"Parenting Inclusive Education" is about the lives of twenty-four parents who have, or are in the process of, negotiating the emotional and practical journey in mothering and fathering their learning "disabled" child. The author, writing from the perspective of a women researcher, sociologist and a mother of a learning disabled daughter, questions the very nature of the weak inclusive education discourse and unpacks parents' narratives in relation to denial, disappointment and social exclusion.

This volume contributes to the growing body of research on developmental dyslexia, focusing on the disorder's behavioural manifestations at different levels of the language system. It is organised into three sections that cover the three main vantage points from which the effects of dyslexia on communication can be observed: neuropsychology, linguistics and the perspective of educators. Together, the chapters provide an insightful overview of the ways in which dyslexia impacts different components of language, including lexical and pragmatic abilities, and present data from experimental and applied research, with suggestions for the application of research-based data in both innovative and traditional language teaching, ways to rehabilitate reading dysfunctions, as well as teacher training. The book will be essential reading for researchers and students investigating dyslexia, as well as foreign language teachers and professionals who work on the rehabilitation of linguistic performance dysfunctions in people with dyslexia.

Understanding Intellectual Disability: A Guide for Professionals and Parents supports professionals and parents in understanding critical concepts, correct assessment procedures, delicate and science-infused communication practices and treatment methods concerning children with intellectual disabilities. From a professional perspective, this book relies on developmental neuropsychology and psychiatry to describe relevant measures and qualitative observations when making a diagnosis and explores the importance of involving parents in the reconstruction of a child's developmental history. From a parent's perspective, the book shows how enriched environments can empower children's learning processes, and how working with patients, families, and organizations providing care and treatment services can be effectively integrated with attachment theory. Throughout seven chapters, the book offers an exploration of diagnostic procedures, new insights on the concept of intelligence and the role of communication and secure attachment in the mind's construction. With expertise from noteworthy scholars in the field, the reader is given an overview of in-depth assessment and intervention practices illustrated by several case studies and examples, as well as a lifespan perspective from a Human Rights Model of disability. Understanding Intellectual Disability is an accessible guide offering an up-to-date vision of intellectual disability and is essential for psychologists, health care professionals, special educators, students in clinical psychology, and parents. Things are connected through invisible bonds: you cannot pluck a flower without unsettling a star. Galileo Galilei

We were motivated to edit this book when we began to hear stories of exceptional students who were struggling with reading, writing, or math, but who could solve seemingly any problem with computers, or build the most intricate structures with Legos, or could draw beautiful pictures, or could tell the most creative stories but ended up in tears when asked to write it out. How is it possible to have so much talent in some areas and yet to appear to have a disability in another? What resources are available for these students? How can we ensure that these students' abilities are nurtured and developed? Our goal in this book is to provide ideas and possibly even tentative answers for educators and to stimulate more questions to be answered by researchers. We have ourselves been addressing related questions for some time. Our group at the PACE Center at Yale has explored the developmentof abilities, competencies and expertise that allow people to be successful in life. Through this work, we have collaborated with school districts and other educators and researchers across the country to expand the notion ofwhat is traditionally thought ofas intelligence. We use the conceptofsuccessful intelligence to allow for the possibility that the skills traditionally taught in school are not the only ones, and often not even the most important ones, that allow people to be successful in the world.

The Spelling Made Easy series is a week by week manual for primary and special needs teachers of reading and spelling. Based on phonic word family lists these established best sellers cover Key stages One and Two. This is the level 2 textbook.

The ability to communicate is amazing. No other human ability is so complicated, so sophisticated, so important to civilization-and yet so taken for granted. How tragic would life be without the marvelous ability to communicate? In "Simply Amazing: Communication Sciences and Disorders," Dr. Dennis C. Tanner explores the stages of the communication chain and examines the act of speech communication from the speaker's thoughts to the listener's understanding of them.

Relying on more than forty years of experience studying, teaching, researching, and providing clinical services in the communication sciences discipline, Tanner provides a frank and informative discussion about the subject, including both conventional and offbeat theories of human communication, unique and sometimes bizarre disorders, and intriguing patients.

Through anecdotes, examples, illustrations, case studies, and personal asides of the amazing human ability to communicate-as well as the myriad disorders, defects, delays, and disabilities that can lay waste to it-"Simply Amazing: Communication Sciences and Disorders" provides keen insight into the world of communication.

Disability Services and Disability Studies in Higher Education considers how the two fields of disability studies and disability services in institutions of higher education impact each other. Disability Studies is centered in the classroom, an interdisciplinary field that teaches about the social contexts of disability, while Disability Services works outside the classroom, making sure students with disabilities are able to access classroom spaces and educational material. Oslund explores the effect of the services on the larger societies in which they are located, students who encounter the respective fields, and those who self-identify as disabled or have an identity of disability posited on them by the society in which they live.

"Anyone interested in disability, in education, in helping broaden the horizon of opportunities for young people exiting special education will be the wiser for having read this book. Readable, fast-paced, well written, and instructive-this book provides fascinating and important insight into the brilliant leadership, hard work, and innovative education program development of one individual . . . Donald Bailey"
Madeleine Will
Vice President of Public Policy
National Down Syndrome Society

"Donald Bailey demonstrates the power parents have to create new and better options for their children with intellectual disabilities and makes it clear that the first step in his journey was listening to his son's dreams and believing that they were possible. In recounting his personal journey of hope, disappointment, and ultimately success, Donald demonstrates that all parents have the power to make change happen. I hope that every person, parent, teacher, and policymaker who reads this book sees in it a reflection of their own potential to make the dream of college into reality. These efforts will pay dividends for years to come for families of students with intellectual disabilities in South Carolina and throughout our country. "
Meg Grigal, PhD
Co-Director, Think College
Institute for Community Inclusion
UMASS-Boston

"This book will inform and empower any American who cares about ensuring that young adults with intellectual disabilities get the postsecondary experiences they deserve to realize their potential. The process that occurred in South Carolina provides a viable blueprint to provide postsecondary options for any young person who is intellectually challenged, regardless of where they live."
Jim Rex, PhD
Former South Carolina State Superintendent of Education

"This is a must-read story of a family with an unwavering devotion to the education of their son. It seems as though every parent I talk to feels as if they are the only one on this educational journey. With a real-life happy ending, this book provides insight into one family's educational journey and the impact that the journey will have on generations to come for students with disabilities."
Edie Cusack
Director of REACH Program at College of Charleston
All proceeds from the sale of this book will be used to fund scholarships for students with intellectual disabilities enrolled in CTC-sponsored postsecondary programs in South Carolina.

This book reports a longitudinal study of a cohort of 3, 200 children who started first grade in 1976 in Bergen, Norway. Approximately 250 of these children had learning disabilities. This sample of learning disabled were studied and treated over an 8-year period. About 190 of the learning disabled children had dyslexia. In addition to collecting extensive psychological data on each of these dyslexic children, the Bergen study sought to diagnose and treat the various subtypes of manifest dyslexia. This comprehensive study demonstrated the seriousness of the problem, exemplified by the fact that the retarded children tended to show greater growth in reading and spelling in the primary grades than the dyslexics. The findings from this important study will have profound implications on the treatment of dyslexic children in the future.

LD is an ill-conceived, but well-intentioned, movement that has run amok and is placing millions of youth on a disabling trajectory toward failure and low self-esteem. There is no generally accepted definition of LD and no evidence that LD programs help students. The central theme of this book is that all children are capable of learning. It is the trappings of educational practice--the labeling, testing, segregation by exceptionality, poor instruction, and committee-generated curricula--that have caused children to be condemned to the second-class status of LD. Good teaching is what leads to learning. Finlan offers suggestions to parents of what to do to avoid having their children labeled, to take charge of their own children's education and not leave it entirely up to the so-called experts.

This book reviews systematic training programs that are designed to enhance the language, reading, literacy and cognitive skills of individuals with Learning Disabilities in various disciplines. Most titles on Learning Disabilities intervention often focus on the linguistic area of the disability, while there are many more areas of difficulty. Students with learning disabilities struggle with such as math, cognitive abilities, and organizational skills. Adopting a multi-disciplinary approach, this book encompasses a wide variety of remedial treatments and therapies developed by expert researchers and scholars in the Learning Disabilities area.

Authors are very experienced in the field Techniques are easy to follow and comprehensive allowing therapists to direct families to continue exercises at home Additional printable resources for families Testimonials from families supported by the Total Speech approach are included The advantage of the proposed book is the combining of clinical experience with describing techniques that are not commonly used or acknowledged (i.e. using tactile input in addition to auditory and visual) to support the speech of children with additional or complex needs.

This publication explores the impact of creative projects on the work of Pupil Referral Units and Learning Support Units around England. During 2003, writer and researcher Richard Ings visited a dozen centres that participated in First Time Projects, a programme devised and funded by the Calouste Gulbenkian Foundation and Arts Council England. He talked to the teachers and the learning support staff, the artists and arts companies, and the young people themselves about the benefits and challenges of engaging in arts practice. Creating Chances is an important contribution to the literature on how arts interventions can help to reach the marginalised and excluded child. It provides the teaching profession with fresh ideas and new approaches to making connections with our most troubled young people. And it examines the role of the artist as a catalyst for creativity and personal development. This report is of vital interest to professionals working towards social inclusion, including those responsible for funding and setting education policy. Its publication is intended to encourage better and wider use of creative approaches in PRUs and LSUs across the country.

"Educational Interventions", volume 14 of "Advances in Learning and Behavioral Disabilities", addresses new developments in areas relevant to the education of individuals with learning and behavioral disabilities. A prominent feature of this volume is an extensive and comprehensive meta-analysis of 180 intervention studies involving students with learning disabilities, provided by H. Lee Swanson and Maureen Hoskyn. A chapter by Maria Chiara Passolunghi and Cesare Cornoldi describes difficulties in word problem solving with respect to working memory and cognitive ability. Kenneth Kavale and Steven Forness discuss research and policy issues in educational inclusion of students with learning and behavioral disabilities. Margaret Weiss and Frederick Brigham contribute a chapter on the research support for co-teaching as an educational intervention for promoting academic achievement and educational inclusion. Finally, Marge Mastropieri, Vicky Spencer, Thomas Scruggs, and Elizabeth Talbott provide a meta-analysis of recent research on peer tutoring interventions involving students with learning and behavioral disabilities. Taken together, the volume presents up-to-date information on a variety of perspectives and topics relevant to educational treatment of individuals with disorders of learning and behavior.

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• Focused on practical teaching strategies. • Based on extensive experience and research. • Considers the many ways in which diverse learners can succeed in science. • Helps staff to understand the best approaches and research evidence so that they have the confidence to teach it. • Teachers’ notes provide additional guidance, as well as suggestions on how to adapt the material in specialist settings.

Numeracy for All Learners is a wide-ranging overview of how Math Recovery (R) theory, pedagogy, and tools can be applied meaningfully to special education to support learners with a wide range of educational needs. It builds on the first six books in the Math Recovery series and presents knowledge, resources, and examples for teachers working with students with special needs from Pre-K through secondary school. Key topics include: dyscalculia, what contemporary neuroscience tells us about mathematical learning, and differentiating assessment and instruction effectively to meet the needs of all students in an equitable framework.

This indispensable book critically sets out the skills and knowledge required by a specialist educator for students who present with dyslexia. The British Dyslexia Association Professional Criteria (BDA, 2012) provides an anchor throughout for this book's content. Chapters are explicitly mapped to specific professional criteria, offering the reader confidence that guidance in Key Perspectives on Dyslexia is underpinned by this internationally recognised professional framework. Key issues in the education and care of those affected by dyslexia are critically explained and explored in this publication, using both author's years of specialist experience in this field. As established scholars both authors also suggest how research can inform and enrich how an educator responds to these issues. The content of this book includes: Detailed case studies disclosing how dyslexia presents in different individuals and which richly illuminate the issues considered by each chapter A concise examination of reading instruction in the context of typically-developing students and in relation to those who present with dyslexia: this incorporates an expert but accessible review of international policy and educational practice, including influential findings from research Detailed guidance on how to identify possible dyslexia and key issues to consider in referral and assessment of those affected, including associated models here such as Response to Intervention (RTI) Consideration of intelligence and in how this figures in relation to assessment for dyslexia, including the possible role of intellectual disability (ID). Comprehensive evaluation of the role of behaviour in relation to dyslexia, with guidance on how this can be used to inform a programme of support for students with social, emotional or behavioural difficulties (EBD/SEBD). Consideration of how the professional role of a specialist educator might travel across the English speaking world and also beyond in China or India. Key Perspectives on Dyslexia is an essential text for educators and will become a landmark guide for educational practice and policy.

High Leverage Practices for Intensive Interventions provides special education teachers with descriptions and practical instructions on how to use High Leverage Practices (HLPs) to improve student outcomes. Since many students with disabilities spend their school day in inclusive general education classrooms, these intensive interventions are delivered in separate or tier 3 settings to meet the students' individualized needs. Each chapter focuses on a specific High Leverage Practice with explanations of its purpose and essential components, accompanied by examples for use with small groups of students or the individual student. This accessible and comprehensive guide is key for pre-service teachers in special education programs or those who provide intensive interventions with students.

Parent’s Quick Start Guide to Dyslexia provides parents and caregivers with an immediate overview of dyslexia and steps they can take to support and encourage their child. Each chapter is packed with detailed and helpful information, covering identification, public schools versus private settings, and how (and when) to seek professional help. Summary and resource sections at the end of each chapter give quick guidance to busy readers. Topics include a wealth of research-backed activities, nurturing talent and creativity, motivating your child to read, and more. Offering straightforward, easy to understand, and evidence-based information, this book is a go-to resource for caregivers parenting a child with dyslexia.

For courses in Special Education Law. Long-recognized as one of the top special education law books in the field, The Law and Special Educationpresents the necessary information for educators to understand the history and development of special education laws and the requirements of these laws in the field of special education. In the highly litigated area of Special Education, it is imperative that professionals in the field understand the legal requirements of providing a free appropriate public education to students with disabilities. This indispensable textbook prepares the reader with the essential skills to locate pertinent information in law libraries, on the Internet, and other sources to keep abreast of the constant changes and developments in the field. Now in the third edition, the entire textbook has been thoroughly updated and revised with the latest information on the statutes, regulations, policy guidance, and cases on special education law, as well as the most current information on: the Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act and the Elementary and Secondary Education Act, The Family Educational Rights and Privacy Act (FERPA), and the Health Insurance Portability and Accountability Act (HIPAA).

For students taking courses in early childhood special education. A practical, activity-based approach to early childhood special education built on a foundation of theory and research. This comprehensive text on early childhood special education emphasizes a developmental focus over a disability focus. The authors believe that children are more alike than different in their developmental processes and avoids the negative impact of labeling children with disability categorical names. The authors have produced a book that offers educators a practical and effective guide to finding learning opportunities within daily curriculum activities and routine. The current edition maintains the focus on inclusive, family-centered, real-world approaches that are also theoretically based. The text also provides ample detail related to specific intervention strategies that enhance teachers' ability to work with young children with special needs and their families. Readable and practical, the illustrations of techniques and strategies throughout make this text a valuable resource long after students leave their formal education.

For communication science and disorders students taking courses on language and communication disorders. An excellent overview of the characteristics of language disorders in children paired with information on assessments and interventions. The fourth edition of An Introduction to Children with Language Disorders provides readers with an in-depth and comprehensive overview that is unsurpassed in comparable texts. In three parts, this guide to child communication disorders presents the characteristics of common language disorders seen in children, discusses assessments for these disorders, and presents the most current information on language disorder intervention. In addition, this popular text covers topics often left out by similar books, such as special populations of children with language disorders, gifted children, children with other learning disabilities, children with cleft palates, bilingual children, and children with visual impairments.

Logically organized, comprehensive, and thoroughly applied, the eighth edition of Teaching Students with Learning Problems contains the resources teachers need to make informed decisions concerning their students with learning or behavior problems. No text on the market offers this many classroom-tested strategies, including activities and games. Unique in its coverage the materials and computer software most appropriate for students with learning problems in every content area, this top-selling text continues to be the most practical and well-researched resource for classroom teachers.