Intellectual disabilities can be difficult to detect in children prior to their school-age years. Throughout their lives, individuals with intellectual disabilities may require specialized care and support in order to lead healthy and fulfilled lives. The Handbook of Research on Diagnosing, Treating, and Managing Intellectual Disabilities is a pivotal reference source for the latest research on the effects of disabilities in intellectual functioning, examining the causes, treatment, and rehabilitation of such limitations in adaptive behavior. Highlighting empirical findings on the management of these disabilities throughout various stages of life, this publication is ideally designed for clinicians, researchers, special educators, social workers, and students actively involved in the mental health profession.

A Mysterious Girl Puts the Future of a Kingdom in the Balance
One icy-cold winter night, everything changes: a young girl shows up at the king and new queen's castle doorstep wearing little more than a purple jacket and carrying a black pouch. The king recognizes the mystery girl's identity as the long-lost princess without her uttering even a single word. However, the new queen refuses to believe the king's claims. In turn, a devious plan is hatched... and, the results are quite fitting
This new twist on Hans Christen Andersen's "The Princess and the Pea" is surely to be loved by all fairy tale enthusiasts. "The Princess and the Ruby: An Autism Fairy Tale" adds to much-needed age-appropriate literature for girls with Autism Spectrum Disorder. Both fun and education are cleverly weaved in this magical tale, teaching children to be comfortable in their own skin and to respect the differences of others.
Acclaim for The Princess and the Ruby
"As someone who has a couple of friends with Autistic kids, I understand the challenges these families have. This modern day twist on The Princess and the Pea not only shows how others judge something they do not understand, but how someone with Autism can see, feel and do things one might not expect."
--V.S. Grenier, "Mom's Choice" Silver Honoree and award-winning author
""The Princess and the Ruby" is a heartwarming narrative; a tale that beautifully depicts several unique characterizations of Autism Spectrum Disorder. Jewel Kats has refreshingly shed light upon a daily struggle to redefine 'normalized behaviors', in an admirable effort to gain societal acceptance and respect."
--Vanessa De Castro, Primary Residential Counselor with Autistic Youth
Learn more at www.JewelKats.com
Book #2 in the Fairy Ability Tales from Loving Healing Press
JUV039150 Juvenile Fiction: Social Issues - Special Needs
EDU026020 Education: Special Education - Learning Disabilities
EDU026050 Education: Special Education - Social Disabilities

Although there has been an increase in literature regarding children of color with disabilities, it mainly focuses on their experiences in one social context. Crises of Identifying: Negotiating and Mediating Race, Gender, and Disability within Family and Schools includes narratives on the familial and educational experiences in public, private, and institutional educational settings of five African American adults who have disabilities associated with blindness, cerebral palsy, and speech impairment. As a deaf African American female, the author and researcher also highlights her familial and educational experiences throughout the book as a frame of analysis. This book can serve as a literary resource to academics and educational programs and/or institutions as well as an informational guide to parents, teachers, administrators, and paraprofessionals/ caregivers of children with disabilities regarding the significance of leadership, advocacy, activism, and identification development within familial and educational contexts on the experiences of children including the impact of complex dynamics that exist within and between families and schools. Hopefully, this book will provide parents, teachers, administrators, and paraprofessionals with an understanding and comprehension of complexities concerning disability, gender, and race within family and schools including their association with crises of identifying, essentialist discourses, as well as power and privilege dynamics. This book consists of nine chapters which are organized into three parts. Part I focuses on background, rationale, theoretical and methodological underpinnings of the research this book is based on. Part II introduces the reader to the narratives of five African Americans with disabilities. Each narrative provides insights into the lived experiences and leadership qualities of two males and three females. Part III presents the concluding chapters of the book and highlights the significance of this research for the educational field including disability studies, teacher education programs, and special education.

ENDORSEMENTS

"This book is a conduit for students, teachers, and teacher educators -- a carefully guided path to making language learning not only possible, but meaningful and fun " --Marjorie Hall Haley, PhD, Board of Directors of the American Council on the Teaching of Foreign Languages (ACTFL), Director of Foreign Language Teacher Licensure, George Mason University

"Professor Konyndyk has developed a foreign-language pedagogy that makes students' deserts bloom. Foreign-language instructors and special educators will find themselves grateful to her for this contribution. --Lynn E. Snyder, PhD, CCC-SLP, Professor Emerita and Former Director of the Center for Language and Learning, University of Colorado at Boulder

"Though I was told for such a long time 'No, you can't, ' you constantly were a voice saying 'Yes, you can and you will.' You not only helped show me that the world of language is one that is possible for me, but you also showed me the way that we . . . can have such a positive impact on the lives of others." --a personal note from one of Irene's own at-risk students

ABOUT "FOREIGN LANGUAGES FOR EVERYONE"

"This book is about how I learned to teach a second language to those who either have failed before or were not really given a chance to succeed. I wrote it to help others to be smart, productive teachers of foreign languages to students with learning disabilities. The book called me. My life journey prepared and inspired me to write it." --Irene Brouwer Konyndyk, from her preface

"Foreign Languages for Everyone" is based on Professor Irene Brouwer Konyndyk's careful study and classroom experience teaching foreign languages effectively to students with learning disabilities. The goal of serving at-risk students became highly personal for Irene when she realized that her own daughter had a learning disability but could succeed academically with the right combination of multisensory learning experiences.

This is a wonderfully practical and inspiring book loaded with practical tips and pedagogical insights for successfully teaching foreign languages to children, young people, high school and college students, and older adults who have difficulty learning a second language.

ABOUT IRENE AND HER FREE ONLINE RESOURCES

Irene Brouwer Konyndyk has taught languages at all levels -- from elementary through college. She received the Calvin College Innovative Teaching Award for her groundbreaking work developing a successful curriculum for at-risk second-language learners. She leads workshops across North America. Her free website, FOREIGN LANGUAGES FOR EVERYONE, provides: (1) downloadable copies of book-related appendixes, forms, and lesson plans, (2) illustrative video and audio clips, (3) news about important developments at the intersections of special education, learning disabilities, and foreign-language instruction, and (4) a community for second-language instructors to share best practices.

TEACHING ENGLISH AS A SECOND LANGUAGE (ESL)

This book is ideal for educators and volunteers who teach English as a second language.

Are we missing the opportunity to reach struggling learners from the very beginning? Are we hastily-and unnecessarily- referring students to intervention programs that substitute for high-quality core instruction? What if we could eliminate the need for intervention programs in the first place? Response to Intervention (RTI) programs are only as powerful and effective as the core instruction on which they're built. High-quality instruction, then, is the key ingredient that helps all students excel, and it's at the heart of Douglas Fisher and Nancy Frey's unique approach to the RTI model - Response to Instruction and Intervention, or RTI2. In Enhancing RTI, the authors argue that students learn best when classroom instruction and supplemental intervention mirror each other in both content and purpose. This book provides K-12 teachers with the knowledge and tools they need to implement a cohesive RTI2 system that helps all children learn by proactively addressing their needs. To this end, you will learn how to: Integrate and align core instruction and supplemental intervention. Assess your own classroom instruction, in addition to your students' responses to it. Strengthen existing school improvement efforts within an RTI2 framework. Utilize systematic feedback to raise student achievement. Fisher and Frey maintain that the RTI2 model not only promotes active student learning, but it also, when done right, promotes a culture of hardwired excellence at all levels of instruction.

Education is the foundation to almost all successful lives. It is vital that learning opportunities are available on a global scale, regardless of individual disabilities or differences, and to create more inclusive educational practices. Disability and Equity in Higher Education Accessibility is a comprehensive reference source for the latest scholarly material on emerging methods and trends in disseminating knowledge in higher education, despite traditional hindrances. Featuring extensive coverage on relevant topics such as higher education policies, electronic resources, and inclusion barriers, this publication is ideally designed for educators, academics, students, and researchers interested in expanding their knowledge of disability-inclusive global education.

A new edition of the guidebook for organizing and conducting workshops for siblings of children with a variety of special needs.

The schools have an obligation and a duty to provide learning experiences for children that will develop in them, to the limit of their potential, those skills, attitudes, and values that will insure their continued education and happiness. The students of today must be prepared to accept their responsibilities as citizens of a problem-ridden, shrinking world of tomorrow. lt is vital that the curriculum be constructed in such a way that the student will be able to deal imaginatively with the problems he will face as an adult. Successful teaching recognizes that each student is an individual and must be respective as such. Discipline, which is necessary for character development, should be provided from without until a student has matured enough to internalize values and become self-disciplined. This is an evolving process. Talented teachers are keenly perceptive, sensitive, and enjoy being with children.They know that child-study is essential if they are to understand children.They have learned that a multitude of factors affect a child's success as a person.These valuable educators are only one influence in a student's total development and that they must understand the many other influences.They are thoroughly familiar with the community, its institutions and mores, and the child's home-life. It is the purpose of this study to ascertain whether the teaching techniques of the "Montessori Method" can be applied to the mentally retarded and whether the application of these techniques is the answer to the need for self-activity shown by children who belong in this category. The term "Self-Activity" will refer not only to the active use of the voluntary muscles, but to the spontaneousactivities of the child, as a personalty. The question raised is a very important problem indeed, since its solution may affect the lives of innumerable children all over the world; therefore the writer believes that it deserves careful analysis and research. Furthermore, it would appear that the question is a very timely one, as the discussion about teaching methods in general has reached a state of great animation, and the problem of hour to deal with exceptional children("exceptional" taken in a positive as well as in a negative sense) is one of the most hotly debated issues of this controversy. The growing interest shown by educators as well as laymen in the Montessori method appears to indicate that this system does offer a set of valuable suggestions, and it was in the light of these circumstances that the present study was undertaken.

For courses in speech and language intervention, language disorders, reading disorders and special education. Written by leading experts, this third edition maintains a strong clinical focus and thorough coverage of the identification, assessment, and treatment of reading and writing disorders. Fully updated, this edition includes a new chapter on reading comprehension, a new chapter on spelling, and consolidated information on defining and classifying reading disabilities. New sections feature the latest on comprehension development, RTI, auditory processing deficits, literate vocabulary, and cognitive linguistic skills in writing. Offering the varied perspective of well-known contributors, the text successfully keeps pace with the rapid changes in the knowledge of language and reading disabilities and provides readers with the most up-to-date advances in the field.

Written for administrators, teachers, and resource professionals, this book is designed for anyone who works with children or who may serve in an administrative capacity. The text is designed to assist in enhancing or developing an understanding of emotional intelligence and its implications for the classroom, the workplace, and church.

Now in an exciting second edition, this fun and interactive board game has been designed to develop word-finding and categorisation skills for children and adults. With over 200 photographic cards and a colourful, versatile board, Find the Link can be used to facilitate a number of connecting and categorisation games, encouraging users to draw on their existing knowledge and descriptive skills to develop vocabulary, classification, logical thought and concentration. Collaborative and competitive games can be played individually, or in groups of 2 - 5 players, providing opportunities for social engagement alongside skill development. The game includes: * 200 hexagonal cards with new and updated images, which can also be used alone for sorting and classification * 40 card categories, ranging from basic groups such as animals, food, clothes and transport, to complex groups such as function and place * A colourful versatile board * An instruction booklet, with guidance and instructions for different games Part of the bestselling Colorcards series, this is an essential resource for anybody working with young children, adults with impaired language abilities, children and adults with special educational needs, or those learning English as an additional language.