This is an important book on the value of art education and the nature of having the affective dimension at the core of the visual art learning environment. The case studies are powerful and varied providing an unapologetic view of the transformative impact such learning environments can have upon students and the epistemic value of engagement in the visual arts. Moreover, the case studies speak to an emotional level of the reader. The author provides a digestible theoretical support for understanding the journey these students have undergone which can empower educators to rethink their existing pedagogy.

Offering a cross-cultural perspective, this book contains papers from internationally renowned scholars who provide fresh insights into the goals and ambitions for inclusion, participation and democracy and how these might be realized today. The 'insider' accounts highlight the complex political and cultural changes required to achieve success with the inclusion project. This book is for researchers studying inclusion, teacher educators and teachers.

Rather than approaching the art of precocious young artists with autism as enigmatic and symptomatic, their work is explored as having its origin in human physiology and in the intrinsic human need for meaning. The narrative images in these young artists' exceptional art serve as both evidence and focus, allowing us to see the commonalities of all art and image-making. No art has been considered more enigmatic than that of young children with autism, for their often extremely early drawings intrigue viewers with their vivid, visually-based, perspective emphasis. Such art, often spontaneously produced by artists frequently considered retarded, is difficult to understand within the usual constructs of drawing pedagogy that emphasizes the necessity of practice and experience for mastery. However, it is a useful means of expressing one's interior self and of sharing with others a tale of one's own creation. Finally, this expression forms enduring links with other people in the common human language of lines and forms.

* Investigates new findings on the predictive brain and what these insights mean for autism and current interventions. * The book has already sold over 2000 copies within 7 months of publishing in Dutch * Peter Vermeulen has established himself as an expert in autism writing, his last books selling thousands of copies and being translated into 10 languages and 5 languages each.

In this unique and original book, Jamel Carly Campbell and Sonia Mainstone-Cotton come together to have an open and honest conversation about developing positive and responsive relationships in the early years. The book is divided into three main chapters - building positive relationships with children; with other professionals; and with families and the wider community - and each conversation explores a range of key themes, from building trust and listening to the voice of the child, to diversifying practice and creating a setting that represents the wider community. These discussions encourage the reader to consider the connections we make every day, to rethink and empower their practice, and to place a much higher value on their position as an early years advocate. With reflective questions included to allow the reader to think about their own practice, as well as suggested further reading to explore the themes in more depth, this engaging and accessible book is a must-read for all early years professionals - and, importantly, encourages every practitioner to begin new conversations of their own.

Written for young people with disabilities and the people who care for and educate them, this unique resource offers both inspiration and advice to help disabled teenagers successfully meet the special social and academic challenges of high school and to find their paths into the future. Compiling a wealth of expertise on a range of issues in high school and all the accompanying major life events, this edited volume offers guidance, support, experience, and encouragement, providing everything from explanation of legal rights to guidance on effective study habits. Through the voices of disabled students and their teachers and family members, the book provides insights into the internal dilemmas that students face as well as problems they may encounter in the classroom, at home, and in society. This book is written to offer tools that empower students with disabilities face their challenges while providing educators, family members and friends insights into issues these students may encounter during their high school years. Every high school teacher, administrator, counselor, and librarian should familiarize themselves with the issues explored on these pages. The book is divided into five topical sections that each addresses a set of related issues. Section I provides a history of disabilitities across different times and cultures and a discussion of the legal rights of students with disabilities. Section II discusses the cultural and social issues disabled teens face in modern society and looks at representations in film and literature. Section III is devoted to the many interactions and relationships faced in high school, including dating, socialization, and extracurricular activities.Section IV addresses issues related to academic success and the concluding chapter offers tools for advocacy and empowerful. Appendicies complete this multi-facted volume with lists of additional readings and on-line resources for students with disabilities.

The goal of this book is to provide teachers with the theoretical and practical information needed to meet the daily challenge of individualizing instruction for gifted and talented students with different learning styles in regular classrooms. These students spend most of their time in regular courses. Teachers and counselors often are urged to provide for the unique needs of each of these learners without being shown how such adolescents differ from each offer in their learning style traits. This is the first book devoted entirely to the topic, and it is based on a two-year study in many different nations.

Early Childhood Education for Muslim Children foregrounds the marginalised perspective of Muslim children aged three to five and examines how they are cared for and educated in centre-based provision in two provinces in post-apartheid South Africa. Both theological and social science perspectives are carefully interwoven to make sense of the construction of service provision for Muslims as a minority group in a secular democracy.

This book uses a qualitative, reflexive approach to amplify the voices of mothers, managers and teachers as the community of agents who shape priorities for young children in the context of a rapidly transforming society. The research demonstrates that the quest to establish an appropriate care network and a sound educative environment for Muslim children is riddled with complexities, struggles and tensions. In the light of changes in the home-based network for early education, centre-based provision has become an important infrastructure for Muslim communities seeking one-stop academic and Islamic education. The internal struggles encountered in this form of provision include inequities in access, struggles to package an appropriate curriculum, and dealing with nurturance specific to the faith and for cultural formations supportive of citizenship.

This book calls for critical engagement with issues of religious education in early childhood, social cohesion, formal systematic teacher education for Muslim teachers, curriculum development and parental support. It will contribute not only to the development of early education from an Islamic perspective, but will also demonstrate how to expand discourses and practices to deal with diversity and faith development in early years. As such, it will appeal to academics, researchers and postgraduate students in the fields of early childhood education, religious studies, race and ethnic studies, and childhood studies

Table of Contents

1. Contextualising early childhood education in South Africa 2. An Islamic perspective of (early childhood) education 3. Contemporary models of early childhood education for Muslim children 4. Qualitative research in centre-based early childhood education for Muslim children 5. Muslim mothers framing early childhood education 6.The social construction of centre-based early childhood education 7. The making of Muslim children in early childhood centres 8. Conclusion

Autistic people are empirically and scientifically generalized as living in a fragmented, alternate reality, without a coherent continuous self. In Part I, this book presents recent neuropsychological research and its implications for existing theories of autism, selfhood, and identity, challenging common assumptions about the formation and structure of the autistic self and autism's relationship to neurotypicality. Through several case studies in Part II, the book explores the ways in which artists diagnosed with autism have constructed their identities through participation within art communities and cultures, and how the concept of self as 'story' can be utilized to better understand the neurological differences between autism and typical cognition. This book will be of particular interest to researchers and scholars within the fields of Disability Studies, Art Education, and Art Therapy.

Achieving Outstanding Classroom Support in Your Secondary School shows how secondary school teachers and other school staff can work with Teaching Assistants to ensure that classroom support is maximised and an optimum working relationship is developed. Based on research taken directly from the classroom, all recommendations and guidelines explored in this book are based on the findings of those who have consulted Teaching Assistants about their work, in order to better understand the dynamics of classrooms where at least one of the adults present is supporting the other, directly or indirectly. Topics studied include: Understanding the roles and responsibilities of the Teaching Assistant What the research tells us about Teaching Assistants How to plan before the lesson How to involve the Teaching Assistant in the lesson How to provide feedback and advocacy for the Teaching Assistant after the lesson This accessible text provides a highly supportive framework to prompt teachers to be proactive and plan ahead for effective use of their Teaching Assistants in the classroom and will be of interest to all secondary teachers, SENCOs, heads of departments and school managers.

Parents, teachers, carers - whatever our role in a child's life, we all want them to thrive. There are many moments of joy in our relationships with our children: but what about those times we're faced with defiance, disruption and seemingly endless cycles of negativity? Miserable for the child and exhausting for those around them - and almost all completely avoidable. From everyday frustrations to more extreme manifestations, these behaviours may present differently but they are all rooted in one common thread: a need for emotional safety. When a child feels secure and truly heard, their behaviour is transformed. Marie Gentles draws on her decades of expertise supporting children across the behavioural spectrum, along with their parents and teachers, to show us how to establish positive relationships that bring out the best in our children. Using evidence-based research, case studies and her proven methodologies, this book shows you how to: * Establish connection, in order to give the emotional security every child needs to flourish * Take a step back to better understand the feelings behind the behaviour * Embrace even the most 'negative' of emotions * Actively listen to the child and in turn, be heard * See setbacks as positive learning and teaching tools With practical examples of how to prevent struggles before they emerge as well as detailed advice on resetting when you're fire-fighting one explosion after the next, this reassuring guide empowers parents and educators alike. Learn to equip children of all ages to deal with anything life throws at them, building their emotional security in the process - whether they are fifteen months or fifteen years, it's never too late to start.

This publication explores the impact of creative projects on the work of Pupil Referral Units and Learning Support Units around England. During 2003, writer and researcher Richard Ings visited a dozen centres that participated in First Time Projects, a programme devised and funded by the Calouste Gulbenkian Foundation and Arts Council England. He talked to the teachers and the learning support staff, the artists and arts companies, and the young people themselves about the benefits and challenges of engaging in arts practice. Creating Chances is an important contribution to the literature on how arts interventions can help to reach the marginalised and excluded child. It provides the teaching profession with fresh ideas and new approaches to making connections with our most troubled young people. And it examines the role of the artist as a catalyst for creativity and personal development. This report is of vital interest to professionals working towards social inclusion, including those responsible for funding and setting education policy. Its publication is intended to encourage better and wider use of creative approaches in PRUs and LSUs across the country.

In The Culture Trap, Derron Wallace argues that the overreliance on culture to explain Black students' achievement and behavior in schools is a trap that undermines the historical factors and institutional processes that shape how Black students experience schooling. This trap is consequential for a host of racial and ethnic minority youth in schools, including Black Caribbean young people in London and New York City. Since the 1920s, Black Caribbeans in New York have been considered a high-achieving Black model minority. Conversely, since the 1950s, Black Caribbeans in London have been regarded as a chronically underachieving minority. In both contexts, however, it is often suggested that Caribbean culture informs their status, whether as a celebrated minority in the US or as a demoted minority in Britain. Drawing on rich ethnographic observations, as well as interview and archival data from two of the largest public schools in London and New York City, Wallace interrogates the fault lines of these claims, and highlights the influence of colonialism, class, and context in shaping Black Caribbeans' educational experiences. As racial and ethnic achievement gaps and discussions about what to do about them persist in the US and Britain, Wallace shows how culture is at times used as an alibi for racism in schools, and points out what educators, parents, and students can do to change it.

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"Educational Interventions", volume 14 of "Advances in Learning and Behavioral Disabilities", addresses new developments in areas relevant to the education of individuals with learning and behavioral disabilities. A prominent feature of this volume is an extensive and comprehensive meta-analysis of 180 intervention studies involving students with learning disabilities, provided by H. Lee Swanson and Maureen Hoskyn. A chapter by Maria Chiara Passolunghi and Cesare Cornoldi describes difficulties in word problem solving with respect to working memory and cognitive ability. Kenneth Kavale and Steven Forness discuss research and policy issues in educational inclusion of students with learning and behavioral disabilities. Margaret Weiss and Frederick Brigham contribute a chapter on the research support for co-teaching as an educational intervention for promoting academic achievement and educational inclusion. Finally, Marge Mastropieri, Vicky Spencer, Thomas Scruggs, and Elizabeth Talbott provide a meta-analysis of recent research on peer tutoring interventions involving students with learning and behavioral disabilities. Taken together, the volume presents up-to-date information on a variety of perspectives and topics relevant to educational treatment of individuals with disorders of learning and behavior.

* Discusses how awareness of autism has evolved, beginning with a relatively homogenous group of patients with obvious symptoms and increasingly including a wider range of patients with less obvious symptoms and less need for support * Reviews the DSM and ICD diagnostic criteria for Autism Spectrum Disorder, teaching clinicians what each criterion encompasses, particularly in individuals who are less obviously autistic * Describes traits and challenges that are not part of the formal diagnostic criteria, but which commonly co-occur in autistic individuals with less obvious traits * Includes reflections from those with subtle autism who struggled to be diagnosed

One of the most meaningful application domains of technology enhanced learning (TEL) is related to the adoption of learning technologies and designs for people with disabilities. Significant research has been conducted on technology enhanced learning for people with disabilities and assistive learning technologies. Technology Enhanced Learning for People with Disabilities: Approaches and Applications brings together academics, policy-makers and practitioners, with the goal of delivering a reference edition for all those interested in approaches and applications of technology enhanced learning for people with disabilities. This book aims to be the leading source of information for all those interested in understanding how IT can promote the scientific discussion of the needs of people with disabilities and how IT enhanced activities and programs can help disabled people in their daily activities. Furthermore, this book demonstrates the capacity of information technology and management for the mutual understanding, prosperity and well being of people.

The Handbook of Special and Remedial Education: Research and Practice is an update of the four-volume Handbook series, which provided a comprehensive summary of the well-confirmed knowledge in the field of special education available through the mid-1980's. The need for an updated second edition grew out of the extensive activity in research, policy developments, and related changes in practices over the past decade. The new single volume gives first priority to a review of the knowledge base, as derived from recent research and practices in schools and related agencies. It notes discrepancies between the state of the art and the state of practice. These disparities are further linked to brief discussions of policy issues and needed research, revisions in training programs, and organizational arrangements in the field.

This edition is segmented into three major sections. The six chapters within "Learning Rates: Issues of Concern and Prospects for Improvement" range from a discussion of early education for disabled children and those at risk, to educational resilience. The six chapters under "Distinct Disabilities" cover such topics as visual, hearing, and language impairments. Finally, the four chapters in "Associated Conditions and Resources" discuss funding, parents and advocacy systems, staff preparation, and emerging school/community linkages.

This book will contribute to the improvement of educational work with children and young people who manifest various types of socio-pathological manifestations, as well as the theoretical study of socio-pathological manifestations and the methods and techniques of work on overcoming these conditions among children and youth. The theoretical elaboration of social problems and the introduction of their causes and consequences, as well as the search for methods for their alleviation and elimination, contributes to the development of a better educational system. Additionally, this book draws attention to the problems of social pathology and proposes a system of methods, measures, and procedures for resolving the problem of social pathology. It explains what social pathology education is, what its characteristics are, the significance of it, and the goals and tasks of raising children and youth with behavioral disorders. It explores the Social Pedagogy discipline and the types of socio-pathological phenomena along with problems in the theory and practice of it. Furthermore, it raises awareness among professionals and the public about the need and prevention of socio-pathological manifestations, and about the types, expansion, causes and consequences of their occurrence and the need for an organized social action to reduce and overcome them. Finally, this book will elaborate the characteristics of all types of children with disabilities and will present the goals and tasks established to prevent these behaviors and handle these competencies and personality traits in education. Both the prevention of these behaviors and the rehabilitation of those affected by socio-pathological manifestations is a key component to this book.

This volume contains a number of studies on professional development that blend issues in mathematics education with issues of equity. The composition of U.S. schools is becoming more diverse while the teaching force remains largely White and middle class. Teachers are thus meeting students who have backgrounds significantly different from their own. Teaching these diverse students effectively involves attending to multiple issues that impact classroom performance, as well as developing multiple knowledge bases including knowledge of content, and knowledge of students and their communities. Professional development must therefore address both mathematics and equity so that student learning can be enhanced.

Increasing Diversity in Gifted Education provides guidance for meeting the educational needs of high-potential students across many racial, ethnic, language, and economic groups as well as some categories of disability. Using this book, educators of high potential and gifted students from backgrounds that are traditionally underrepresented and underserved in gifted and advanced instructional settings, can guide these students to achieve and make significant contributions to all aspects of American society. Practitioners will also gain the information and knowledge needed to increase the identification of culturally, linguistically, and ethnically diverse (CLED) and twice-exceptional students for gifted education programs and services.