This much-needed volume is an edited collection of primary sources that document the history of bilingual education in U.S. public schools during the nineteenth and twentieth centuries. Part I of the volume examines the development of dual-language programs for immigrants, colonized Mexicans, and Native Americans during the nineteenth century. Part II considers the attacks on bilingual education during the Progressive-era drive for an English-only curriculum and during the First World War. Part III explores the resurgence of bilingual activities, particularly among Spanish speakers and Native Americans, during the interwar period and details the rise of the federal government's involvement in bilingual instruction during the post-WWII decades. Part IV of the volume examines the recent campaigns against bilingual education and explores dual-language practices in today's classrooms. A compilation of school reports, letters, government documents, and other primary sources, this volume provides rich insights into the history of this very contentious educational policy and practice and will be of great interest to historians and language scholars, as well as to educational practitioners and policymakers.

In 1987, when Pat Linkhorn found herself raising two daughters with special needs, she had to rely on letters to get the information she needed. These days, the process of finding information for children with disabilities is much more straightforward. In this collection of writings, Linkhorn shares a personal account of her experiences and offers advice on dealing with the various issues that she encountered through the years.Linkhorn hopes to help parents of special needs children find the humor amid the absurdity of life. Join her as she recalls navigating the choppy waters of serving as an advocate for her children and others with special needs. She offers advice on making decisions that benefit special needs children; dealing effectively with agencies, committees, and people; and telling your story in a way that generates attention.As the mother of one autistic daughter and another who was born prematurely and is blind, Linkhorn has dealt with and worked for numerous social and educational agencies devoted to helping special needs individuals for more than twenty years. No longer constrained by agency rules and guidelines, she is off the fence and she tells her tale of survival and victory and explains how the system really works.

This book is about the social condition of Deaf people, told through a Deaf woman's autobiography and a series of essays investigating how hearing societies relate to Deaf people. Michel Foucault described the powerful one as the beholder who is not seen. This is why a Deaf woman's perspective is important: Minorities that we don't even suspect we have power over observe us in turn. Majorities exert power over minorities by influencing the environment and institutions that simplify or hinder lives: language, mindsets, representations, norms, the use of professional power. Based on data collected by Eurostat, this volume provides the first discussion of statistics on the condition of Deaf people in a series of European countries, concerning education, labor, gender. This creates a new opportunity to discuss inequalities on the basis of data. The case studies in this volume reconstruct untold moments of great advancement in Deaf history, successful didactics supporting bilingualism, the reasons why Deaf empowerment for and by Deaf people does and does not succeed. A work of empowerment is effective if it acts on a double level: the community to be empowered and society at large, resulting in a transformation of society as a whole. This book provides instruments to work towards such a transformation.

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.

Helps educators develop the specific gifts and talents of the gifted students they serve Includes a yearlong plan for professional learning communities seeking to transform their programs Demonstrates how educators can utilize the wealth of data they have at their disposal.

* Helps the reader conceptualize interpersonal dynamics in the special education process, provide examples of effective oral communication, and describe essential meeting facilitation practices that collectively make facilitation a professional art * School psychologists from around the country share how they structure meetings, provide examples of language they use to communicate important educational and psychological concepts, and describe the persona they present to support the meeting process * Highlights meeting facilitation as a unique professional skillset and art, probing practitioners' experiences in the setting where school psychologists advocate for students, empower families, build consensus among team members, and make meaningful change for individuals they serve

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

As an exchange student, you receive the opportunity to venture into another culture and see it through your own eyes. By living with a host family and attending a secondary school, you become part of the local community, you learn the language, and you experience a new culture from the inside out. Even so, an exchange year is not one long holiday. It can be tough, and it may take time to adjust to the new culture and find new friends. In The Exchange Student Guidebook, author Olav Schewe presents a practical handbook to prepare you for life as an exchange student and help you tackle common challenges. It provides useful advice regardless of your destination country, but also contains a special section for students destined for the United States. In plain English and from a student's perspective, it gives you the information you need to make your experience successful and memorable. Schewe considers understanding the basics of student exchange; evaluating reasons for going; choosing a destination country and exchange organization; living in a foreign culture; staying with a host family; finding new friends; and dealing with homesickness and other challenges. Filled with practical advice and tips, The Exchange Student Guidebook provides you with a foundation for enjoying a year abroad.

This book was written for every parent who has ever struggled with that uneasy, anxious, apprehensive gut feeling. You are convinced something is wrong or perhaps different with your child but you just can't put your finger on it. You talk to teachers, administrators, anyone who will listen. They suggest this or tell you to do that. You know deep down inside that it probably isn't the solution, but you are not the expert, so you do what you are told. Slowly, the school year goes by, then the next and the next and nothing changes. Sometimes you start to feel like you are going crazy, that you are obsessing.

This book is for any parent, who has lost hope, to know that you are not alone. It is for the parent who needs to ask questions, but does not know where to find answers. Most of all, I hope, through our story, some parents will feel empowered enough to fight for their child, no matter what it takes, without fear of retribution, from their school system. You are your child's best advocate. You need to speak up

Whatever issues you might be having with your child, there is something in our story for everyone. Included are actual emails, transcripts and more. I want to share the pain, the fear, the joy, the uncertainty, some direction and hopefully some insight.

You must look beyond the report cards but prepare yourself. You might uncover your own incredible, mind-boggling, unbelievable stories that may seem absurdly unREAL

The Big Book of Blob Feelings uses questions linked to specially selected, photocopiable pictures to help you explore feelings with those who struggle to communicate about their emotions. Tried, tested and loved internationally, this inspirational resource includes a wealth of material around: Blob Theory - the feelosophy, our open-question approach and the importance of allowing people to express their choices freely; Emotions - every day we all experience a wide range of feelings, a broad selection of which have been illustrated to kick-start discussions; Developmental issues - the objective of each of the sheets is to see people of all ages grow in their awareness of who they are, their uniqueness, and how they can develop those gifts further as they share with others. Each picture is accompanied by ideas and questions to kick-start class, group or one-to-one discussion so that everything in the book is relevant to your needs in your setting. The complete book is also included electronically on the accompanying downloadable resources so that you can print and re-use resources as often as you need to. The perfect companion to this book is The Big Book of Blob Feelings 2, which provides a huge range of new material while following the same structure and approach.

Acquired brain injury (ABI) describes damage to the brain that occurs after birth, caused by traumatic injury such as an accident or fall, or by non-traumatic cause such as substance abuse, stroke, or disease. Today's medical techniques are improving the survival rate for people of all ages diagnosed with ABI, and current trends in rehabilitation are supporting these individuals returning to live, attend school, and work in their communities. Yet strategies on the best way of providing community participation vary among rehabilitation experts. Because many of survivors of ABI do not and will not return to the status quo of their former lives it is important to examine what constitutes best and promising practices in this area. This casebook is the world's first compilation of evidence-informed programmes that foster community participation for people of all ages with brain injury. With this review, the authors elicited and carefully examined existing programmatic efforts that combine emphasis on the individual, the social, and the service systems in a way that captures community participation as a complex process of interactive change in the person-environment relationship - programmes that do not divorce ABI survivors from their contexts, and where participation efforts facilitate positive change in the social and political context. They considered community-based programmes to be programmes where individuals and families actively participate in their own therapy (rehabilitation) and take responsibility for their own health or that of a family/community member. Each case study chapter depicts a programme chosen on its extraordinary merits to provide community participation to its clients. The chapters are cowritten by the stakeholder and a researcher, giving a complete perspective of how the programme was established and continues to operate, and provides evidence of excellence.

In higher education systems, equal importance must be given to differently abled students. However, not all educational institutions have infrastructure and facilities to admit these students even though accessibility and support for these students is growing. There are many schemes, facilities, services, and financial assistance available to these students along with new assistive technologies that are making teaching and learning processes more effective. While using new technologies in education systems such as e-learning and blended learning, these students need special attention as well as some advanced training and additional features in the technology itself that better help them become familiar with it. Understanding the demands and requirements of differently abled students is the best way to provide them with quality education. Assistive Technologies for Differently Abled Students explores how to implement effective assistive technologies and other related services for providing differently abled students an education that is high quality and equal to their peers, enabling them to go on and excel in their field and obtain employment. Topics that are highlighted within this book include an overview for the different types of diverse assistive technologies for all types of students including students with visual impairments, learning disabilities, physical challenges, and more. This book is ideal for school administrators, researchers of higher educational institutes, non-governmental organizations, assistive technology experts, IT professionals, social workers, inservice and preservice teachers, teacher educators, practitioners, researchers, academicians, and students looking for information on the types of assistive technologies being employed in education for all types of differently abled students.