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.

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.

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.

Now in an exciting second edition, this fun and interactive board game has been designed to develop word-finding and categorisation skills for children and adults. With over 200 photographic cards and a colourful, versatile board, Find the Link can be used to facilitate a number of connecting and categorisation games, encouraging users to draw on their existing knowledge and descriptive skills to develop vocabulary, classification, logical thought and concentration. Collaborative and competitive games can be played individually, or in groups of 2 - 5 players, providing opportunities for social engagement alongside skill development. The game includes: * 200 hexagonal cards with new and updated images, which can also be used alone for sorting and classification * 40 card categories, ranging from basic groups such as animals, food, clothes and transport, to complex groups such as function and place * A colourful versatile board * An instruction booklet, with guidance and instructions for different games Part of the bestselling Colorcards series, this is an essential resource for anybody working with young children, adults with impaired language abilities, children and adults with special educational needs, or those learning English as an additional language.

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.

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.

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.

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.

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.

Tally is autistic and proud. She used to feel like she had to hide her autism, but now Tally is determined to make sure people see who she really is. But now Tally has a new worry - her school trip. And that means new places, new people and new challenges. She quickly falls in with the popular girls and is grateful that they don't make a big deal about her autism, but it's not long before Tally realises that, while the girls are popular, they aren't very kind. With a jolt Tally understands that she's not the only one who's been made to feel like she has to hide her true self. But will she find the strength to stand up for herself and the people she knows are being treated unfairly, or will she stay quiet? And will Tally ever find her people? The second book written in collaboration with Libby Scott When Libby's mum shared a short piece of Libby's writing online it soon went viral, with tens of thousands of people saying that Libby's writing helped them understand autism for the first time This fictionalised portrayal of a young autistic girl is written by Rebecca Westcott, in close collaboration with Libby Scott, making it a truly original and inspirational book that will give readers of all ages a deeper understanding of what it's like to be autistic Perfect for fans of The Goldfish Boy, Wonder and The Curious Incident of the Dog In the Night-time BOOKS BY LIBBY SCOTT AND REBECCA WESTCOTT Can You See Me? (2019) Do You Know Me? (2020) Ways To Be Me (2021)

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

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.

This book reports on the use of behavioural support - an evidence-based approach developed in the USA to meet students' special educational needs - in Australia and selected thriving Asian countries. It brings together key issues and insights into how educational policy and practices in different societies and cultures influence the uptake of behavioural support in schools and classrooms. The book provides a balanced and highly informative perspective on the historical paths of development and current expansion of behavioural support into regular schools in the USA. It also offers insights into the progress of its implementation outside the Western context of the USA and Europe and its influence on capacity building among professionals within various contexts across the Asia-Pacific region. Case studies from Australia demonstrate the effectiveness of multi-tiered behavioural support in a state government education system for a population of diverse students, and address the resultant adaptation of tiers when it is implemented in a nongovernment school organisation for students with autism. Case studies from Singapore, Mainland China, Hong Kong, South Korea and Japan reveal the cultural practices and organisational issues that produce distinctive characteristics of behavioural support in inclusive and special education within these countries. This book offers essential guidance to educational decision-makers in these countries and communities around diverse students in considering their next steps towards using behavioural supports proposed in the American blueprints for implementing and building capacity for use in any context.

This book provides school leaders and teachers with research-based theories and models on systems thinking and on inclusive education. It offers the 'why', 'what' and 'how' of inclusive teaching and learning with specific references to a range of special needs. It discusses topics such as a sustainable approach to inclusion, differentiation of learning programs and activities, and a range of assessment approaches to support teaching and learning. The book also presents the social aspects of inclusion and encourages teachers and school leaders to focus not only on the academic aspects of education but the social and emotional growth of the student. It highlights the value of parent input and promotes the forming of parent partnership to enhance student learning and wellbeing. Part One of the book gives practical suggestions on how school leaders can apply systems thinking to mobilise the school and school community to contribute to the ideals of Education For All. Part Two discusses a range of disabilities with each chapter covering the medical definitions and characteristics of the condition, the challenges faced by the student, their parents and teachers, and presents evidence-based strategies and classroom management tips to help teachers with their everyday classroom needs. The book helps to heighten school leaders' awareness on how to use systems thinking to mobilise the school community to action. It strengthens teachers' confidence and builds their capacity in providing all students with access to flexible learning choices to help them achieve educational goals and develop a sense of belonging.

Exceptional Children: An Introduction to Special Education has always been known for its innovation, strong research base and accessibility. The tenth edition has all of those strengths, but has a greater focus on highly effective, research-based practices that are described in a very step-by-step, applied manner. Heward presents an informative and responsible introduction to the professional practices, trends, and research that define contemporary special education while also conveying the diversity and excitement of this changing field. The book is for those teachers who will be professionals in the area of special education or those who are working with students that have exceptionalities.

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.

View the Table of Contents. Read the Introduction.

"Choice" Outstanding Academic Title 2003

"Burch's rich and well-researched chronicle of the U.S. Deaf community's efforts to claim and shape their full participation in public life between 1900 and 1942 reminds historians of the many forms debates have taken in U.S. history regarding how a proper citizen should look, act, and speak."
--"Reviews in American History"

"Burch offers insightful comparisons. Her book is important to the fields of Deaf studies and disability studies, but it will appeal to social historians as well."
--"Journal of American History"

"Forcefully and gracefully narrates Deaf people's dramatic struggle against hearing oppression in the early twentieth century. Incorporating new data from archival research and community interviews, Burch applies tools of social analysis to challenge earlier interpretations that underestimated Deaf people's success in preserving their core values. The resulting study is fascinating and important to students of American social history and disability."
--John Van Cleve, Gallaudet University

During the nineteenth century, American schools for deaf education regarded sign language as the "natural language" of Deaf people, using it as the principal mode of instruction and communication. These schools inadvertently became the seedbeds of an emerging Deaf community and culture. But beginning in the 1880s, an oralist movement developed that sought to suppress sign language, removing Deaf teachers and requiring deaf people to learn speech and lip reading. Historians have all assumed that in the early decades of the twentieth century oralism triumphed overwhelmingly.

Susan Burch shows us that everyone has it wrong; not only did Deaf students continue to use sign language in schools, hearing teachers relied on it as well. In Signs of Resistance, Susan Burch persuasively reinterprets early twentieth century Deaf history: using community sources such as Deaf newspapers, memoirs, films, and oral (sign language) interviews, Burch shows how the Deaf community mobilized to defend sign language and Deaf teachers, in the process facilitating the formation of collective Deaf consciousness, identity and political organization.