A practical, evidence-based guide to educating students with Down syndrome Takes a lifespan, curriculum-based approach Includes practitioner vignettes and personal accounts from people with Down syndrome Covers core curriculum areas such as literacy, numeracy, science and the humanities Promotes the understanding of students with Down syndrome as a diverse group, with vast potential and varied learning needs

Research Methods in Special Education equips readers with the knowledge needed to make a difference with data. Authors Drs. Brittany L. Hott, Frederick J. Brigham, and Corey Peltier provide access to cutting edge methodologies and related skills researchers need to successfully carry out projects in applied settings. Dedicated chapters focusing on quantitative research synthesis (e.g., meta-analysis, meta-synthesis), single case design, and program evaluation methods allow readers deeply invested in the field of special education to develop a firm foundation, enabling them to ask and answer their socially significant research questions. Written for students in special education teacher prep programs, early career faculty, school administrators, and curriculum specialists, this text includes numerous features that set it apart from other available resources: Dedicated chapters on ethics, establishing effective research partnerships, and evidence-based practice. Cutting-edge program evaluation methods and reporting. Comprehensive coverage of methods commonly used in special education. Detailed information on securing special education funding. Case studies, exemplars, resources, and recommendations for additional reading. Faculty materials including practice problems and activities available at www.efacultylounge.com YouTube videos featuring interviews with authors. The up-to-date research practices in this text are a valuable addition for educators and researchers serving students with disabilities who have a responsibility to support in-school and post-school outcomes. Research Methods in Special Education gives educators the tools to facilitate a deeper understanding of the research process and evidence-based practice.

Finally ? a field-tested activity guide to enhance group communication! Encourage your students to develop crucial social skills with this field-tested activity guide. This hands-on resource offers 120 group activities emphasizing participation, cooperation, teamwork, mutual support, and improved self-esteem. This practical guide provides instant activities that can be used without preparation and incorporated into the daily routine with ease and confidence. Classroom games, gym and outdoor games, and ball games are designed to help your students gain the valuable skills they need to interact appropriately within the school setting. More than half of the activities are illustrated and all are divided into two easily identified levels to make this a quick and easy reference for teachers: - Level I ? non-verbal students who can handle one to two-step directions with assistance - Level II ? students who can handle multiple-step directions with minimal assistance This guide provides teachers with easily referenced tools for any situation and skill level, including skill development categories and icons showing which abilities are needed for each activity. It is an essential resource for both new and veteran teachers of students with special needs.

This edited book provides professionals in the field of English Language Teaching (ELT) with a situated and culturally-responsive account of diversity and inclusion in English language education, from primary to higher education and in a wide range of settings. The volume focuses on three overlapping areas: interculturality, special education needs, and gender. The chapters in each section seek to help readers reflect on the opportunities and challenges of diversity as a step towards inclusive practices, and raise awareness of critical topics across the curriculum and beyond by engaging in wider social issues. This book will be of interest to language teachers and teacher trainers, as well as scholars working in applied linguistics, higher education, intercultural studies, and related fields.

By increasing the young person's self-knowledge and recognition of feelings, as well as offering practical suggestions and information, this programme enables young carers to review their own situations, to feel more in control and to come to their own decisions regarding any change that might benefit them.

This book provides a clearly written, wide-ranging overview of current key issues and challenges arising from the implementation of more inclusive policies and provision in education in this country and internationally. The author sets policies for inclusive schools in the broader contexts of current policies which aim to reduce poverty and social exclusion, and the wider global background of the United Nations drive to promote 'Education for All'. The book draws a distinction between integration and inclusion and provides a critical analysis of the government's Program of Action and the revised National Curriculum and their implications for schools, pupils and families.

Enduring Issues in Special Education is aimed at any course in the undergraduate or graduate special education curriculum that is wholly or partly devoted to a critical examination of current issues in special education. The book organizes 28 chapters into seven sections using familiar structuring principles-what, who, where, how, when, why, and whither. Each section begins with an introduction that provides historical, legal, and theoretical background information and organizing commentary for the chapters that follow. The book's objective, in addition to informing readers about the issues, is to develop critical thinking skills in the context of special education. Key features include the following: Dialectic Format - Each of the 28 chapters presents compelling reasons for addressing the issue at hand and specific ways to do so. Because each issue is written from different perspectives and focuses on a variety of aspects, readers are encouraged to weigh the arguments, seek additional information, and come up with synthesized positions of their own. Organizing Framework - The book's seven sections have been arranged according to a scheme that is the essence of most investigative reporting and provides a coherent, easy-to-understand framework for readers. Expertise - All chapters are written by leading scholars who are highly regarded experts in their fields and conclude with suggested readings and discussion questions for additional study.

This is a series of lesson plans to use with a class or group to help them sense, understand and appropriately express their various levels of anger. It is suitable for ages: 4-11, and teachers.

"This book makes a great contribution to education. Teachers across specialties would find these strategies helpful for facilitating communication with parents and caregivers." -Erin Jones, Special Education Teacher Tea Area Elementary School, SD "Involving parents on a positive level is essential to educating all students, especially students with special needs. This book helps readers with real-world situations-something that most college courses cannot prepare you for. Easy and user-friendly, this book provides strategies and tools to aid in communicating with parents." -Laura Peterson, Special Education Teacher Center School, Stow, MA Bridge the communication gap with parents of children with special needs! Research has shown that establishing strong communication links with parents and promoting family involvement can have positive and tangible effects on a student's success in school. In this teacher-friendly resource, Jill C. Dardig provides 25 ready-to-use techniques for involving parents in the education of their children. Both general and special education teachers in Grades PreK-12 can use these strategies to reach the parents of students with a wide range of learning needs, including cognitive, emotional/behavioral, social, sensory, and physical disabilities, as well as the parents of typically developing students. Involving Parents of Students With Special Needs anticipates the challenges to parent involvement and provides step-by-step directions, sample materials, and tips for Using letters, telephone, email, newsletters, and progress reports to communicate with parents Conducting successful parent conferences and in-person meetings Connecting parents with needed resources Helping parents teach their children at home Dealing with home/school conflict situations Preparing a parent involvement action plan This practical guide helps teachers and parents work together to give students with special needs the necessary support to succeed in school.

The number of women prisoners has been growing rapidly during recent years and in many places has more than doubled in the past decade, significantly outstripping increases in the number of male prisoners and with particular consequences for minority ethnic, black and aboriginal women, who constitute disproportionate levels of prison populations in many countries including Canada, the United States, the UK and Australia. What Works with Women Offenders provides a comprehensive analysis of the issues relating to work with women offenders. Chapters are written by academics and professionals with a high degree of expertise in their specific field, and its practical focus is designed to make it relevant to those working with women offenders. Imprisoning women offenders does not solve the problems that underlie the involvement of women in the criminal justice system, and a particular concern of this book is to identify and develop alternative responses that offer appropriate support and intervention to address womens underlying problems and reduce re-offending. The increase in womens imprisonment is very much an international phenomenon, and the book also aims to share knowledge and experiences from different jurisdictions to be shared more widely, and for the lessons learnt from good practice to be more widely disseminated.

The number of women prisoners has been growing rapidly during recent years and in many places has more than doubled in the past decade, significantly outstripping increases in the number of male prisoners and with particular consequences for minority ethnic, black and aboriginal women, who constitute disproportionate levels of prison populations in many countries including Canada, the United States, the UK and Australia. What Works with Women Offenders provides a comprehensive analysis of the issues relating to work with women offenders. Chapters are written by academics and professionals with a high degree of expertise in their specific field, and its practical focus is designed to make it relevant to those working with women offenders. Imprisoning women offenders does not solve the problems that underlie the involvement of women in the criminal justice system, and a particular concern of this book is to identify and develop alternative responses that offer appropriate support and intervention to address womens underlying problems and reduce re-offending. The increase in womens imprisonment is very much an international phenomenon, and the book also aims to share knowledge and experiences from different jurisdictions to be shared more widely, and for the lessons learnt from good practice to be more widely disseminated.

"Achieving Speech & Language Targets" is a practical resource book for Special Needs Coordinators (SENCOs), teachers, teaching assistants and speech & language therapists who are working with children who have significant language delay and who are in their first year at school. Checklists provide professionals with a shared reference from which both broad special needs areas and specific speech and language targets can be identified. The authors emphasise the crucial role of play in language development and the book offers more than 200 games and activities to help children achieve their targets for each stage using a simple, structured layout. The book offers: advice on how to draw up effective Individual Education Plans (IEPs); checklists which enable the user to identify a child's problems in the areas of: understanding language; using spoken language; and, developing speech sounds; a wide range of games, songs and rhymes to help children achieve specific targets; teaching ideas & targets, key vocabulary lists, and activity areas for each stage; a resources section containing photocopiable activity sheets; games & rhymes; a booklist; techniques used by speech & language therapists to encourage understanding and use of language; and, a dictionary of terms that refer to speech & language. This is an essential tool for busy teaching staff. Many of the activities can take place in the context of the everyday curriculum and include a range of play opportunities designed to make learning interesting and dynamic. Almost all activities can be carried out using equipment that is readily available in early years' classrooms.

This book includes: - An explanation of the Government's inclusion/SEN strategy - Guidance on Departmental Policy - An explanation of SEN terminology - Advice on creating an inclusive environment - Choosing the right hardware and software - Helpful case studies highlighting different uses of computer packages - Meeting the needs of different learning styles and CD-ROM

This is the first book to examine in-depth the crucial role of the speed of information processing in the brain in determining reading fluency in both normal and dyslexic readers. Part I explains fluency in reading from both traditional and modern perspectives. Fluency has historically been viewed as the outcome of other reading-related factors and has often been seen as a convenient measure of reading skills. This book, however, argues that fluency has a strong impact on other aspects of reading and plays a central role in the entire reading process. Part II deals with the determinants of reading fluency. Chief among these is the speed of information processing in the brain. Using both behavioral and electrophysiological evidence, the book systematically examines the features of processing speed in the various brain systems involved in reading: visual-orthographic, auditory-phonological, and semantic and shows how speed of processing affects fluency in reading. Part III deals with the complex issues of cross-modal integration and specifically with the need for effective synchronization of the brain processes involved in reading. It puts forward the Synchronization Hypothesis and discusses the role of the Asynchrony Phenomenon as a major factor in dyslexia. Finally, it summarizes research on manipulating reading rate by means of the Acceleration method, providing evidence for a possible intervention aimed at reducing Asynchrony. Key features of this outstanding new book include: *Expanded View of Fluency. Reading fluency is seen as both a dependent and an independent Variable. Currently available books focus on reading rate solely as the outcome of other factors whereas this volume stresses that it is both an outcome and a cause. *Information Processing Focus. Fluency itself is determined to a large extent by a more general factor, namely, speed of processing in the brain. The book presents wide-ranging evidence for individual differences in speed of processing across many subpopulations. *Brain Synchronization Focus. The book posits a new theory arguing that effective reading requires synchronization of the different brain systems: visual orthographic, auditory-phonological, and semantic. *Research-Based Interventions. Interventions to enhance fluency and, thereby, reading skills in general are presented in detail. *Author Expertise. Zvia Breznitz is Head of the Department of Learning Disabilities and Director of the Laboratory for Neurocognitive Research at Haifa University in Israel, where she has been researching this topic for over a decade. This book is appropriate for researchers and advanced students in reading, dyslexia, learning disabilities, cognitive psychology, and neuropsychology.

This timely work investigates the possibility of unyoking and decolonising African university knowledges from colonial relics. It claims that academics from socially, politically, and geographically underprivileged communities in the South need to have their voices heard outside of the global power structure. The book argues that African universities need a relevant curriculum that is related to the cultural and environmental experiences of diverse African learners in order to empower themselves and transform the world. It is written by African scholars and is based on theoretical and practical debates on the epistemological complexities affecting and afflicting diversity in higher education in Africa. It examines who are the primary custodians of African university knowledges, as well as how this relates to forms of exclusion affecting women, the differently abled, the rural poor, and ethnic minorities, as well as the significance of the Fourth Industrial Revolution in the future of African universities. The book takes an epistemological approach to university teaching and learning, addressing issues such as decolonization and identity, social closure and diversity disputes, and the obstacles that come with the neoliberal paradigm. The book will be necessary reading for academics, scholars, and postgraduate students in the fields of Sociology of Education, decolonising education, Inclusive Education, and Philosophy of Education, as it resonates with existing discourses.

Tackling drugs is complex and there are concerns about the best ways of addressing drugs issues in schools - particularly for pupils with special educational needs. Many teachers are worried about discussing drugs with their pupils. They fear that they know too little and that some of their pupils may know too much. They also worry that talking about drugs to naive children may raise their interest. Yet the government expects all pupils to receive drug education and requires all schools to have a drug policy. It has ambitious targets in reducing the use of drugs by young people. This book aims to help teachers of pupils with special educational needs to assess what their contribution should be and identify what the particular issues associated with their pupils are. It will help schools to: Create or revise a drugs policy; Plan a programme of study; Deliver drug education appropriate to their pupils; Deal with drug related incidents.

Bridging the gap between theory and practice, Mindful Interventions in Special Education helps aspiring educators develop their intervention toolkit. Covering topics from dyslexia to hypoactivity, each chapter provides an overview of the theoretical and research-based rationale alongside an illustrative case study for each intervention being discussed. Each intervention features mindful and strength-based remediation strategies and reflection questions to deepen readers' understanding. Addressing a wide array of common scenarios, this thoughtful resource is ideal for anyone seeking to effectively build inclusive classrooms and support students' social-emotional learning.

Learning about ICT has all sorts of benefits for young people with SEN but for anyone planning a course, knowing where to start can be difficult. This manual is packed full of practical know-how. It includes: 36 planned sessions ready to deliver; Which hardware software to get and how best to use it and Time-saving photocopiable and downloadable resources.

Considerable challenges can face all those involved in teaching children with special educational needs. Complex policy and legislation, bureaucracy, inspection and limited resources can all appear difficult obstacles to those seeking to provide effective tuition. In this highly practical book, Michael Farrell unpicks and clarifies the role of educational standards in today's schools. Drawing extensively on detailed, real-life case studies, he closely explores such issues as: the definition of standards, identifying and providing for special educational needs, assessment and benchmarking, curriculum provision and target-setting, the role of the Code of Practice. Special educational needs coordinators, senior managers in schools and students completing initial training courses will find this an invaluable resource, which effortlessly simplifies an often complicated process.

Challenging readers' preconceptions, this book provides new insights into the private and public experiences of six mother-teachers whose children have SEN. Thought-provoking and provocative, the book gives both sides of the story, exploring educational values and teaching practices as well as the personal and family stories of children with SEN. It covers: * All sectors of education, from mainstream primary and secondary schools to special day and residential schools * Issues that have been raised by the mother-teachers' experiences * A look at what counts as exclusion and inclusion to parents and their children * Both a top-down and bottom-up look at SEN and inclusion

Teaching a class of learners with many different additional educational needs can be challenging to the extreme. Based on the latest national legislation and the importance of achieving "inclusive communities" within schools, this book provides succinct and practical information on working with children with a full range of additional educational needs. Accessible and user-friendly, this book: Covers unfamiliar areas beyond the typical SEN spectrum - such as gifted and talented, bilingual learners and supporting children in care; Helps readers work towards the Proposed Standards for Higher Level Teaching Assistants; Appropriate for every Key Stage and educational setting; Includes case studies, discussion questions and key issues to help develop reflective practice

Teachers are meeting more pupils with special needs in mainstream classrooms and although there are general issues to be aware of, subject specialists will always want specific guidance and examples. This series combines SEN expertise with subject knowledge to produce practical and immediate support including: Policy writing and how to do it; Simple explanations of SEN labels; Creating an inclusive classroom environment; Monitoring and assessment; Working with TAs.

Hot on the heels of the Government's new SEN strategy, this book's at-a- glance' format provides practitioners with a handy self-help resource. This book will help you to: create a learner-friendly barrier-free classroom using checklists to monitor inclusive practice understanding the impact on classroom practice of recent legislation following power point slides detailing government standards and guidance clarify the roles and expectations of pupils, parents, SENCOs, INCOs, teachers and school leaders