* 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.

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.

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.

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.

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.

Students with mental retardation often struggle tremendously to complete the same tasks that many of their peers do without any difficulty - but with special assistance their struggles to learn can be highly successful. In Teaching Students With Mental Retardation, special and mainstream teachers will find highly effective strategies for enhancing the academic and social skills of students with mental retardation in their classrooms. Offering a pre-test, post-test, and key vocabulary terms, this exceptional resource also discusses: o Common causes of mental retardation such as genetic conditions, problems during pregnancy and birth, and health problems o Diagnosing mental retardation o Cognitive, academic, physical, behavioural, and communication characteristics of mental retardation o Methods for improving the functional academic, social, self-care, and work skills of students with mental retardation o Instructional approaches for students with severe disabilities o Influential trends and issues such as prevention of mental retardation and transitioning from school to work

Every learner and every teacher have a unique blend of personal characteristics and background factors that change with time and context, and affect the experience of living and developing. Traditionally, the education of learners with disabilities focused on the nature of specific conditions in an attempt to alleviate barriers to learning. The impairment, and not the impact thereof on participation at school or at home, was emphasised. A more contemporary view is to focus on the strengths, attitudes and abilities of children within meaningful contexts. Believe that all can achieve addresses inclusion as the foundation for education in an attempt to celebrate diversity in the classroom, to capitalise on the strengths each learner brings to the learning-teaching dyad, and to welcome every family member as part of the broader classroom community. Believe that all can achieve embraces the core values of the South African Constitution - freedom, dignity and equality. It shares best practice, evidence-based techniques and strategies in an effort to build a deeper understanding of the core challenges and possible solutions. Narratives, case studies, screening checklists, engaging illustrations and examples provided in the book enable the teacher to translate theory into actuality in the classroom. The chapters on challenging behaviours; intellectual, learning, physical and sensory disabilities; autistic spectrum disorders, and medical conditions add a wealth of information and a ready reference. Believe that all can achieve is aimed at students and teachers in the field of inclusive education. Seeing children with disabilities at work has taught me that there are many things they do that I thought they could not do. From this experience I now know that I would have no problem employing a person who is mentally or physically challenged. I ask God to help all of us have a better understanding and to see them as normal. I also ask that inclusion becomes part of many schools because I truly believe we can all benefit from inclusion.

Guide to Educate Children Diagnosed with Autism Through Applied Behavior Analysis

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.

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

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.

Chicago Journalist Writes an Extraordinary and Personal Memoir David W. Berner takes the reader inside his own personal journey - a very human and inspirational story of self-discovery. After the death of his father, the end of a marriage, and the loss of his job, the author accepts a teaching position in an impoverished and troubled Chicago-area school, hoping the change will help him find his footing. What he discovers not only surprises him but also reawakens his life, teaching him invaluable lessons about himself, his place in the world, and the redemptive power of second chances. David W. Berner is a journalist, documentary writer, and producer. He teaches writing, documentary, and radio narrative classes at Columbia College Chicago. He has published personal essays, hundreds of magazine articles, and interviewed the likes of Ted Kennedy, Tiger Woods, and Bill Gates. David lives in Naperville, Illinois and is currently working on a collection of stories about fatherhood. Accidental Lessons is his first book. www.davidwberner.com PRAISE FOR ACCIDENTAL LESSONS "Berner has given us a beautiful, elegantly-written book in the tradition of Blackboard Jungle and To Sir, With Love - the difference here is that Berner's story is not fiction, it's true." - Thomas E. Kennedy, Winner of the 2008 National Magazine Award and author of In the Company of Angels "Accidental Lessons will toss you like a cork at sea, throw you heavy against its steel straps, and when it's done you'll never be quite the same. This is the kind of book you tell your friends about." - Eric Jones, BookReview.com "A terrific memoir." - Rick Kogan, The Sunday Papers, WGN Radio, Chicago "A book of raw honesty." - Larry Richert, KDKA Radio, Pittsburgh Publisher's Website: www.strategicbookpublishing.com/AccidentalLessons.html

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 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.

High Leverage Practices for Inclusive Classrooms, Second Edition offers a set of practices that are integral to the support of student learning, and that can be systematically taught, learned, and implemented by those entering the teaching profession. In this second edition, chapters have been fully updated to reflect changes in the field since its original publication, and feature all new examples illustrating the use of HLPs and incorporating culturally responsive practices. Focused primarily on Tiers 1 and 2-or work that mostly occurs with students with mild to moderate disabilities in general education classrooms-this powerful, research-based resource provides rich, practical information highly suitable for teachers, and additionally useful for teacher educators and teacher preparation programs.

Educational Trends Exposed explains and critically reviews eighteen of the most prevalent trends sweeping schools, colleges and universities over the last decade and beyond. Amid the buzz from news outlets, websites and social media peddling 'this works' approaches and 'quick fix' solutions, this book provides educators with a practical tool to help answer important questions such as: what does this trend actually involve? Is it worth the investment of time and resources? Does it work - what does research say? Do the claimed benefits to students outweigh any downsides? In this timely book, David Armstrong and Gill Armstrong cast a critical, expert eye over these trends, referencing the latest research and offering a framework for considering educational trends, empowering readers as informed critical consumers. They argue that trends disclose deeper truths about the state and direction of contemporary public education in Australia, England and the US and provide original, thought-provoking analysis. This book demonstrates that a greater understanding of trends can teach some important lessons, including how parents, teachers and educational decisions makers can agitate and collaborate for a modernised and more socially equitable education system. Educational Trends Exposed is essential reading for pre- and in-service teachers, and all educational decision makers who are faced with a choice of which trend, if any, to follow.

Using an interdisciplinary perspective to discuss the intersection of language development and learning processes, this book summarizes current knowledge and represents the most critical issues regarding early childhood research, policy, and practice related to young bilingual children with disabilities. The book begins with a conceptual framework focusing on the intersection between the fields of early childhood education, bilingual education, and special education. It goes on to review and discuss the role of bilingualism in young children's development and the experiences of young bilingual children with disabilities in early care and education settings, including issues of eligibility and access to care, instruction, and assessment. The book explores family experiences, teacher preparation, accountability, and policy, ending with recommendations for future research which will inform both policies and practices for the education of young bilingual children with disabilities. This timely volume provides valuable guidance for teachers, administrators, policymakers, and researchers.

Global Directions in Inclusive Education pushes the conceptual boundaries of 'inclusive education' and explores new ways to research and envision inclusion and diversity in education for all children. This pioneering book problematizes 'inclusive education' as a global currency, as another form of deficit-thinking, and as a universal application. The expert team of international contributors argue that much of the field of inclusive education needs a reinvigoration of new ideas, critical introspection, and ways of knowing that can overcome the well-worn deficit paths of inclusive education study, namely: 'barriers' to inclusion, teacher attitudes, policy-practice gaps, lack of resources, and lack of teacher training. Seeking diverse ways forward that represent new visions and innovations from around the world, this text features voices and ideas from both early career and established scholars, to enliven debate and promote a more positive and productive dialogue. Global Directions in Inclusive Education is ideal for students, researchers, and scholars of inclusive education; development practitioners seeking new ideas; and practitioners seeking to gain a deeper and more global understanding of inclusive education both in theory and in practice.

This practical book offers a multifaceted view of cultural inclusion from the perspective of special educational needs and disabilities (SEND). It provides a road map for teachers to ensure increased participation in arts and culture for children and young people with SEND, defining a series of characteristics for good practice. Chapters explore spaces as diverse as galleries, museums, theatres and performance venues and include a variety of case studies, highlighting the experiences of young people and the organisations who partner with schools. Cultural Inclusion for Young People with SEND offers a compelling call to action and is an essential resource for those who have the power to improve and support the development of future provision for children with SEND.

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.

Using an interdisciplinary perspective to discuss the intersection of language development and learning processes, this book summarizes current knowledge and represents the most critical issues regarding early childhood research, policy, and practice related to young bilingual children with disabilities. The book begins with a conceptual framework focusing on the intersection between the fields of early childhood education, bilingual education, and special education. It goes on to review and discuss the role of bilingualism in young children's development and the experiences of young bilingual children with disabilities in early care and education settings, including issues of eligibility and access to care, instruction, and assessment. The book explores family experiences, teacher preparation, accountability, and policy, ending with recommendations for future research which will inform both policies and practices for the education of young bilingual children with disabilities. This timely volume provides valuable guidance for teachers, administrators, policymakers, and researchers.

Why does a public high school, despite having resources and educators with good intentions, end up graduating English learners (ELs) without preparing them for college and career? This book answers this question through a longitudinal ethnographic case study of a diverse high school in Pennsylvania. The author takes the reader on a journey with seven EL students through their last two years of high school, exploring how and why none of them reached the postsecondary destinations they originally aspired to. This book provides a sobering look into the systemic undereducation of high school ELs and the role of high schools in limiting their postsecondary options.