Deaf education in New South Wales has made tremendous progress since the end of World War II, yet issues remain for students from their early years of education through secondary high school. Naomi Malone traces the roots of these issues and argues that they persist due to the historical fragmentation within deaf education regarding oralism (teaching via spoken language) and manualism (teaching via sign language). She considers the early prevalence of oralism in schools for deaf students, the integration of deaf students into mainstream classrooms, the recognition of Australian Sign Language as a language, and the growing awareness of the diversity of deaf students. Malone's historical assessments are augmented by interviews with former students and contextualized with explanations of concurrent political and social events. She posits that deaf people must be consulted about their educational experiences and that they must form a united social movement to better advocate for improved deaf education, regardless of communication approach.

This comprehensive ground-breaking southern African-centred collection spans the breadth of disability research and practice. Reputable and emerging scholars, together with disability advocates adopt a critical and interdisciplinary stance to prove, challenge and shift commonly held social understanding of disability in traditional discourses, frontiers and practices in prominent areas such as inter/national development, disability studies, education, culture, health, religion, gender, sports, tourism, ICT, theatre, media , housing and legislation. This handbook provides a body of interdisciplinary analyses suitable for the development of disability studies in southern Africa. Through drawing upon and introducing resources from several disciplines, theoretical perspectives and personal narratives from disability activists, it reflects on disability and sustainable development in southern Africa. It also addresses a clear need to bring together interdisciplinary perspectives and narratives on disability and sustainable development in ways that do not undermine disability politics advanced by disabled people across the world. The handbook further acknowledges and builds upon the huge body of literature that understands the social, cultural, educational, psychological, economic, historical and political facets of the exclusion of disabled people. The handbook covers the following broad themes: * Disability inclusion, ICT and sustainable development * Access to education, from early childhood development up to higher education * Disability, employment, entrepreneurship and community-based rehabilitation * Religion, gender and parenthood * Tourism, sports and accessibility * Compelling narratives from disability activists on societal attitudes toward disability, media advocacy, accessible housing and social exclusion. Thus, this much-awaited handbook provides students, academics, practitioners, development partners, policy makers and activists with an authoritative framework for critical thinking and debates that inform policy and practice in incomparable ways, with the view to promoting inclusive and sustainable development.

This book furthers the discussion concerning critical pedagogy and its practical applications for urban contexts. It addresses two looming, yet under-explored questions that have emerged with the ascendancy of critical pedagogy in the educational discourse: (1) What does critical pedagogy look like in work with urban youth? and (2) How can a systematic investigation of critical work enacted in urban contexts simultaneously draw upon and push the core tenets of critical pedagogy? Addressing the tensions inherent in enacting critical pedagogy - between working to disrupt and to successfully navigate oppressive institutionalized structures, and between the practice of critical pedagogy and the current standards-driven climate - The Art of Critical Pedagogy seeks to generate authentic internal and external dialogues among educators in search of texts that offer guidance for teaching for a more socially just world.

Principal. Practical. Prevailing. The second edition of" Understanding Physical, Health, and Multiple Disabilities" proves itself once again to be the most current and applied characteristics text on the market. Readers of the newly updated text will attain the greatest understanding of students with a wide range of physical, health and multiple disabilities. The authors further the subject matter by including not only implications to the classroom, but keys on how to best apply this new knowledge to teaching practice. Unique to characteristic books on the market, "Understanding Physical, Health, and Multiple Disabilities" has "knowledge to practice" chapters that provide practical information related to the various sections of the book. Students will gain a clear insight to physical, health, and multiple disabilities commonly found in the school setting, including neuromotor impairments, orthopedic and musculoskeletal impairments, sensory loss, degenerative and terminal illness, health impairments, and infectious diseases. The text allows future teachers to come away with the best preparation for providing a safe, healthy school environment "and" an effective teaching environment for all children with physical, health, and multiple disabilities. Special Features Include: "Knowledge to practice" chapters provide practical information relating to the disabilities in that section allowing students to apply the information they learned in the previous chapters to a content area that they will need to address in the school setting.Features foundation chapters that lay the groundwork for working with students who have physical, health, and multiple disabilities including content onunderstanding disabilities and effective teaming; learning and behavioral characteristics; and motor development, characteristics, and interventions.Each disability-specific chapter provides a concrete framework for students to read through the chapter with ease of understanding. Featured in each of these chapters is a description of the disability, dynamics, characteristics, detection, treatment, course, educational implications, meeting physical/sensory needs, communication needs, learning needs, daily living needs, and psychosocial/behavioral needs.

Young children who are visually impaired and have additional disabilities need to learn to use their sense of touch effectively to promote their growth, development, and ability to communicate. This manual provides teachers, early interventionists, and parents with critical information about alternative communication methods not based on the use of vision as well as countless practical strategies. Topics include assessing a child's skills, planning interventions, and selecting appropriate tactile strategies to meet the child's needs.

Ableism, a form of discrimination that elevates "able" bodies over those perceived as less capable, remains one of the most widespread areas of systematic and explicit discrimination in Western culture. Yet in contrast to the substantial body of scholarly work on racism, sexism, classism, and heterosexism, ableism remains undertheorized and underexposed. In this book, James L. Cherney takes a rhetorical approach to the study of ableism to reveal how it has worked its way into our everyday understanding of disability. Ableist Rhetoric argues that ableism is learned and transmitted through the ways we speak about those with disabilities. Through a series of textual case studies, Cherney identifies three rhetorical norms that help illustrate the widespread influence of ableist ideas in society. He explores the notion that "deviance is evil" by analyzing the possession narratives of Cotton Mather and the modern horror touchstone The Exorcist. He then considers whether "normal is natural" in Aristotle's Generation of Animals and in the cultural debate over cochlear implants. Finally, he shows how the norm "body is able" operates in Alexander Graham Bell's writings on eugenics and in the legal cases brought by disabled athletes Casey Martin and Oscar Pistorius. These three simple equivalencies play complex roles within the social institutions of religion, medicine, law, and sport. Cherney concludes by calling for a rhetorical model of disability, which, he argues, will provide a shift in orientation to challenge ableism's epistemic, ideological, and visual components. Accessible and compelling, this groundbreaking book will appeal to scholars of rhetoric and of disability studies as well as to disability rights advocates.

Leading scholar Michael Wehmeyer provides a cogent but accessible account of the evolution of special education. Offering a compelling vision of where the field should be headed in the next decade, he examines the big ideas that can improve outcomes for learners with disabilities including the importance of creating personalizable education.

This volume in the International Perspectives on Inclusive Education Series explores innovative perspectives and practices regarding social inclusion of potentially marginalized individuals from multiple perspectives.This book blends theoretical and evidence-based research about social inclusion and belonging, while simultaneously giving voice to families and individuals who have sought to obtain an inclusive education when experiencing a disability. Section 1, Social Inclusion: Affirming value, rights and choice, explores social inclusion from various frameworks including psychology, philosophy, human rights, social justice, hope and equity. The second section, Social Inclusion and Schools: Programs, perspectives, and practices, reviews a number of evidence-based curricula and interventions to promote social inclusion within educational contexts. Section 3, Securing presence: Dignity, agency and voice, highlights the importance of attending to and learning directly from children with disabilities. Finally, Section 4, Transition to higher education and employment, describes the continuing importance of social inclusion in transition to young adulthood and the workplace. Each chapter offers strategies, guidelines and examples of how professionals, family members and individuals can collaborate to make affirming and co-creating communities that foster equity and belonging for all.

An invaluable starting point for anyone encountering cerebral palsy for the first time, this book provides essential background information on causes, types and symptoms, as well as vital advice about the treatments, therapies and sources of support available. Practical tips on everyday considerations such as communication, diet and education will help parents achieve the best quality of life for their child. A final chapter explores options after compulsory education and how best to support a young person making the transition to independent adulthood. Using personal experience and case studies as sources of inspiration, as well as a comprehensive list of resources to signpost readers to further information, this positive handbook will help parents and professionals more fully understand cerebral palsy and the different options available to people with the condition.

Family-professional partnerships are essential to early intervention practice (birth-age 3). However, building and sustaining these partnerships is complex work. This book is about digging deeper and looking closer at what it takes to have successful relationships with each and every family. The authors explore seven partnership concepts, brought to life through the words and perspectives of families and professionals themselves. New and veteran professionals can use the "lessons learned" from these accounts to more effectively work with families. Each chapter ends with Questions for Daily Reflection to help early intervention professionals continue to develop their practice. The final chapter describes themes that result from and span the seven concepts as well as the systems needed to support successful family-professional partnerships.

This book presents a schoolwide model of instructional support designed to make the most of available time, resources, and personnel-one that is also fully compatible with other problem-solving models, such as response to intervention. The authors provide a comprehensive and cohesive framework for linking assessment and intervention. They show how to interweave evidence-based instruction with targeted professional development and other components that support improved learning outcomes for all K-8 students. Helpful tables describe dozens of research-based assessments and interventions in reading, writing, and math. In a large-size format to facilitate photocopying, the volume includes more than 20 reproducible worksheets and forms. The companion website features additional reproducibles and supplemental materials for use in conjunction with the book. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

International perspectives about literacy and deaf students is an uncharted intellectual landscape. Much of the literacy research in deaf education is conducted in English-speaking countries-primarily the United States-but 90% of deaf children live outside the U.S. and learn various signed and spoken languages, as well as diverse writing systems. Many of these children face significant educational challenges. In order to improve the literacy outcomes of deaf students around the world, it is imperative to study how children are using their local signed and spoken languages along with Deaf culture to learn to read and write. This volume fills a void in the field by providing a global view of recent theoretical and applied research on literacy education for deaf learners. Literacy and Deaf Education: Toward a Global Understanding is organized by region and country, with the first part discussing writing systems that use alphabetic scripts, and the second part focusing on countries that use non-alphabetic scripts. Some examples of the wide spectrum of topics covered include communication methodologies, curriculum, bilingual education, reading interventions, script diversity, and sociocultural development, including Deaf cultural developments. The contributors provide the results from literacy projects in fifteen countries and regions. This volume aims to widen the knowledge base, familiarize others in the field with these initiatives, and improve global understandings and outcomes of literacy teaching and learning in deaf education from birth to high school. Signed chapter summaries are available on the Gallaudet University Press YouTube channel.

The author offers eight guiding principles that can be used to advance an inclusive pedagogy. These principles permit teachers to both acknowledge and draw from the conditions within which they work, even as they uphold their commitments to equitable schooling for students from historically marginalized groups, particularly students with disabilities.

This accessible book presents research-based strategies for supporting K--8 students with high-incidence disabilities in becoming accomplished learners. The authors clearly describe the core components of effective inclusive instruction, showing how to recognize and respond to individual students' needs quickly and appropriately. Teachers are provided with essential tools for managing inclusive classrooms; planning a curriculum that fosters concept development across content areas, promotes strategic learning, and builds fluent skill use; and integrating technology into instruction. Case examples illustrate ways that special and general education teachers can work together successfully to solve complex learning problems and improve outcomes for students who are struggling.