Foregrounding the perspectives of students from Barbados and St. Vincent, this book offers valuable insight into the implementation and effectiveness of international policies designed to improve educational inclusion in the Caribbean. Drawing on pupil participatory research conducted with adolescents in disadvantaged and high-achieving schools, the text reveals differences in how international policies are reflected in schools, highlighting the role of student and school leadership, community building in and outside of schools, and transformative teacher pedagogy in achieving educational equity. Situating pupil participation and student consultation in its theoretical and policy context in the Caribbean, the author examines the findings on educational inclusion and their implications for policy development in order to propose a new model to boost pupil consultation and increase academic inclusion and engagement. Juxtaposing students' voices from a variety of socioeconomic, cultural, disability, and ethnic backgrounds, Caribbean Student Voices and Educational Inclusion is a great companion reader for educators, policymakers, and researchers undertaking work on inclusive education in developed and developing nations.

* Offers science-based, practical tools to clinicians and families to treat peer difficulties in children with ADHD for which there are not currently effective treatment options * Contains an orientation to the program for clinicians, the background and empirical support for PFC, and then is organized into chapters corresponding to each of the 10 PFC sessions * There is research evidence that PFC may improve friendship behaviors, and may improve friendship quality in certain at-risk subgroups of children with ADHD

This handbook represents the first comprehensive and evidence-based review of theory, research, and practice in the field of adapted physical education (APE). Exploring philosophical and foundational aspects of APE, the book outlines the main conceptual frameworks informing research and teaching in this area, and presents important material that will help shape best practice and future research. Written by world-leading researchers, the book introduces the key themes in APE, such as historical perspectives on disability, disability and the law, language, and measurement. It examines the most significant theoretical frameworks for understanding APE, from embodiment and social cognitive theory to occupational socialization, and surveys current debates and practical issues in APE, such as teacher training, the use of technology, and physical inactivity and health. Acknowledging the importance of the voices of children, parents and peers, the book also explores research methods and paradigms in APE, with each chapter including directions for further research. Offering an unprecedented wealth of material, the Routledge Handbook of Adapted Physical Education is an essential reference for advanced students, researchers and scholars working in APE, and useful reading for anybody with an interest in disability, physical education, sports coaching, movement science or youth sport.

My primary goal is to help all children and adults with this disorder and to provide them with the opportunity to learn how to become motivated, successful learners, to receive social acceptance, and to live drug-free.

My secondary goal is to help parents of children with ADHD and adults with ADHD realize that the guilt or shame felt, due to the resulting problems, need not be a continual burden. Many of my clients have indicated that they were made to feel responsible for their child's anti-social and inappropriate behaviour and that their approach to parenting was the cause. For the over 1000 families with whom I've worked, this couldn't be further from the truth. Every one of the parents indicated they had tried every conceivable approach recommended: parenting classes, psychotherapy, marriage counseling, medication, behaviour modification techniques, etc. with limited success. With this group of families, the majority had tried, or were still using, medication as a means of controlling the symptoms. None were content to use medication as a long-term approach and hence their interest in a drug-free alternative...

Please remember that a journey takes time and it is completed one step at a time.

If you are a parent struggling with the problems caused by having a child with ADHD, this approach may provide answers to resolving those problems. If you help to eliminate the underlying causes of ADHD, you will enable your child to be what he/she was meant to be. By completing the questionnaire and linking revealed information resulting from ADHD symptoms, you will identify problematic areas.

Upon completion of her doctorate, which identified characteristics commonly found in students with ADHD, Dr. Sandra Starr designed a program to teach the role nutritional deficiencies play in this disorder. A generic program has been found to work for most, and has been successfully implemented for the past fifteen years with thousands of families. Clients have provided personal progress reports revealing evidence of physical, behavioural, and cognitive improvements which identified the link between symptoms and vitamin and mineral deficiencies. The vitamin regimen outlined has been shown to build strength in the immune system, and over time will eliminate the symptoms that gave rise to the ADHD label.

Dr. Starr has been engaged in pro bono work for the past four years and as a result of this work, clients have encouraged her to publish her research.

Sexuality Education for Students with Disabilities addresses the natural process of maturation and sexual development for SWD. This book presents a balance of theory, research, and practice that will assist teachers, paraprofessionals, school administrators, school counselors, and community service agency providers in understanding the specific needs of SWD as they develop and the roles they should play in teaching students about sexuality. SWD reach the same physical milestones as students who do not have disabilities, however, some disabling conditions can delay successful development of healthy relationships that lead to mutually supportive sexual relationships. Undergraduate students, graduate students, new and seasoned teachers, school administrators, and social service providers will benefit from this book. Readers who currently work with SWD or will eventually work with SWD need the information in this text to expand their understanding and strategies related to sexuality instruction. Those who develop or implement Individualized Educational Programs can use this text to support goals, objectives, and activities that are found in the transition plan. Those who work in postsecondary settings will find this information helpful in supporting adolescents with disabilities who are newly graduated from high school. Sexuality Education for Students with Disabilities provides a review of the most recent research and practice in sexuality instruction for SWD. It is a comprehensive guide for the wide range of disabling conditions. This is a different approach from other texts that focus specifically on one or a few disabling conditions. This book comes at a time in our culture when we more readily recognize the pitfalls of inadequate sexuality instruction; namely, sexual harassment and abuse. It is well-documented that people with disabilities are disproportionally victims of sexual harassment and abuse. SWD and young adults need teachers and community service professionals who are knowledgeable and supportive to provide instruction and feedback in this process. In addition to safety issues, the goal of this text is to assist teachers and service providers to help young people with disabilities to understand that sexuality is pleasurable and important part of growing up.

Sexuality Education for Students with Disabilities addresses the natural process of maturation and sexual development for SWD. This book presents a balance of theory, research, and practice that will assist teachers, paraprofessionals, school administrators, school counselors, and community service agency providers in understanding the specific needs of SWD as they develop and the roles they should play in teaching students about sexuality. SWD reach the same physical milestones as students who do not have disabilities, however, some disabling conditions can delay successful development of healthy relationships that lead to mutually supportive sexual relationships. Undergraduate students, graduate students, new and seasoned teachers, school administrators, and social service providers will benefit from this book. Readers who currently work with SWD or will eventually work with SWD need the information in this text to expand their understanding and strategies related to sexuality instruction. Those who develop or implement Individualized Educational Programs can use this text to support goals, objectives, and activities that are found in the transition plan. Those who work in postsecondary settings will find this information helpful in supporting adolescents with disabilities who are newly graduated from high school. Sexuality Education for Students with Disabilities provides a review of the most recent research and practice in sexuality instruction for SWD. It is a comprehensive guide for the wide range of disabling conditions. This is a different approach from other texts that focus specifically on one or a few disabling conditions. This book comes at a time in our culture when we more readily recognize the pitfalls of inadequate sexuality instruction; namely, sexual harassment and abuse. It is well-documented that people with disabilities are disproportionally victims of sexual harassment and abuse. SWD and young adults need teachers and community service professionals who are knowledgeable and supportive to provide instruction and feedback in this process. In addition to safety issues, the goal of this text is to assist teachers and service providers to help young people with disabilities to understand that sexuality is pleasurable and important part of growing up.

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 book analyses the value orientation system of education in Tibet and examines the special education interventions aimed at children with disabilities in the region. The authors draw on their interviews with students, parents and teachers to shed light on how education is viewed by the general population in Tibet. The book looks at themes such as traditional Tibetan education, the ways in which value orientation affects the development of disabled children, the role of special education interventions in building self-esteem and confidence and the importance of developing pedagogical care and special schools in Tibet. It also reviews China's existing legal provisions and policies dedicated to persons with disabilities in comparison with Tibet. Finally, it emphasizes the role of practicing social acceptance for children with special educational needs and recommends developing special education interventions based on the cultural foundation and real social conditions of the ethnic group. Based on in-depth qualitative and quantitative research, this book will be of interest to teachers, students and researchers of education, special education, curriculum studies, sociology, anthropology, disability studies, minority studies and cultural studies. It will also be useful for educationalists, special education institutions, policymakers, social activists and NGOs.

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.

Developing Language and Literacy: Effective Intervention in the Early Years describes successful intervention programmes to improve the phonological skills, vocabulary, and grammar of young children at risk of reading difficulties. * Presents two structured intervention programmes to provide support for young children with language and literacy difficulties * Describes clearly how to improve the language and foundation literacy skills of young children in the classroom * Includes information about how to assess research, and how to monitor and design intervention strategies for use with individual children * Helps teachers to develop an understanding of the intervention and research process as a whole * Additional journal content to support this title is available click here

This practical resource contains a wealth of valuable advice and tried-and-tested strategies for supporting children and young people with Down's Syndrome. Fully updated with the 2014 SEND Code of Practice, this text describes the different types of difficulties experienced by pupils with Down's Syndrome and helps practitioners to understand their diverse needs. The wide-ranging chapters explore a variety of topics, including: Defining the profile of a pupil with Down's Syndrome Guidelines for working with pupils Addressing behaviour issues The use of ICT Home/school liason Assessment It provides guidance and practical strategies for SENCOs, teachers and other professionals and parents, helping them to feel more confident, and be more effective in supporting learners in a variety of settings. It also provides materials for in-house training sessions, and features useful checklists, templates and photocopiable resources.

Intended for parents, general and special education teachers, Inclusion: The Dream and the Reality in Special Education is a book about laws and practices that impact the inclusion of students with disabilities in public schools. Each chapter illustrates a child who presents a challenging problem. The book presents inclusion issues through compelling stories. People rarely change their attitude based on facts. Stories can change the way we think and feel about issues. Written by a college professor, teacher candidates find these experiences hilarious or tragic, but always illuminating. As new teachers they must be prepared to confront the important challenge in our schools- reaching every single student, black, white, indifferent or frightened. This is the secret strength and wonder of the American educational system.

Preparing students with disabilities for adult living is a challenge for schools. This book serves as a guide for parents, students, teachers and school administrators to build transition programs at the secondary level to facilitate a successful transition from school to adult living. It is research-based combined with a common-sense approach. In this book Christy Mahanay-Castro explains special education law, and discusses recent research on students with disabilities and their experiences in transitioning from the public schools into adult living. She also includes a practical set of activities and worksheets to assist the special education teacher with facilitating the transition of students with disabilities.

Drawing on a three-year post-critical ethnography, this volume counters deficit-based notions of disability to present a new social and dialogic theory of thinking and learning for students with significant support needs. Dismantling ideas around ableism/disableism, Social and Dialogic Thinking and Learning offers a uniquely theoretical and conceptual contribution to special education and capability research. Illustrating how students exhibit varied practical, social, and creative abilities, possess agency and perform identity, chapters present a challenge to the restrictive ways in which disability is constructed through prescriptive forms of teacher-student interaction and instruction. The text ultimately offers a powerful re-imagining of how educators and researchers can perceive, observe, and respond to students beyond current institutional and cultural norms. This text will benefit researchers, academics, and educators with an interest in inclusion and special educational needs, disability studies, and the theories of learning more broadly. Those specifically interested in educational psychology and the study of severe, profound, and multiple learning difficulties will also benefit from this book.

- Provides an interdisciplinary analysis of inclusion to include historical and sociological perspectives - Provides an in-depth analysis of the moral significance of exclusion - Author is highly rated by her peers, this is the first book of what promises to be a strong writing career.

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.

This book showcases the diverse nature of policy, provision and practice for special educational needs and disability (SEND) across different international settings. Situated across a backdrop of varied international policies relating to inclusion, the book offers insights into the rhetoric of SEND policy and practice across a range of settings to contribute to our understanding of SEND provision. It explores the complexities, concerns and challenges experienced by staff, pupils, parents and carers in contemporary education settings. Chapters draw on empirical research and are structured around four parts: special education needs and disability within policy; stakeholder perceptions and experiences of SEND provision; meeting the needs of SEND children; and moving towards inclusive practice. The volume will challenge thought, stimulate critique and provoke debate in the field of special educational needs both locally and globally and will be of interest to researchers and postgraduate students in the field of inclusive education, special needs education and comparative education.

This text demonstrates how collective reflection can function as a central part of effective teacher preparation for work in inclusive bilingual environments. Through analysis of rich qualitative data, Teacher Education for Inclusive Bilingual Contexts shows how group reflection supports pre-service educators to recognize the intersectional circumstances faced by students and understand their identities beyond the possible confines of disability. This, in turn, engenders reconceptualization of standardized expectations and implicates the educator in developing student agency through individualized use of routine, language, and materials. The author offers cultural historical activity theory and disability studies in education as a basis for dialectal interactions to unearth contradictions and misunderstandings surrounding language acquisition and the learning of emergent bilinguals and highlight the ways in which educators can disrupt oppressive practices through expansive learning opportunities. This insightful volume will be of interest to researchers, scholars, and postgraduate students in the fields of inclusive education and disability studies, bilingual and language education, and teacher education.

- Provides an interdisciplinary analysis of inclusion to include historical and sociological perspectives - Provides an in-depth analysis of the moral significance of exclusion - Author is highly rated by her peers, this is the first book of what promises to be a strong writing career.

Intended for parents, general and special education teachers, Inclusion: The Dream and the Reality in Special Education is a book about laws and practices that impact the inclusion of students with disabilities in public schools. Each chapter illustrates a child who presents a challenging problem. The book presents inclusion issues through compelling stories. People rarely change their attitude based on facts. Stories can change the way we think and feel about issues. Written by a college professor, teacher candidates find these experiences hilarious or tragic, but always illuminating. As new teachers they must be prepared to confront the important challenge in our schools- reaching every single student, black, white, indifferent or frightened. This is the secret strength and wonder of the American educational system.

Now in its Second Edition, this seminal handbook offers a comprehensive exploration of how students with disabilities might be provided classrooms and schools that are both inclusive and effective. With an enhanced focus on the elementary level, this new edition provides readers with a richer, more holistic understanding of how inclusive settings operate in K-5, featuring expanded chapters on principal engagement, teacher preparation, district-level support, school-based improvement practices, and more. Fully revised and updated to reflect changes in the field, each chapter synthesizes the research, explores if and how this knowledge is currently used in schools, and addresses the implications for practice and directions for future research.

Despite a proliferation of special education literature on racial minorities over the past three decades, research and writing on Arab American children with disabilities remain remarkably sparse. This book fills that gap by promoting culturally appropriate services for Arab American children with disabilities. Special education and service providers in the U.S.-including school psychologists, rehabilitation counselors, and social workers-are increasingly likely to work with Arab Americans with disabilities. By focusing on this marginalized minority population, Al Khatib provides much-needed context and direction for service providers and researchers working with the Arab American community. Offering an overview of special education and the rights guaranteed under the Individuals with Disabilities Education Act (IDEA), this book also helps Arab American families understand the special education process and advocate for their children.

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.

Emerging Perspectives on 'African Development': Speaking Differently discusses numerous areas of interest and issues about Africa, including contemporary challenges and possibilities of development. The book critically engages the many ways of presenting 'development,' highlighting the interplay of tradition and modernity as well as contestations over knowledge production in 'post-colonial' Africa. It offers cautionary words to field practitioners, researchers, and social theorists who work in development using language that is easily accessible to laypersons. This book is also for undergraduate and graduate courses on development, global education, rural development, and Africa studies. For readers looking for something new about Africa beyond the old stories of catastrophes and human misery, this book will be indispensable. It demonstrates that even in the face of many failures, tragedies, and suffering, Africa's stories can be told with hope and a sense of possibility.

The book provides an up-to-date consideration of how drives to support mental health can be supported by approaches to managing and developing children's social behaviour. Current media interest in 'off-rolling' in schools is discussed; the reasons for it, and the impact it has on children's behaviour. Chapters would cover the impact of the wider educational climate on perspectives on managing behaviour as well as drawing on current theory and research to provide practical, classroom-based strategies. Compares and contrasts a wide range of perspectives on managing and developing children's behaviour