Incorporate drama and improvisation into your classroom to build confidence, support social-emotional learning, and engage every student in the curriculum. This book's detailed and easy-to-implement chapters walk you through using drama to develop critical listening and communication skills, conflict resolution abilities, behavior regulation, and even grow new skills in math, literature, geography, and more! Each chapter builds on the skills learned in previous lessons, allowing you to increase the complexity as students progress. Designed for use with inclusive classrooms as well as dedicated special education programs, this guide features adaptable activities to include students at every ability level.

This two-part volume addresses the specific area of interdisciplinary connections within special education research. Special education has transformed as a result of legislation, new trends and current research investigations. Currently, there is no comprehensive resource that effectively covers these advances. Continuing the approach of Part A, Part B allows readers to follow interdisciplinary connections within special education as it relates to the roles of audiologists, surgeons, vision specialists and school nurses.

Recognizing microaggression as an often unseen, yet pervasive issue in schools globally, this book offers critical examination of instances of aggression, hostility, and incivility in school contexts around the world. Drawing on authors' experiences and empirical analyses, the volume puts forward practical recommendations to remedy such violence and tackle its root causes. Global Perspectives on Microaggressions in Schools brings together contributions from South Africa, Australia, Canada, and the US to explore the various forms that microaggression can take. Authors implement qualitative methodologies, personal reflection, and empirical literature to document microaggressions perpetrated by, and directed against all members of the school community, including students, teachers, school leaders, and administrators. In doing so, they highlight ongoing issues including xenophobia, sexual violence, and prejudice against gifted students, LGBTQ, refugee, and indigenous communities. Looking forward, the volume proposes practical ways to undermine such prejudices and prevent the occurrence of microaggressions through effective training, policy, leadership, and student agency. Given its rigorous approach and attention to widespread issues of school violence, this book will be a timely resource for scholars, researchers, and academics with an interest in the sociology of education, educational leadership, school culture, student well-being, and inclusive education. In addition, school leaders, administrators, and pre- and in-service educators may find benefit from reading this volume.

This succinct guidebook provides educators with the essentials they need to navigate remote learning for students with Individualized Education Programs (IEPs). Filled with practical tools and excerpts from teachers in the field, this book explores tips to share with parents, alongside synchronous and asynchronous strategies that can help make IEPs possible in a remote environment. Ideal for special educators, coaches, service providers, and leaders, this is the go-to resource for supporting IEPs outside the traditional classroom.

This unique volume has been written collaboratively by children, families, teachers, school leaders, scholars, and community organization representatives. With each author having a platform to express his or her individual voice, chapters centre on the authors' lived experiences (ranging in skills, knowledge, and activism) in promoting social justice and equity in schools. With a focus on long-standing trends in schools regarding ability (both mental and physical), race, ethnicity, class, religion/beliefs/faith, native language, immigration status, gender, sexuality, family structure, and geographical location, the authors demonstrate how they live their work by facilitating courageous dialogue, promoting inclusive practices, and building authentic relationships with those in power as well as those from marginalised populations. Authors reflect on their personal and professional lives and help the reader understand the call that lies within each of them: to live what is just and right for all children.

This two-part volume addresses the specific area of interdisciplinary connections within special education research. Special education has transformed as a result of legislation, new trends and current research investigations. Currently, there is no comprehensive resource that effectively covers these advances. Part A sets the agenda for this two-part volume by addressing the challenge of why an interdisciplinary understanding is necessary and also outlines the benefits of adopting a multidisciplinary framework.

What to look for when a child is struggling in school and what can be done at home and at school to help them succeed

This practical resource for parents and teachers explains how to understand a child's complete "learning profile"-an inventory of his or her unique strengths and weaknesses-and provides helpful strategies that can be used at school and at home to get the child on a path to success. The book walks readers through the process of gathering clues about the child's learning style and provides guidelines for selecting the most appropriate learning strategies that will help spell success in school and life. Pohlman shows how parents and teachers can collaborate to help kids become successful learners, and also guides readers through the process of getting an educational assessment, for those students with particularly challenging issues.Helps readers understand what's going on when a child is struggling in schoolExplains what to look for at home and at school to gather "clues" to understanding a child's learning profileShows how parents and teachers can collaborate to help a child or adolescent succeed at schoolIncludes guidelines on obtaining educational assessmentsPohlman, from the acclaimed All Kinds of Minds Institute, has conducted or supervised thousands of assessments of struggling learners

Social Research and Disability argues that the contemporary rules of sociological methods outlined in numerous research methods texts make a number of assumptions concerning the researcher including ambulance, sight, hearing and speech. In short, the disabled researcher is not considered when outlining the requirements of particular methods. Drawing upon these considerations, the volume emphasizes how disabled researchers negotiate the empirical process, in light of disability, whilst retaining the scientific rigour of the method. It also considers the negative consequences arising from disabled researchers' attempts at "passing" and the benefits that can emerge from a reflexive approach to method. This innovative and original text will, for the first time, bring together research-active academics, who identify as being disabled, to consider experiences of being disabled within a largely ableist academy, as well as strategies employed and issues faced when conducting empirical research. The driving force of this volume is to provide the blueprints for bringing how we conduct social research to the same standards and vision as how the social world is understood: multi-faceted and intersectional. To this end, this edited collection advocates for a sociological future that values the presence of disabled researchers and normalises research methods that are inclusive and accessible. The interdisciplinary focus of Social Research and Disability offers a uniquely broad primary market. This volume will be of interest not only to the student market, but also to established academics within the social sciences.

This volume addresses the most current perspectives and issues related to learning disabilities and is written by leaders in the field of learning disabilities. The layout of the book and ordering of chapters will allow readers to follow learning disabilities in a very logical and thoughtful process from legal issues, identification, and assessment, to effective practices and response to intervention finally ending with practical issues of inclusion, working with families, and teacher preparation. Chapters can be read in order or independently which will allow readers considerable versatility. Chapters in the book include: Inclusion and Students with Learning Disabilities; Reading Instruction and Students with Learning Disabilities; Written Instruction and Students with Learning Disabilities; Mathematics Instruction and Students with Learning Disabilities; Social Skills Training and Students with Learning Disabilities; Response to Intervention Techniques and Students with Learning Disabilities; Transition and Students with Learning Disabilities; Technology and Students with Learning Disabilities; Families and Students with Learning Disabilities; Teacher Preparation and Students with Learning Disabilities.

This volume explores serious challenging behavior in schools, with an emphasis on promising and research-based approaches to dealing with such behavior. Topics include what we know about (a) the nature and extent of the problem (e.g., rates of aggression, violence, and noncompliance in schools); (b) addressing extreme forms of noncompliance; (c) dealing with serious disruptive behavior; (d) violence prevention programs; (e) schoolwide response to aggression and violence; (f) issues of covert antisocial behavior (e.g., vandalism, truancy, theft); (g) functional behavioral assessment and function-based interventions; (h) legal and policy considerations in disciplining students with disabilities; and (i) promising and needed avenues for further research.

Evaluating bilingual education programs requires assessing students' bilingualism, biliteracy and sociocultural competence. This book documents how dual language programs in the United States implement institutional policies and instructional practices for evaluating program quality and measuring student achievement. Literature consistently identifies seven guiding principles, with associated criteria, for implementing quality dual language programs: (a) program structure, (b) curriculum, (c) instruction, (d) assessment and accountability, (e) staff quality and professional development, (f) family and community and (g) support and resources. Emphasizing the assessment and accountability strand of quality dual language programs, this book provides policymakers, practitioners, as well as family and community members, explicit guidance around assessment and evaluation in bilingual/dual language settings.

This fully revised and expanded edition considers the meaning of 'vulnerability' - a key concept in early intervention - and the relationship between vulnerability and the individual, communities and society. It includes new chapters on children's voices, young people and vulnerability, and working with vulnerable parents. Introducing students to a broad debate around what constitutes vulnerability and related concepts such as risk and resilience, it examines how vulnerability has been conceptualised by policy makers with a clear focus on early intervention for preventing social problems later in life. It adopts a case study approach, using chapters examining the concept of vulnerability from sociological, psychological and social policy perspectives before looking at examples around leaving care, victims of violence, sexual abuse, and the Internet. Supporting students in engaging with and evaluating the conceptualisation and application of vulnerability in professional practice, this book is suitable for anyone either preparing for or currently working within the children's workforce, from social work and health care to education and youth work.

International Perspectives on Inclusion within Society and Education explores how the theme of inclusion in education and society plays out across different nations and cultures. Covering topics like dual citizenship, political loyalty, and migration, it includes important discussions around poverty, educational disadvantage, youth radicalisation and inequality. With perspectives from a wide range of countries, including the USA, UK, Finland, Kosovo, Albania, Poland, Lithuania, Latvia, Hungary, the Czech Republic, Slovakia and India, this book explores how issues of inclusion are often decided by a majority for the majority, which can lead to included minorities feeling disadvantaged and paradoxically excluded. While setting up a strong case for inclusion in society and education, it considers factors such as poverty and mental health both nationally and internationally and evaluates the effectiveness of additional financial resources and educational support in creating an inclusive world. This book will be of great interest for academics, researchers, and post graduate students in the fields of comparative education, inclusive education, sociology, political sciences and social work.

101 School Success Tools for Students with ADHD provides materials and the guidance necessary to assist teachers and parents as they empower students with ADHD to become successful learners. Based on field-tested strategies for use with learners with ADHD, the book provides a brief overview of the specific learning needs of these students before including a wide variety of tools teachers can immediately pull out and use in the classroom and parents can use in the home setting.

Each tool is explained in a brief how-to section that includes specific information on adapting the tool based on the individual student's needs. The book covers topics like observing and collecting data on students, creating schedules, assessing a child's strengths, refocusing a child's attention, managing difficult behaviors, implementing calming techniques, providing motivation, and improving study and homework skills. A collection of worksheets, forms, checklists, charts, Web site listings, and other tools are included as reproducible pages.

Some chapters focus on interventions for the child, and others on training for the parents and professionals. The combination of current information and evidence contained in these chapters includes an emphasis on the importance of supporting families with different linguistic and cultural backgrounds, and indicates how team support (including families as part of the team) is crucial for these children. Parents of children with special needs may have their own challenges and this may create an additional need for support and resources for the family and the professional. The dynamic interaction between provider or teacher, theoretical approaches and curriculum used, and the child's individual needs is what maximizes the impact of any intervention. The information is useful for early care and preschool teachers, early intervention providers, therapists, psychologists and administrators.

The volume provides a comprehensive discussion of special education from across the globe. The volume includes chapters from major countries such as United States, Canada, United Kingdom, Russia and Japan as well as countries such as Nigeria, Israel and Pakistan. Discussions related to these countries will include information on origins of special education specific to that country, prevalence and incidence rates, trends in legislation and litigation, educational interventions, working with families, teacher training, a perspective on the progress of special education, and challenges that remain.

Accessibly written and specifically designed for secondary schools, Implementing Systematic Interventions provides you with the tools you need to successfully organize for and smoothly implement schoolwide intervention strategies. Discover how to: * Organize administrative support and leadership teams; * Create effective communication techniques and protocols; * Use effective models to select school-specific priorities; * Support staff and students during the transition; * Identify desired outcomes and assess whether or not they've been achieved. Featuring supplemental online resources, this essential guide helps your team avoid common mistakes, identify clear goals, and implement successful interventions to help every student succeed.

Accessibly written and specifically designed for secondary schools, Implementing Systematic Interventions provides you with the tools you need to successfully organize for and smoothly implement schoolwide intervention strategies. Discover how to: * Organize administrative support and leadership teams; * Create effective communication techniques and protocols; * Use effective models to select school-specific priorities; * Support staff and students during the transition; * Identify desired outcomes and assess whether or not they've been achieved. Featuring supplemental online resources, this essential guide helps your team avoid common mistakes, identify clear goals, and implement successful interventions to help every student succeed.

Educator Wellbeing, written in response to the 2020 Global Pandemic, speaks to the long-ignored expectations that Educators live with and the impact on their wellbeing that going above and beyond to serve their students has. This book is a relatable and practical read for teachers to build tools for life, bringing their wellbeing to the forefront. It provides a toolbox of preventative and responsive strategies to help Educators look after their wellbeing so they can continue with supporting their students. Madhavi Nawana Parker provides a supportive and practical wellbeing framework that can be tailored to meet teachers' unique and personal needs, and supports theory with personal vignettes to bring to life topics such as: Areas for improved wellbeing in the current climate Giving yourself permission to prioritise wellbeing Wellbeing for Educators going forward A timely response to an international event with far-reaching effects, Educator Wellbeing has never been more needed by practitioners, as a contemporary answer and basis for a new tradition of supportive practice.

Das System der Berufsorientierung bietet loesungsfahige Ansatze an, mit denen sich die Eignung fur einen bestimmten Beruf erschliessen lasst und so eine Entscheidungsfindung moeglich wird. Verbesserungen aktueller Berufsorientierungsangebote sind i.d.R. zwar vorbereitet, kommen aber uber ihre Singularitat nicht hinaus. Eine Vernachlassigung der Probleme fuhrt jedoch zu einer verfehlten Berufswahl. In diesem Zusammenhang wird die positive Auswirkung des Betriebspraktikums teilweise uberschatzt, obwohl es als erfolgssichernde Veranstaltung zentral bleibt. Ein fachfremder Personaleinsatz verstarkt dagegen die Probleme. Insgesamt gesehen wirken bei der Berufsorientierung die Agenturen fur Arbeit, die Schulen, die Betriebe und die Eltern zusammen. Dabei helfen die Agenturen fur Arbeit bei der an objektiven Gegebenheiten orientierten Berufswahl, ihre Berufsinformationszentren sind neben anderen Agenten und dem hilfreichen Internet Teil des Systems.

Practical and forward-thinking, Developing Teacher Leaders in Special Education is the administrator's essential guide to growing special educator leadership in any school, district, or program. Special educators need to be flexible, proactive, and collaborative - qualities that make them uniquely suited to roles in school leadership - but these skills are often overlooked when choosing effective teacher leaders. Featuring helpful tips and detailed examples to demonstrate the concepts in action, this book breaks down the qualities that special educators can bring to your school leadership team and explores how you can leverage those skills to create a more inclusive and successful community.

This is an invaluable and fully updated text on inclusive practice for all primary trainees and teachers and for those working towards the National Award SEN Co-ordination. It provides an equality- and child-centred approach to inclusion, combining both theory and practice while promoting critical thinking about the complex issues involved. Scenarios are used as the basis for unpicking major topics and provide opportunities for learning in context, while questions and reflections encourage deep thinking about key learning points. This second edition has been fully revised throughout and now includes: * full reference to the new Special Educational Needs and Disability Code of Practice (2014) as well as the Children and Families Act (2014) and Behaviour2Learn * two completely new chapters on understanding learners who are vulnerable and understanding learners with communication difficulties * extended thinking activities and extended reflections to support M-level study * an improved organisation with emphasis on the national priorities.