Freedom, dignity and equality - the core values of the South African Constitution (1996) - provide the foundation for developing inclusive societies. "Inclusive education" is the term used to describe an education system in which all learners, including those with disabilities, are accepted and fully integrated not only educationally, but socially as well. Participation lies at the heart of inclusive education and cannot be restricted to one area of life. What is taught has to be reinforced in all the child's natural environments - the home, the school and the community. Believe that all can achieve explores how the incorporation of learning into real-life contexts forms the basis of meaningful education, and highlights the pivotal role of the teacher in this process. Believe that all can achieve pays specific attention to practical implementation. Photographs and line drawings are used to enhance understanding and application, and the narratives, case studies, screening checklists and examples of best practice in the home, the classroom and the community enable teachers to translate the theory into classroom practice. Believe that all can achieve looks at the child's participation patterns in terms of unique abilities, health status and environmental and personal factors, thus moving the focus from disability to ability; from the child in isolation to the child in the community; from the medical model of health care to the social model of health care. Believe that all can achieve is aimed at practising classroom-based teachers who want to improve their ability to support the increasingly diverse learners in their classrooms, schools and communities. Education students interested in special needs will also find this text particularly beneficial.

Provides information on the factors affecting student achievement and ways to implement successful teaching strategies.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

German Speaking Activities KS3 contains 60 time-saving photocopiable activities for promoting oral communication. These tried-and-tested activities provide a fun and enjoyable way of supplementing, consolidating and revising your language work, whatever scheme you are using. Activities range from role plays and surveys to quizzes, presentations and games. All encourage pupils to practise speaking autonomously, leading to more pupil-speaking time and less teacher-speaking time. The activities in this book are designed for 7-13 year olds. If you are a KS2 (Years 3-6; 7-11 year olds) teacher you may wish to order the KS2 version of this book (9781905780709). It contains the same activities.

Co-teaching has been increasingly adopted to support students in the general education classroom. After 20 years of field testing, we know what works-and what doesn't. In this practical guide, co-teaching and inclusion experts Toby J. Karten and Wendy W. Murawski detail the best practices for successful co-teaching and ways to troubleshoot common pitfalls. This book addresses the do's, don'ts, and do betters of: The co-teaching relationship and collaborative roles. Co-planning instruction and assessment. Co-teaching in action. Academic and behavioral supports and interventions. Collaborative reflections, improvements, and celebrations. Readers will gain valuable insights on what to start doing, what to stop doing, and how to improve their co-teaching practices to better reach all students.

Within today's multilingual communities, a growing percentage of students are emergent bilinguals-bringing to school a home language other than English and thus poised to become bilingual as they acquire the new language. As a result, school leaders need to have essential background knowledge and a wealth of strategies at their fingertips to ensure that all students are prepared for college, career, and civic engagement. In Learning in a New Language, author Lori Helman offers educational leaders a comprehensive and accessible guide to best practices for supporting students from culturally and linguistically diverse backgrounds in a school environment that embraces equity. Helman discusses: Changing demographics that require educational leaders to enlarge and enhance their approaches. The importance of engaging families in forming a cohesive school community that contributes to student success. Fundamental approaches to creating equity for linguistically diverse students in the school change process. The role of language in academic learning and what makes learning in a new language unique. Evidence-based strategies for literacy and content-area classrooms. Practical tips for where to start in supporting emergent bilinguals in the classroom, and presents dozens of online resources for further exploration. The responsibilities of educational leaders continue to expand as they work toward managing school sites and ensuring equity of student opportunity and achievement. Helman provides a one-stop resource for the foundational knowledge and practical guidance needed to strategically take on these responsibilities.

Nearly three-quarters of public schools in the United States enroll English language learners (ELLs). That means teachers at all grade levels need to know how to help these students achieve full academic English language proficiency. In Dispelling Misconceptions About English Language Learners, Barbara Gottschalk dispels 10 common misconceptions about ELLs and gives teachers the information they need to help their ELLs succeed in the classroom. From her perspective as a teacher of English as a second language, Gottschalk answers several key questions: Just who is an English language learner? Why is it important to support home language maintenance and promote family engagement? What are the foundational principles for instruction that help educators teach ELLs across the content areas? How can teachers recognize and incorporate the background knowledge and experiences ELLs bring to class? Why is it important to maintain high standards and expectations for all students, including ELLs? How can a teacher tell when an ELL needs special education versus special teaching? By answering these questions, and more, Gottschalk gives teachers a crystal-clear understanding of how to reach ELLs at each stage of English language acquisition. Her expert guidance reinforces for teachers what they are already doing right and helps them understand what they might need to be doing differently.

Over the past 120 years, successive governments have failed to make inroads into the problem of the substantial minority of pupils in our schools with poor literacy and/or numeracy skills.Ian Copeland examines the root causes of this failure and explains how, as early as 1880, thinking about the education of backward pupils became divorced from mainstream thinking.He discusses the idea of the primacy of innate mental ability as an explanation and organising principle, the inadequacy of our definition of terms and the confusion of the technical lexicon of backwardness with the vernacular.In a final chapter he argues that the British Prime Minister's view that 'a long tail of poor achievers has consistently marked us out from our economic competitors' is correct and set to continue.He says that this is due to the inclusion and exclusion inherent in our social class system and the dividing practices in our education system.Over the cycle of a century he notes that we have effectively closed off a solution to the problem of the education of pupils with learning difficulties through mainstream modifications to the curriculum, teaching style or class size.

Every learner and every teacher have a unique blend of personal characteristics and background factors that change with time and context, and affect the experience of living and developing. Traditionally, the education of learners with disabilities focused on the nature of specific conditions in an attempt to alleviate barriers to learning. The impairment, and not the impact thereof on participation at school or at home, was emphasised. A more contemporary view is to focus on the strengths, attitudes and abilities of children within meaningful contexts. Believe that all can achieve addresses inclusion as the foundation for education in an attempt to celebrate diversity in the classroom, to capitalise on the strengths each learner brings to the learning-teaching dyad, and to welcome every family member as part of the broader classroom community. Believe that all can achieve embraces the core values of the South African Constitution - freedom, dignity and equality. It shares best practice, evidence-based techniques and strategies in an effort to build a deeper understanding of the core challenges and possible solutions. Narratives, case studies, screening checklists, engaging illustrations and examples provided in the book enable the teacher to translate theory into actuality in the classroom. The chapters on challenging behaviours; intellectual, learning, physical and sensory disabilities; autistic spectrum disorders, and medical conditions add a wealth of information and a ready reference. Believe that all can achieve is aimed at students and teachers in the field of inclusive education. Seeing children with disabilities at work has taught me that there are many things they do that I thought they could not do. From this experience I now know that I would have no problem employing a person who is mentally or physically challenged. I ask God to help all of us have a better understanding and to see them as normal. I also ask that inclusion becomes part of many schools because I truly believe we can all benefit from inclusion.

Within the discipline of special education is academically gifted education, and this distinct area is not typically required as a topic of focus in traditional teacher preparation programs for regular education teachers. Therefore, it is essential that current research is conducted and published that provides educators, both general and special, with resources that can assist them in providing gifted students with learning experiences tailored to their individual needs. Strategies and Considerations for Educating the Academically Gifted provides a complete overview of issues relevant to gifted education and contributes to the existing knowledge in the field with the most up-to-date information to effect positive change and growth. Covering key topics such as creativity, curriculum models, and assessment, this reference work is ideal for administrators, policymakers, researchers, academicians, scholars, practitioners, instructors, and students.

With Doing Poorly on Purpose, veteran educator James R. Delisle dispels the negative associations and stereotypes connected to underachievement. By focusing on smart kids who get poor grades not because they're unable to do better in school but because they don't want to Delisle presents a snapshot of underachievement that may look far different from what you envision it to be. There is no such thing as a ""classic underachiever."" Students (and their reasons for underachieving) are influenced by a wide range of factors, including self-image, self-concept, social-emotional relationships, and the amount of dignity teachers afford their students. Helping ""smart"" students achieve when they don't want to is not an easy task, but you can reengage and inspire students using Delisle's insights and practical advice on these topics: Autonomy. Access. Advocacy. Alternatives. Aspirations. Approachable Educators. Smart, underachieving students need the reassurance that they are capable, valuable, and worth listening to despite their low academic performance. If these students who are otherwise academically capable don't feel they are getting respect from those in charge of their learning, then the desire to conform and achieve is minimized. In a word, they want dignity. Don't we all? This book is a joint publication of ASCD and Free Spirit Publishing.

Diversity creates a rich environment for ideas to evolve into new and more refined forms. This pedagogical approach can help students to appreciate and value all forms of diversity and enrich learning. There is a need for administrators in education to institute policies that will support diversity and inclusion within special education classrooms. Rethinking Inclusion and Transformation in Special Education explores the latest findings on how children learn by discussing global policies and educational practices, considering professional expectations, establishing parent relationships that enhance communication, creating an effective learning environment that meets all students' needs, and using technology wisely. Covering topics such as language development promotion, school leadership practices, and long-term skill support, this book is essential for special education teachers, diversity officers, school administrators, instructional designers, curriculum developers, academicians, researchers, and upper-level students.

The field of TESOL encompasses English teachers who teach English as an additional language in English-dominant countries and those teachers who teach English as a foreign language in countries where a language other than English is the official language. This range of educators teaches English to children, adolescents, and adults in primary, secondary, post-secondary, popular education, and language academies or tutoring centers. The diversity of learners and contexts within the TESOL field presents a unique opportunity for educators to address varied educational and societal needs. This opportunity calls for TESOL educators who can support the whole learner in a range of contexts for the greater social good. There is an urgent need for readily reproducible and step-by-step research-based practices and current standards in TESOL that bridge the gap between critical scholarship and equitable teaching practices. This book would serve as a critical addition to current literature in TESOL. TESOL Guide for Critical Praxis in Teaching, Inquiry, and Advocacy is an essential reference that provides practical and equitable step-by-step guides for TESOL educators through the current best practices and methods for effective and equity-minded teaching, critical inquiry, and transformative advocacy. This book is of particular value as it bridges theories to practices with a critical look at racial and social justice in English language teaching, which will lead to the integration of social justice-focused practice across the new curriculum. Covering topics such as integrated language instruction, equity and inclusivity, critical consciousness, and online learning, this text is essential for in-service and pre-service TESOL educators, education students, researchers, administrators, teacher educators, and academicians.

Modern societies tend to demand innovative learning modalities in which foreign languages are used to teach content subjects from very early educational stages. Education authorities in different geographical areas of the world are currently working to determine how bilingual teaching should be developed depending, along with many other factors, on the initial training of bilingual education teachers. On this basis, it is necessary to review how tertiary education institutions deal with the theoretical foundations and practical approaches necessary for this learning modality to train bilingual education teachers for primary schools. Training Teachers for Bilingual Education in Primary Schools includes international experiences of teacher training for bilingual education in primary schools in which educators should be able to recognize themselves and identify concrete working formulas to apply in their daily work. Covering key topics such as teacher training, language learning, and primary education, this reference work is ideal for administrators, teacher trainers, policymakers, researchers, scholars, practitioners, academicians, instructors, and students.

This book brings together world-leading researchers and scholars in the fields of inclusive education, disability studies, refugee education and special education to examine critical and original perspectives of the meaning and consequences of educational and social exclusion. Drawing together, the contributors consider how children already vulnerable to exclusion might be supported and educated in and through times of global pandemic and crisis. They also identify broad prospects for education and inclusion in, through and beyond times of global pandemic and crisis.

Groundbreaking innovations have paved the way for new assistive approaches to support students with special needs. New technological innovations such as smart mobile devices and apps, wearable devices, web-based monitoring and support systems, artificial intelligence, and more are changing the way in which care and support can be given to students with special needs. These technologies range from encouraging self-care and independent living to supporting the completion of academic work, accommodating cognitive disabilities, or even supporting communication and socialization. The applications of assistive technologies are widespread and diverse in the ways in which the technology itself can be utilized and the people it can support. The increasing developments in technology are bringing in a new way of interventions for all types of students with diverse special needs in the modern educational atmosphere. Technology-Supported Interventions for Students With Special Needs in the 21st Century covers effective assistive modern technologies for overcoming specific challenges encountered by students with special needs for promoting their learning and development, educational attainment, social engagement, self-sufficiency, and quality of life. This book presents an overview of contemporary assistive tools and approaches integrated with digital technologies for students with special needs; shares findings of cutting-edge research on using digital technologies; provides evidence-based digital technology-facilitated tools and strategies for effective diagnosis, treatment, educational intervention, and care of students with special needs; and identifies promising areas and directions for future innovations, applications, and research. It is ideal for classroom teachers, special educators, educational technologists, intervention specialists, medical professionals, caregivers, administrators, policymakers, teacher educators, researchers, academicians, and students interested in the use of assistive technologies for students with special needs in the digital era.

The ability to produce fluent, legible handwriting with ease is something that affects attainment in most areas of the curriculum, yet many children continue to struggle with this vital skill. Based on holistic principles, this programme offers a different approach, developing the muscles of the hand - so that children gain the necessary control to produce letter forms - alongside the perceptual skills required to orientate and organize letter and words. The programme is effective for mainstream children aged 4-6 years, children with developmental co-ordination disorders and older children with mild to moderate learning difficulties. Over 400 carefuly graded exercises and activities develop hand-eye co-ordination, form constancy, spatial organization, figure-ground discrimination, orientation and laterality. The package consists of two pupil workbooks and a teacher's handbook.