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Books > Social sciences > Education > Teaching of specific groups
International Advances in Education: Global Initiatives for Equity
and Social Justice is an international research monograph series of
scholarly works that primarily focus on empowering students
(children, adolescents, and young adults) from diverse current
circumstances and historic beliefs and traditions to become
non-exploited/non-exploitive contributing members of the 21st
century. The series draws on the research and innovative practices
of investigators, academics, and community organizers around the
globe that have contributed to the evidence base for developing
sound educational policies, practices, and programs that optimize
all students' potential. Each volume includes multidisciplinary
theory, research, and practices that provide an enriched
understanding of the drivers of human potential via education to
assist others in exploring, adapting, and replicating innovative
strategies that enable ALL students to realize their full
potential. Chapters in this volume are drawn from a wide range of
countries including: Australia, Brazil, Canada, China, Finland,
Georgia, Haiti, India, Italy, Kyrgyzstan, Portugal, Slovenia,
Tanzania and The United States all addressing issues of educational
inequity, economic constraint, class bias and the links between
education, poverty and social status. The individual chapters
provide examples of theory, research, and practice that
collectively present a lively, informative, cross-perspective,
international conversation highlighting the significant gross
economic and social injustices that abound in a wide variety of
educational contexts around the world while spotlighting important,
inspirational, and innovative remedies. Taken together, the
chapter's advance our understanding of best practices in the
education of economically disadvantaged and socially marginalized
populations while collectively rejecting institutional policies and
traditional practices that reinforce the roots of economic and
social discrimination. Chapter authors, utilize a range of
methodologies including empirical research, historical reviews,
case studies and personal reflections to demonstrate that poverty
and class status are socio-political conditions, rather than
individual identities. In addition, that education is an absolute
human right and a powerful mechanism to promote individual,
national, and international upward social and economic mobility,
national stability and citizen wellbeing.
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.
Auditory processing disorders, reading and writing disorders,
language disorders, and other related disorders - these disorders
seem distinct among one another from historical and professional
practice perspectives but more and more research suggests that they
in fact overlap in many ways including clinical presentations,
suspected underlying causes, diagnostic criteria, and
re/habilitation strategies. On January 4-7, 2012, the conference
Global Conference on Disorders in Auditory Processing, Literacy,
Language & Related Sciences (APLL 2012) was held in The Hong
Kong Institute of Education. This was the world's first platform
for interdisciplinary discussions and collaborations on ways we can
better serve children who suffer from the above closely related
disorders through future research. Due to the huge success of
APLL2012, to promote continuous discussions of the conference
theme, the conference organizing committee decided to invite
scholars, scientists, and practitioners to contribute their work to
the eleventh volume in the Research on Sociocultural Influences on
Motivation and Learning research monograph series. This volume is
focused on issues in typical and disordered developments in
auditory processing, literacy, and language across different
cultural and linguistic contexts in Asia, Europe and North America.
The contributors of this volume offer insightful theoretical and
practical ideas to shape future directions in research, assessment,
intervention, and education. This is an intriguing and inspiring
volume for students, researchers, and practitioners in the fields
of speech-language pathology, audiology, developmental psychology,
educational psychology, neuropsychology, and other related
disciplines. By bringing in respective leaders in the fields, we
hope that this book will open new windows to promote advancements
in related research initiatives, continuing cross disciplinary
discussions and collaborations on ways that we can better service
individuals suffer from these closely related disorders through
future research.
This edited volume explores various issues pertaining to the
education of children with disabilities in Africa, the Caribbean
and Middle East. As a group, persons with disabilities have been
subjected to social, cultural and educational exclusions of various
forms and for various socially-scripted reasons. In education, for
instance, individuals with disabilities have been altogether
excluded from educational participation in many parts of the
developing world or they have been excluded from pursuing
meaningfully beneficial higher levels of education in developed
countries like the United States. One of the social
responses/remedies to the widely-acknowledged exclusionary
practices experienced by learners with disabilities has been the
widespread implementation of inclusive practices in the education
of individuals with disabilities across countries, in the west and
the developing regions of the world. A distinctive marker of
difference in the way inclusive practices have been enacted in
western countries versus those in the developing world has
primarily stemmed from the fact that majority of western countries
operate under funded mandates that also regulate the provision of
education to persons with disabilities. While the ideal of
inclusion has been highly desirable, many of countries in the
developing world have floundered in their implementation due to
lack sound legislative framework to guide implementation coupled
with socio-cultural factors related to negative perceptions of
disabilities and limited funding sources. Chapters in this volume
explore inclusive education from a variety of perspectives.
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.
Teaching adolescents and learning from them is the paradigm
elaborated throughout this second edition of Adolescents in the
Internet Age. The premise is based upon four assumptions: (1)
Adolescents have unique experiences that qualify them as the most
credible source on what growing up is like in the current
environment; (2) Adolescents are more competent than many adults
with tools of technology that will be needed for learning in the
future; (3) Adolescents and adults can support mutual development
by adopting the concept of reciprocal learning; and (4) The common
quest of adolescents to gain adult identity could be attained
before employment. Expectations are the theme for every chapter.
The reason expectations are so important is because they influence
goals, determine priorities, and are used to evaluate progress and
achievements of individuals and institutions. When teacher
expectations correspond with the abilities and interests of
students, achievement and satisfaction are common outcomes. In
contrast, if teachers expect too little, student potential can be
undermined. There is also concern if expectations that students
have for themselves surpass their abilities. This occurs if
teachers do not inform students about their deficits. Multitasking,
doing too many things at the same time, detracts from productivity.
Sharing accountability depends upon complimentary and attainable
expectations that can be met by students, teachers, and parents. To
support appropriate expectations, tthis book for secondary teachers
and high school students seeking a broader understanding of their
own generation is organized in four parts about aspects of learning
and development. (1) Identity expectations introduce traditional
perspectives on adolescence, changes related to sources of
learning, evolving emphasis of schools, and ways to support
motivation, goal setting, and formation of identity. (2) Cognitive
expectations examine mental abilities, academic standards,
emergence of the Internet as a learning tool, development of media
literacy, creative problem solving, and encouragement of higher
order thinking skills. (3) Social expectations explore the need for
giving greater attention to social development, importance of
teamwork skills, involvement with social networking, adoption of
civil behavior, school safety, and values as a basis for ethical
behavior and character. (4) Health expectations center on decisions
that influence physical health, well-being, and lifestyle choice.
Consideration is given to stress management, emotional
intelligence, and risk assessment strategies for individual
teenagers and the schools that they attend.
Different regions of the world are making increasing demands for
educational reform, especially when institutions are dissatisfied
with the level of proficiency of their graduates. Since the
realization of how important English education is to global
success, reform to English education is becoming progressively
vital in societies all over the world. Curriculum Reform
Initiatives in English Education provides research exploring the
theoretical and practical aspects of a variety of areas related to
English education and reform, as well as applications within
curriculum development and instructional design. Featuring coverage
on a broad range of topics such as teachers' roles, teaching
methods, and professional development, this book is ideally
designed for researchers, educators, administrators, policymakers,
interpreters, translators, and linguists seeking current research
on the existing body of knowledge about curriculum reform in
English education in an international context.
The purpose of this book is to provide a forum for an
interdisciplinary scholarly dialogue with regard to preparing
teachers for early childhood special education. In addition, it is
aimed at examining and making available relevant and most recent
scholarship to practitioners and at addressing critical issues and
perspectives around preparing effective educators for the 21
century classroom and the future. This book intends to illuminate a
complex and challenging task of preparing effective educators
through the lenses of several educational disciplines, including
but not limited to, teacher education, general education, special
education, early childhood education, and urban education. The
information in this work will focus on several educational
disciplines that have the most immediate implications for teacher
preparation and practice. The overall educational knowledge base
will be enhanced due to the educational interdisciplinary approach.
This has additional implications for teacher education, special
education, educational leadership, curriculum and instruction,
educational policy, and urban education, to name a few. The
multidimensional nature of the book gives it the freedom to
highlight multiple and diverse voices while at the same time
providing a forum for different (and sometimes divergent)
methodologies, philosophies, and ideologies.
Stories that explain is a one-stop support guide to helping
children understand social situations through stories. This
practical book is packed full of support, advice and tips for
teachers, teaching assistants, SENCos and parents to help support
children in gaining a better understanding of common primary school
experiences that can cause misunderstanding or stress. This
resource provides a concise explanation of the use of stories, why
they are important, and advice on how to write/edit stories,
including tips on how to present them. The accompanying CD includes
a comprehensive and editable bank of stories to share with children
to aid their understanding of social situations.
Rehabilitation professionals working with students with
disabilities and the families of those students face unique
challenges in providing inclusive services to special education
student populations. There needs to be a focus on adaptive teaching
methods that provide quality experience for students with varying
disabilities to promote student success and inclusivity. Critical
issues within these practices span autism, diverse students, gifted
education, learning disabilities, behavioral and emotional
disorders, and more. With having many different types of students
with vastly different situations, it is important for
rehabilitation professionals to understand the best practices and
learning systems for special education students who have a wide
range of needs and challenges. The Handbook of Research on Critical
Issues in Special Education for School Rehabilitation Practices
focuses on the issues and challenges rehabilitation professionals
face in special education and how they can provide inclusive and
effective services to diverse student populations. This book
highlights topics such as culturally responsive teacher
preparation, artificial intelligence in the classroom, universal
design, inclusive development, and school rehabilitation and
explores the effects these newfound practices in education have on
various types of students with disabilities. This book is essential
for special education teachers, administrators, counselors,
practitioners, researchers, academicians, and students interested
in the new methods, theories, and solutions for the best practices
in inclusive and effective special education.
This book synthesizes the most current evidence-based research and
practices on prevention, assessment, intervention, and treatment of
pediatric intellectual developmental disabilities. It provides a
broad empirical framework for innovative practices and discusses
their possible impact on children's future development, ability to
learn, social skills, and quality of life. The book highlights
important findings in cognitive and behavioral development for
children with such disorders as 22q13 Deletion syndrome (i.e.,
Phelan McDermid syndrome), Prader-Willi syndrome, Williams
syndrome, and sex chromosome disorders (e.g., Klinefelter syndrome)
- children often considered untestable, unteachable, and
unknowable. In addition, the book includes case studies that
emphasize a team approach with physicians, families, school
psychologists, and teachers for providing quality research-based
psychological, educational, and mental health services. Topics
featured in this book include: Up-to-date findings on the causes
and symptoms of intellectual disability disorders. Common medical
treatments for children with intellectual disabilities. Therapeutic
interventions for children with intellectual disabilities.
Psychoeducational assessment practices for children requiring
special education assistance. Future directions to support people
with intellectual disabilities. Pediatric Intellectual Disabilities
at School is a must-have resource for researchers, graduate
students, and other professionals in child and school psychology,
psychiatry, social work, special and general education, public
health, and counseling.
Understanding Gifted Adolescents: Accepting the Exceptional
addresses the basis of exclusive education for gifted adolescents
from the theoretical perspective of social identity. Using the lens
of social identity theory and adolescent development related to
giftedness, this book builds the case for a curriculum for gifted
adolescents. By providing a comprehensive foundation for exploring
the concept of a more exclusive education scholastically, and
debunking the "elitist" concept of gifted education, this book is a
well-organized and clearly-structured exposition for the philosophy
of gifted education, as well as a means of putting a curricular
model into practice in American high schools. With pointed
critiques of differentiated instruction in the general education
classroom and the current trend of standardization and
normalization in the current educational climate, a new philosophy
for addressing gifted education is presented.
Human-computer interaction studies the users and their interaction
with an interactive software system (ISS). However, these studies
are designed for people without any type of disability, causing
there to be few existing techniques or tools that focus on the
characteristics of a specific user, thus causing accessibility and
utility issues for neglected segments of the population. This
reference source intends to remedy this lack of research by
supporting an ISS focused on people with visual impairment.
User-Centered Software Development for the Blind and Visually
Impaired: Emerging Research and Opportunities is a collection of
innovative research on techniques, applications, and methods for
carrying out software projects in which the main users are people
with visual impairments. While highlighting topics including mobile
technology, assistive technologies, and human-computer interaction,
this book is ideally designed for software developers, computer
engineers, designers, academics, researchers, professionals, and
educators interested in current research on usable and accessible
technologies.
Have you emotionally suffered through sabotage and administrative
loopholes in your place of employment, which resulted in wrongful
discharge? Crystal E. Emerson has written an extraordinary and
poignant documentation of truth. She has experienced the unethical
behavior of administrators and other professionals while working in
a public school district in the state of Pennsylvania. During the
2003-2004 academic year, Crystal experienced divided professional
loyalties and lived and worked through this emotional dichotomy for
180 days of employment. This was a test of personal and emotional
strength and a time to trust her instincts. The law assumes that
public school administrators will behave in an ethical manner. The
PSEA (Pennsylvania State Education Association) members assume that
union representatives will support them during times of
professional adversity. This book is a personal account, of a
professional position, in which these two assumptions have failed
to occur. There is a need for all public school administrators to
abide by more strict laws. There is a need to implement a law that
requires all observations and evaluations performed by public
school administrators to video record the session; this video
recording should be submitted to the state department of education
due to a mandating law. Such a law would help teachers in extreme
situations who have been subjected to heinous actions of
administrative personnel. It is Crystal's hope that her 180-day
experience of emotional adversity, sabotage, harassment, and
undermining has not occurred in vain. Never before has a book been
so poignant and honest This is an account of utter emotional and
professional strength. You will be enticed as you enjoy reading 180
DAYS
In the USA, racism is the most widespread root of oppression. Black
people in America, specifically, have suffered from centuries of
discrimination and still struggle to receive the same privileges as
their white peers. In other countries, however, there are other
groups that face similar struggles. Discrimination and oppression
based on religion, ethnicity, socio-economic status, political
affiliation, and caste are just a few categories. However,
education is a root for widespread societal change, making it
essential that educators and systems of education enact the changes
that need to occur to achieve equity for the groups being
oppressed. Education as the Driving Force of Equity for the
Marginalized highlights international research from the past decade
about the role education is playing in the disruption and
dismantling of perpetuated systems of oppression. This research
presents the context, ideas, and mechanics behind impactful efforts
to dismantle systems of oppression. Covering topics such as teacher
preparation, gender inequality, and social justice, this work is
essential for teachers, policymakers, college students, education
faculty, researchers, administrators, professors, and academicians.
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