Bilingual language exposure is highly variable, with wide-ranging influences on early language skills. This underscores the need for understanding what to expect in early language acquisition so that those with typical language development can be differentiated from those who are struggling or at risk, and so requiring early intervention. One of the key ways to look at language development in very young children is to investigate their vocabulary development, and for bilingual children, this means measuring their abilities in both languages. This book takes an important step in this direction: it documents the expressive vocabularies of children aged 16-45 months who were exposed to different language pairs and bilingual contexts, and investigates the risk and protective effects of various environmental factors. In each of the six studies, the vocabularies of typically-developing children were measured using the vocabulary checklist of the MacArthur-Bates Communicative Development Inventories and its adaptations to other languages. Developmental and language background questionnaires provided additional information on children's developmental history, risk factors for language impairment, language exposure, as well as parental education and occupation. This harmonised methodology was designed within COST Action IS0804 (Language Impairment in a Multilingual Society: Linguistic Patterns and the Road to Assessment). The outcomes of this cross-linguistic research contribute towards answering theoretical questions regarding early bilingual vocabulary acquisition. They also have clinical relevance, potentially assisting speech-language pathologists and those interested in early language development in distinguishing between clinically significant bilingual delays and the natural consequences of bilingual exposure. This book was originally published as a special issue of the International Journal of Bilingual Education and Bilingualism.

First published in 1989. The 1984 Act and the Warnock Report urged greater integration of pupils with special needs into ordinary schools. This book examines how schools cope with a wide variety of special needs - ranging from emotional and behavioural problems to physical disabilities and including the problem faced by gifted children - and assesses how successful the integration of children with special needs can be for both teachers and pupils. The author recommends the whole school approach where heads, form teachers, subject teachers, the special needs departments and parents work together in making the curriculum as accessible to as many students as possible. The whole school approach enables the fullest participation of all the children in the life of the school whatever their special needs. This book provides an extremely clear-sighted and positive analysis of integration and will be invaluable to all heads and teachers teaching, remediating or counselling children with special needs.

Highlighting the voices less commonly showcased to the public - voices of young people, parents, and social and health practitioners - this book comments on gender and sexuality in the contexts of formal and informal education, peer cultures and non-conformity, social sustainability and equal rights. At a time of mounting conservatism globally - when broader issues of equity and justice around sexuality and gender in education and health have come under attack - it is critical that health workers, social service practitioners and educators share approaches, stories, and data across these spaces to advocate for informative, inclusive approaches to sex, gender and sexuality education in an effort to speak back to the conservative voices which currently dominate policy spaces. This book was originally published as a special issue of Sex Education.

First published in 1992. At one level, this book is about the care and education of children with very special needs. The needs result from emotional damage which impinges on their lives both at school and at home. At another level, it is about the development of a holistic approach to education - applicable to all children generally. The first part of the book describes the Raddery experience - a school set up in 1979 based on a holistic and therapeutic community approach to children with special needs. The second part of the book examines the implications of the Raddery experience for educational and child-care policy and practice at a time when there has been growing emphasis on integrating children with special needs into mainstream schools. Are the needs of the children at Raddery very different from others who have been successfully retained in normal classes? If Raddery, and schools like it, have a particular contribution, what is their secret? Can it be shared with ordinary schools?

First published in 1992. For disabled people and people with learning difficulties the transition from school to college, work or training can be stressful and frustrating; job choices are often restricted, and they face barriers which are beyond their control. This book is about their struggle for choice. It sets special needs in further education in a socio-political context. By exploring the concept of 'transition to adulthood' in terms of class, race, gender and disability differences, and relating it to social, economic and political influences, it seeks to challenge complacency and encourage dialogue and debate.

First published in 1986. The primary purpose of this book is to provide information about the use of medication for several childhood disorders that require long-term treatment. It is the author's expectation that this information will allow caregivers to make better decisions about the use of medication. This title also examines the importance of evaluating various aspects when medicating a child, including their characteristics, their family situation, and school setting.

First published in 1991. This work is about training and special education needs in the international arena. The book was commissioned as a result of the 1990 International Special Education Conference in Cardiff. The contributors, from the USA, Canada, Africa and the United Kingdom, have focused on innovative approaches to staff training. The identification of a contribution as innovatory has been done on the basis of either the description of an alternative method of planning or delivery, a focus of a frequently ignored client group or in relation to the existence of specific problems which affect the provision of training.

First published in 1995. This book is about the issues in the education of pupils with learning difficulties. It redefines the relationship between the established curriculum for pupils with learning difficulties, the whole curriculum and the National Curriculum within the context of personal and social development. Particular themes running through the book include the ways in which the individual needs of pupils can be met through group work and planning for meaningful pupil involvement.

First published in 1985. This book examines in-depth the administrative, curricular, attitudinal and pastoral care changes that are needed if teachers in ordinary schools are to meet their pupils' special needs successfully. Drawing on extensive research the author shows that the needs of a minority of 'special' pupils cannot sensibly be seen in insolation from those of the other pupils in the school. Schools that cater successfully for the majority of their pupils with special needs. Conversely, the curriculum and organisational problems in some schools create tensions which are reflected in the pupils' poor behaviour and performance. These are taken as evidence that the pupils have special needs.

First published in 1995. Notions of 'inclusive schools' and 'schooling for diversity' are rapidly gaining currency across the developed world as alternatives to traditional approaches to special needs education. This book explores the advances in our understanding of how schools can change and develop in order to include a wider range of students. By bringing together some of the foremost international writers and researchers in the field, it makes available to policy makers, practitioners and researchers the experiences from Australia, Europe, New Zealand, the UK and the USA.

First published in 1982. After the economic crises of the late seventies and early eighties, remedial education was affected particularly badly. Due to lack of funding, a child had to be labelled and diagnosed before they could receive any remedial education. For some children this labelling produced unintended and destructive consequences. The author examines this context of failure, and analyses various approaches to remedial education.

First published in 1986. The primary purpose of this book is to provide information about the use of medication for several childhood disorders that require long-term treatment. It is the author's expectation that this information will allow caregivers to make better decisions about the use of medication. This title also examines the importance of evaluating various aspects when medicating a child, including their characteristics, their family situation, and school setting.

This book provides prospective and practicing teachers with research insights into the mathematical difficulties of students with learning disabilities and classroom practices that address these difficulties. This linkage between research and practice celebrates teachers as learners of their own students' mathematical thinking, thus contributing an alternative view of mathematical progression in which students are taught conceptually. The research-based volume presents a unique collaboration among researchers in special education, psychology, and mathematics education from around the world. It reflects an ongoing work by members of the International Group for the Psychology of Mathematics Education (PME) and the North American Chapter of the PME Working Groups. The authors of chapters in this book, who have been collaborating extensively over the past 7 years, are from Australia, Canada, the United Kingdom, and the United States.

Conversations with Families of Children with Disabilities creates a space for diverse families of children with disabilities to share their stories with pre-service and in-service teachers. Specifically designed for professionals preparing to work with families of children with disabilities, this text invites the reader to listen in as families reflect on their personal journeys in conversation with the authors. This powerful book helps educators develop a deeper understanding of families and enhance their capacity for authentic partnerships.

Conversations with Families of Children with Disabilities creates a space for diverse families of children with disabilities to share their stories with pre-service and in-service teachers. Specifically designed for professionals preparing to work with families of children with disabilities, this text invites the reader to listen in as families reflect on their personal journeys in conversation with the authors. This powerful book helps educators develop a deeper understanding of families and enhance their capacity for authentic partnerships.

Measuring the Impact of Dyslexia shows the considerable benefits of recognising and celebrating the skills of those with information processing differences, explains their unique brain organisation and shows how they can excel as contributing members of society with proper support and guidance. It offers a balanced and research-based perspective to living with this condition, highlighting the huge number of children leaving school with low literacy levels, as a result of undiagnosed information processing differences. Full of critically reflective questions, case studies and interviews with those affected by dyslexia, this text encourages educators of children and young people with dyslexia to challenge their own perceptions by understanding the links between low literacy and anti-social behaviour, poor health, unemployment and limited educational attainment, and includes helpful pointers for improving practice and outcomes. This accessible and readable text is aimed at students, practitioners, researchers and experienced professionals in a range of disciplines to enhance CPD. It is particularly relevant for students working on both taught and research based masters degrees, especially programmes related to specific learning difficulties.

Measuring the Impact of Dyslexia shows the considerable benefits of recognising and celebrating the skills of those with information processing differences, explains their unique brain organisation and shows how they can excel as contributing members of society with proper support and guidance. It offers a balanced and research-based perspective to living with this condition, highlighting the huge number of children leaving school with low literacy levels, as a result of undiagnosed information processing differences. Full of critically reflective questions, case studies and interviews with those affected by dyslexia, this text encourages educators of children and young people with dyslexia to challenge their own perceptions by understanding the links between low literacy and anti-social behaviour, poor health, unemployment and limited educational attainment, and includes helpful pointers for improving practice and outcomes. This accessible and readable text is aimed at students, practitioners, researchers and experienced professionals in a range of disciplines to enhance CPD. It is particularly relevant for students working on both taught and research based masters degrees, especially programmes related to specific learning difficulties.

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

Now in a thoroughly revised and updated second edition, this handbook provides a comprehensive resource for those who facilitate the complex transitions to adulthood for adolescents with disabilities. Building on the previous edition, the text includes recent advances in the field of adolescent transition education, with a focus on innovation in assessment, intervention, and supports for the effective transition from school to adult life. The second edition reflects the changing nature of the demands of transition education and adopts a "life design" approach. This critical resource is appropriate for researchers and graduate-level instructors in special and vocational education, in-service administrators and policy makers, and transition service providers.

Superintendents, central office administrators, principals, school board members and students in the field of education will find this book to be useful in guiding their own professional development and practice. The authors cover a variety of useful topics in special education, ranging from finances, how to systematically monitor the assignment of paraprofessionals, and transportation, to legal considerations and methods of promoting parent engagement. Co-editors Bittel and Young invited seasoned educators and professionals to share their expertise in a wide range of important subjects that collectively promote an understanding of how to transform special education programs and service delivery in public school settings. Chapter topics were intentionally selected to address the common special education program challenges facing school superintendents; and the focus throughout this book was on providing practical suggestions to improve actual practice. As such, current and aspiring educational leaders and policy-makers who are interested in learning more about how to successfully tackle some of the more complex challenges in special education while find this book to be an invaluable resource.

Behavior Analysis for Effective Teaching is a clear, comprehensive book on the integration of non-aversive behavior analysis principles into classrooms and other school settings. Carefully revised and updated throughout, this third edition includes new content on precision teaching and a new chapter on how teachers can provide appropriate education for students with special disabilities who are included in their classrooms. Focused on merging behavior management with effective student instruction and illustrated with examples from real teachers' experiences, the book is an ideal primary resource for undergraduate and graduate courses in teacher education, special education, school psychology, and school counseling, as well as for preparation toward the BACB Credentialing Exam.

The decision to go to college is a big one. It signifies a transition into young adulthood and the increasing expectations for independence that can feel exciting, liberating, and daunting! For students with disabilities this transition may be even more challenging. Despite the challenges, more and more students with disabilities are attending postsecondary colleges and universities. While this is certainly encouraging, students with disabilities are less likely to successfully complete their postsecondary programs when compared with their general population peers. So, what do we do? We can learn from our successes during early education and from successful postsecondary programs, taking what we have learned and bring these lessons to scale so that fully inclusive postsecondary programs are available for all students with special education needs. This book was originally published as a special issue of European Journal of Special Needs Education.

This volume examines the writing of children enrolled in an unusual bilingual program in the Southwest that emphasized writing in the first language until literacy was well established, and which attempted to offer an integrated curriculum. As a result, the volume presents research findings on children's spelling in both Spanish and English, their written code switches, segmentation, beginnings and endings of pieces, quality of the content, the relationship of first and second language writing, the role of the teacher in children's writing, and evidence that refutes common beliefs about writing, bilingualism, and other topics. From a broader perspective, the volume presents three different, yet interwoven stories: changes in children's writing over time; evolution of the theoretical stance used to analyze writing as well as changes in the theory that played an important role in shaping some of what occurred in the children's classrooms; and an unfolding of some of the events in this bilingual program and the relation of these events to children's writing and classroom practice.

Psychoeducational Assessment of Preschool Children, Fifth Edition, provides academics and school-based practitioners such as psychologists, speech-language pathologists, and social workers with an up-to-date guide to the assessment of young children. Long recognized as the standard text and reference in its field, this comprehensive, skill-building overview is organized into four sections: foundations, ecological assessment, assessment of developmental domains, and special considerations. Chapters written by recognized scholars in the field cover theory, research, and application. This thoroughly revised new edition addresses current developments in preschool assessment, new policies and legislation, and student/family population demographics.