Teaching of students with physical impairments or disabilities Books
John Wiley & Sons Inc Dyslexia and Effective Learning in Secondary and
Book SynopsisRecent policy initiatives illuminate the need for greater teacher awareness about dyslexia in secondary and tertiary education. Yet the debates about dyslexia are often narrowly based and can exclude some teachers. This book attempts to open up the debate by bringing together different ways of talking and thinking about dyslexia. Fundamental questions about how to respond to dyslexia in teaching and support contexts are addressed and the significance of â??exploratory conversionsâ?? between learners and tutors is recognised. The need to restructure â??the structured approachâ?? and to consider meta-affectivity as well as metacognition is explored. Practitioners in both secondary and tertiary sectors can gain ready access to contributions from internationally respected writers and teachers in the field. Alan Hurstâ??s preface refers to â??this important bookâ?? as paving the way to a more truly inclusive attitude and approach to education in and beyond compulsory schooling.Table of ContentsIntroduction. Bridging The Gap. Part One. Learning in a Secondary school Context. 2. Dyslexia in Adolescence, A Five Year Follow up Study. 3. learning Support in The Secondary School, Needs Analysis. 4. Shaping Policy and practices in Secondary Schools, Support for Learning. 5. Multllingualism and dyslexia. 6. Spelling Support in Secondary Education. 7. Effective Learning in the Secondary School, Teaching Students With Dyslexia to Develop Thinking skills. 8. Supporting Communication in Education, Part Two, Learning in tertiary Education Contexts. 9. Adult Dyslexia, Partners in Learning. 10. Adult dyslexia, Assessment, Counselling and Training, a. Further Education. 11. effective Support for Adult Learners. 12. Effective Support in Further education. 13. Staff Development in Further Education, Higher Education. 14. A learning Styles and Memory Strategies Questionnaire for The Identification of spld in Higher Education. 15. An Approach to Learning Support in Higher education.
£65.66
John Wiley & Sons Inc Audiology in Education
Book SynopsisThis book provides an essential resource for all professionals involved with the educational management of deaf children.Table of ContentsSection 1. Information and Interpretation, Audiological Assessment, M. Baldwin, P. Watkin. Causes and Implications of Deafness, D. Adams, L, Stewart. Multi-handicapped Deaf Children, F. Coninx, J.m. Moore. Section 2. Listening learning Devices, Aids to Hearing, M. Smith, Earmoulds, R. Brett, J. Okpojo. Cochlear Implants, S. Archbold. Tactile Aids, W. Mccracken. Section 3. Knowledge and Practice, Management of Amplification, S. Lewis, D. Lyon. Fitting and verification, D. Lewis. The Listening Learning Environment, F. Berg. Learning to Listen, G. Carr.
£96.26
John Wiley & Sons Inc Dyslexia: A Teaching Handbook
Book SynopsisThis highly practical handbook meets the need for a general guide that provides teachers with the skills, techniques and structure to help children with specific learning difficulties achieve success.Table of ContentsPreface to the First Edition. Preface to th Second Edition. Chapter 1 Introduction. Historical context and definition. Features of dyslexia. Dyslexia as a syndrome. Causes of dyslexia. Reading and spelling development. Assessment and teaching. Addendum: Dyslexia and the 1981 Education Act. Code of Practice. Individual Educational Plans. Dyslexia and the National Curriculum. Chapter 2 Making a Start. Setting up a dyslexia unit. Priniples of teaching. General classroom procedures. Chapter 3 From Spoken to Written Language. Introduction. Linguistic knowledge required by child and teacher. Written language structure. Teaching techniques. Chapter 4 Reading. Introduction. Use of word lists. Syllable analysis. Developing reading skills. Listening to dyslexics read. Written language structure and meaning. Choosing a book. Useful reading schemes. Chapter 5 Spelling. Introduction. Teaching techniques for spelling. Spelling rules. Using dictionaries. Chapter 6 Writing. Handwriting. Essay writing. Grammar. Chapter 7 The Older Student. Choice of course. Study skills. Examinations. Chapter 8 Computers and Dyslexia. Using information technology in a specialist school. Computers in the classroom. Information technology curriculum. Using computers with dyslexics. Curriculum outline for word processing with dyslexics. Interactive books. Appendices. 1. Examples of Individual Educational Plans (IEP) - English. II. Phonic work sheets. III. Common words for a basic sight vocabulary. IV Suggested key word list for irregular words. V Key word list for school subjects. VI Word lists. VII Spelling rules. VIII Vowel digraphs/diphthongs. IX Ways of spelling. X The impossible word list. XI Statementing. XII Using the Aston Portfolio for prescriptive teaching based on error analysis. XIII Some examples of minimal pair words (southern British pronunciation). XIV Word processing examples. XV Reading game. References. Index.
£42.26
John Wiley & Sons Inc The Bangor Dyslexia Teaching System
Book SynopsisFor this third edition the book has been revised and updated to take account of recent research, particularly that relating to the developmental stages by which children normally acquire literacy.
£32.36
John Wiley & Sons Inc Hearing Impaired Infants: Support in the First
Book SynopsisThe tremendous amount of work that goes into the diagnosis and subsequent management of a young child with a permanent sensori-neural hearing loss involves both professionals from health and education services and parents. Though it is now widely accepted by professionals that parents should be regarded as full members of the team supporting the hearing-impaired child, many still do not have a clear idea of what this means in practice. The purpose of this book is to share information about this work among all those involved. Written by professionals who have long experience of working in real co-operation with parents and who allow the voice of parents to come through clearly, the book has two main aims. First, to convey in a clear and readable way what professionals do, the language they use, what influences their decision-making and some of the ramifications of hearing impairment; and, secondly, to convey to professionals what it is like to discover that your child has a hearing impairment and to show what professionals can learn from parents about the experience of living twenty-four hours a day with a child who does not hear well.Table of ContentsAudiological Indentification and Assessment. Causes of Hearing impairment. Audiological Management in The First 18 Months. Children With Mild and Moderate Hearing Losses. Communication Options. Cochlear Implants. Educational Routes -ways and Means. Learning to Listen.
£52.16
John Wiley & Sons Inc Speech / Language Therapists and Teachers Working
Book SynopsisCovering the topic of speech and language therapists and teachers working together, this work argues that despite difficulties there is evidence that good collaborative practice is taking place. It gives a flavour of the interaction and collaboration being developed in the field of education.Table of ContentsList of Contributors. List of Abbreviations. Introduction: Remit, Limits and Organisation of this book. - Elspeth McCartney Chapter 1. The Legal and Organisational Framework. - Elspeth McCartney Chapter 2. Barriers to Collaboration. - Elspeth McCartney Chapter 3. Patterns of Collaboration. - Elspeth McCartney Chapter 4. Specialist Services for Pupils with Disorders of Language and Communication: Policies, Practice and Perceptions. - Gilbert MacKay and Carolyn Anderson Chapter 5. A Collaborative Approach to Extended Learning Support in a Primary School Setting. - Margo Mackay and Margaret Young Chapter 6. Collaboration in Mainstream Settings. - Elspeth McCartney Chapter 7. Stammering Children in Schools.m - Robert M. Lees Chapter 8. Collaboration with Parents. - Susan McCool Chapter 9. Evaluating Efficacy. - Elspeth McCartney References. Index.
£53.96
John Wiley & Sons Inc Language Difficulties in an Educational Context
Book SynopsisA language/communication difficulty is at the core of many types of special educational need: specific and general learning difficulties, autism, sensory impairments and specific developmental disorders. A language-based approach to teaching and therapy therefore provides a key to unlocking many children?s difficulties with learning and social behaviour in both mainstream and special schools. Underpinned by this ideology and based upon observations of practice and research this book covers issues surrounding language difficulties in educational contexts from pre-school to adolescence. It then presents a language-based approach to educating children with special needs, in mainstream and special schools. A final chapter addresses the use of IT in the education of children with language difficulties.Table of ContentsPerspectives on Children with Language Difficulties. Developmental Language Disorders: The Pre-school Years. A Pragmatic Disorder in the Context of Autism and Developmental Language Disorder. Language Based Education for Children with Special Needs. Implementing a Language Based Approach. The Foundations for a Model of Inclusive Education. IT for Children with Language Difficulties.
£52.16
John Wiley & Sons Inc Dyslexia, Dyspraxia and Mathematics
Book SynopsisWritten by a teacher with many years' experience of teaching mathematics to primary school dyslexic and dyspraxic children with a wide range of abilities, this book is designed to be a practical teaching guide. It offers detailed guidance and specific teaching suggestions to all specialist teachers, support teachers, classroom teachers and parents who either directly teach mathematics to dyslexic and dyspraxic children or who support the mathematics teaching programmes of dyslexic or dyspraxic children. Although the book has grown out of teaching experience it is also informed by widely acknowledged contemporary and international research, which explores the cognitive aspects of learning mathematics and tries to understand why it is that some children fail to learn mathematics. Many of the teaching principles described in the text have specific and quite far-reaching implications. The theoretical arguments should therefore also be of interest to special needs co-ordinators, heads of maths departments, head teachers or other professionals who are responsible for designing or modifying the maths learning programmes of children with special learning and maths difficulties. In more general terms, the book hopes to contribute to the broad discussion of the cognitive features and educational needs of dyslexic and dyspraxic children.Table of ContentsForeword by Steve Chinn Preface Part 1 - Definitions and Premises Part 2 - Basic Counting and The Early Stages of Addition and Subtraction Part 3 - The Number System Part 4 - More Addition and Subtraction, Working With Larger numbers Part 5 - Multiplication and Division. Appendix. References. Index
£61.16
John Wiley & Sons Inc Teaching Mathematics to Deaf Children
Book SynopsisFrom an early age, deaf children excel in thinking about and remembering what they learn through visual spatial instruction. This strength in information processing can be used in the mathematics classroom to achieve better learning outcomes. This book discusses ways to teach deaf children about the four arithmetic operations through spatial representation in problem solving. Examples for the teaching of fractions and graphs are also included. These visual representations are useful to support the children's understanding of mathematical concepts and to promote peer collaboration. The teaching programme was tested with deaf children in six schools with excellent results: the children in the project made significantly more progress in one school year than expected for either deaf and hearing children over the same time. This work was made possible through the generous support of The Nuffield Foundation.Trade Review"...this book gives a comprehensive account of the mathematical tests and assessments used with both deaf and hearing children..." (British Association of Community Doctors in Audiology Newsletter, April 2005)Table of ContentsPreface. Acknowledgements. Conventions used for descriptions of interviews. Chapter 1 Introduction. Chapter 2 Counting and its creative uses. Chapter 3 Additive reasoning: connecting addition and subtraction. Chapter 4 Reading and writing numbers. Chapter 5 Multiplicative reasoning: connecting multiplication, division and many other mathematical ideas. Chapter 6 Teaching mathematics to deaf children: how the story began and the happy ending. References. Index.
£33.26
John Wiley & Sons Inc Deafness and Education in the UK: Research
Book SynopsisThis collection of research in deafness and education should be of interest to UK and overseas readers alike. It addresses key aspects of research in the UK within the areas of learning support, understanding progress and achievement and interaction at home and at school. Its content should be of interest to a wide range of professionals: teachers; doctors; audiologists; habilitation staff; speech and language therapists; and academics such as lecturers and researchers. For students of deaf education and special educational needs, as well as some parents of deaf children, it should serve as a useful contemporary text. The editors' aim has been to make current and on-going research from a variety of disciplines accessible to this wide range of readers. Descriptions of research context and up-to-date referencing in each chapter should prove useful as sources and hints for further reading.Table of ContentsPart 1. Interaction at Home and at School, Deaf Adults and Family intervention Projects. Interaction With a Deaf Child. The Contributions Made by mother, Father and Sister. Conversations Where English is an Additional language. Spoken Communication Between Deaf and Hearing Pupils. Deaf Children in Hearing Classrooms. Teacher-pupil Talk in Secondary Schools. Part 2. Focus on Progress and Attainment. Developing a Picture of Attainments and Progress of deaf Children in Primary Schools. Sign Bilingual Deaf Children's Writing strategies. Responses to Different Sources for Writing, Promoting Social and emiotional Development in Deaf Chldren. Research Into Outcomes From Paediatric cochlear Implantation. Pilot Study of Two-channel Compression Hearing Aid. Investigating Text Support for Deaf Students. Bsl/english Interpreting in higher Education. Index.
£57.56
John Wiley & Sons Inc Communication Skills in Hearing-Impaired Children
Book SynopsisReviews work in the area of communication and communication skills as they relate to the hearing-impaired child. Topics covered include: the aims of human communication; cognitive mechanisms; and speech intelligibility.
£69.26
Harvard Educational Publishing Group New Directions in Special Education: Eliminating Ableism in Policy and Practice
Book SynopsisWith this volume, leading scholar and disability advocate Thomas Hehir opens a new round of debate on the future of special education. Extending the conceptual framework developed in his seminal 2002 article in the Harvard Educational Review, "Eliminating Ableism in Education," Hehir examines the ways that cultural attitudes about disability systematically distort the education of children with special needs and uses this analysis to lay out a fresh approach to special education policy and practice. Hehir traces the roots of "ableism"--the pervasive devaluation of people with disabilities--and shows how negative attitudes continue to shape debates in the field. He assesses recent trends in special education policy, particularly the shift of emphasis from compliance to outcomes, and discusses in depth the successes and limitations of the inclusion movement. He also investigates the impact of standards-based reforms on children with disabilities and critically examines the promise of Universal Design for Learning. Drawing on the personal narratives of successful adults with disabilities, Hehir outlines principles for decision making about special education at every level, from the family to the classroom, school, and district, as well as recommendations for state and federal policy.
£27.16
John Wiley & Sons Inc This Book Doesn't Make Sense: Living and Learning
Book SynopsisAs a parent and teacher Jean Augur learned to cope positively with dyslexia for over 20 years. This book records the stages in the development of the awareness of dyslexia both at home and in the classroom. It concludes by setting out the ways and means to help dyslexics to help themselves.Table of ContentsThe Measurement of Reading. Reading Difficulties Explained. The influence of Intelligence. The Importance of Mental Age. The Teaching of reading. Dyslexia Examined. The Dyslexic Child. Asssessment of The Dyslexic child. Possible Causes. (i) The Brain and Vision, Possible Causes. (ii) Phonemic awareness, Help for The Dyslexic, Advice for Parents. Other Issues/questions. Useful Information. A Brief History of Dyslexia.
£30.35
John Wiley & Sons Inc Communication Options in the Education of Deaf
Book SynopsisThis book examines critically three broad categories of communication approach which are currently advocated by the different schools of thinking concerned with the socialization and education of deaf children. These are: the "auditory-oral", the "total communication" and the "bilingual approach". In each case the claims for the approach are identified, the arguments offered for are assessed and the counter-claims made by the critics are presented. The research relating to the efficacy of each approach is reviewed and the validity of the available evidence is examined. The unresolved ideological and political features of the debate are also discussed. This book is addressed primarily to teachers of the deaf, student teachers of the deaf and parents of deaf children. It should also be useful to professionals such as speech therapists and educational psychologists who work with deaf children.Table of ContentsPreface. Chapter 1 Introduction. Chapter 2 The auditory-oral approach. What is involved in an auditory-oral approach? The case for oralism. Evidence supporting an auditory-oral appraoch. Problems with oralism. Chapter 3 Total Communication. What is involved in a Total Communication approach? The case for a TC approach. An evaluation of TC. The future of TC. Chapter 4 The bilingual approach. The case for bilingualism What is involved in a bilingual approach? An evaluation of the bilingual approach. Chapter 5 Discussion and conclusion. References. Index.
£53.96
John Wiley & Sons Inc Reading Development and Dyslexia
Book SynopsisExplanations of reading disorders need to be framed in terms of theories of the normal development of reading and spelling. This collection of papers, based on a selection of those to be presented to the Third International Conference of the British Dyslexia Association, in April 1994, brings together studies of dyslexia and normal reading development. Key topics include the role of underlying language skills for the development of reading and reading disorders, individual differences amongst dyslexic readers, the biological bases of dyslexia, and techniques for improving reading skills in dyslexic and other poor readers.Table of ContentsThe Normal Development of Reading Skills. The Nature and Causes of reading Difficulties. The Remediation of Reading Difficulties.
£53.06
Harvard Educational Publishing Group A Policy Reader in Universal Design for Learning
Book SynopsisUniversal Design for Learning (UDL) stands at the forefront of contemporary efforts to create access to education curricula for all students, including those with disabilities. This policy reader comprises a notably wide range of articles that address the challenges and opportunities facing policy makers as they consider UDL’s implications for federal, state, and local policy. It includes essays that place UDL in the context of the education field as a whole and that examine how UDL might inform pressing contemporary discussions about accountability and access to the curriculum. The volume also sheds light on various assistive technologies. It concludes by considering contemporary assessments of student learning and teacher effectiveness, and points to how they might be improved through UDL and by expanding opportunities for learning to more young people.
£27.16
National Association for the Education of Young Children The Essentials: Supporting Young Children with
Book SynopsisUnderstanding and implementing inclusion starts here. Educators looking for a simple, straightforward introduction to the core concepts of teaching and supporting children with disabilities alongside their peers will want to have this resource at their fingertips.Every year, the number of children with developmental delays or disabilities in early childhood programs and classrooms is increasing. What do you need to know to support them? This guide is filled with practical information that will help educators who work with children ages birth through 8 teach children with disabilities alongside their peers. Learn the essentials of what you need to know.Trade ReviewAs a professional development provider, I’ve been waiting for a book like this! The perfect blend of special education law, details about specific disabilities, and practical classroom strategies—it’s rare to find all this information in a single, easy to read format. This book will be recommended reading for all early childhood teachers in our network. —Monica Lesperance, Deputy Director, The DC Special Education Cooperative Even though I have worked in inclusive settings for most of my 40 years as an educator, Pam Brillante’s engaging book both reinforced my foundation of knowledge and presented new information. Whether reading this as a prospective teacher or an experienced one, effective educators will return to this text again and again. —Ellen Frede, Principal Consultant, Building Effective Early Learning Systems In this practical and illuminating book, Brillante explains the signs of a disability and ready-to-use strategies for including a child with that disability in simple, understandable terms. Better yet, she makes a strong case for the importance of an inclusive education. This book should be part of every teacher’s reference library. —Liz Koenig, Teacher, Bridges Public Charter School Brillante’s must-read book skillfully humanizes children with disabilities through real-life examples and people-first language. Her teacher-centered vignettes validate the myriad challenges educators face, which she then tackles with easy-to-understand explanations and strategies. —Krista K. Gauthier, Executive Director, Sliding Doors STEM & Dyslexia Learning Center A great resource for early childhood educators and preservice teachers who work or will work with young children who have developmental delays or disabilities in many different settings. The author provides explicit, practical guidelines that connect important theories to daily practice. —Yoon-Joo Lee, Associate Professor, Brooklyn College of the City University of New York A valuable resource for early childhood educators and preservice teachers who want to help every child learn regardless of individual learning challenges. Filled with advice, practical information, and proven strategies to help all young children with disabilities succeed. —Cynthia Simpson, Provost, Vice President of Academic Affairs, Professor of Education, Houston Baptist UniversityTable of ContentsAbout the Book Disabilities and Young Children Chapter 1: Different, Yet Alike Chapter 2: Identifying the Needs of Young Children with Disabilities Chapter 3: Where to Start: Developmentally Appropriate Practice, Inclusion, and Universal Design Chapter 4: Individualizing Supports and Interventions Chapter 5: Addressing Challenging Behavior Specific Disabilities Chapter 6: Speech and Language Impairments Chapter 7: Autism Spectrum Disorder Chapter 8: Visual and Hearing Impairments Chapter 9: Physical Disabilities Chapter 10: Intellectual Disabilities Chapter 11: Attention-Deficit/Hyperactivity Disorder Chapter 12: Learning Disabilities Conclusion Glossary References Resources Acknowledgments About the Author
£18.99
Gallaudet University Press,U.S. My Life of Language
Book SynopsisPaul W. Ogden has dedicated his life to educating young deaf and hard of hearing people and raising awareness of what it means to be deaf in a hearing world. He has taught and mentored a generation of teachers, and his classic volume, The Silent Garden, has served as a guide for parents and educators for over thirty years. Now he tells his personal story of challenges faced and lessons learned, revealing that the critical, guiding factors for him have always been language and successful communication. Born in a time when many deaf children had no access to language, Paul learned spoken and written language skills at a young age through the painstaking efforts of his mother. His tight-knit family, which included one deaf and two hearing older brothers, facilitated open and constant communication using a variety of methods. His father was a pastor who was involved in the civil rights movement. Despite the family's closeness, his father struggled with depression, an illness that would take the life of one of Paul's brothers. As a student at a residential deaf school where the use of American Sign Language (ASL) was suppressed, Paul continued to build on the speech and lipreading skills he had learned at home. He returned home for high school and graduated as co-valedictorian unaware of the standing ovation he received as he walked to the podium. Following a rewarding experience as an undergraduate at Antioch College, Paul went on to earn a PhD from the University of Illinois, a rare accomplishment for a deaf person at that time. During his graduate studies, he finally had the opportunity to learn ASL. As an award-winning professor of Deaf Studies at California State University, Fresno, he successfully petitioned for the university to recognize ASL as a language, and he established the Silent Garden program, which has grown into a flourishing provider of training and resources to support the Deaf community. In My Life of Language, Paul offers eloquent reflections on both the joyful and difficult periods of his life as he navigated relationships, faced discrimination, questioned his faith, and found great happiness in his marriage.
£22.50
Gallaudet University Press,U.S. Case Studies in Deaf Education – Inquiry,
Book Synopsis
£57.00
Gallaudet University Press,U.S. Ears, Eyes, and Hands – Reflections on Language,
Book Synopsis
£23.75
Gallaudet University Press,U.S. A Constant Struggle – Deaf Education in New South
Book Synopsis
£28.50
Gallaudet University Press,U.S. Literacy and Deaf Education – Toward a Global
Book SynopsisInternational perspectives about literacy and deaf students is an uncharted intellectual landscape. Much of the literacy research in deaf education is conducted in English-speaking countries—primarily the United States—but 90% of deaf children live outside the U.S. and learn various signed and spoken languages, as well as diverse writing systems. Many of these children face significant educational challenges. In order to improve the literacy outcomes of deaf students around the world, it is imperative to study how children are using their local signed and spoken languages along with Deaf culture to learn to read and write. This volume fills a void in the field by providing a global view of recent theoretical and applied research on literacy education for deaf learners. Literacy and Deaf Education: Toward a Global Understanding is organized by region and country, with the first part discussing writing systems that use alphabetic scripts, and the second part focusing on countries that use non-alphabetic scripts. Some examples of the wide spectrum of topics covered include communication methodologies, curriculum, bilingual education, reading interventions, script diversity, and sociocultural development, including Deaf cultural developments. The contributors provide the results from literacy projects in fifteen countries and regions. This volume aims to widen the knowledge base, familiarize others in the field with these initiatives, and improve global understandings and outcomes of literacy teaching and learning in deaf education from birth to high school. Signed chapter summaries are available on the Gallaudet University Press YouTube channel.Trade Review"By having information provided in this book, one can more competently analyze universal theoretical models of literacy development of deaf and hard-of-hearing children and pinpoint universal challenges in learning to read and write, beyond the constraints of a specific language...To conclude, I see this book as a valuable resource to (international) researchers, students, and professionals working with deaf and hard-of-hearing children and students who are interested in literacy issues in deaf education on a global scale." -- Iva Hrastinski * Journal of Deaf Studies and Deaf Education *
£76.00
Gallaudet University Press,U.S. Advances in Educational Interpreting
Book Synopsis
£60.80
Gallaudet University Press,U.S. The Role of the Educational Interpreter –
Book Synopsis
£45.60
West Virginia University Press Reach Everyone, Teach Everyone: Universal Design
Book SynopsisAdvocates for the rights of people with disabilities have worked hard to make universal design in the built environment “just part of what we do.” We no longer see curb cuts, for instance, as accommodations for people with disabilities, but perceive their usefulness every time we ride our bikes or push our strollers through crosswalks.This is also a perfect model for Universal Design for Learning (UDL), a framework grounded in the neuroscience of why, what, and how people learn. Tobin and Behling show that, although it is often associated with students with disabilities, UDL can be profitably broadened toward a larger ease-of-use and general diversity framework. Captioned instructional videos, for example, benefit learners with hearing impairments but also the student who worries about waking her young children at night or those studying on a noisy team bus.Reach Everyone, Teach Everyone is aimed at faculty members, faculty-service staff, disability support providers, student-service staff, campus leaders, and graduate students who want to strengthen the engagement, interaction, and performance of all college students. It includes resources for readers who want to become UDL experts and advocates: real-world case studies, active-learning techniques, UDL coaching skills, micro- and macro-level UDL-adoption guidance, and use-them-now resources.Trade ReviewEngaging, well researched, and accessible. The UDL in 20 minutes, 20 days, and 20 months exercises are an especially interesting framework for the planning and implementation of UDL on campus"" - Joseph W. Madaus, University of Connecticut""Practical and rich with strategies, this book will leave educators understanding why UDL is important for their community to adopt and how to get started implementing so that all learners can achieve high learning outcomes."" - Allison Posey, Center for Applied Special TechnologyTable of Contents Acknowledgments Introduction Part 1 Where We Are Now 1. How Universal Design for Learning Got to Higher Education 2. It’s the Law . . . Except When It Isn’t Part 2 Reframing UDL 3. Meet the Mobile Learners 4. Engage Digital Learners 5. Adopt the Plus-One Approach 6. Coach the Coaches and the Players Part 3 Adopt UDL on Your Campus 7. Expand One Assignment 8. Enhance One Program: UDL across the Curriculum 9. Extend to One Modality: The Online Environment 10. Embrace One Mind-Set: Campus-Wide UDL 11. Engage! The UDL Life Cycle Coda References About the Authors Index
£22.91
Springer International Publishing AG Education of Children with Special Needs:
Book SynopsisThis book presents for the first time the results of scientific research in the field of special education and special psychology carried out by top experts of the Russian Federation and the Republic of Belarus. The range of problems discussed in the book reflects the most relevant areas of development of the education system and psychological and pedagogical assistance to children with special educational needs (SEN). Both scientific and methodological developments provide practitioners with modern means of diagnostic, correctional, developmental, and preventive work. Furthermore, responding to the current challenges, the authors present the results of research on the impact of virtual reality on the health of adolescents, the results of an experiment on the study and formation of financial literacy of high-school kids with developmental disorders, highlight approaches to the prevention of auto aggressive behavior in the adolescent environment, and offer the proven technologies for psychological and pedagogical habilitation and rehabilitation of children with SEN of various nosologic groups and children with somatic pathology studying at a hospital school. The theoretical block of the book includes an analysis of the fundamental problems of today’s pedagogical and social reality: substantiation of conceptual approaches to the construction of an inclusive space, consideration of the basic psychophysiological mechanisms of speech, the formation of a convergent network educational environment and some other problems that can directly or indirectly affect the quality of education, upbringing, and social adaptation of children with SEN. The book is intended for psychologists, special-need experts, teachers, methodologists, employees of educational organizations working with children with disabilities, specialists in the field of inclusive education, students and teachers of special education, and pedagogical and psychological departments of higher education institutions.Table of ContentsChapter 1. Digitalization of special and inclusive education.- Chapter 2. Life competencies of children with special educational needs: formation and development.- Chapter 3. Social integration and inclusion of children with different educational opportunities and needs.- Chapter 4. Educational resources in the socialization of people with severe intellectual disabilities: lifelong learning and support.- Chapter 5. Rehabilitation by means of education of children with chronic diseases.
£151.99
Springer Inclusive Education in the Russian Federation
Book SynopsisHistorical and policy perspective of the current state of inclusive general education for children with disabilities in the Russian Federation.- Equality and inclusion in Russian secondary education: post-Soviet policy analysis.- Inclusive education and early childhood development in Russia.- Inclusion and Equity in Secondary Education in Russia: How to Make Inclusion Assessment More Inclusive .- Inclusive vocational education in Russia.- Inclusive higher education.- The development of assistive technologies and its role towards Successful Inclusion: the case of Russia.- Teacher training and professional development for inclusion in Russia.- Educational inclusion of children in migration.- Educational inclusion of indigenous students in the Russian Federation.- Cultural context of inclusion: Media representations and activism.- Textbooks as tools for inclusion or exclusion: representation of socially vulnerable groups in secondary school textbooks.- Extracurricular education and inc
£134.99
Peter Lang AG, Internationaler Verlag der Wissenschaften Special and Inclusive Education: A Research
Book SynopsisThis book fills a gap in the dissemination of practitioner research on special and inclusive education in Ireland. The successful implementation of an inclusive education policy is a process which depends largely on the attitudes, knowledge and competencies of teachers. In this volume, teacher-researchers report on work undertaken within the Special Education Department of St Patrick’s College, Drumcondra, Dublin. The studies are grouped around three key issues: responding to diversity, access to the curriculum and collaboration for inclusion. They offer valuable insights into the challenges and barriers to inclusive education and point to ways that schools can address these challenges from the perspective of small-scale research. The authors draw on a range of research methodologies, from single case experimental design to case studies, in order to illuminate the issues at the level of the individual student, teacher, class and school. The book is relevant to all who have an interest in practitioner research, the implementation of inclusive education and how policy translates in individual contexts.Table of ContentsContents: John Pringle/Anne McGough: School Completion and Resilience: Reflections on a Case Study from the Perspective of Inclusion – Siobhán Kelly/Ann Marie Farrel: Making the Transition: Exploring Pupils’ and Parents’ Experiences of the Move from a Special Class in Primary School to Post-Primary Schooling – Pauline Kerins/Thérèse Day: Factors Influencing the Transfer of Pupils with Mild General Learning Disabilities from Mainstream Schools to Special Schools for Pupils with Mild General Learning Disabilities – Margaret O’Donnell: Teachers’ Efficacy Beliefs for Including Pupils with Special Educational Needs in Irish Mainstream Primary Schools – Aisling Cleary/Geraldine Haye: An Exploration of Irish Teachers’ Perceptions of the Inclusion of Children with Autistic Spectrum Disorders in Mainstream Primary Schools – Fionnuala Drudy/Margaret O’Donnel: Post-Primary Inclusive Education for Students with Moderate General Learning Disabilities: Perspectives of Teachers and Support Personnel – Fiona Cronin/Zita Lysagh: Challenges Met When Introducing Assessment for Learning to Students with Dyslexia: A Teacher’s Perspective – Niamh Ní Fhoighil/Joseph Travers: The Inclusion of Irish-Medium Students with Special Educational Needs – Mairéad Ní Chiaruáin/Joseph Travers: How Children with Dyslexia Experience Literacy in Irish and English in a Gaelscoi – Deirdre Murphy/Joseph Travers: Including Young Bilingual Learners in the Assessment Process: A Study of Appropriate Early Literacy Assessments Utilising Both Languages of Children in a Gaelscoi – Colman Motherway: Responding to Diversity: Where Do Students in Special Schools Feel Included? – Sarah Feeney/Maeve Dupont: The School Code of Behaviour: Exploring and Including the Perspective of the Student with Special Educational Needs – Eileen Duffy/Jean Ware: Intensive Interaction: An Intervention to Reach the Child – Anne McGough: Language Teaching and Learning in Inclusive Early Years Classrooms – Zita Lysagh: Towards Inclusive Assessment – Miriam Core/Anita Prunty: Implementing a Computer-Based Reading Intervention in a Special School Setting for Adolescents with Mild General Learning Disabilities – Myriam Hackett/Órla Ní Bhroin: Comprehension Strategies: Do They Improve Access to the Curriculum for Post-Primary Students with Learning Difficulties? – Emer Ring/Anita Prunty: Adapting the Curriculum to Include Learners with Autistic Spectrum Disorders in Irish Schools – Angela Coyle/Tish Balfe: Inclusion and Asperger Syndrome: A Case Study of One Student – Órla Ní Bhroin: Mediated Talk as a Communicative Routine for Inclusion – Emer Kelleher/Anne McGough: Parental Involvement in the Language Development of Pre-School Children from the Traveller Community through the Use of Storybooks – Deirdre Walshe/Ann Marie Farrell: Developing Home-School Collaboration for Children with Special Educational Needs in a Mainstream Setting – Emer Bergin/Anna Logan: An Individual Education Plan for Pupils with Special Educational Needs: How Collaborative Is the Process? – Niamh Keogh/Michael O’Keeffe: Collaboration in an Irish Special School for Students with Moderate General Learning Disabilities – Bairbre Tiernan/Thérèse Day: Supporting Young Children with Reading Dif ficulties: What About Teacher Collaboration? – Elizabeth Doolan/Geraldine Hayes: A Local Network of Learning Support and Resource Teachers Collaborate to Facilitate Inclusion – Claire O’Neill/Anna Logan: Collaboration between Teachers and a Special Needs Assistant through the Implementation of a Co-Teaching Model to Support a Pupil with Special Needs in a Mainstream Classroom.
£52.40
Verlag Peter Lang A Changing Role for the Composer in Society: A
Book Synopsis
£57.60
Verlag Peter Lang Art Therapy Research in Practice
Book SynopsisArt therapy is a developing profession worldwide, and one that is recognised in some countries, but by no means all. Furthering the establishment of art therapy will require the discipline to develop a robust research profile, one that shows it to be an effective intervention with a wide range of client populations within health, social, educational and criminal justice systems. This edited volume makes a significant contribution to art therapy’s evidence base. It reports on innovative art therapy research and conveys, in an accessible and highly readable way, the lived experience of research by art therapy practitioners. Narratives describe a variety of fascinating projects – from a randomised controlled trial to research-based case studies and clinical research that draws on visual and historical methods – that demonstrate a reflexive loop which moves from practice to research and from research back into practice, showing that research is an exciting, accessible and eminently do-able activity. A collaborative approach between the editor and the contributors informs a series of commentaries about both their research findings in relation to the evidence-base of art therapy with children, adults and people with learning disabilities, and the issues that arise for clinical practices and services at the point of delivery.Table of ContentsContents: Andrea Gilroy: Introduction: N=1: Practitioner Research in Art Therapy – Frances Prokofiev: ‘I’ve been longing and longing for more and more of this’: Researching Art Therapy in the Treatment of Children with Developmental Deficits – Uwe Herrmann: The Tangible Reflection: A Single Case Study Investigating Body Image Development in Art Psychotherapy with a Congenitally Blind Client – Hilary Hosea: The Brush’s Footmarks: Researching a Small Community Art Therapy Group – Elizabeth Stirling: Collaboration, Education, Frustration: Integrating Art Therapy into the School Setting – Andrea Gilroy: Commentary: Art Therapy with Children – Barrie Damarell: Shaping Thoughts: An Investigation into the Cognitive Significance of Image-Making for People with Learning Disabilities – Robin Tipple: Art Therapy and Diagnostic Assessment – Elizabeth Ashby: Resourceful, Skilful and Flexible: Art Therapy with People who have Severe Learning Disabilities and Challenging Behaviour – Andrea Gilroy: Commentary: Art Therapy with People who have Learning Disabilities – Kevin Jones: Art ‘fer-a-Pee’. An Exploratory Randomised Controlled Trial (RCT) of Group Based Art Therapy as an Adjunctive Treatment for People with a Diagnosis of Schizophrenia – Chris Wood: The Evolution of Art Therapy in Relation to Psychosis and Poverty – Jacky Mahony: Artefacts Related to an Art Psychotherapy Group: The Therapist’s Art Practice as Research – Sally Skaife: Maps and Mess: Group Members’ Experience of the Relationship between Art and Talk in an Art Therapy Group – Andrea Gilroy: Commentary: Art Therapy with Adults.
£50.90
Kohlhammer Inklusion Im Forderschwerpunkt Horen
Book Synopsis
£28.80
Kohlhammer Der Umgang Mit Behinderung: Besonderheit Und
Book Synopsis
£19.80
Kohlhammer Menschen Mit Querschnittlahmung: Lebenswege Und
Book Synopsis
£26.10
Kohlhammer Grundbegriffe Der Horgeschadigtenpadagogik: Ein
Book Synopsis
£47.20
Kohlhammer Didaktik Des Unterrichts Mit Blinden Und
Book Synopsis
£34.00
Kohlhammer Inklusion Bei Beeintrachtigung Des Sehens Und
Book Synopsis
£36.75
Peter Lang GmbH European Perspectives on Disabled People
Book SynopsisThe book is an optional module within the scope of a European Master course of study about European perspectives on social inclusion. From a German, English, Portuguese, Swedish and Hungarian point of view it focuses on reasons for the exclusion of disabled persons and ethical and legal struggle for a new ascertainment for inclusion. Social political and pedagogic concepts and interventions as well as visions and action strategies for a European social inclusion of disabled persons with full civil rights and unrestricted participation are further topics of the book. Das Buch ist ein Wahlmodul im Rahmen eines europäischen Masterstudienganges zu europäischen Perspektiven sozialer Inklusion. Es fokussiert aus deutschen, englischen, portugiesischen, schwedischen und ungarischen Blickwinkeln auf Ursachen für Ausgrenzungen behinderter Menschen und ethisches und rechtliches Ringen um Neuvergewisserungen für Inklusion. Sozialpolitische und pädagogische Konzepte und Interventionen sowie Visionen und Handlungsstrategien zu einer europäischen sozialen Inklusion behinderter Menschen mit vollem Bürgerrecht und uneingeschränkter Teilhabe sind weitere Themen dieses Buches.
£34.92
Peter Lang AG Educational Ambitions in History: Childhood and
Book SynopsisGrowing educational ambitions, today raised to a historically unprecedented level and shared by parents, the state and educational professionals, seem to not always result in happier children. With more parents apparently becoming more uncertain about their educational capacities, the variety of categories of children at risk is increasing, alongside unprecedented growth in welfare, educational investment, laws on children’s protection and rights, and knowledge about children and education. This book addresses the topic of educational ambitions and spaces in a European context from the 17th century to the present, paying special attention to the Dutch case, from three perspectives. Firstly, it looks at how educational ambitions have changed from the 17th century to the present. Secondly, it looks at the role of the educational space. Finally, it addresses the issue of how the educational ambition of acting in the children’s best interests is connected with the phenomenon of children at risk.Table of ContentsContents: Educational ambitions and spaces in Europe from the 17th century to the present – The relationship between acting in the children’s best interests and the phenomenon of children at risk – The shifting educational power between parents, state, and educational professionals – Sources and paintings.
£36.81
Springer Fachmedien Wiesbaden Internalisierbare Mengenbilder im
Book SynopsisIn diesem Open.Access-Buch wird gezeigt, dass eine verminderte Fähigkeit zur Simultanerfassung eine Ursache von Rechenschwäche sein kann. Mathematische Lernschwierigkeiten offenbaren sich häufig schon im frühen Grundschulunterricht. Die gängigen Lernmaterialien im mathematischen Anfangsunterricht verwenden zur Mengendarstellung die Kraft der Fünf, die für betroffene Schüler*innen eine besondere Hürde darstellt.In einem Educational Design Research-Projekt wurde gemeinsam mit Personen mit Trisomie 21, dem Down-Syndrom, das mathildr-System entwickelt. Das System eignet sich in der Binnendifferenzierung als Alternative zur Kraft der Fünf und kann zur Entwicklung einer Mengenvorstellung und zum Erlernen des Kopfrechnens verwendet werden. In einer formativen Evaluation wurden die Lernfortschritte von 30 Schüler*innen mit Trisomie 21 im Alter von vier bis 17 Jahren im Zusammenhang mit dem mathildr-System dokumentiert. Ein abschließendes Quasi-Experiment mit 36 Schüler*innen mit Trisomie 21 zeigt zudem, dass sich mathildr zur quasi-simultanen Mengenerfassung eignet. Im Rahmen des Forschungsprojektes wurden Lernmaterialien entwickelt, die Einzug an Schulen gehalten haben.Table of ContentsEinleitung.- Trisomie 21: Geistige Behinderung oder Teil einer Neurodiversität?.- Mathematische Lernschwierigkeiten.- Entwicklung der Problemstellung.- Forschungsdesign.- Vorbereitende Forschungsphase.- Entwicklungsphase.- Abschließende Evaluierungsphase.- Diskussion.- Resultat.- Quellen.
£31.49
Springer VS Jugend Schule Disability
Book SynopsisEinleitung.- Making Dis/ability Theoretische Verortung und aktueller Forschungsstand.- Making/Doing Dis/ability: Inklusion vs. Segregation von Schüler:innen mit Sehbeeinträchtigung.- In-between Theoretische Grundlagen, Fragestellung und Empirie.- Being Dis/able/d: Fallrekonstruktion Kai Schuhmann: Zwischen unbeirrtem Selbstwillen und internalisiertem Selbstzweifel: „Ich hab einen Eigenanspruch an mich.“.- Being Dis/able/d: Fallrekonstruktion Felix Brandenburg: Zwischen Dekonstruktion von und Anspruch auf ableistische Privilegien: „Und die Klasse bestand nicht einmal zur Hälfte auswirklich ernstzunehmenden Sehbehinderungen.“.- Being Dis/able/d: Fallrekonstruktion Jannik Walding: Hohe Bildungsaspiration trotz Förderschulbesuchs: „Ich möchte auf jeden Fall mein Abitur machen.“.- Jugendbiographien im Spannungsfeld von Befähigung, Ermöglichung und Begrenzung: Fallvergleichende Darstellungen im Kontext theoretischer Erkenntnisse.- Doing practical science: (Erziehungs-)Wissenschaft Empirie Praxis: Perspektiven für pädagogische Professionalisierung im Kontext von Schüler:innen mit (Seh-)Beeinträchtigung.- Grenzen der Studie und Ausblick auf weiteren Forschungsbedarf.
£59.39
Springer VS Das Sprechen über Studierende mit Behinderung aus europäischer Perspektive
Book SynopsisForschungsinteresse, Forschungsfragen und Überblick über die Arbeit.- Behinderung als Forschungsgegenstand.- Behinderung und Hochschule.- Diskursanalysen als methodologische Anschlüsse.- Methodisches Vorgehen in der Arbeit.- Sprache und Sprechen über Studierende mit Behinderung: Ergebnisse einer vergleichenden Analyse.- Schlussbetrachtungen: Reflexionen in Bezug zu den Forschungsfragen.- Schlussfolgerungen und ein Blick auf Forderungen nach einer „Hochschule für Alle!“.- Kritische Reflexion.- Ausblick.
£67.49
Dr Ludwig Reichert Singende Trommeln: Musiktherapie Im Altenwohnheim
Book Synopsis
£28.50
Dr Ludwig Reichert Affektregulation in Der Musiktherapie: Mit
Book Synopsis
£57.00
Discovery Publishing House Children with Disabilities: Awareness, Attitude
Book Synopsis
£13.12
Ediciones Aljibe, S.L. Jugando y Aprendiendo Juntos: Modelo de
Book Synopsis
£18.51
Information Age Publishing Special Education During the Pandemic
Book Synopsis
£42.38
