Considerable research in the past 30 years has accumulated regarding the academic and social functioning of youngsters with disabilities. Only in the past decade has there been sufficient special education research published from which meta-analyses and syntheses can be conducted. In this volume, seven sets of authors grapple with synthesizing the knowledge base on an array of critical topics in the field of special education.
Among others, specific chapters include:
* a synthesis of what is known about effective instructional grouping practices for reading.
* an examination of the differences between students classified as learning disabled and other low-achieving students on a range of academic performance measures.
* a review of effective instruction for English-language learners.
* an examination of the research on behavioral supports for low-incidence special education populations.
* a synthesis on how technology supports literary development, across the full spectrum of disabilities categories.
These papers provide up-to-date, informative summaries of current knowledge and a base from which further venture into the critical area of instructional intervention in special education can occur.

Teaching assistants are an integral part of classroom life, yet pioneering research by the authors has shown schools are not making the most of this valued resource. Evidence shows the more support pupils receive from TAs, the less academic progress they made. Yet the reason for this has little to do with TAs. It is decisions made about them by school leaders and teachers that best explain this provocative finding. The fully updated second edition of this book draws on the experiences of schools that have put this guidance into action via the Maximising the Impact of Teaching Assistants programme. Revised to reflect the latest research evidence and changes within education, including the 2014 SEND Code of Practice, this book will help school leaders and teachers in primary and secondary settings to rethink the role, purpose and contribution of TAs, and add real value to what can be achieved in classrooms. Setting out a field-tested process, structured around a coherent and empirically sound conceptual framework, this book: helps school leaders review, reform and reenergise their TA workforce provides practical strategies to implement in the classroom illustrates key points with new case studies provides photocopiable templates and resources to support decision-making and action. Maximising the Impact of Teaching Assistants provides much-needed and evidence-informed guidance on how to unleash the huge potential of TAs, and is essential reading for all school leaders.

The fully revised new edition of Supporting Children with Medical Conditions provides teachers and practitioners with a reference to medical conditions most commonly found amongst school-aged children, including asthma, cerebral palsy, cystic fibrosis, eczema, epilepsy, head injuries, heart conditions, hydrocephalus and spina bifida. With up to date advice for practitioners, each condition is clearly described in terms of causes, symptoms and treatment, and the authors accessibly explain the educational implications - what teachers and support staff should be aware of, how they can minimise pupils' difficulties in school and maximise access to the curriculum. With all the vital information practitioners will need to know about Medical Conditions, this book includes: Definitions of different Medical Conditions and their educational implications Guidelines for staff providing intimate personal care for pupils Suggestions to allow pupils to have full access to the curriculum Fully updated with the 2014 SEND Code of Practice and the guidance published in 2014 on 'Supporting pupils at school with medical conditions', this text will help professionals be more effective in supporting learners in a variety of settings. It also features useful checklists, templates and photocopiable resources.

**Winner of the nasen Special Educational Needs Academic Book award 2008** There is an enduring and widespread perception amongst policy makers and practitioners that certain groups of children, in particular those who find learning difficult, have a detrimental effect on the achievement of other children. Challenging this basic assumption, Achievement and Inclusion in Schools argues that high levels of inclusion can be entirely compatible with high levels of achievement and that combining the two is not only possible but essential if all children are to have the opportunity to participate fully in education. Packed with vivid case studies that explore the benefits and tensions for children and schools, this book sets out to answer the following questions: What is the nature of the relationship between the inclusion of some children and the achievement of all? Are there strategies which can raise the achievement of all children, whilst safeguarding the inclusion of others who are more vulnerable? What changes can a school make to ensure high levels of inclusion as well as high levels of achievement for all its children? Achievement and Inclusion in Schools offers an up-to-date analysis of current issues, provides practical guidance for practitioners and policy-makers, and will be of interest to anyone passionate about inclusive education.

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.

Grounded in the belief that hope comes from a place of reality, not necessarily popular ideology, this book explores the gap between designated and actual narratives within Teach For America. TFA founder Wendy Kopp stated that there is "nothing elusive" about successful teaching; people simply need to "work hard" and be "disciplined". Taking an inquiry stance, Sarah Matsui surveyed and interviewed 26 of her fellow corps members in the Greater Philadelphia region. Their counternarratives collectively problematize this standard reform rhetoric. Many are working hard, yet their stories and challenges are complex, elusive, and commonly self-described with the words "shame", "failure", and "isolating". Corps members reported experiencing new levels of fatigue, alcohol dependency, depression, and trauma during their two-year service commitment with TFA. Learning from Counternarratives in Teach For America utilizes multiple frameworks to analyze the depth and range of corps members' experiences. Relevant to helping professionals and people working to address constructed systems of inequity, this book ultimately advocates for a more honest, contextualized, and egalitarian approach to reform - one that openly addresses both individual and systemic realities.

Meaningful, authentic assessment practices are one key to the success of early childhood inclusion. Prepare current and future teachers with the second edition of this comprehensive textbook, an in-depth guide to the how and the why of high-quality assessment in the context of inclusive early childhood settings.Updated with new contributors and coverage of timely new topics, this book takes a blended approach to assessment, combining the latest recommended practices from early childhood education and early childhood special education. Well-known experts Kristie Pretti-Frontczak and Jennifer Grisham have developed this text to align with Division for Early Childhood Recommended Practices on assessment. Educators will learn how to select and use assessment instruments, conduct authentic assessment during daily activities and routines, collaborate with families and other team members, master the challenges of kindergarten assessment, conduct eligibility assessments, use assessment to inform program planning and monitor progress, and more. Ideal for both undergraduate and graduate courses and personnel preparation programs, this comprehensive text gives teachers the knowledge and tools they need to implement high-quality assessment and reap its benefits: inclusive, family-centered programming that improves outcomes for all children. WHATS NEW: New section on considerations for special populations: dual language learners, children in kindergarten, and children who have severe and multiple disabilities Increased focus on educational equity throughout the book New and expanded coverage of important themes and topics, including authenticity, collaborative partnerships, and data-based decision making New invited contributors who are experts in the field and advocates for early childhood inclusion More practical materials, including new and extended case studies, a revised Curriculum-Based Assessment Rating Rubric and glossary, and a list of recommended practices Overview of revised versions of commonly used curriculum-based assessments, including AEPS-3, COR Advantage, and Work Sampling System Companion materials for faculty, including PowerPoints with links to activities and resources

Grounded in the belief that hope comes from a place of reality, not necessarily popular ideology, this book explores the gap between designated and actual narratives within Teach For America. TFA founder Wendy Kopp stated that there is "nothing elusive" about successful teaching; people simply need to "work hard" and be "disciplined". Taking an inquiry stance, Sarah Matsui surveyed and interviewed 26 of her fellow corps members in the Greater Philadelphia region. Their counternarratives collectively problematize this standard reform rhetoric. Many are working hard, yet their stories and challenges are complex, elusive, and commonly self-described with the words "shame", "failure", and "isolating". Corps members reported experiencing new levels of fatigue, alcohol dependency, depression, and trauma during their two-year service commitment with TFA. Learning from Counternarratives in Teach For America utilizes multiple frameworks to analyze the depth and range of corps members' experiences. Relevant to helping professionals and people working to address constructed systems of inequity, this book ultimately advocates for a more honest, contextualized, and egalitarian approach to reform - one that openly addresses both individual and systemic realities.

Serving Students with Special Needs provides administrators with essential knowledge about the requirements for special education services, as well as practical steps to ensure legal compliance and appropriate services for students with special needs. Each chapter includes basic information followed by specific suggestions or steps. This brief, easily applied, and highly practical guide covers:

• Instruction, including differentiated instruction and universal design for learning
• Assessment, including accommodations and modifications and response to intervention (RTI)
• Developing multi-tiered systems of support (MTSS)
• Student progress monitoring and using large data sets to inform decision making
• Mediation, due process hearings, and litigation
• Systems management and positive behavioral intervention supports (PBIS)

Scenarios are presented along with suggested responses and solutions." Serving Students with Special Needs" has been specifically developed to provide administrators with practical suggestions to quickly and effectively implement appropriate special education practices.

There are greater numbers of children with Special Educational Needs and Disabilities (SEND) now attending mainstream schools. This fully updated and revised edition of Meeting Special Educational Needs in Primary Classrooms is written by an experienced teacher, adviser and SEN consultant and explains the challenges that these children face. This is a practical book full of guidance for teachers and teaching assistants who support children with SEND in mainstream primary classrooms. Now fully updated to include the requirements of the 2014 Children and Families Act and SEND Code of Practice, this book: contains photocopiable resources and templates promotes successful communication between teachers, parents and students covers all aspects of teaching children with SEND, including planning, teaching and learning. With practical guidance on how to make the curriculum more accessible for children with SEND, this book will help teachers and TAs work together to support pupils with Special Educational Needs and Disabilities more effectively.

There are greater numbers of children with Special Educational Needs and Disabilities (SEND) now attending mainstream schools. This fully updated and revised edition of Meeting Special Educational Needs in Primary Classrooms is written by an experienced teacher, adviser and SEN consultant and explains the challenges that these children face. This is a practical book full of guidance for teachers and teaching assistants who support children with SEND in mainstream primary classrooms. Now fully updated to include the requirements of the 2014 Children and Families Act and SEND Code of Practice, this book: contains photocopiable resources and templates promotes successful communication between teachers, parents and students covers all aspects of teaching children with SEND, including planning, teaching and learning. With practical guidance on how to make the curriculum more accessible for children with SEND, this book will help teachers and TAs work together to support pupils with Special Educational Needs and Disabilities more effectively.

Inclusive Radical Pedagogy draws on work in disability studies, critical psychology and critical pedagogy as well as on the author's own research to challenge current educational policies and practices, particularly those which address disabled students and students with special educational needs (SEN). In doing so it aims to offer alternative practices and values that are consistent with the struggle for a just and inclusive society for all.

The book focuses on schools as prominent sites of disciplinary power, which work to produce individuals as subjects of power, willing and able to govern themselves in accordance with the social order. Schools are perceived as institutions of learning, in which children acquire the skills to become fully participating citizens in society. Looking at the aims and practices of schooling enables us to analyze the meanings assigned to social participation and the relationship between individuals and society.

The main aim of the book is to re-theorize ideas from critical pedagogy in ways that are inclusive of students with diverse abilities, drawing on the assertion that the hardship of disability, far from being located in the individual s body or mind, is in fact the result of social, economic and cultural factors that serve to exclude and pathologize disabled people. The book's uniqueness lies in the connections it makes between these two areas of critical social theory, and in its use of theoretical knowledge alongside knowledge from activist movements and educational practice, offering insight into what inclusive critical pedagogy might look like. "

Inclusive Radical Pedagogy "will appeal to students, researchers and practioners in a variety of fields including psychology, education, special education, speech and language therapy, disability studies and childhood studies. Its connection of critical theory to alternative practice will interest activists and campaigners for inclusive education (including disabled people s organizations and parents organizations) and policy makers.

Citing developmental characteristics of each grade level, A Complete Guide to Rubrics presents examples and adaptations of assessment rubrics on a variety of subjects. It features examples of teacher-created rubrics, Internet resources, and additional chapters devoted to assessing technological topics, including blogging. This book will be of interest to all educators who are required to assess student performance.

Here is a rich ethnographic description of Amish education in 21st Century America that describes how literacy, community, and accountability are key values in the Amish educational system. The author gives readers a succinct overview of Amish history and religious practice, and then explores the reasons the Amish began their schools and some of the struggles they had to endure as a result. The book provides an emcompassing description of common teaching styles, curriculum, and textbooks, as well as detailed classroom glimpses of Amish schools throughout the United States and Canada.

As a result of multiple unfavorable circumstances, public schools have been unable to effectively educate America's most disadvantaged student population-Latinos. In this book, author Leonard Valverde contends that it is imperative to reinvent schools in order to provide a viable education for these students. Improving Schools for Latinos starts with the past, points out the present, and speaks to the future. It exposes the negative mental models and practices that must be discarded and proposes what favorable elements need to be put into place. Features: * An outline of what future Latino schools must look like * A focus on organizing, leading, and governing schools to create equitable relationships and democratic institutions * A comprehensive view and understanding about school and classrooms * Helpful resources for program assistance, community-based organizations, funding sources, and more This book will be of interest to all educators who want to create a bright future for Latino students, their families, and their communities.

We're In This Together: Public-Private Partnerships in Special and At-Risk-Education is a timely book that explores the use by public schools of private education companies to meet the needs of some of the nation's most challenged and challenging students. The book examines variations of use by states as well as the cultural attitudes toward the private sector to address these core functions of public schooling. The book offers grounded and thought provoking perspectives on: the legal framework of PL94-142 and its successor IDEA; the disconnect between the needs of young children with autism and public school special education services; and the significant size of the at-risk population and the shortcomings of efforts to serve those students. Written as qualitative research in the form of ethnographic participant observation, key sources in the literature are cited and four dozen knowledgeable people in positions of significant authority are interviewed on the interface of public education and the private sector in special and at-risk education. A foreword is provided by Barbara Byrd Bennett, CEO of the Chicago Public Schools.

This fully revised second edition of Observing, Assessing and Planning for Children in the Early Years provides a detailed analysis of what is meant by the observation of young learners and why this is so vital to early years practitioners and students. In this accessible and insightful text, Sandra Smidt examines the various theories of how young children develop and learn, which have been put forward by thinkers and writers across time and place so the reader has a genuinely global view of early childhood. She then highlights how important it is for practitioners in schools, nurseries and settings to think carefully about what they have seen and heard in light of what they, as adults, already know about the children and their learning. Also included in this text is a helpful 'Try Your Hand' section where readers are invited to make their own judgements about what they have read, as well as a section on observing and assessing not only the nursery-aged children but also babies and toddlers.

Completely revised and updated in light of the new SEND 2014 Code of Practice, this new edition supports teachers in making good provision for children and young people with a range of co-ordination difficulties. Offering practical tips and strategies on how to meet the needs of children and young people with dyspraxia and other coordination difficulties in a range of educational settings, this book features timesaving checklists, templates and photocopiable resources to support professional development. The wide-ranging and accessible chapters explore topics including: Identification of different types of motor co-ordination difficulties Implications for classroom practice Understanding core skill development Assessment practices Written by practitioners, for practitioners, it also contains a wealth of tried and tested strategies and provides clear best-practice guidance for developing outstanding provision in inclusive settings. Susan Coulter - Senior Support Teacher for the Education Service for Disability at Hull City Council, UK Lesley Kynman - Senior Support Teacher for the Education Service for Disability at Hull City Council. UK Elizabeth Morling - SEN consultant and series editor Rob Grayson - Team Leader, Integrated Physical and Sensory Services at Hull City Council, UK Jill Wing - Senior Support Teacher, Integrated Physical and Sensory Services at Hull City Council, UK

Giving Voice to Profound Disability is devoted to exploring the lives of people with profound and multiple learning difficulties and disabilities, and brings together the voices of those best placed to speak about the rewards and challenges of living with, supporting and teaching this group of vulnerable and dependent people - including parents, carers and teachers. Along with their personal insights the book offers philosophical reflections on the status, role and treatment of profoundly disabled people, and the subjects discussed include: Respect and human dignity Dependency Freedom and human capabilities Rights, equality and citizenship Valuing people Caring for others The experience and reflections presented in this book illustrate the progress and achievements in supporting and teaching people with profound disabilities, but they also reveal the challenges involved in enabling them to develop their full potential. It is suggested, also, that these challenges apply not only to this group, but also to people who, through sickness, accident and old age, face equivalent levels of dependency and disability. Giving Voice to Profound Disability will be of interest to all those involved in the lives of severely and profoundly disabled people, including parents, carers, teachers, nurses, therapists, academics, researchers, students and policymakers.

Giving Voice to Profound Disability is devoted to exploring the lives of people with profound and multiple learning difficulties and disabilities, and brings together the voices of those best placed to speak about the rewards and challenges of living with, supporting and teaching this group of vulnerable and dependent people - including parents, carers and teachers. Along with their personal insights the book offers philosophical reflections on the status, role and treatment of profoundly disabled people, and the subjects discussed include: Respect and human dignity Dependency Freedom and human capabilities Rights, equality and citizenship Valuing people Caring for others The experience and reflections presented in this book illustrate the progress and achievements in supporting and teaching people with profound disabilities, but they also reveal the challenges involved in enabling them to develop their full potential. It is suggested, also, that these challenges apply not only to this group, but also to people who, through sickness, accident and old age, face equivalent levels of dependency and disability. Giving Voice to Profound Disability will be of interest to all those involved in the lives of severely and profoundly disabled people, including parents, carers, teachers, nurses, therapists, academics, researchers, students and policymakers.

Dedicated to the memory and work of Lisa Capps, this volume is a forum for scholars and practitioners interested in the typical and atypical development of persons with autism. Each chapter is focused on theoretical considerations and the empirical evidence regarding a specific aspect of functioning, but common themes of development are considered throughout. Within this framework, the contributors provide a detailed and comprehensive account of the development of persons with autism. The book is divided into four sections: (1) Developmental, Neurobiological, Genetic, and Family Considerations; (2) Attention and Perception; (3) Cognition, Theory of Mind, and Executive Functioning; and (4) Social and Adaptive Behaviors. With the consideration of this broad range of topics, this volume is both a state-of-the-art resource about autism and a unique contribution to the study of development. It will be of interest to researchers and care providers from several domains, including psychology, psychiatry, social work, developmental psychology, and education. This volume can be used as a text in graduate and advanced undergraduate courses, and as a resource in applied settings.

The need for a comprehensive volume that reviews both the processes and issues involved in developing, administering, and validating large-scale assessment programs has never been greater. These programs are used for many purposes, including instructional program evaluation, promotion, certification, graduation, and accountability. One of the greatest problems we face is how to deal with special needs and bilingual populations. Examining these processes and issues is the mission of this book. It is organized into the following five sections: Introduction, Validity Issues, Technical Issues, Implementation Issues, and Epilogue. Each chapter follows a common structure: Overview of critical issues, review of relevant research, descriptions of current assessment methodologies, and recommendations for the future research and practice. Written by nationally recognized scholars,Large-Scale Assessment Programs for All Students: Validity, Technical Adequacy, and Implementation will appeal to anyone seriously involved in large scale testing, including educators, policymakers, testing company personnel, and researchers in education, psychology, and public policy.

This volume brings together four semi-autonomous bodies of research (choice, self-determination, self-regulation, and self-management) to form a new theory of self-engaged learning entitled, Self-Determined Learning Theory. This theory explains why and how students self-engage. It identifies the factors that give students the sense of control over their learning that is needed for sustained, adaptive, and ultimately successful learning. It begins by describing the characteristics of disengaged learners, then describes and illustrates self-determined learning theory within both normal and special populations. It then examines the theory's predictive value across several special population contexts and then concludes with a critique of the theory's credibility and worth. Divided into three sections--theory construction, theory verification, and theory evaluation--this volume is organized using the four steps of a previous book, Learning to Theorize: A Four Step Strategy. Step 1 defines a problem of not understanding something as discrepancy between what is known and not known about a circumstance. Step 2 searches for information and explanations to change the condition of not knowing into a condition of knowing. Step 3 evaluates the credibility and worth of the explanation constructed in Step 2. Step 4 adjusts existing beliefs so they are consistent with the new theory. Although aimed primarily at leaders in special education, it should also appeal to researchers and scholars in psychology, educational psychology, and school psychology who are interested in the applications of self-regulated learning theory--in this case to special populations.

The second in The Essential SENCO Toolkit series, this resource clarifies and explores the key distinctions between quality first teaching adjustments, resources/support and interventions. It allows practitioners to develop their practice effectively and strategically to capture the true impact of SEND provision, by shifting the focus from the 'who and when' to the 'what and why'. Chapters also include original frameworks - the 4 Functions of Learning Support - to help with the deployment of teaching assistants and to provide a shared language of support, as well as resources that support the application of the 7 Cs Learning Portfolio (introduced in the first book in the series, SEND Assessment) and an intervention index to fully understand the purpose and effectiveness of interventions. Key features offered: An introduction to the 4 Functions of Learning Support, providing a measurable language of learning support to help practitioners to organise and deploy teaching assistants as part of their SEND provision An intervention index to enable individual or MAT-based SENCOs to capture their own evidence base regarding the purpose and impact of interventions Intervention action cards and targeted outcomes for all 49 themes within the 7 Cs Learning Portfolio A photocopiable and downloadable programme of materials that can be used by readers to gain a better understanding of interventions. SEND Intervention will promote confidence and clarity regarding the rationale for SEND provision. This essential resource provides a practical toolkit to support both new and experienced SENCOs and SEN practitioners.

- Explores hard to see practices that support inclusion in early childhood education. - Provides insight into the nature of inclusive learning interactions for a range of marginalised groups. - Explains ways in which children feel themselves to be included. - Offers guidance on effective inclusive practices in early childhood education. - Outlines developments in inclusion and early childhood education with a focus on the Welsh context.