This is an important book on the value of art education and the nature of having the affective dimension at the core of the visual art learning environment. The case studies are powerful and varied providing an unapologetic view of the transformative impact such learning environments can have upon students and the epistemic value of engagement in the visual arts. Moreover, the case studies speak to an emotional level of the reader. The author provides a digestible theoretical support for understanding the journey these students have undergone which can empower educators to rethink their existing pedagogy.

Offering a cross-cultural perspective, this book contains papers from internationally renowned scholars who provide fresh insights into the goals and ambitions for inclusion, participation and democracy and how these might be realized today. The 'insider' accounts highlight the complex political and cultural changes required to achieve success with the inclusion project. This book is for researchers studying inclusion, teacher educators and teachers.

* Investigates new findings on the predictive brain and what these insights mean for autism and current interventions. * The book has already sold over 2000 copies within 7 months of publishing in Dutch * Peter Vermeulen has established himself as an expert in autism writing, his last books selling thousands of copies and being translated into 10 languages and 5 languages each.

Written for young people with disabilities and the people who care for and educate them, this unique resource offers both inspiration and advice to help disabled teenagers successfully meet the special social and academic challenges of high school and to find their paths into the future. Compiling a wealth of expertise on a range of issues in high school and all the accompanying major life events, this edited volume offers guidance, support, experience, and encouragement, providing everything from explanation of legal rights to guidance on effective study habits. Through the voices of disabled students and their teachers and family members, the book provides insights into the internal dilemmas that students face as well as problems they may encounter in the classroom, at home, and in society. This book is written to offer tools that empower students with disabilities face their challenges while providing educators, family members and friends insights into issues these students may encounter during their high school years. Every high school teacher, administrator, counselor, and librarian should familiarize themselves with the issues explored on these pages. The book is divided into five topical sections that each addresses a set of related issues. Section I provides a history of disabilitities across different times and cultures and a discussion of the legal rights of students with disabilities. Section II discusses the cultural and social issues disabled teens face in modern society and looks at representations in film and literature. Section III is devoted to the many interactions and relationships faced in high school, including dating, socialization, and extracurricular activities.Section IV addresses issues related to academic success and the concluding chapter offers tools for advocacy and empowerful. Appendicies complete this multi-facted volume with lists of additional readings and on-line resources for students with disabilities.

Early Childhood Education for Muslim Children foregrounds the marginalised perspective of Muslim children aged three to five and examines how they are cared for and educated in centre-based provision in two provinces in post-apartheid South Africa. Both theological and social science perspectives are carefully interwoven to make sense of the construction of service provision for Muslims as a minority group in a secular democracy.

This book uses a qualitative, reflexive approach to amplify the voices of mothers, managers and teachers as the community of agents who shape priorities for young children in the context of a rapidly transforming society. The research demonstrates that the quest to establish an appropriate care network and a sound educative environment for Muslim children is riddled with complexities, struggles and tensions. In the light of changes in the home-based network for early education, centre-based provision has become an important infrastructure for Muslim communities seeking one-stop academic and Islamic education. The internal struggles encountered in this form of provision include inequities in access, struggles to package an appropriate curriculum, and dealing with nurturance specific to the faith and for cultural formations supportive of citizenship.

This book calls for critical engagement with issues of religious education in early childhood, social cohesion, formal systematic teacher education for Muslim teachers, curriculum development and parental support. It will contribute not only to the development of early education from an Islamic perspective, but will also demonstrate how to expand discourses and practices to deal with diversity and faith development in early years. As such, it will appeal to academics, researchers and postgraduate students in the fields of early childhood education, religious studies, race and ethnic studies, and childhood studies

Table of Contents

1. Contextualising early childhood education in South Africa 2. An Islamic perspective of (early childhood) education 3. Contemporary models of early childhood education for Muslim children 4. Qualitative research in centre-based early childhood education for Muslim children 5. Muslim mothers framing early childhood education 6.The social construction of centre-based early childhood education 7. The making of Muslim children in early childhood centres 8. Conclusion

Achieving Outstanding Classroom Support in Your Secondary School shows how secondary school teachers and other school staff can work with Teaching Assistants to ensure that classroom support is maximised and an optimum working relationship is developed. Based on research taken directly from the classroom, all recommendations and guidelines explored in this book are based on the findings of those who have consulted Teaching Assistants about their work, in order to better understand the dynamics of classrooms where at least one of the adults present is supporting the other, directly or indirectly. Topics studied include: Understanding the roles and responsibilities of the Teaching Assistant What the research tells us about Teaching Assistants How to plan before the lesson How to involve the Teaching Assistant in the lesson How to provide feedback and advocacy for the Teaching Assistant after the lesson This accessible text provides a highly supportive framework to prompt teachers to be proactive and plan ahead for effective use of their Teaching Assistants in the classroom and will be of interest to all secondary teachers, SENCOs, heads of departments and school managers.

In The Culture Trap, Derron Wallace argues that the overreliance on culture to explain Black students' achievement and behavior in schools is a trap that undermines the historical factors and institutional processes that shape how Black students experience schooling. This trap is consequential for a host of racial and ethnic minority youth in schools, including Black Caribbean young people in London and New York City. Since the 1920s, Black Caribbeans in New York have been considered a high-achieving Black model minority. Conversely, since the 1950s, Black Caribbeans in London have been regarded as a chronically underachieving minority. In both contexts, however, it is often suggested that Caribbean culture informs their status, whether as a celebrated minority in the US or as a demoted minority in Britain. Drawing on rich ethnographic observations, as well as interview and archival data from two of the largest public schools in London and New York City, Wallace interrogates the fault lines of these claims, and highlights the influence of colonialism, class, and context in shaping Black Caribbeans' educational experiences. As racial and ethnic achievement gaps and discussions about what to do about them persist in the US and Britain, Wallace shows how culture is at times used as an alibi for racism in schools, and points out what educators, parents, and students can do to change it.

One of the most meaningful application domains of technology enhanced learning (TEL) is related to the adoption of learning technologies and designs for people with disabilities. Significant research has been conducted on technology enhanced learning for people with disabilities and assistive learning technologies. Technology Enhanced Learning for People with Disabilities: Approaches and Applications brings together academics, policy-makers and practitioners, with the goal of delivering a reference edition for all those interested in approaches and applications of technology enhanced learning for people with disabilities. This book aims to be the leading source of information for all those interested in understanding how IT can promote the scientific discussion of the needs of people with disabilities and how IT enhanced activities and programs can help disabled people in their daily activities. Furthermore, this book demonstrates the capacity of information technology and management for the mutual understanding, prosperity and well being of people.

The Handbook of Special and Remedial Education: Research and Practice is an update of the four-volume Handbook series, which provided a comprehensive summary of the well-confirmed knowledge in the field of special education available through the mid-1980's. The need for an updated second edition grew out of the extensive activity in research, policy developments, and related changes in practices over the past decade. The new single volume gives first priority to a review of the knowledge base, as derived from recent research and practices in schools and related agencies. It notes discrepancies between the state of the art and the state of practice. These disparities are further linked to brief discussions of policy issues and needed research, revisions in training programs, and organizational arrangements in the field.

This edition is segmented into three major sections. The six chapters within "Learning Rates: Issues of Concern and Prospects for Improvement" range from a discussion of early education for disabled children and those at risk, to educational resilience. The six chapters under "Distinct Disabilities" cover such topics as visual, hearing, and language impairments. Finally, the four chapters in "Associated Conditions and Resources" discuss funding, parents and advocacy systems, staff preparation, and emerging school/community linkages.

This volume contains a number of studies on professional development that blend issues in mathematics education with issues of equity. The composition of U.S. schools is becoming more diverse while the teaching force remains largely White and middle class. Teachers are thus meeting students who have backgrounds significantly different from their own. Teaching these diverse students effectively involves attending to multiple issues that impact classroom performance, as well as developing multiple knowledge bases including knowledge of content, and knowledge of students and their communities. Professional development must therefore address both mathematics and equity so that student learning can be enhanced.

Increasing Diversity in Gifted Education provides guidance for meeting the educational needs of high-potential students across many racial, ethnic, language, and economic groups as well as some categories of disability. Using this book, educators of high potential and gifted students from backgrounds that are traditionally underrepresented and underserved in gifted and advanced instructional settings, can guide these students to achieve and make significant contributions to all aspects of American society. Practitioners will also gain the information and knowledge needed to increase the identification of culturally, linguistically, and ethnically diverse (CLED) and twice-exceptional students for gifted education programs and services.

The search for one's identity is an ancient quest reflected throughout history in stories where human glory and conquest are often layered with great pain and self doubt, meant to help people discover themselves and who they are. Today, this quest is found prevalently in young adult novels, where characters wrestle with modern dilemmas in order to find themselves. This reference resource provides a link for teachers, media specialists, parents, and other adults to those novels and how to use them effectively. Educators and therapists explore the literature where common identity issues are addressed in ways intriguing to teens. Using fictional characters, these experts provide guidance on how to encourage adolescents to cope while improving their reading and writing skills.

Twelve novels are examined from both a literary and psychological perspective, allowing the readers to meet the central figures as if they were living human beings. Each chapter is written by a literature specialist who has teamed up with a therapist and confronts a different identity issue, examining such dilemmas as body image, the father/son relationship, bigotry, and peer relations. This pair of experts tries to define the central character's struggle in each novel to discover who they are and to become self-actualized individuals. Each chapter also provides an annotated bibliography of other works, both fiction and nonfiction, that explore these same issues to give readers not only the insight into helping teenagers with similar problems, but also the tools with which to get teenagers reading and addressing these problems. This innovative approach is meant to provide the opportunity for adults and adolescents to better understand each other.

Today, traditional illnesses and high risk behaviors of adolescents have become interrelated through the multitude of physical, social and emotional changes young people experience. Good literature which gives adolescents the truth has incredible power to heal and to renew. This reference resource provides a link for teachers, media specialists, parents, and other adults to those novels that can help adolescents struggling with health issues. Educators and therapists explore novels where common health issues are addressed in ways to captivate teens. Using fictional characters, these experts provide guidance on encouraging adolescents to cope while improving their reading and writing skills.

With the advancement in medicine, traditional types of health issues such as birth defects, cancer, and sensory impairment have shifted to more behavior related problems such as depression, alcoholism, and eating disorders. All of these issues and others are examined from both a literary and psychological perspective in thirteen chapters that explore health issues through fiction. Each chapter confronts a different health issue and is written by a literature specialist who has teamed up with a therapist. In each novel, these experts define the central character's struggle in coming to terms with an issue and growing in response to their difficulties. Annotated bibliographies of other works, both fiction and nonfiction, explore these same issues give readers insight into helping teenagers with similar problems, and provide the tools with which to get teenagers reading and addressing these problems.

Play is a magnificent activity that sustains life and promotes joy and hopefulness. Loose Parts for Children with Diverse Abilities addresses the importance of play while providing appropriate accommodation to support young children with diverse abilities. Award-winning author and educator Miriam Beloglovsky advocates for play for play sake and invites early childhood educators and families to see children with diverse abilities' strengths, recognize them as capable, competent and creative, and listen to their powerful voices. With hundreds of illustrative full-color photographs and infused with real stories of children with diverse abilities engaged in loose parts play, the book also includes narrative comments from families and educators.

The book provides an overview of state-of-the-art research from Brazil and Germany in the field of inclusive mathematics education. Originated from a research cooperation between two countries where inclusive education in mathematics has been a major challenge, this volume seeks to make recent research findings available to the international community of mathematics teachers and researchers. In the book, the authors cover a wide variety of special needs that learners of mathematics may have in inclusive settings. They present theoretical frameworks and methodological approaches for research and practice.

"University Coeducation in the Victorian Era" chronicles the inclusion of women in state-supported male universities during the nineteenth century. Based on primary sources produced by the administrators, faculty, and students, or other contemporary Victorian writers, this book provides insight from multiple perspectives of an important step in the progress of gender relations in higher education and society at large. By studying twelve institutions in the United States, and another twelve in the United Kingdom, the comparative scope of the work is substantial and brings local, regional, national, and international questions together, while not losing sight of individual university student experiences.

We all know teachers who, in the face of insurmountable district and school level challenges, inspire underserved students to succeed. These teachers are more than good - they are 'stars'. Haberman maintains that school districts still gamble when selecting teachers as an overwhelming number are not stars and are unprepared or underprepared to work effectively with marginalized students. Haberman explains that teacher selection is more important than teacher training. The ability to identify educators with the necessary social justice or relational characteristics may lead to an increase in academic achievement among learners as well as lower teacher attrition. Consequently, all those who are interested in building America's teaching force with stars - including human resources managers for K-12 school districts, administrators, teachers, teacher advocates, teacher education faculty and graduate students - will benefit from this book. Better Teachers, Better Schools is a must read for two main reasons. First, the achievement gap between 16 million children in poverty and their mainstream counterparts is continuing to become even wider. Many urban students are constantly subjected to educational barriers, which limits their future opportunities. These learners deserve teachers that know more than content, but who can build relationships in order to leverage learning with greater outcomes. Second, Haberman was one of the most prolific producers of teachers to date. He reminds us that quality school systems, built on the back of quality teachers, benefit our society. Better Teachers, Better Schools offers a refreshing take on what it means to be a star teacher by sharing some of Haberman's most requested writings as well as new narratives and research that corroborate his star theory. The contributions in this volume give us a window into Haberman's seven relational dispositions of star teachers; or teachers' ideology put into behavior. Also, each chapter contains learning outcomes and reflection questions for discussion.

• Content fully updated to reflect new SEND Review. • Fresh analysis of evidence-based intervention programmes and the replacement of school case studies with new ones. • Greater emphasis on what high quality inclusive classroom teaching and school/classroom environments look like. • Addition of key takeaways at end of each chapter, and suggestions on how SLT and governors can support the SENCO in implementing the ideas . • Jean Gross is a national expert on special needs, formerly holding the role of England’s Communication Champion for children and has had widespread exposure in the media.

The administration of public schools encompasses myriad generic issues having to do with curriculum content, instructional methodology, human resource and financial management, and of course, the guidance and counseling of students. Woven into this tapestry is the obligation to individualize educational programs to accommodate the needs of a wide and diverse student population. The needs of children may be categorized by economic, social, ethnic, physical and mental differences unique to each child and family. It is incumbent upon the public school to accommodate these differences with specially designed educational programs and to remediate any effects that may be detrimental to learning. Prominent and unique among such programs is special education, for which the program of learning is usually separately funded at both federal and state levels, but even more importantly, the learning regimen is individually calibrated to address the needs of each child determined to have a disability. Indeed, assuring children with disabilities their statutory rights constitutes a substantial segment of public school administration in the United States today. The various ramifications of the educational needs of children with disabilities and their attendant circumstances are so extensive that one book on the subject cannot be sufficient to address the magnitude and broad scope of the field. However, in this book we have attempted to discuss several of the salient issues that are of prominent concern to both school administrators and teachers.

The book proceeds from the broad consideration of rights and costs to more specific issues regarding the categorization of children and thedisproportionality of the various racial and ethnic groups of children who may be improperly designated as disabled. Within the context of such classifications the book discusses the screening strategies on which the rights of children with disabilities are so delicately balanced. To inappropriately classify a child may result in a form of subtle discrimination or denial of a statutory right to the provision of a particular type of educational instruction or accommodation. As is indicated throughout this book, the assessment methods by which a child's free appropriate education is determined have become a science of considerable importance.

Incident to this necessity of precise assessment is the need for risk screening strategies and protocols to identify symptoms, behaviors and indications of learning disabilities requiring particular and specialized educational redress. Among issues of greatest importance is the determination not to exclude children with disabilities from the regular classroom and the mainstream of learning. Inclusion or mainstreaming is among the most contentious and perplexing issues confronting school administrators. What constitutes the legal requirements and the educational considerations of the least-restrictive environment comes directly into play in provision of an appropriate education. Beyond the all-important inclusion issue, other chapters of this book address problems of cultural and social mores that affect children with disabilities, symptoms of depression in parents of children with disabilities, maltreatment of children with disabilities, and symptoms of children who have suffered post-traumatic stress from catastrophic events in their ownlives. Each chapter suggests measures to be taken by educators in identifying and redressing such matters. Policy implications for the enhancement of the effectiveness of special education programs are identified for the school administrator to consider.

Mainstream schools are consistently faced with numerous and often contradictory requirements, both to achieve high results and to be inclusive and incorporate children of every ability. This title, first published in 1999, describes how one renowned inclusive community school, Cleves School, responds to the challenges faced by themselves and other schools. Specifically, Priscilla Alderson shows how methods of inclusive learning can be incorporated with those designed to improve standards of achievement for every child. Practical and comprehensive, this title remains applicable to the challenges currently faced within the British education system.