The evil prosthesis of Captain Hook, the comical speech of Porky Pig, and the bumbling antics of Mr Magoo are all examples of images in our culture which can become the basis of negative attitudes and subliminal prejudice towards persons with disabilities. These attitudes influence and underlie discriminatory acts, resulting in negative treatment and segregation. A teacher's ability to recognise and counter such images may well determine the success of inclusion and mainstreaming programs in our schools and society. Well-researched and well-written, this book offers practical guidance as grounded in solid research to schools that are wrestling with how to mainstream children with disabilities.

This work occupies a unique place amongst the array of books addressing the inclusion of students with disabilities in general education classrooms. In contrast to the more prescriptive books on the market, Images of Mainstreaming emphasizes the extensive use of case studies and the use of reflection on case studies to change teaching practices. Its goal is to help preservice and practicing teachers and administrators examine the challenging issue of inclusion from the perspective of other teachers.

This ethnography focuses on a Chicano community in South Texas and its struggle to establish school reform during the cultural nationalist movement of the 70s. During this movement, members of the Chicano community formed La Raza Unida, an alternative political party that initiated a variety of reform programs, the most prominent of which was a comprehensive pre-kindergarten through 12th grade bilingual/bicultural education program. Through this program, Chicano leaders sought to reverse the effects of assimilative Anglo schooling and cultivate a new Chicano worldview. However, resistance against this new schooled ethnicity developed within the teaching ranks and among the community.

Many outside of the South Texas region believe Crystal City continues to be a radical Chicano stronghold where educational programs have fostered radical ethnic consciousness. This study shows, however, that as the Raza Unida Party was transformed and the initial educational reforms institutionalized, bilingual/bicultural education evolved in a variety of unexpected ways. While several studies have focused on the Chicano Movement in relation to schooling during the height of nationalism in the 1970s, none has examined the historical relationship of the Movement to the continued snuggles for community empowerment since then. Highlighting the success of the Chicano Movement in creating and sustaining bilingual/bicultural education and community empowerment, this study expands our awareness of the role that bilingual education played in the Movimiento and the empowerment of a Mexican American community.

First published in 1997. This book compares and contrasts the experiences of deviant pupils in a mainstream school with that of those in a special unit for pupils with behavioural problems. The author's aims are to (i) evaluate the differences between the behaviour of deviant boys and girls within the mainstream education system with those without; and (ii) justify the criteria for transferring deviant pupils to special units. Her research shows that there is no uniformity in the deviant behaviour of pupils in either situation. In fact, there are more similarities in the behaviour of pupils across the dividing line than pupils in the same institution. Such findings raise questions about the apparent arbitrary nature if some transferral decisions and, in the longer term, the whole logic of separate schooling for pupils who are considered by some to be a problem. At a time when market forces and competition have distracted the schools' attention away from the needs of the individual pupil, this book stresses the need for changes at all levels which will make school relevant to the lives of all pupils.

First published in 1992. At one level, this book is about the care and education of children with very special needs. The needs result from emotional damage which impinges on their lives both at school and at home. At another level, it is about the development of a holistic approach to education - applicable to all children generally. The first part of the book describes the Raddery experience - a school set up in 1979 based on a holistic and therapeutic community approach to children with special needs. The second part of the book examines the implications of the Raddery experience for educational and child-care policy and practice at a time when there has been growing emphasis on integrating children with special needs into mainstream schools. Are the needs of the children at Raddery very different from others who have been successfully retained in normal classes? If Raddery, and schools like it, have a particular contribution, what is their secret? Can it be shared with ordinary schools?

First published in 1986. The primary purpose of this book is to provide information about the use of medication for several childhood disorders that require long-term treatment. It is the author's expectation that this information will allow caregivers to make better decisions about the use of medication. This title also examines the importance of evaluating various aspects when medicating a child, including their characteristics, their family situation, and school setting.

First published in 1986. The primary purpose of this book is to provide information about the use of medication for several childhood disorders that require long-term treatment. It is the author's expectation that this information will allow caregivers to make better decisions about the use of medication. This title also examines the importance of evaluating various aspects when medicating a child, including their characteristics, their family situation, and school setting.

From an early age children are bombarded by the media with messages promoting foods high in saturated fats, sugars and salt. One of the greatest changes for children in the last 50 years is the decrease in exercise and the increase in 'screen' time. This programme is not about dieting or weight control, instead it has been designed to be realistic and non-discriminatory, aiming to enable children from an early age to recognise and resist unhealthy pressures, maintain body-esteem and know how to make skilled choices that will ensure their health and wellbeing. 'When we shift the focus from fat and weight to healthy choices leading to nutritional health and fitness we sacrifice nothing and gain an approach that enhances the wellbeing of all.' (Kater, 2005). The 12 sessions cover topics including: what to eat; how to understand food labels; media messages; get moving; and TV turnoff. There are full facilitator notes with all the necessary resources to run an interactive programme that will engage children. Supporting the class activities there are 'take home' activities that will keep parents aware of what is being covered in the programme as well as a weekly log, where children record trying new foods and physical activities. The book contains background information about the increase in obesity, the effect of media messages as well as the philosophy and approach taken in the programme. The package includes a CD-ROM which has all the copiable resources and a PowerPoint for staff training.

This book provides new information on how various inclusion policies have been implemented in different schools and school districts in North America and in a range of European countries.
The purpose of inclusion policy is to prevent the marginalization of people who experience unfavorable circumstances in life. It is an approach to the education of students with disabilities that is based on a commitment to what all members of a free society deserve in order to become fully participating members--a fair chance to find a meaningful place in their own communities.
This book is a kind of status report on what inclusive education has achieved and what it may achieve in the future for children and youth with disabilities. It describes the philosophical, legal, and practical terrain covered by inclusion policy in general and inclusive schooling in particular. Contributors assess inclusion policy and suggest ways to reconceptualize it, bringing to their data analysis a depth of experience and knowledge about public schooling in their respective countries.
Although inclusion of students with disabilities in general education classes has been embraced by politicians and educators calling for equal opportunity in our society and is being incorporated into national and international education laws, it continues to be controversial and the debate is sometimes heated. A goal of this book is to shed some light on this debate. Is inclusion mostly about student placement? Are students with disabilities attaining social and learning membership in general classrooms? Have they benefitted from inclusion? How about students without disabilities? What have been the benefits? Must learning take second priority to socialization and friendship? Are teachers getting the training they need? How do parents feel about inclusion programs? How do students feel? What kind of curricular accommodations should be made? These and other questions are addressed.
This volume is based on original papers presented by the contributing authors in October 1997 at the Rutgers Invitational Symposium on Education on "Inclusive Schooling: National and International Perspectives."

With education and social inequalities under scrutiny, this timely book provides an up-to-date summary of research into the key issues, as well as practical strategies for educators, including strategies for staff development, working with children and school policy. The facts have changed significantly, and much received wisdom cannot be relied upon: girls' performance is rising faster than boys and surpasses them in almost all respects up to the age of 18; unequal opportunity faced by those of different race is becoming more fractured along class, gender, ethnic and religious lines; class divisions are increased with the reintroduction of selection and has become a matter of concern for government and school policy makers. This title makes good the lack of literature on inequality, and brings teachers, and those training to be teachers, the latest information.

I know my son is bright. . . . why doesn't he care about school? Why is he so lazy and unmotivated?

My daughter is . . . so unmotivated. How can I make her want to do better?

In this lifesaving, groundbreaking book, Drs. Mandel and Marcus, clinical psychologists with more than 25 years' experience working with underachievers, show that these children are, in fact, highly motivated—in directions other than schoolwork. The key to helping underachievers reach their full potential lies in discovering their real motivation and redirecting it.

But first, say the authors, you must abandon conventional wisdom; underachievers are not all alike. "Could Do Better" identifies six major underachieving personalities and includes step-by-step programs tailored to help each. Learn how to recognize which kind of underachiever your child is—the procrastinating Coaster, the distracted Identity-Searcher, the manipulative Wheeler-Dealer are just a few of the most recognizable personalities—and discover what's really going on inside his or her mind. The information is revealing, the expectations realistic. Useful parent checklists are included in each section, along with practical guidelines for when you can hope to see change, and illuminating profiles of the six personalities as adults should the underachieving continue unchecked. "Could Do Better" also addresses the specific underachievement problems of gifted and learning disabled children.

A breakthrough approach to helping children realize their full potential, "Could Do Better" speaks urgently to the millions of parents deeply concerned about how to prepare their child for a competitive, achievement-oriented world, as well as to everyone who works with underachievers.

IS ONE OF THESE UNDERACHIEVERS YOUR CHILD?

COASTERS: the ultimate procrastinators, usually described as easy-going and unmotivated, the most common type of underachiever

ANXIOUS UNDERACHIEVERS: want to do better but are too tense and uptight to work effectively

IDENTITY-SEARCHERS: so wrapped up in figuring out who they are that they become distracted from schoolwork

WHEELER-DEALERS: impulsive and manipulative, so intent on instant gratification that they see no point in doing well in school

SAD UNDERACHIEVERS: their depressed mood and low self-esteem rob them of the energy they need for schoolwork

DEFIANT UNDERACHIEVERS: underachieve as an act of rebellion

Help redirect your child's motivation. "Could Do Better" offers a revolutionary new approach conceived by leading authorities in the field. Their step-by-step techniques show you how to put your child back on the achievement track.

PRAISE FOR THE AUTHORS' PREVIOUS BOOK

"Thought-provoking, practical information." — Marianne M. O'Hare — Drew University

"Particularly excellent and detailed remediation procedures...Mandel and Marcus are to be applauded." — Dr. Jane H. Hamacher — in The Ontario Psychologist

Developed in conjunction with teachers, The Secondary Behaviour Cookbook provides highly effective, practical strategies for responding to and resolving behavioural issues in secondary schools. Consisting of over fifty 'recipes', the book's unique format enables teachers and practitioners to quickly and easily access information and advice on dealing with specific behaviours. Each 'recipe' details strategies and interventions for immediate application in the classroom setting, considers possible causes of the given behaviour, and offers helpful approaches for responding to young people's needs in the longer term. From disorganization and lateness, to attention-seeking and destructive behaviours, bullying, anxiety and depression, the book's sections cover a broad spectrum of behaviours falling within six broad categories: Getting Things Done: supporting positive student engagement and achievement Dealing with Disruption: increasing motivation and skills to facilitate learning Social Interactions: resolving problematic situations that occur between pupils. Coping with Conflict: addressing conflict in and out of the classroom, including aspects of bullying and discrimination Emotional Distress: understanding distress and developing coping strategies Behaviours of Special Concern: recognising behaviours associated with autism, trauma, abuse or poor mental wellbeing. Underpinned by positive psychology, and emphasising the importance of constructive relationships, communication, inclusion, wellbeing and resilience, this is an indispensable resource for secondary school teachers and educators, behaviour support consultants, SENDCOs and educational psychologists.

Offering chapters on personal and social aspects of complex needs, ways in which learning and development can be encouraged, and the practicalities of including people with profound disabilities in our community, this text is also set in a context of interdisciplinary and interagency collaboration, ensuring that a complexity of need does not lead to a fragmented life.

"We must first understand others before we can care about them and we must care about them before we can love them. In this book, J. David Smith takes us on a fascinating journey from understanding to caring to love."
Leonard O. Pellicer, Dean
University of La Verne, La Verne, CA

In Search of Better Angels is a testament to the value of individuals with disabilities and the value that society could derive from being more welcoming to and inclusive of them. The reward is the powerful humanizing influence that they can have on others?even some of the most hardened people among us.

Colorful, real-life examples illustrate how a disability can be a valuable human attribute, a powerful source of compassion from which everyone can benefit.

What are the challenges that face us as we strive for a more inclusive society? What are the values that should guide us in our efforts? Smith approaches these questions by examining his own experience and other unique perspectives:

• Meet the children and adults with disabilities who have touched his own life
• Consider what science?and pseudoscience?has said about disability
• View disability through the lens of history and literature

The result is a compelling case for understanding and celebrating human diversity. Smith asks us to summon the "better angels" of our character and affirm our commitment to a society based on equality and democracy.

Identifying Special Needs provides expert guidance to recognising and categorising the specific characteristics of a range of special needs. Drawing on her experience as an educational psychologist and special education teacher, Glynis Hannell provides easy-to-use checklists to help teachers quickly and accurately gather information to determine whether individual students need specialised attention and services, and guidelines on how to provide this help. This unique book offers diagnostic criteria and supporting notes for a wide range of special educational needs, including autism spectrum disorders, communication disorders, social and emotional issues, cognitive disabilities and specific learning disorders. Relevant to both primary and secondary school students, all checklists can be photocopied for ease of use and downloaded from the companion website. This fully revised third edition includes additional information on guiding conversations with parents, children and colleagues, as well as advice to parents on how to select outside professionals. The practical checklists and resources help teachers and educational professionals to: Identify and understand special needs screen any student for possible special needs; understand the causes and characteristics of various types of special needs; link classroom observations to diagnostic criteria used by specialists. Profile individual differences create accurate and comprehensive profiles for individual students, including positive characteristics; record each student's unique pattern of development within a special needs 'label'. Work together with colleagues and parents quickly record important information and avoid writing time-consuming reports; request and prepare for further assessment and intervention; coordinate information from several teachers or professionals; involve parents in observing and discussing their child's pattern of strengths and challenges; plan effective, inclusive intervention in the classroom setting; follow up with recommended further reading, websites and professional references. Based on internationally accepted diagnostic criteria, and relevant for educational professionals worldwide, this is an essential book for teachers, psychologists and other specialists to ensure that the children and adolescents in their care receive the support they need to succeed.

Edited by John Woodward, a nationally acclaimed special educational technologies researcher, and Larry Cuban, a premier technology educator in the U.S., this book provides critical examination of current research into technology usage for students with disabilities. The contributing authors establish the history of special education technologies and the new requirements per IDEA ?97, then discuss the success and obstacles for special education technology implementation. Research was funded by the Office of Special Education Programs, U.S. Department of Education. This book highlights: - Innovative uses of technology - Consideration of pedagogical, curricular, and classroom organizational approaches - Making technology implementation meaningful and enduring - Design considerations for researchers and developers

The field of special needs education is well established, and although it continues to develop in exciting and controversial ways, involving some of education's leading thinkers, many people feel it is lacking a coherent theoretical analysis of its own.
Students and practitioners, looking for some solid theory to reinforce their own study or practice, commonly have to 'borrow' from other disciplines, such as psychology and sociology, since there has been no attempt to provide a theoretical foundation for the special needs community. This book does exactly that, bringing together contributions from key names in the field from UK and beyond.
The book will establish itself as an essential text for students and teachers, as well as all those involved in special needs across the social sciences.

The field of special needs education is well established, and although it continues to develop in exciting and controversial ways, involving some of education's leading thinkers, many people feel it is lacking a coherent theoretical analysis of its own.
Students and practitioners, looking for some solid theory to reinforce their own study or practice, commonly have to 'borrow' from other disciplines, such as psychology and sociology, since there has been no attempt to provide a theoretical foundation for the special needs community. This book does exactly that, bringing together contributions from key names in the field from UK and beyond.
The book will establish itself as an essential text for students and teachers, as well as all those involved in special needs across the social sciences.

All schools are required, at present, to choose and implement an accredited scheme for Baseline Assessment, a legal requirement for all children as they enter schooling from five years of age. This book examines the purposes of Baseline Assessment and provides practical guidance on the approaches available and the nature of recommended schemes. It should be of interest to early years and primary teachers, students and lecturers as well as educational psychologists, administrators and inspectors with responsibility for early years and primary National Curriculum assessment.

Art and Design for Secondary Students with SEN is a valuable compilation of practical ideas, visual aids and lesson plans designed to engage students in developing their creative art skills. Made up of twelve lessons that each examine a particular theme, the book spans a wide variety of topics and different media in art, progressing from basic drawing and painting techniques in pencil, pastel, watercolour and acrylic and moving onto higher level creative design techniques of painting on glass and silk. FEATURES INCLUDE: * Step by step, tried and tested lesson plans devised by an experienced and qualified art teacher. * Helpful learning outcomes, timings, materials and recommended resources for each lesson. * Useful tips and visual teaching aids for introducing new techniques. * Full colour illustrations throughout, including examples of students' art work. * All illustrations available to download as e-resources. With links to the National Art Curriculum and other secondary curriculum subjects, this resource offers innovative and creative ideas for delivering engaging art lessons. This book will be ideal reading for both specialist and non-specialist teachers of art and design at secondary level who work with small groups, as well as teaching assistants, art and occupational therapists, youth workers and PGCE students of secondary art and design.

Intended as a reference for all those teaching and working with children and adults with severe and profound learning difficulties, this work addresses the theoretical aspects of the development of communication up to and including the beginnings of speech in normally developing children, and those with severe learning difficulties. It also includes an approach to practical assessment.

This book introduces research and solutions tested in schools with students with intellectual disabilities, socio-emotional difficulties, and extreme illnesses. It also provides extremely talented students' opinions on best teaching practices. In addition to students, the authors aim to bring out voices of their parents, teachers, and other people supporting them. The book serves people working with questions of special education: practitioners, researchers, and teachers and students in the field of special education worldwide. The authors present successful study processes which are secured by caring interaction, flexible, and student-centered teaching and multi-professional collaboration. The elements of caring education are the guiding principles of new special education.

Inclusion means educating students of all abilities in mainstream schools, it has become an important topic - politicians now stress their commitments to inclusion as proof of their commitment to wider social justice. The inclusive mood, which is about including everyone in society's institutions, has created a growing demand for schools to find effective ways of including and teaching all children - even those who at one time would have been sent to special schools. The book combines a theoretical examination of inclusion and its rationale with the story of a group of schools in which teachers, assistants and children have striven to make inclusion happen. It explores the arguments for inclusive schools; examines the international evidence about children's well-being and academic progress in inclusive schools; describes how the pioneers have developed their practice for inclusion; and presents the findings of an in-depth 18 month study of a group of schools which have striven to make inclusion happen.

In a time of declining resources in institutions of higher education, we grapple with how priorities are to be set for the limited resources available. Most vulnerable are those students labeled underprepared by colleges and universities. Should we argue that the limited resources available ought to be used to support these students through their undergraduate years? And, if we decide that we want to do that, what evidence of their potential for success can we provide that will justify the use of these resources? Through longitudinal research that follows students who have been so labeled over all their college years, we can begin to find answers to these questions.
"Time to Know Them" is the first book that follows the experiences of a group of students over their entire academic experience. No previous studies have brought together the factors incorporated in this study:
*examining writing and learning on a true longitudinal basis;
*studying a multicultural urban population;
*investigating the relationship between writing and learning by examining papers written over time for regularly assigned academic courses across a range of disciplines; and
*taking into consideration non-academic factors that influence academic performance such as race, gender, socio-economic status, and ideological orientation.
Through interviews twice a semester over six years, the collection of papers written for all courses, observations of instructional settings, and analysis of required institutional tests of writing, the author has been able to pull together a more complete picture of writing and intellectual development over the college years than has previously been available in any study. Students are seen to acquire the ability to handle more complex reasoning tasks as they find themselves in more challenging intellectual settings and where risk-taking and exploration of new ideas are valued. The integration of students' previous life experiences into their academic studies allows them to analyze, critique, modify, and apply their previously held world views to their new learning. These changes are seen to occur over time with instructional settings and support providing key roles in writing development. Personal factors in students' lives present difficulties that require persistence and dedication to overcome. Never before have the complexities of real individual lives as they affect academic performance been so clearly presented.