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Books > Social sciences > Education > Teaching of specific groups
Children with attention-deficit/hyperactivity disorder (ADHD) leave
for school in the morning with a smile and a backpack, ready to
make friends. They often return from school after having been
bullied. Children with ADHD appear vulnerable to their peers,
because they misinterpret social cues and behave in a socially
inappropriate manner. These children have few if any friends. This
book explains the difficulties that children with ADHD endure to
those individuals who do not understand the complexities of these
children's problems. Difficulties with attention, organization and
social interaction are listed, defined, and described. Teachers and
personnel who work with these children in school and parents who
work with their children at home are offered innovative techniques
for improving these children's behavior, in a way that everyone can
understand and implement. Real-life experiences of average people
living with children with ADHD are included, so that parents can
feel less alone in their experiences.
As a result of multiple unfavorable circumstances, public schools
have been unable to effectively educate America's most
disadvantaged student population_Latinos. In this book, author
Leonard Valverde contends that it is imperative to reinvent schools
in order to provide a viable education for these students.
Improving Schools for Latinos starts with the past, points out the
present, and speaks to the future. It exposes the negative mental
models and practices that must be discarded and proposes what
favorable elements need to be put into place. Features: _
More than 50 million individuals will be forcibly displaced from
their homes this year. Many will be resettled into other countries
or cultures, including the United States. With specific regard to
education, a growing sector of ELA instruction now caters to the
unique needs of refugee and immigrant students. These "Newcomer"
learners, as they are resettled into Westernized regions, require a
tailored brand of education. The Newcomer Student is a field guide
from the trenches. It is the product of one educational
specialist's experiences, observations, and research in the
Newcomer ELA field. It is a tale of personal participation, linking
grassroots to modern progressive protocol, a story of cultural
exploration, stemming from Louise's refugee teaching experiences,
and an ongoing search to discover interpersonal peace and
humanistic continuity.
The accelerating demographic and economic changes within our
society, the deepening racial divide, and the elusive quest for
equality and justice make multicultural education and understanding
the culturally diverse student imperative in the 21st century. The
gap between the rich and poor has widened, and visible signs of the
racial crisis have become stark. Racial Bias in the Classroom: Can
Teachers Reach All Children? includes a history of multicultural
America and features discussions on the issues and perspectives of
multicultural curriculum, language diversity, and proven teaching
strategies invaluable for all teachers, parents, and students.
This book is a resource for the identification, selection,
implementation, and evaluation of evidence-based practices to
promote positive outcomes for learners with autism spectrum
disorder across the lifespan and enhance their quality of life. The
book discusses the decision-making process for identifying and
selecting evidence-based practices to address the academic,
behavioral, and social needs of this population of learners. It
provides a systematic description of the implementation and
evaluation of evidence-based practices within the context of
ongoing assessment and data-based decision making. It presents
evidence-based training models for promoting the adoption and
implementation with fidelity of evidence-based practices while
highlighting an ethical decision-making model for solving dilemmas
common to selecting, implementing, and evaluating evidence-based
practices. The book underlines the importance of developing
collaborative partnerships with families and other professionals to
better address the needs to learners with autism spectrum disorder.
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.
When a group meets to discuss a student's Individualized Education
Program (IEP), they are called a team, but they rarely understand
the perspectives of the people with whom they are sitting at the
table. This is especially true when cultural and linguistic
diversity is part of the equation. This unique book explores the
individual perspectives of IEP meeting participants who work with
students who are culturally and linguistically diverse (CLD).
Authors interviewed a principal, a general education teacher, a
special education teacher, a teacher of English for Speakers of
Other Languages (ESOL), an educational advocate, a disability
rights attorney, a parent, a translator, a school psychologist, a
specialist, a transition services specialist, and a guidance
counselor. Their experiences provide critical insight for those
seeking to realize the potential of these sometimes marginalized
students. Interviews examined the dynamics of home-school
communication, IEP meetings, and cross-cultural interactions. The
perspectives shared in this book relate to known best practices and
also provide practical suggestions for improving the experiences of
teams serving the CLD population.
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.
This book is a resource for the identification, selection,
implementation, and evaluation of evidence-based practices to
promote positive outcomes for learners with autism spectrum
disorder across the lifespan and enhance their quality of life. The
book discusses the decision-making process for identifying and
selecting evidence-based practices to address the academic,
behavioral, and social needs of this population of learners. It
provides a systematic description of the implementation and
evaluation of evidence-based practices within the context of
ongoing assessment and data-based decision making. It presents
evidence-based training models for promoting the adoption and
implementation with fidelity of evidence-based practices while
highlighting an ethical decision-making model for solving dilemmas
common to selecting, implementing, and evaluating evidence-based
practices. The book underlines the importance of developing
collaborative partnerships with families and other professionals to
better address the needs to learners with autism spectrum disorder.
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.
Through an innovative approach of critical ethnography and literacy
research via case-study methodologies, Enacting Adolescent
Literacies across Communities: Latino/a Scribes and Their Rites
analyzes Latino/a adolescents' engagement with the elements of
literacy for English language arts learning and understanding. How
young people enact literacies in their bicultural lives and
understand literary traditions today reveals their own interests in
democracy, equity, and opportunity. Moreover, the rites they
perform often recover buried histories, mirrors, and stories
similar to the pre-Columbian scribes whose intellectual legacy is
relevant in the twenty-first century. R. Joseph Rodriguez
illustrates how adolescents experience scribal identities and
language pluralism that sustains their cultural knowledge as they
make meaning and enact literacies with diverse audiences in civic
and schooling communities.
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.
When a group meets to discuss a student's Individualized Education
Program (IEP), they are called a team, but they rarely understand
the perspectives of the people with whom they are sitting at the
table. This is especially true when cultural and linguistic
diversity is part of the equation. This unique book explores the
individual perspectives of IEP meeting participants who work with
students who are culturally and linguistically diverse (CLD).
Authors interviewed a principal, a general education teacher, a
special education teacher, a teacher of English for Speakers of
Other Languages (ESOL), an educational advocate, a disability
rights attorney, a parent, a translator, a school psychologist, a
specialist, a transition services specialist, and a guidance
counselor. Their experiences provide critical insight for those
seeking to realize the potential of these sometimes marginalized
students. Interviews examined the dynamics of home-school
communication, IEP meetings, and cross-cultural interactions. The
perspectives shared in this book relate to known best practices and
also provide practical suggestions for improving the experiences of
teams serving the CLD population.
Reflective Network Therapy describes a remarkably effective
school-based treatment method that harnesses small social networks
for the good of seriously emotionally disturbed preschoolers or
those with autism spectrum disorders. The book provides an in-depth
explanation of the method - including the work of parents, peers,
teachers, and mental health therapists. The RNT method has a
substantial evidence base, with about the same number of treated
children and a larger number of comparison and control cases as the
published IQ results of the most widely used school based method.
It has been used in many real life environments and is well-tested
for feasibility, replicability, IQ effects, and children's global
mental health results. The RNT method does not separate the child
from peers by pairing him with an aide but is peer, teacher and
parent inclusive. The cost-benefits and human benefits are
extraordinary.
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.
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