Multiracial students have unique needs that are not being met in schools, because teachers and school personnel assume that those needs are the same as those of monoracial minority children. Children of multiple races are, in fact, "invisible" in the schools. On school and federal forms, they are racially categorized based on "one race only," and such categorizations are not limited to documents. Schools and teachers may unknowingly transmit monoracial identity messages to multiracial students, which is problematic for some students who may want to identify with more than one race. Our racial categorization process reflects the deficiencies of the concept of race in American culture and needs to be renegotiated. The multiracial child is a microcosm of the American cultural identity. Current racial categorization of multiracial children reflects a society that is still renegotiating its own racial and ethnic identities, and these children bear the burdens of the difficulties. As America continues to become increasingly populated by diverse peoples, what it means to be American is in transition. Americans are moving away from a fixed notion of the American cultural identity toward an expanded, more inclusive resolution.

This second edition of The Teaching Assistant's Guide to Effective Interaction is the definitive guide to teaching assistant-pupil interaction, fully updated with examples from schools that have implemented techniques from the first edition. An invaluable professional development tool for classroom support staff and the teachers who work with them, this new edition answers the need for specific, practical guidance on the role of the teaching assistant. This practical and accessible guide sets out a role for teaching assistants that focuses on developing pupils' independence and ownership of learning, with key learning points now summarised in each chapter. Based on a classroom-tested framework and covering the main contexts in which teaching assistants work, it includes a range of strategies and reflective activities to help improve the support provided to pupils in everyday settings. This book sets out successful strategies for: Responding to additional needs Understanding the principles behind effective classroom talk Carefully scaffolding pupils' learning Delivering intervention programmes The Teaching Assistant's Guide to Effective Interaction is an essential read for all teaching assistants and will also be of interest to school leaders, SENCOs and teachers in both primary and secondary schools who wish to improve their deployment of teaching assistants and their own interactions with pupils. Used in combination with Maximising the Impact of Teaching Assistants in Primary Schools, The Teaching Assistant's Guide to Effective Interaction is a comprehensive and unrivalled resource for supporting school workforce improvement.

While governing bodies have mandated that all students have the right to an education, with disabled students treated to the same rights and opportunities as non-disabled students, policymakers do not always agree on what all-inclusive education should look like. Challenges Surrounding the Education of Children with Chronic Diseases explores the needs that children with certain conditions-such as diabetes, cancer, juvenile idiopathic arthritis, and inflammatory bowel disease-might have in the classroom. Featuring coverage on a wide range of topics relating to pre-service teacher training, school administrators' policies, and the experiences of children with chronic health conditions, this book is an essential reference source for teachers, educators, school administrators, policymakers, and anyone else concerned with inclusive educational rights for all students.

An examination of teachers in early childhood settings. Areas covered include: factors that impact on teacher quality; transformative pathways in becoming an early childhood teacher; Sensei - early childhood education teachers in Japan; and beliefs of early childhood teachers.

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.

Due to the varied history of learning among disabled students, educators should ideally develop content tailored to each student's specific needs. However, in order to accomplish this, educators require easy-to-handle software and hardware for creating original content and aid for students with disabilities in their classes. Handmade Teaching Materials for Students With Disabilities provides emerging research exploring the theoretical and practical aspects of materials and technology made to help teachers in providing content and aid for students with disabilities and their applications within education. Featuring coverage on a broad range of topics such as assistive technologies, instructional practice, and teaching materials, this book is ideally designed for school teachers, pre-service teachers, academicians, researchers, and parents seeking current research on advancements in materials provided for teachers of disabled students.

Drawing extensively from critical educational theory, feminist perspectives and the writings of community college insiders as well as from her three years of classroom research, Professor Herideen develops the concept of Critical Mainstreaming. This educational model transcends traditional dichotomies such as vocational vs. liberal arts education and educating for critical consciousness vs. training for upward mobility. Critical Mainstreaming provides a unique pedagogy designed to maximize educational and career success for nontraditional students. Her work challenges the current wave of higher educational reform proposed by policymakers such as President Clinton and former Secretary of Labor Robert Reich by showing the limitations of the human capital model for education. Dr. Herideen proposes structural and instructional innovations so that educators, administrators, and policymakers can remedy rather than reproduce existing social inequities.

Despite the fact that 39% of the nation's college students attend community colleges, there is almost no literature using student voices to explore the dilemmas of nontraditional students. This book is unique because it combines macro and micro sociological analysis by blending the insights of community college insiders with the abstract principles proposed by critical theorists. Through a theoretically based experimental approach to education for the less privileged, Professor Herideen shows the strengths and limitations of a variety of educational models.

A Book for Every Teacher: Teaching English Language Learners is a unique and compressive text written for mainstream classroom teachers. The passion for writing this book comes from our working experiences with the K-12 teachers in four school districts through our ELL Center professional development program. Through this program, we provide professional training through our federally funded research and service projects. The purpose of our professional training is to prepare general education teachers to work effectively with English language learners (ELLs). While working with the teachers on a daily basis, we know the immediate needs of the teachers. This motivated us to embark this book project. In recent years, the ELL school population has the highest increase among school populations. As the NEA data indicates, providing ELL students with high quality services and programs is an important investment in America's future (NEA, 2013). This book is our investment in helping teachers to meet their challenges and provide useful information and strategies for teaching ELLs. The book is designed with K-12 teachers in mind. It is best used by teachers who have or will have ELLs in their classrooms and who seek information and strategies to better work with and serve their ELLs to achieve academic success. With this design, teachers can use the book as a text or reference tool. This book can also be adopted as text materials for professional training. Teachers are the most important factor for ELLs' academic success.

Diverse learners with exceptional needs require a specialized curriculum that will help them to develop, socially and intellectually, in a way that traditional pedagogical practice is unable to fulfill. As educational technologies and theoretical approaches to learning continue to advance, so do the opportunities for exceptional children. Curriculum Development for Gifted Education Programs is a critical scholarly resource that examines the development of coursework for gifted and talented students. Featuring coverage on a broad range of topics, such as constructivism, diversity responsive method, and teacher training, this book is geared towards academicians, researchers, gifted education teachers, supervisors, directors, and administrators.

Designed to meet the needs of parents and general educators, this work is based on the many questions heard from teachers, families, and school administrators who are working with special needs children in regular classrooms. A general section reviews the situation overall, including an explanation of the Individualized Education Plan (IEP), which serves as the blue print for educating the special needs student. A second section is specifically for teachers, which includes information on instruction for linguistically and culturally diverse students. In addition, there are specific "Tips for Teachers" that provide practical advice. A third section is for parents and includes ways for families to advocate for their child. "Tips for Parents" provides practical information for working with children, teachers, and schools. This handbook gives a school or family the basics and more for successfully integrating a special needs child into all facets of school life. In 1997 the Individuals with Disabilities Act (IDEA) was passed, which ensured that all children with special needs have a right to education in the least restrictive environment. Designed to meet the needs of parents and general educators, this work is based on the many questions heard by teachers, families and school administrators who are working with special needs children in regular classrooms. A general section reviews the situation overall including an explanation of the Individualized Education Plan (IEP), which is the blueprint for educating special needs students. A second section is specifically for teachers, which includes information and instruction for linguistically and culturally diverse students. Additionally. thereare Tips for Teachers that provide practical advice. A third section for parents includes ways for families to advocate for their child. Tips for Parents includes practical ways to work with children, teachers, and schools. This handbook gives families and schools the basics and more for successfully integrating the special needs child into all facets of school life.

The SENCO Survival Guide, Third Edition is an informative, accessible resource containing practical advice to help SENCOs manage their responsibilities and lead their school effectively towards a common goal. The book sets out a whole school approach to inclusion and supports SENCOs in mainstream or special schools at every key stage. This fully revised new edition features: a focus on high quality teaching, with ideas for classroom practice to include and engage all children and young people an introduction to SEN support and education, health and care plans, based on the Code of Practice graduated response strategies to break the cycle of SEND low achievement and guidance on how to create a SEND-friendly environment advice on the role of the modern SENCO, including assessment, provision mapping, preparing for OFSTED, disability discrimination and equality advice on training, managing and deploying teaching assistants effectively strategies to improve 'pupil voice' and independence ways in which the enhanced role of parents can be harnessed in order to achieve maximum success for learners with SEND conclusions from the author's new 'field research' in mainstream, special and Post-16 settings This resource gives SENCOs the confidence, skills and knowledge to promote maximum achievement for learners with SEND and will help them develop and shape their schools' policies and practices. It will also be of use to other members of staff looking for practical strategies to raise the attainment of pupils with SEN and disabilities.

School library media specialists are now considered part of the teaching staff and are charged with integrating their library and information skills curriculum with the more general classroom curriculum. At the same time more and more special needs students are part of every school and every classroom. Thus, the media specialist must work effectively with special needs students on a regular basis to develop their information skills, and must also serve as a resource to classroom teachers. This professional reference offers practical information to school library media specialists on how to serve special needs students and their classroom teachers effectively. The first part of the book highlights the teaching role of the media specialist and discusses how and what to teach special needs students. The second part views the media specialist as an information expert who must structure the library and its resources for students with special needs. The third section treats the media specialist's role as a professional who must collaborate with other teachers.

This book provides an extensive overview of curricula and instructional strategies for teaching children with autism spectrum disorder (ASD). It offers an empirically solid framework for designing and developing interventions for learners along the autism spectrum by reducing skill deficits and enhancing learner strengths while being flexible enough to allow for individual differences. The book discusses key concepts in educating individuals with ASD as they impact the processes of syllabus building, from planning goals and objectives to generating content choosing appropriate teaching strategies, and assessing progress. Chapters detail curriculum designs in academic areas such as language skills, science, and social studies, as well as functional skills, including independent living, career development, and preventing social victimization. The book concludes with recommendations for future interventions and curricula-building. Among the topics covered: Communication and autism spectrum disorder. Mathematical problem-solving instruction for students with ASD. Visual arts curriculum for students with ASD. How to build programs focused on daily living and adult independence. Sexuality education for students with ASD. Curricula for Teaching Students with Autism Spectrum Disorder is a must-have resource for researchers, graduate students, and clinicians and related therapists and professionals in clinical child and school psychology, childhood/special education, social work, developmental psychology, behavioral therapy/rehabilitation, and child and adolescent psychiatry.

This is a book of oral narratives, collected from participants at a school created for first-generation, immigrant youth. The narrations from the students, teachers, administration, professional staff, and support personnel document the power of caring relationships in an educational setting. The narratives underscore the importance of teachers, students, and staff working together and their stories are relevant for any school setting. It turns out that teachers and students both have a need, even a longing, for connection. The narratives bring Nel Noddings' Care Theory to life and show how this theory can be practiced both inside and outside the classroom to bring about a school-wide change in culture. From the receptionist to the principal; from the the social worker to the teacher, the study shows that the daily interactions are as important as the academics in the school setting to improve inequities. Social justice takes on a new meaning, with this focus on social exchanges and personal well-being. The book can benefit those in the field as well as in teacher and leadership preparation programs; those wanting to conduct research with vulnerable populations can also benefit from this study.

This volume brings together the latest research and scholarship on Latinos in the United States. This book is special in terms of the broad scope of topics covered and methodologies employed in pursuit of knowledge about Latino students. This collection is also unique in that it features the work of more than a dozen Latino scholars-both early-careerand established-applying their research expertise to investigate and elucidate the educational experiences of Latinos in the United States. The themes that are discussed in the chapters of The Education of the Hispanic Population: Selected Essays, reflect the wide-ranging discussions that are occurring in schools and school districts across the country and issues that are being carefully investigated by researchers who are committed to contributing thoughtful and meaningful scholarship of consequence for improving conditions for Latino youth.

Through Understanding Comes Respect and Love
This book was inspired by the author's daughter, Jaimie, who struggles with Sensory Processing Disorder (SPD) every day. It was written to validate Jaimie's feelings and to show her other children feel things the way she does. This book can help children with SPD learn how to explain their disorder to others; help peers understand what children with SPD go through; and also help therapists, teachers and/or counselors learn how to talk about it. Helping others learn about children with special needs brings understanding to them and help to make them seem less... different.
New 2nd edition includes suggested activities teachers or caregivers can do with children to help develop a deeper understanding of how SPD "feels" plus new pages on vestibular and proprioception systems.
Praise for "I'm Not Weird, I Have SPD":
"This book is a must-read for any parent who has a child suffering with Sensory Processing Disorder. It also helps your child put words to what they are feeling on a daily basis. Teachers and other professionals working with children who have SPD also come to a better understanding of how to help these children."
--Tanya Wilson
"A heart-touching book, written in a straightforward, kid-friendly manner that provides an excellent insight to the trials, frustrations, and new discoveries children with SPD and their families may encounter. This book has assisted in creating an appreciation and acceptance of the unique qualities within all of us, and that we are not 'weird'-we are 'wonderful' "
--Lillian Baulkham, Grade 3 teacher, Sweet Grass School, Edmonton, Alberta
"When I read Chynna Laird's I'm Not Weird, I Have SPD, I almost cried. Not because the story of a child struggling with severe sensory disorder is so sad, but because the frustration shared by child and family alike before diagnosis is so heart-wrenching. Ms. Laird leaves the reader with a moment of with a moment of joy and a real hope for a brighter tomorrow "
--C. Hall
Learn more at www.LilyWolfWords.ca
From the Growing With Love Series from Loving Healing Press www.LHPress.com
JNF053180 Juvenile Fiction: Social Issues - Special Needs
EDU026010 Education: Special Education - Communicative Disorders
FAM034520 Family & Relationships: Parenting - Hyperactivity

Each chapter will include key words, further reading and advice on applying ideas Australian school team leaders will have access to a single handbook which provides examples of feasible ideas to inform implementation to share with educators Several case studies will be used throughout Australian technical assistance teams will have persuasive local evidence to inform their training International researchers & implementers will learn about successful innovations & applications

Education professionals interested in understanding student writing will want to read this book. It describes "Generous Reading," a novel method of approaching the writing of culturally and linguistically diverse students. This book addresses the increasing diversity present throughout schools across the U.S. and in other countries. Drawing from current research and theory in linguistics and composition, Spence has developed a way for teachers to tap into the cultural worlds of students and draw upon their linguistic understandings in order to help them improve their writing. The book is based on research projects conducted in the southwest and southeast regions of the United States. The chapters on language variation, culturally relevant instruction, and language transfer will also be of interest to writing teachers. Spence has presented the Generous Reading method across the nation and internationally where audiences have been eager to try out the methods in their classrooms with students of all ages. University professors have used Generous Reading in teacher education courses. This methodology has potential to change teachers' perspectives on student writing and illuminate writing strengths previously overlooked.

An Adventure with Childhood Obesity is an exciting storybook and guidebook pair, designed to help readers understand the physical, social and psychological effects of obesity on children and young people. Down Mount Kenya on a Tea Tray: Wesley had never thought much about his lifestyle or how he looked. He enjoyed eating his way through weekends in front of the telly with his mum. However, fate catapults him to a new life in East Africa and he is forced to face the negative impact that obesity is having on his life. When he rashly promises to climb Mount Kenya along with the rest of his class, an adventure in courage and determination begins ... An exciting and engaging story for children aged 8-12, this book explores some of the challenges faced by obese children. Supporting Childhood Obesity: Providing an easy-to-read introduction to childhood obesity, this guidebook is rooted in current theory, and takes a holistic approach to supporting obese children. Chapters explain the surprisingly complex causes of childhood obesity and highlight that children often have little control over the factors that may lead them to become obese. The physical and psychological consequences of obesity are explored and strategies suggested, ranging from individual and family support, to changes that need to be made at a societal level to tackle this significant public health issue.

An Adventure with Autism and Social Communication Difficulties is an exciting storybook and guidebook pair, designed to help readers understand the impact of social communication challenges on everyday life for children and young people. The Man-Eating Sofa: People often say that 'school is the best time of your life', but for Lara, school is loud and confusing. She much prefers watching James Bond films or building furniture in her dad's workshop. When the teachers in Lara's new school realise that she is autistic, they are able to help with strategies to make school more tolerable for her. An exciting and engaging story for children aged 8-12. This book explores some of the challenges faced by students who find social communication, sensory processing and regulation difficult. Supporting Autism and Social Communication Difficulties in Mainstream Schools: Created to help parents, teachers and practitioners support young people who find social communication challenging, this guidebook explores the educational, social and psychological impact of autism and social communication and interaction difficulties, as well as offering strategies to help educators recognise and support these issues in the school environment.