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

All teachers and professionals dealing with children with special educational needs must have an understanding of child development in order to make judgements about children's behaviour in terms of delay, disorder and diversity.

This ground-breaking book provides a framework for understanding the physical, sensory, emotional, social, linguistic, and cognitive development of children, but especially those with special educational needs. Written for practitioners and students alike, it helps keep track of children's developmental progress and provides a sound understanding and knowledge of the child in order to optimise learning opportunities. Although the book is essentially practical, the authors cover the theoretical ground which is vital in fully understanding cognitive development.

This book provides school leaders and teachers with research-based theories and models on systems thinking and on inclusive education. It offers the 'why', 'what' and 'how' of inclusive teaching and learning with specific references to a range of special needs. It discusses topics such as a sustainable approach to inclusion, differentiation of learning programs and activities, and a range of assessment approaches to support teaching and learning. The book also presents the social aspects of inclusion and encourages teachers and school leaders to focus not only on the academic aspects of education but the social and emotional growth of the student. It highlights the value of parent input and promotes the forming of parent partnership to enhance student learning and wellbeing. Part One of the book gives practical suggestions on how school leaders can apply systems thinking to mobilise the school and school community to contribute to the ideals of Education For All. Part Two discusses a range of disabilities with each chapter covering the medical definitions and characteristics of the condition, the challenges faced by the student, their parents and teachers, and presents evidence-based strategies and classroom management tips to help teachers with their everyday classroom needs. The book helps to heighten school leaders' awareness on how to use systems thinking to mobilise the school community to action. It strengthens teachers' confidence and builds their capacity in providing all students with access to flexible learning choices to help them achieve educational goals and develop a sense of belonging.

1) Succinctly presents the interwoven concepts and theories of disability studies, diversity & inclusion, and accessibility in a manner that resonates with students and arms them with such critical knowledge, 2) Provides tangible and specific recommendations for making the music history classroom at the college-level as accessible and inclusive as possible, 3) Provides case examples, and additional follow-up materials and resources

This book is organized around CBUPO, the basic psychological needs of all students: competence, ,belonging, usefulness, potency, and optimism. When teachers and schools focus on meeting these needs, the rate of at-riskness is drastically reduced. This book presents practical strategies and tips to help teachers and administrators help all students become successful learners. The revised edition offers new material on using classroom assessment, complying with standards and high stakes testing, an updated approach to evaluating At-Risk Prevention programs, and alternative strategies for meeting the motivational needs of at-risk youth, from developmental constructivism to mastery learning.

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.

First published in 2003. Routledge is an imprint of Taylor & Francis, an informa company.

This book presents information about the design and provision of small group instruction to students who present persistent, ongoing learning challenges. This includes students who receive special education services as well as at risk students who need to be provided remedial instruction. At the outset, reasons for using a small group arrangement are offered. These include (a) limits to public school funding that do not allow for 1:1 instructional arrangements to be used with most students who present learning challenges, (b) the instructional efficiency that can be realized through small group instruction, and (c) the fact that group instructional arrangements predominate in schools' least restrictive environments. Subsequently, numerous details that instructors must attend to as they oversee small group instruction are discussed. These details include identifying which students will comprise a group and the specific curricula content they will be taught, designing an appropriate environment, and using data to drive the provision of effective and efficient instruction. While the primary audience for this book is preservice and practicing teachers, it is appropriate for anyone tasked to lead a small group. Further, the book's content can be applied to various curricula, including academic and functional (or life skills) content.

New York, Bern, Berlin, Bruxelles, Frankfurt/M., Oxford, Wien. The Louisiana State University (LSU) Conference on the internationalization of curriculum studies was held April 27-30, 2000. As a result of this breakthrough meeting, the International Association for the Advancement of Curriculum Studies, the American Association for the Advancement of Curriculum Studies, and the movement within American curriculum studies known as "internationalization" all emerged. This book, which documents the conference proceedings, is an important one for courses in teacher education, foundations of education, and curriculum studies. Contents: Donna Trueit: Democracy and Conversation - William F. Pinar: Toward the Internationalization of Curriculum Studies - Peter Appelbaum: Poaching: Sanctifying Time - Keith Bookwalter: WES: A Theory and Framework for an International Curriculum - Kevan Brewer: Technology Unmasked? - Zain Davis: Bernstein avec Lacan: Desire, Jouissance, and Pedagogic Discourse - Aristides Gazetas: Reconstituting Pedagogies: The (Im)possibilities for Inter/nationalizing Curriculum Studies - Urve Laanemets: Reflections on a Dialogue about Education for the Future - Ajeet Mathur: What Knowledge Is of Most Worth - Lars Monsen: Curriculum Reforms in Norway: "To Change in Order to Preserve?" - Hugh Munby/Peter Chin/Nancy Hutchinson: Co-operative Education, the Curriculum, and Working Knowledge - Antoinette Oberg: Creating a Dialogue with Difference - Edmund O'Sullivan: The Project and Vision of Transformative Learning - Sid N. Pandey: The Globalization of the World and the Need for the Internationalization of Curriculum Studies: A Change for the Future - Eero Ropo/Veli-Matti Varri:Teacher Identity and the Ideologies of Teaching: Some Remarks on the Interplay - Karsten Schnack: Action Competence as an Educational Ideal - David Geoffrey Smith: The Specific Challenges of Globalization for Teaching...and Vice Versa - Judith J. Slater: Creation of Participatory Public Spaces - Tuukka Tomperi: "El sueno de razon produce monstruos," or Reconstructing the Curriculum of Philosophy - Tianlong Yu: The Politics of Moral Education: A Cross-Cultural Analysis.

This is the first book to offer an in-depth review of research pertaining to individuals with visual impairments across the full span of movement-related disciplines, from biomechanics and motor learning to physical education and Paralympic sport. Each chapter highlights current research trends, future research directions, and practical implications in a key discipline or area of professional practice, drawing on empirical research evidence and opening up new avenues for cross-disciplinary working. Covering physical activity across the life course, from children and young people through to older adults, and addressing the important topic of deafblindness in some depth, the book goes further than any other book published to date on visual impairment and movement. This is essential reading for all advanced students and researchers working in sport, exercise and disability, and an invaluable reference for practitioners and service providers, from in-service teachers and camp directors to physical therapists and physical activity promotion specialists.

In this book practitioners will find clear and workable suggestions for opening up the Early Learning Goals to children with special educational needs. It will help them to use each work area of the early years setting as a means to teach the curriculum, and offers plenty of down-to-earth advice on activities to try with children who have additional needs.

Following the curriculum guidance laid down for the Foundation Stage, the author provides ideas for managing specific types of disability within the mainstream setting. Play is the focus throughout the book as the means of helping children to learn.

There are photocopiable activity sheets at the end of each chapter, together with a concise list of further reading. Useful resources and contact addresses are included.

This book brings together a compendium of the collaborative research from eight PhD students and three researchers, addressing an existing problem for teachers of students with additional learning needs in mainstream classes. The purpose of this research is to describe the development of growth progressions in communication and literacy, interpersonal skills and understanding of emotions, learning skills, numeracy, movement, digital literacy, thinking and problem-solving skills among students with additional needs in the classroom, known as SWANS (Students with Additional Needs). The research has grown over a decade or more and this volume brings all that research together under a single cover in a way that has not been done before. It shows how work conducted at the same system and school level that led to the design of curriculum support for SWANS, drawing on the research to establish expected learning progressions, was linked to a mainstream curriculum. It also illustrates strategies and materials that could be used by mainstream teachers or special education teachers to make teaching SWANS practical and effective. The book offers new insights, and a ready to use volume of material for curriculum writers, student teachers, researchers, and special education teachers and administrators.

The book identifies and analyzes important yet insufficiently explored moral issues in k-12 special education. It aims to achieve a successful combination of experience and theory. The experience comes from the many years the author was an Illinois special education due process hearing officer (1987-2007). The theory comes from the even more years he taught and did scholarly work in the areas of moral, political, legal, and educational philosophy as a philosophy professor (1969-2012). Each of the moral issues considered in the book figured importantly in one or more of the most significant disputes the author was called upon to adjudicate. Throughout the book he draws upon important concepts in moral, political, legal, and educational philosophy as conceptual resources. He considers these concepts invaluable for analyzing moral issues, especially when a person experiences discomfort caused by a sense that an issue is morally problematic but finds it hard to articulate the crux of the issue. Throughout the book, however the author has tried hard to write in language that readers unfamiliar with the terminology and discourse style of philosophy can understand, and always to make it apparent why and how particular philosophical points bear upon important moral issues in k-12 special education.

The Schoolwide Enrichment Model: A How-to Guide for Talent Development (3rd ed.) presents a common sense approach for helping students achieve and engage in joyful learning. Based on years of research, the Schoolwide Enrichment Model (SEM) is founded on highly successful practices originally developed for programs for gifted students. The SEM promotes "a rising tide lifts all ships" approach to school improvement by applying general enrichment strategies to all students and opportunities for advanced level follow-up opportunities for superior learners and highly motivated students. This guidebook shows educators step by step how to develop their own SEM program based on their own local resources, student population, and faculty strengths and interests. Instead of offering students a one-size-fits-all curriculum, the model helps educators look at each student's strengths, interests, learning styles, and preferred modes of expression and capitalize on these assets. The book highlights the model's fundamentals and underlying research and provides information about organizational components, service delivery options, and resources for implementation. The book suggests methods for engaging and challenging identified gifted students and provides practical resources for teachers using the SEM with all students.

This text for preservice and in-service teacher education courses shows how schools can educate girls and promote their positive self-esteem at the same time. Its purpose is to help teachers facilitate the development of gender-equitable schools and classrooms. Taking a feminist developmental approach, the text draws on an interdisciplinary knowledge base, synthesizing research from psychology, anthropology, sociology, and education. While it is rooted in scholarly research, the focus is on clarifying the connection between theory and practice, with an emphasis on practical applications.
The text is organized in two sections--"Growth and Development" and "Teaching and Learning"--and includes a variety of engaging pedagogical features. Underscoring the need for teachers, school administrators, and parents to become aware of the intersection of development and education, "Educating Young Adolescent Girls: "
*combines gender, growth, and development;
*demonstrates how schooling can facilitate the total development of young adolescent girls; and
*addresses a multiplicity of issues, including adolescent girls of color and young adolescents girls' sexuality.

How do people search evidence for a hypothesis? A well documented answer in cognitive psychology is that they search for confirming evidence. However, the rational strategy is to try to falsify the hypothesis. This book critically evaluates this contradiction. Experimental research is discussed against the background of philosophical and formal theories of hypothesis testing with striking results: Falsificationism and verificationism - the two main rival philosophies of testing - come down to one and the same principle for concrete testing behaviour, eluding the contrast between rational falsification and confirmation bias.
In this book, the author proposes a new perspective for describing hypothesis testing behaviour - the probability-value model - which unifies the contrasting views. According to this model, hypothesis testers pragmatically consider what evidence and how much evidence will convince them to reject or accept the hypothesis. They might either require highly probative evidence for its acceptance, at the risk of its rejection, or protect it against rejection and go for minor confirming observations. Interestingly, the model refines the classical opposition between rationality and pragmaticity because pragmatic considerations are a legitimate aspect of 'rational' hypothesis testing. Possible future research and applications of the ideas advanced are discussed, such as the modelling of expert hypothesis testing.

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This practical book, written by experienced practitioners, will help teachers of pupils with Special Educational Needs assess, record and improve the literacy skills of their pupils. The creation of the National Literacy Strategy and the Literacy Hour has put additional demands upon teachers, particularly those concerned with Special Needs.
The book covers all aspects of literacy development through the Early and Primary Years including early skills, reading, phonological skills, writing, spelling and handwriting. This resource pack includes advice and ideas on record keeping with Individual Education Plans, assessing pupils' skills and strategies for future learning.
It contains photocopiable checklists and assessment sheets for both teacher and pupil to complete and has clear child-friendly illustrated worksheets throughout. An indispensable resource for all classrooms.

eBook available with sample pages: 0203470400

The TABS Assessment Tool is a norm-referenced tool designed to identify temperament and self-regulation problems that can indicate that a child is developing atypically or is at risk for atypical development. This 55-item checklist covers areas such as temperament, attention, attachment, social behavior, play, vocal and oral behavior, sense and movement, self-stimulation and self-injury, and neurobehavioral state. The parent-completed checklist takes approximately 15 minutes. The results give a detailed evaluation of atypical behavior in four categories-detached, hypersensitive-active, underreactive, and dysregulated. The TABS Assessment Tool is sold as a package of 30 4-page assessment forms. This tool is part of the TABS, a norm-referenced screening and assessment tool designed to identify temperament and self-regulation problems that may indicate a child's risk for developmental delay. For use with children ages 11 to 71 months, TABS can be used for screening, research, determining eligibility for special services, planning programs, and monitoring child progress and program effectiveness.

This book presents selected research and development on virtual reality (VR) and serious games (SG) applications to assist children with Autism Spectrum Disorder (ASD) in their learning of different skills. Children with ASD have challenges to learn skills of learning, living, and working, due to their cognitive and behavioral limitations. The authors and their research teams of this book have many years' research experience developing innovative and interactive VR and SG technology for the special needs education. More specifically, several VR serious games are designed to train children with ASD on learning skill, life skill, and job skill. Such games are often developed based on the needs of special education and used by special needs schools in Singapore. This book is a useful resource for students, scholars, and designers of learning material who want to embrace VR and SG for children with ASD.

Divided into two volumes, Handbook of Special Education Research provides a comprehensive overview of critical issues in special education research. This first volume addresses key topics in theory, methods, and development, exploring how these three domains interconnect to build effective special education research. Each chapter features considerations for future research and implications for fostering continuous improvement and innovation. Essential reading for researchers and students of special education, this handbook brings together diverse and complementary perspectives to help move the field forward.

This unique book focuses on the interaction of learning disabilities and emotional disorders, fostering an understanding of how learning problems affect emotional well-being, and vice-versa. Jean Cheng Gorman provides research-based, classroom-tested practical interventions teachers can integrate into their daily routines, to help students become more purposeful and more effective. This book serves as a resource and a practical classroom guide for all elementary school teachers who are presented with the challenges of addressing the multiple needs ? academic, emotional and social ? of children with learning disabilities and emotional problems. Part I presents an overview of common learning disabilities and emotional problems. What disorders are teachers most likely to encounter? When should educators intervene, and when should they seek help from others? Part II offers specific classroom interactions and interventions, including insights on how:  Learning disorders are associated with emotional problems  Emotional problems can hide learning disabilities  Learning disorders can exacerbate emotional conditions  Emotional problems can intensify learning disabilities  Emotional health enhances learning ... and each chapters includes tangible steps teachers can take in their classroom, as well as reproducibles that can be used as is, or as a starting point for materials development. The book ends with a rich and up-to-date list of additional resources for teachers and an annotated bibliography of children?s books and materials. Elementary teachers, administrators, and professional development directors can use this unique and comprehensive book as a solid foundation of knowledge and a practical resource for intervention.

This book identifies successful tobacco intervention programs and strategies which have been implemented at schools across the country. It shows principals, counselors and other educators how to implement a school-based program with direct links to the community.