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Books > Social sciences > Education > Teaching of specific groups > General
At a time when education costs in America are exploding and
technological expertise is imploding, some ten to fifteen percent
of our ingenious, bright, and mechanically talented students will
never utilize their talents because of the drag of dyslexia that
prevents skillful and accurate reading. Even worse, the Special
Education programs they are in are extremely expensive and
minimally effective.
The Reading from Scratch program described in this book addresses
both problems. Based on modern brain studies, it produces normal
reading in about a year of teaching, and requires no further
intervention. Current SPED costs are astronomical. RfS is cheap.
Talent is released. Who can resist such a useful twofer?
A companion volume to "Diversity in the Classroom," this guide
presents 13 cases designed to help individuals and groups reflect
on teaching. Specifically, it offers the information needed to use
these cases in structured professional development
experiences.
The question of what types of children are most influenced by -- or
can best benefit from -- television is a recurrent theme in the
scientific literature as well as a frequently raised issue for
pediatric associations, educators, and parent/citizen groups
concerned about the welfare and advancement of young children. To
effectively address this question, this book focuses on a wide
variety of children with highly divergent cognitive abilities,
social skills, and educational capacities -- that is, those labeled
as emotionally disturbed, learning disabled, mentally retarded, and
intellectually gifted. These children not only possess
characteristics that place them at the greatest risk with regard to
television's negative impact, but also in a position to most
benefit from the purposeful use of the medium at home and in the
classroom. Combining literature from the fields of mass
communication, developmental psychology, and special education, the
authors present a comprehensive analysis of television and its
"forgotten audience." Practical implications and applications in
the home and school are also extracted from research findings
making this volume a valuable resource for students, educators, and
researchers in the fields of communication and special education,
and for the parents and teachers of exceptional children.
This second edition of The Teaching Assistant's Guide to Effective
Interaction is the definitive guide to teaching assistant-pupil
interaction, fully updated with examples from schools that have
implemented techniques from the first edition. An invaluable
professional development tool for classroom support staff and the
teachers who work with them, this new edition answers the need for
specific, practical guidance on the role of the teaching assistant.
This practical and accessible guide sets out a role for teaching
assistants that focuses on developing pupils' independence and
ownership of learning, with key learning points now summarised in
each chapter. Based on a classroom-tested framework and covering
the main contexts in which teaching assistants work, it includes a
range of strategies and reflective activities to help improve the
support provided to pupils in everyday settings. This book sets out
successful strategies for: Responding to additional needs
Understanding the principles behind effective classroom talk
Carefully scaffolding pupils' learning Delivering intervention
programmes The Teaching Assistant's Guide to Effective Interaction
is an essential read for all teaching assistants and will also be
of interest to school leaders, SENCOs and teachers in both primary
and secondary schools who wish to improve their deployment of
teaching assistants and their own interactions with pupils. Used in
combination with Maximising the Impact of Teaching Assistants in
Primary Schools, The Teaching Assistant's Guide to Effective
Interaction is a comprehensive and unrivalled resource for
supporting school workforce improvement.
How can you design more inclusive learning experiences and
environments? How can you overcome some of the challenges of
designing and implementing more inclusive learning? Readers will
find the answers to these questions and much more in this dynamic
new text. Asserting that good teaching is inclusive teaching, it
demonstrates how university modules and courses can be designed so
that each student, regardless of their complex diversity, is valued
equally. Drawing from the contributions of over 80 experts and
colleagues alongside her own extensive experience, Rossi explores
how to embed inclusivity at the point of course design and how to
set up, run, assess and evaluate inclusive learning environments
and experiences. Following a unique 'roots to shoots' journey
through an inclusive learning design tree, chapters focus on 5
dimensions: Values Context Content Assessment Evaluation An
accessible and practical guide for higher education course design,
this book is a must read for higher education educators looking to
be more inclusive in the way they design and offer learning
experiences. For further reading, please visit
inclusivelearningdesign.com where you'll find extended contributor
bios, more case studies, key concepts and background, an 'inclusive
learning design' checklist and glossary.
This book is based on the work of a European partnership, whose
members came together from Belgium England Finland Germany Portugal
and Greece with the support of funding from the EU Socrates
Programme. Our goal was to work collaboratively to generate new
ways of thinking about the situation of people aged between 14 and
25 who are at risk of (or experiencing) social exclusion, set in
the context of a unique international analysis of policies,
contexts and perspectives on the problems of social exclusion in
Europe and the challenges of promoting lifelong learning among
those who have rejected it early in life. We set out to examine
programmes which help people to RE-ENTER pathways of education and
training, but ended with approaches which are better characterised
by their ability to RECONNECT people, not only to opportunities in
the social structures but also to each other and to their
communities We have developed new models and guidelines based on
analysis of the best of European practice using the distinctive
approaches of 'situated learning'. By an iterative and
collaborative method of working, we have arrived at the concept and
approaches of Learning Communities Centred on Practice (LCPs),
which lie at the heart of this volume.
A volume in Educational Leadership for Social Justice Series Editor
Jeffrey S. Brooks, Iowa State University, Denise E. Armstrong,
Brock University; Ira Bogotch, Florida Atlantic University; Sandra
Harris, Lamar University; Whitney H. Sherman, Virginia Commonwealth
University; George Theoharis, Syracuse University Education-Based
Incarceration and Recidivism: The Ultimate Social Justice Crime
Fighting Tool takes a penetrating look at the needs and challenges
of society's disenfranchised jail populations. It is incumbent to
encourage public awareness of the causes that underlie the
destructive cycles plaguing these populations, including the abuse
and neglect that cycle through generations. When effectively
addressed through education the economic burden on society is
lightened and an advocacy to increase understanding engenders a
humane response. When connecting education-based incarceration to
leadership and social justice, several issues come to mind,
beginning with the universal understanding that definitions of
social justice are based on a variety of factors, like political
orientation, religious background, and political and social
philosophy. An increased body of researchers in educational
leadership, ethics, law, sociology, corrections, law enforcement,
criminal justice, and public health agree that social justice is
concerned with equal justice, not just in the courts, but in all
aspects of society. Social justice demands that people promote a
just society where people have equal rights and opportunities;
everyone, from the poorest person on the margins of society to the
wealthiest deserves an even playing field. The intended audience
for this book includes academics, national and international law
enforcement agencies, and correctional institutions interested in
establishing and assessing the effectiveness of an education-based
incarceration program. This book can also be used by educators and
students interested in studying organizational leadership,
correctional theory, recidivism, social and restorative justice,
and education-based incarceration.
Big Gay Adventures in Education is a collection of true stories by
'out' teachers, and students of 'out' teachers, all about their
experiences in schools. The book aims to empower LGBT+ teachers to
be the role models they needed when they were in school and help
all teachers and school leaders to promote LGBT+ visibility and
inclusion. The contributors range from trainee teachers to
experienced school leaders and leading figures from the community
across the LGBT+ spectrum, as well as LGBT+ students whose lives
were improved by having an openly LGBT+ teacher. Each story is
accompanied by an editor's note reflecting on the contributor's
experience and the practical implications for schools and teachers
in supporting LGBT+ young people and ensuring they feel safe and
included in their school communities. Compiled by the co-founder
and director of LGBTed, the inspiring stories in this book are
essential reading for LGBT+ teachers and allies. Let's be the role
models we needed when we were at school and show our students that
they can be successful and happy as an LGBT+ person.
As an early years practitioner, you will educate and care for
children with a range of developmental needs and differences. This
essential book introduces you to a play-rich approach providing
both universal and targeted ideas that will support social and
emotional development and ensure that children feel safe, secure,
and nurtured. Using the four broad areas of need as a guide, each
accessible chapter positions wellbeing at the heart of an effective
approach to inclusion and offers meaningful and responsive teaching
practices that create a sense of belonging and acceptance. Founded
in the latest research, the book presents key knowledge alongside
ideas and activities to support wellbeing, which can be embedded
into the child's everyday experiences and adapted to meet their
individual needs. This book offers: Evidence-based strategies and
techniques that have a positive impact on the long-term social and
emotional wellbeing of children with SEND. Guidance through the
four broad areas of need, with a focus on play, learning, and
developing an emotionally healthy early years environment. Examples
of practice in action. Case studies, reflective questions, and
activities that will upskill the reader and empower them in their
role. Providing up to date, transferrable and essential knowledge
on SEND in the early years, this is an essential resource for any
practitioner looking to expand their repertoire and enrich the
wellbeing of children with SEND.
This text offers a scholarly, in-depth analysis of urban
education that provides insights into its current failures while
suggesting policies and practices to make it more effective in the
future. Payne . . . questions conventional attitudes and approaches
to urban education. . . . This well-written text contains extensive
footnotes, references, and an index. It compares favorably with
quality studies concerned with the problems confronting urban
education. Highly recommended for the general public and students
at the community college and lower- and upper-division
undergraduate levels. Choice Payne's review of the literature is
thoroughly documented, his research painstakingly carried out, and
his theories are stated lucidly. An important book for those
involved with the struggle for educational equality. Library
Journal
Critical Issues and Practices in Gifted Education is the definitive
reference for a summary and evaluation of the literature on
giftedness, gifted education, and talent development. This third
edition: Presents more than 40 summaries of important topics in the
field. Features updates to all topics. Introduces new topics,
including neuroscience and the roles of leaders in the field. Dives
into the latest research. Explores how the research applies to
gifted education and the lives of gifted learners. This book also
provides an objective assessment of the available knowledge on each
topic, offers guidance in the application of the research, and
suggests areas of needed research.
A volume in Adult Education Special Topics: Theory, Research, and
Practice in Lifelong Learning Series Editor: Kathleen P. King,
Fordham University In a most timely volume addressing many of the
connections among current fiscal and employment crises to adult
education, Learning for Economic Self-Sufficiency highlights the
problems and challenges that low-literate adults encounter in
various environments. Moreover, this book presents strategies for
addressing the chronic illiteracy among low-income workers. The
power of this volume is that the reader gains a holistic view of
the complexities of educating a population of low-literate adult
learners from various life conditions. From language literacy
issues in corrections, the workplace and access to higher
education, and migrant workers literacy learning barriers, to
technology literacies, and consumerism myths, Learning for Economic
Self- Sufficiency goes far deeper than prior volumes in exploring
the complex scope of issues face by low-income, low-literate adults
as they seek learning for economic self-sufficiency. The overall
objective of the book is to help readers explore economic
self-sufficiency for low literate and low-income adults from
various contexts and the role of adult and higher education in
developing these learners for greater economic independence. Noting
that literacy is only a first step to economic, mental, and
physical health as well as responsible citizenship, each chapter
provide specific case examples and recommendations to educators and
trainers of adults for creating learning programs and environments
to facilitate the development of a more literate and economically
stable population.
Many handicapped children are now being treated and educated in the
mainstream of society. Therefore it is important for professionals
to be knowledgeable about the attitudes of societal members toward
these students. This text is a thorough and invaluable sourcebook
on how attitudes are formed, measured, and changed. An extensive
discussion about professional, peer, parental and sibling attitudes
toward a class or family member, and reviewing methodologies for
change are provided.
* Classic best-seller from one of the UK's leading SEND authors *
Comprehensive but very concise and accessible coverage of the area.
* The new updates make this book more relevant than ever the
ever-changing landscape of special educational/additional
learning/additional support needs. * Provides a unique critique of
current legislation
Chapters discuss issues impacting the education of African American
girls and many of challenges that they encounter during their
schooling experiences. The chapters were written by 24 authors
including a school superintendent, university administrator and
professors, classroom teacher, mother and a 10th grade African
American student. The 20 chapters of the book are organized into
four sections. Section one introduces the book and provides
critical perspectives. Section Two focuses on Curriculum and
instruction. Section Three shares information from significant
stakeholders while the last section includes other schooling
experiences and ends with a powerful poem by a tenth grade African
American girl, entitled "Proud." The forward of the book, written
by a Japanese American scholar, Valerie Pang, denotes the urgency
of the book noting that the book "warms the heart." The book ends
with an epilogue, written by an African American scholar, Tyrone
Howard, who has a vested interest in African American males. He
shares commanding interest in this scholarship, because what
happens to African American females, impacts African American males
and the entire African American community.
Providing support for practitioners and leaders at all levels in
education, this book discusses why there is a need to rethink how
we provide support for looked after children and young people in a
positive way that will encourage a path into education, training,
or employment when they leave school. Horsburgh presents case
studies based on interviews with looked after children of primary
school age, their carers, teachers, and support staff. Each study
illustrates aspects of the social context within which looked after
children were supported and presents examples of each child's
experience of learning, drawn from discussions with staff and
children. This is merged with evidence from observation to compile
each profile. These provide the reader with a vicarious account of
the looked after children's experience of school and the different
ways in which they are supported to engage in learning. Reflective
questions and audit tasks accompany the case studies to support
practitioners in reviewing and improving the support that they
provide for looked after children and their carers.
Over the past 40 years, Jim Cummins has proposed a number of highly
influential theoretical concepts, including the threshold and
interdependence hypotheses and the distinction between
conversational fluency and academic language proficiency. In this
book, he provides a personal account of how these ideas developed
and he examines the credibility of critiques they have generated,
using the criteria of empirical adequacy, logical coherence, and
consequential validity. These criteria of theoretical legitimacy
are also applied to the evaluation of two different versions of
translanguaging theory - Unitary Translanguaging Theory and
Crosslinguistic Translanguaging Theory - in a way that
significantly clarifies this controversial concept.
Among the disabilities covered at the state and federal levels,
autism and related conditions are a sharply growing diagnostic
category among children and young adults. In education,
administrators and practitioners working with affected learners are
continually faced with confronting difficult problems such as
getting adequate personnel training and choosing appropriate tools
and techniques that best fit the specific needs of their students
while at the same time satisfying their budget, technical
resources, curriculum, and profile of the ASD population they
serve. The choice of appropriate tools is especially complex due to
the intrinsic connection between technical specifications,
educational/therapeutic methods, and the wide variety of ASDs and
related conditions. In this respect, tools chosen to support
children may need to target those diagnosed not only with ASD but
also with such co-morbidity conditions as attention deficit
disorder. The instructional strategies and use of technology
currently have room for improvement for online, hybrid, and
face-to-face counseling settings. Also, an effective evaluation of
educational technologies and tools would be fundamentally
incomplete without a thorough understanding and assessment of the
related special education practices as well as psychological and
neurological issues specific for ASD and learning disabilities.
Education and Technology Support for Children and Young Adults With
ASD and Learning Disabilities provides an in-depth analysis on the
use of available technology solutions, instructional design
methods, and assessment techniques in the context of standards and
regulations in classroom or counseling settings. The chapters
contain theoretical analyses, vital practical information, and case
studies that can function as guidelines for those involved in
helping children and young adults with ASD or learning disabilities
in online, hybrid, or face-to-face environments. While highlighting
topics such as inclusive education, online gaming environments,
assistive technologies, and cognitive development, this book is
ideally intended for administrators, instructional technology
specialists, special education faculty, counselors, instructional
designers, course developers, social workers, and psychologists
along with practitioners, stakeholders, researchers, and
academicians interested in education and technology support for
children and young adults with ASD and learning disabilities.
This is the second annual Special Education Law Annual Review. This
book provides an exhaustive presentation of all decisions in
special education cases brought under the Individuals with
Disabilities Education Act (IDEA) and Section 504 of the
Rehabilitation Act hear by the U. S. Court of Appeals for 2021,
presented by circuit. The book reviews all policy documents related
to the education of students with disabilities issued by the US
Department of Education. This will include Dear Colleague Letters,
question and answer documents, and published letters to specific
individuals. This book will provide a guide on how to read a case,
a description of how a special education case progresses through
the administrative and judicial system, the legal importance of
policy documents, and websites for follow-up research related to
special education law. If there is any major federal legislation
during the year (e.g., reauthorization of the IDEA, restraint and
exclusion legislation) that will also be addressed in this book.
This book will be the comprehensive summary of the year in special
education law, and will provide important information to graduate
students in education, education administrators, teachers, and
practicing attorneys regarding appropriate educational practices
for students with disabilities. Additionally, we will follow each
section on case law and policy implications for educators. We will
be including figures, tables, & checklists.
This exciting new book from the bestselling authors of The Science
of Learning takes complex ideas around teaching and learning and
makes them easy to understand and apply through beautifully
illustrated graphics. Each concept is covered over a double-page
spread, with a full-page graphic on one page and supportive text on
the other. This unique combination of accessible images and clear
explanations helps teachers navigate the key principles and
understand how to best implement them in the classroom. Distilling
key findings and ideas for great evidence-based teaching from a
broad range of contemporary studies, the book covers the research
findings, ideas and applications from the most important and
fundamental areas of teaching and learning including: Retrieval
Practice Spacing Interleaving Cognitive Load Theory Rosenshine’s
Principles Feedback Resilience Metacognition Written to support,
inspire and inform teaching staff and those involved in leadership
and CPD, Teaching & Learning Illuminated will transform
readers' understanding of teaching and learning research.
Deep inside everyone, a red beast lies sleeping. When it is asleep,
the red beast is quite small, but when it wakes up, it begins to
grow and grow. This is the story of a red beast that was awakened.
Danni is in the school playground when his friend, Charlie, kicks a
ball that hits him in the stomach, waking up the sleeping red
beast: `I hate you - I'm gonna get you!'. The red beast doesn't
hear the teacher asking if he's okay. It doesn't see that Charlie
is sorry - how can Danni tame the red beast? The second edition of
this vibrant fully illustrated children's storybook is written for
children aged 4-9, and has been updated with inclusive up-to-date
language and new illustrations to make sure every child's red beast
can learn to be tamed! This is an accessible, fun way to talk about
anger, with useful tips about how to 'tame the red beast' and
guidance for parents on how anger affects children who struggle to
regulate their emotions.
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.
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