A new edition of the guidebook for organizing and conducting workshops for siblings of children with a variety of special needs.

This book addresses a very important subject: the relationship of bilingual education to power politics in the US from 1880 to the present. Of particular interest is discussion of the impact of Reagan appointees in the Department of Education on bilingual programs ... no other book has attempted to link language to politics in the US in as explicit a manner. Especially for those not familiar with the history of language relations in the US, it provides an introduction to the subject. . . . "Choice"

"Parenting Inclusive Education" is about the lives of twenty-four parents who have, or are in the process of, negotiating the emotional and practical journey in mothering and fathering their learning "disabled" child. The author, writing from the perspective of a women researcher, sociologist and a mother of a learning disabled daughter, questions the very nature of the weak inclusive education discourse and unpacks parents' narratives in relation to denial, disappointment and social exclusion.

Levine shows us how to observe, question, and think about children's problem behaviors in school from the child's perspective so we can understand what is motivating children to act as they do before we intervene. Cases included in this book range from noncompliance and poor academic performance to disinhibition, suspected ADHD, PTSD, and injury-caused acting out. Understanding children's problem behaviors in school- seeing beyond the surface actions to reveal and name the root needs fueling those actions-is vital to helping the child. Yet, whether teachers in schools or parents at home, adults often make quick, cursory assessments, then an intervention is sprung. Explanations might be sought from the child, who often resists and becomes more distant. Punishment can occur and things are taken away, but the behavior worsens. These scenarios and similar occurrences frustrate parents, teachers, and other school professionals alike. In Learning from Behavior, Levine shows us how to observe, question, and think about problem behaviors in such a way that we can understand what is motivating the children to act as they do. Behavior, after all, often represents what the child cannot communicate, due to language limitations, level of psychological development, or traumatic experience. Children think differently; they are not small adults. We need to understand the behavior from the child's perspective before we can intervene to change the behavior. Author Levine shows us, incorporating illustrative vignettes, how to do that. Step by step, Levine, a clinical social worker experienced as a consultant to dozens of schools, helps us take the astute advice cited in one children's song we've all heard: stop, look and listen, to first understand the behavior. Question the causes. Cases included in this book range from noncompliance and poor academic performance to disinhibition, suspected ADHD, PTSD, and injury-caused acting out. We hear about the history of behavioral interventions, listen as children tell us how they perceive these interventions, and look over the social worker's shoulder as effective helping strategies are put into action. As Levine explains, Given the challenges we share communally in helping children, we should do everything possible to learn more about children's behavior, enhance our methods for reaching out to them, and refine our approaches to intervention. All of us-teachers, parents, clinicians, researchers, and administrators, along with the children we serve-must participate in this vital endeavor.

A groundbreaking collection of oral histories, letters, interviews, and governmental reports related to the history of Latino education in the US. Victoria-María MacDonald examines the intersection of history, Latino culture, and education while simultaneously encouraging undergraduates and graduate students to reexamine their relationship to the world of education and their own histories.

In this book Pat Thomson argues that current outcomes-based and standardised policies for disadvantaged schools are not effective. Rather schools need the flexibility to develop strategies that suit their specific situation. Australian author (University of South Australia).

- This key book provides fresh strategies for school leaders to thrive, build resilience and reflect upon and manage their stress and wellbeing. - It provides both a big picture perspective of school leader stress around the world and a practical guide to addressing it. - It provides solutions at government, institutional and individual levels, including fresh approaches for school leaders to reflect upon and address their own wellbeing.

Korn and Bursztyn and their contributors examine the cultural transitions that children make as they move between the cultures of home and school. To better understand these transitions, they explore how educators understand their students' shifting experiences and examine how educators also negotiate transitions as they too move from home to school each day. The narratives or case studies reflect this shifting gaze: from child, to teacher, to parents, and take up the various relational configurations that these can form, amongst and between each other. They turn a critical eye toward instances of classroom practice and school life, connecting personal knowledge with school change. In some cases, the authors draw directly on autobiographical material, linking these to a reflective approach to teaching. Avoiding the celebratory tone that often attends discussions of multiculturalism, the authors address how diverstiy engages us in continual renegotiation of the personal and social. The perspectives of educators and of teacher candidates are presented, and the construction of cultural identity and its impact on schools, explored. In illuminating the complicated nature of cultural transitions and the obligation of schools to create places in which children and families of diverse backgrounds can thrive, they highlight how multiculturalism can play a transformative role in the lives of children and schools. A must reading for educators and graduate students in education, school psychology, guidance and counseling.

Language, Space, and Power describes the sociolinguistic and sociocultural life of a Spanish-English dual language classroom in which attention is given to not only the language learning processes at hand but also to how race, ethnicity, and gender dynamics interact within the language acquisition process.

For decades, researchers and policymakers have grappled with the issue of the underachievement of African American students. An age-old problem has been that these students on average lag behind their peers of other racial/ethnic groups in math, science, and reading. Recently, California, like some other states, has implemented a high-stakes standardized testing program that has revealed that when test scores are disaggregated along racial/ethnic lines, the scores of African American students continue to trail those of their peers.

The study described in this book was undertaken in an effort to uncover schooling practices that are advantageous or detrimental to the achievement of African American students. The study was based on interviews and questionnaire results from nearly 300 African American high school seniors. Most of these students resided in a region that had a low college attendance rate and a high child poverty rate. The students were given an opportunity to discuss numerous issues pertaining to their schooling experiences, including teacher attitudes and expectations, the curriculum, homework practices, the quality of services provided by their high school counselors, racism at school, school safety, parental involvement, and their early reading habits and attitudes about reading. In addition to quantitative results, most chapters include detailed narratives describing the elementary and secondary schooling experiences of the interviewees.

The first edition of this popular reference work was published in 1993 and received critical acclaim for its achievement in bringing together international perspectives on research and development in giftedness and talent. Scholars welcomed it as the first comprehensive volume in the field and it has proved to be an indispensable resource to researchers. Since the first edition, the scholarly field of giftedness and talent studies has expanded and developed, welcoming contributions from researchers in related disciplines. Several theoretical frameworks outlined in the first edition have now been empirically tested and a number of new trends have emerged.
The Second Edition of the International Handbook of Giftedness and Talent provides an invaluable research tool to academics, researchers and students interested in the field of giftedness and talent. The contributors are renowned in the field and the broad range of topics on giftedness that have been studied in the past century, right up to the late 1990s, are represented in this volume. It is truly international in scope, bringing together leading scholars and teachers from all around the world.
This new edition has been fully updated and rewritten and includes 22 completely new chapters. It provides a comprehensive review and critical synthesis of significant theory; a unique cross-national perspective with contributions from over 100 distinguished authors covering 24 nations; significant contributions from scholars working in related fields; an increased focus on empirically supported scholarship; and is arranged for quick and easy reference with comprehensive subject and author indexes.

The flipped classroom methodology is one of the latest innovations in the field of education, challenging traditional notions of the classroom experience. Applying this methodology to language learning has the potential to further engage students and drive their understanding of key concepts. Flipped Instruction Methods and Digital Technologies in the Language Learning Classroom explores the latest educational technologies and web-based learning solutions for effective language learning curricula. Featuring emergent research on critical topics and innovations in the field of education, this publication is an essential resource for educators, administrators, instructional designers, pre-service teachers, and researchers in the field of education.

Over the past two decades greater numbers of courses and programs in colleges and universities have emerged that explore the lives and roles of women who have been engaged in shaping and determining the cultural contexts in which we live, yet parity for women and girls within schools, the workplace, and the academy have changed only slightly. The differential treatment between males and females in classrooms from the nursery school to the postdoctoral experience impact females' academic and career opportunities, social treatment, and participation in power structures. Simultaneous to the growth in courses, there has been a growing faction within the academy who have voiced the belief that the work on and for women and education has been accomplished. Perhaps because of this pervasive belief and because inequities have taken a subtler, but deeper form of expression, we have never been in greater need of a book series devoted to Research on Women and Education.

In this first-hand study of the relationship of gender, ethnicity and the participation of children within an English-language teaching classroom, Julblioge re-assesses Lacan's approach to belonging with other theoretical approaches to gender and language, making use of case-study methods. She asks key questions: Are there observable tendencies in the way that boys and girls receive and use talk in the classroom? How might such tendencies be constructed or encouraged within an ESL classroom, where gender and ethnicity intersect in particular ways?

Exceptional Music Pedagogy for Children with Exceptionalities: International Perspectives offers readers in music education, music therapy, and music in special education communities a new, important, and globally-informed resource for effective music pedagogies in theory and practice. Volume editors Deborah Blair and Kimberly McCord have assembled here a collection of never-before-published chapters written by a diverse and international set of teachers and researchers in music education for children with exceptionalities. Each working outward from their own national perspectives, the chapter authors explore the histories of legislative initiatives, discuss the implementation of both mandates and teacher led creative strategies, and provide a vast array of pedagogical suggestions and scenarios that support teachers and communities who work with special learners. Featuring rich descriptions of music teaching and learning approaches in concert with scenarios of how practices play out in the classrooms across the globe, the book gives readers the opportunity to learn from other global settings and, on this basis, to reflect and re-envision the ways that teaching and learning may be fostered in their own music classrooms or research settings. Chapters include U. S. and international special education law, social justice and disability in music, using the Orff Approach in inclusive and self-contained classes, assistive technology and use of innovative technologies to engage children and adults in active music making. In addition, the book offers novice and veteran teachers and teacher educators alike a sophisticated understanding of specific disabilities and strategies for music classroom teaching and learning. Throughout, chapter authors provide theoretical frames with applications for practice that readers will be able to connect to their own educational contexts. With chapters from such diverse music education communities as Finland, Taiwan, Ireland, and Germany, the book adds important new perspectives. The authors and editors represent a wide range of pedagogical approaches for learners in a variety of contexts, and this book is an important, expansive collection of practical expertise, an invaluable resource to the special music education community across the globe.

This volume contributes to the growing body of research on developmental dyslexia, focusing on the disorder's behavioural manifestations at different levels of the language system. It is organised into three sections that cover the three main vantage points from which the effects of dyslexia on communication can be observed: neuropsychology, linguistics and the perspective of educators. Together, the chapters provide an insightful overview of the ways in which dyslexia impacts different components of language, including lexical and pragmatic abilities, and present data from experimental and applied research, with suggestions for the application of research-based data in both innovative and traditional language teaching, ways to rehabilitate reading dysfunctions, as well as teacher training. The book will be essential reading for researchers and students investigating dyslexia, as well as foreign language teachers and professionals who work on the rehabilitation of linguistic performance dysfunctions in people with dyslexia.

Children of intercountry adoption have complex histories that place them at high risk for difficulty or failure in school. Teachers and other school professionals rarely know how to test them, teach them, or meet their needs. This volume explains those needs and offers guidelines and suggestions for maximizing the educational performance of these children and helping them to meet their potential.

The volume includes research on children adopted from several countries, including Russia and former Soviet states, Romania, and China. Content includes information from adoption literature on English as a Second Language classes, as well as special education law and research. The volume also presents the stories of real children adopted from Romania, Russia, and China, along with their parents and their interactions with schools in the United States.

With the high prevalence of autism spectrum disorders among the younger generation, there is a shortage of adequate resources to deliver care for these individuals. Therefore, social media and online forums help create a sense of community and a sense of social network, where members provide support for each other. Assessing Social Support and Stress in Autism-Focused Virtual Communities: Emerging Research and Opportunities is a critical reference volume featuring the latest academic research on online communities and how using social media can provide stress relief for families and individuals diagnosed with an autism spectrum disorder. Including coverage among a variety of applicable viewpoints and subjects such as social media concepts, stress relief, and healthcare communities, this book is ideally designed for academics and practitioners as well as healthcare professionals, researchers, students, academics, and practitioners looking for innovative research on autism spectrum disorders.

Understanding Intellectual Disability: A Guide for Professionals and Parents supports professionals and parents in understanding critical concepts, correct assessment procedures, delicate and science-infused communication practices and treatment methods concerning children with intellectual disabilities. From a professional perspective, this book relies on developmental neuropsychology and psychiatry to describe relevant measures and qualitative observations when making a diagnosis and explores the importance of involving parents in the reconstruction of a child's developmental history. From a parent's perspective, the book shows how enriched environments can empower children's learning processes, and how working with patients, families, and organizations providing care and treatment services can be effectively integrated with attachment theory. Throughout seven chapters, the book offers an exploration of diagnostic procedures, new insights on the concept of intelligence and the role of communication and secure attachment in the mind's construction. With expertise from noteworthy scholars in the field, the reader is given an overview of in-depth assessment and intervention practices illustrated by several case studies and examples, as well as a lifespan perspective from a Human Rights Model of disability. Understanding Intellectual Disability is an accessible guide offering an up-to-date vision of intellectual disability and is essential for psychologists, health care professionals, special educators, students in clinical psychology, and parents. Things are connected through invisible bonds: you cannot pluck a flower without unsettling a star. Galileo Galilei

Effective inclusion in the classroom shouldn't be a burden; it should be the most rewarding aspect of a teacher's role. 'An excellent guide to changing approaches to inclusion and creating a culture where all children can flourish.' SEN Magazine In this innovative guide to supporting the most vulnerable students, experts Daniel Sobel and Sara Alston help primary and secondary teachers understand the barriers to children's learning. Emphasising the importance of meeting needs rather than focusing on diagnosis, they provide proven differentiation methods that maximise learning for the whole class, while reducing stress and saving time for the teacher. Guiding teachers through all the different phases of a single lesson, from starters to plenaries, the unique format of The Inclusive Classroom will help bring inclusion to the forefront of any lesson plan. Each chapter contains simple, effective actions to differentiate and improve learning outcomes for students vulnerable to underachievement, including those traditionally labelled SEN, EAL, pupil premium, looked after and young carers. Also provided are back-up ideas for when things don't go to plan, real-life anecdotes from teachers, and instructions on how to rethink traditional diagnoses and instead prioritise strengths and participation needs.

We were motivated to edit this book when we began to hear stories of exceptional students who were struggling with reading, writing, or math, but who could solve seemingly any problem with computers, or build the most intricate structures with Legos, or could draw beautiful pictures, or could tell the most creative stories but ended up in tears when asked to write it out. How is it possible to have so much talent in some areas and yet to appear to have a disability in another? What resources are available for these students? How can we ensure that these students' abilities are nurtured and developed? Our goal in this book is to provide ideas and possibly even tentative answers for educators and to stimulate more questions to be answered by researchers. We have ourselves been addressing related questions for some time. Our group at the PACE Center at Yale has explored the developmentof abilities, competencies and expertise that allow people to be successful in life. Through this work, we have collaborated with school districts and other educators and researchers across the country to expand the notion ofwhat is traditionally thought ofas intelligence. We use the conceptofsuccessful intelligence to allow for the possibility that the skills traditionally taught in school are not the only ones, and often not even the most important ones, that allow people to be successful in the world.