and impact on functioning. This book will provide strategies for supporting students with health care needs throughout their education, including referral, family engagement, report writing, IEP design, and implementation. Fortunately, school teams can apply many components of a health-care needs approach to developing IEPs, regardless of the concern or the existence of a medical history.This book provides guidance to educators to assist in the development of legally defensible IEP’s for all students, particularly those with a known or suspected history of health care needs. Specifically, the book will help: Provide a clear description of the impact of adversity and health-care needs on student functioning, particularly for students with disabilities. Describe how symptoms of health-care needs map onto existing disability categories within IDEA. Apply a supportive approach to family engagement, assessment, and report writing. Take a different approach to PLAAFPs. Establish goals that are legally defensible and are written in light of the child’s circumstances, viewing behavioral concerns as a skill deficit rather than purely a performance deficit. Beyond the objectives described above, the information is particularly valuable given ongoing state and local legislation mandating schools become more aware of students with health-care needs and apply those approaches to all aspects of our work in schools (e.g., interactions, discipline, interventions). Despite the significant increase in recognizing the impact of students with health care needs, few books have operationalized that to the various components of service delivery. This book is the first of its kind in operationalizing a health care informed approach to IEP development. Table of ContentsEditors’ NoteChapter 1: Healthcare and Education: An Introduction by Azure D. S. Angelov and Mary Jo Rattermann Chapter 2: Utilization of Health Data as part of a Multiple Tiered Systemic Approach: The Journey to Leverage ESSA and Data to Inform Early Invention Decision-Making by Azure D. S. Angelov, Mary Jo Rattermann, Thomas Reddicks, and Jessica MonkChapter 3: A Schoolwide Approach to Healthcare: An Urban School’s Journey by Shy-Quon Ely II and Nadia MillerChapter 4: Role of Health in Schools: MTSS Approach and Machine Learning Risk Levels by Carolyn Gentle-Genitty, Francis Bowen, Christopher Kearney, and Marlin JacksonChapter 5: Lessons Learned from COVID: Perspectives of Teachers by Allison Arnold-Kempers, Matthew Wojas, Alyssa Preddie Allen, Denver Wade, and Sara LauermanChapter 6: Engaging with Hospitals and Serving Students with Chronic Illnesses by Kristin Wikel and Andrew M. MarkelzChapter 7: School Nurses: Partners in Educating Students with Health Concerns and Special Needs by Andrea TannerChapter 8: Recovery High Schools: Working at the Intersection of Education, Mental Health and Addiction Science by Linda Gagyi, Allison Arnold-Kempers, Matthew Wojas, Alyssa Preddie Allen, Denver Wade, and Sara LauermanIndexAbout the Authors

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Book SynopsisThis guide provides parents with strategies for helping a deaf child learn to read and write, offering activities that parents can do at home with their deaf child and suggestions for working with the child's school and teachers. Emphasis is on the developmental link between American Sign Language a

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