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Books > Social sciences > Education > Teaching of specific groups
Get your kids moving and giggling with the delightful suggestions
in A Year of Mini-Moves for the In-Sync Child created by Carol
Kranowitz and Joye Newman. Here are fifty-two weekly schedules that
will incorporate quick movement activities into your day. These
whimsical digital pages can also be printed and posted to brighten
your walls at the clinic, at home and at school. Pediatricians,
teachers and other early childhood specialists now recognize that
early motor development is one of the most important factors in the
physical, emotional, academic and overall success of the child.
Each of these mini-moves addresses one or more sensory, perceptual
and visual motor skills that are the foundation of all future
physical, cognitive, and emotional development. Use these whimsical
mini-moves at the beginning of your day or therapy session, at
transition times or as inspiration for a more elaborate movement
experience. Adapt each move to suit the abilities of the children.
Biliteracy, or the development of reading, writing, speaking,
listening, and thinking competencies in more than one language, is
a complex and dynamic process. The process is even more challenging
when the languages used in the literacy process differ in modality.
Biliteracy development among deaf students involves the use of
visual languages (i.e., sign languages) and auditory languages
(spoken languages). Deaf students' sign language proficiency is
strongly related to their literacy abilities. The distinction
between bilingualism and multilingualism is critical to our
understanding of the underserved, the linguistic deficit, and the
underachievement of deaf and hard of hearing (D/HH) immigrant
students, thus bringing the multilingual and immigrant aspect into
the research on deaf education. Multilingual and immigrant students
may face unique challenges in the course of their education. Hence,
in the education of D/HH students, the intersection of issues such
as biculturalism/multiculturalism, bilingualism/multilingualism,
and immigration can create a dilemma for teachers and other
stakeholders working with them. Deaf Education and Challenges for
Bilingual/Multilingual Students is an essential reference book that
provides knowledge, skills, and dispositions for teaching
multicultural, multilingual, and immigrant deaf and hard of hearing
students globally and identifies the challenges facing the
inclusion needs of this population. This book fills a current gap
in educational resources for teaching immigrant, multilingual, and
multicultural deaf students in learning institutions all over the
world. Covering topics such as universal design for learning,
inclusion, literacy, and language acquisition, this text is crucial
for classroom teachers of deaf or hard of hearing students, faculty
in deaf education programs, language instructors, students,
pre-service teachers, researchers, and academicians.
Education has gradually moved away from an elitist and exclusive
mindset (based on power and privilege claims) and towards a more
democratic and inclusive mindset (based on justice and human rights
claims). In considering the need for Educational Institutions to
put into place support mechanisms to assist students to adapt to
schools, colleges, and universities amidst the Covid-19 pandemic,
it is important to better understand how students operate and
learn. This book includes research studies that have examined how
various inclusive online teaching and assessment practices have
been implemented worldwide in response to the Covid-19 crisis that
has challenged educators and students worldwide. It will provide
practical suggestions to educators who need to employ new inclusive
approaches to help their students overcome any difficulties they
face due to the new hybrid learning approach they had to adopt.
Recommendations for training educators and students in new
inclusive online teaching and assessment practices and for
implementing them successfully in various courses as well as
suggestions for future research will be provided.
Groundbreaking innovations have paved the way for new assistive
approaches to support students with special needs. New
technological innovations such as smart mobile devices and apps,
wearable devices, web-based monitoring and support systems,
artificial intelligence, and more are changing the way in which
care and support can be given to students with special needs. These
technologies range from encouraging self-care and independent
living to supporting the completion of academic work, accommodating
cognitive disabilities, or even supporting communication and
socialization. The applications of assistive technologies are
widespread and diverse in the ways in which the technology itself
can be utilized and the people it can support. The increasing
developments in technology are bringing in a new way of
interventions for all types of students with diverse special needs
in the modern educational atmosphere. Technology-Supported
Interventions for Students With Special Needs in the 21st Century
covers effective assistive modern technologies for overcoming
specific challenges encountered by students with special needs for
promoting their learning and development, educational attainment,
social engagement, self-sufficiency, and quality of life. This book
presents an overview of contemporary assistive tools and approaches
integrated with digital technologies for students with special
needs; shares findings of cutting-edge research on using digital
technologies; provides evidence-based digital
technology-facilitated tools and strategies for effective
diagnosis, treatment, educational intervention, and care of
students with special needs; and identifies promising areas and
directions for future innovations, applications, and research. It
is ideal for classroom teachers, special educators, educational
technologists, intervention specialists, medical professionals,
caregivers, administrators, policymakers, teacher educators,
researchers, academicians, and students interested in the use of
assistive technologies for students with special needs in the
digital era.
Because everyone from policymakers to classroom teachers has a role
in achieving greater equity for children from poverty, this book
provides a sweeping chronicle of the historical turning
points-judicial, legislative, and regulatory-on the road to greater
equity, as background to the situation today. It provides succinct
policy recommendations for states and districts, as well as
practical curricular and instructional strategies for districts,
schools, and teachers. This comprehensive approach-from the
statehouse to the classroom-for providing children who come to
school from impoverished environments with the education in which
they thrive, not merely one that is comparable to others, truly
enlists everyone in the quest for opportunity and performance. The
next step toward equity may be taken by a governor, but it may also
be taken by a teacher. One need not wait for the other.
Executive functions develop during the first years of life and
determine future learning and personal development. Executive
dysfunction is related to various neurodevelopmental disorders, so
its study is of great interest for intervention in children with
neurotypical development and in those who have suffered a
neurodevelopmental disorder. The Handbook of Research on
Neurocognitive Development of Executive Functions and Implications
for Intervention offers updated research on executive functions and
their implication in psychoeducational intervention. It establishes
a multidisciplinary context to discuss both intervention experience
and research results in different areas of knowledge. Covering
topics such as childhood inhibitory processing, mindfulness
interventions, and language development, this major reference work
is an excellent resource for psychologists, medical professionals,
researchers, academicians, educators, and students.
Since advent of autism as a diagnosed condition in the 1940s, the
importance of music in the lives of autistic people has been widely
observed and studied. Articles on musical savants, extraordinary
feats of musical memory, unusually high rates of absolute or
"perfect" pitch, and the effectiveness of music-based therapies
abound in the autism literature. Meanwhile, music scholars and
historians have posited autism-centered explanatory models to
account for the unique musical artistry of everyone from Bela
Bartok and Glenn Gould to "Blind Tom" Wiggins. Given the great deal
of attention paid to music and autism, it is surprising to discover
that autistic people have rarely been asked to account for how they
themselves make and experience music or why it matters to them that
they do. In Speaking for Ourselves, renowned ethnomusicologist
Michael Bakan does just that, engaging in deep conversations - some
spanning the course of years - with ten fascinating and very
different individuals who share two basic things in common: an
autism spectrum diagnosis and a life in which music plays a central
part. These conversations offer profound insights into the
intricacies and intersections of music, autism, neurodiversity, and
life in general, not from an autistic point of view, but rather
from many different autistic points of view. They invite readers to
partake of a rich tapestry of words, ideas, images, and musical
sounds (on the companion website) that speak to both the diversity
of autistic experience and the common humanity we all share.
This book supports the professional learning of school principals,
and those who aspire to be such, in development of their skills and
knowledge around fostering inclusive schools for students with
special education needs. The book includes 27 case stories that are
based on research with school principals. Each case includes expert
commentaries and resources to support principals and emerging
leaders as they consider how to effectively support students with
special education needs in inclusive schools. Its premise is based
on the recognition that there are increasing numbers of students
with disabilities and special education needs in neighbourhood
schools. Principals need to develop new competencies to navigate
the challenges, and benefits, of including students with special
education needs into inclusive classroom settings. The book
provides opportunities to build leadership competencies by
considering a diversity of cases related to inclusive leadership.
The cases in the book are divided among nine sections addressing
the following areas: transitions, early years, elementary school
cases, secondary school cases, community supports, school
board/district supports, school teams, complex cases, and cases
specific to new teachers. Seven cross-cutting themes are addressed
in these cases including: communication, parents/caregivers,
agency/efficacy, collaboration, relationships/trust, legal, and
advocacy.
Are we missing the opportunity to reach struggling learners from
the very beginning? Are we hastily-and unnecessarily- referring
students to intervention programs that substitute for high-quality
core instruction? What if we could eliminate the need for
intervention programs in the first place? Response to Intervention
(RTI) programs are only as powerful and effective as the core
instruction on which they're built. High-quality instruction, then,
is the key ingredient that helps all students excel, and it's at
the heart of Douglas Fisher and Nancy Frey's unique approach to the
RTI model - Response to Instruction and Intervention, or RTI2. In
Enhancing RTI, the authors argue that students learn best when
classroom instruction and supplemental intervention mirror each
other in both content and purpose. This book provides K-12 teachers
with the knowledge and tools they need to implement a cohesive RTI2
system that helps all children learn by proactively addressing
their needs. To this end, you will learn how to: Integrate and
align core instruction and supplemental intervention. Assess your
own classroom instruction, in addition to your students' responses
to it. Strengthen existing school improvement efforts within an
RTI2 framework. Utilize systematic feedback to raise student
achievement. Fisher and Frey maintain that the RTI2 model not only
promotes active student learning, but it also, when done right,
promotes a culture of hardwired excellence at all levels of
instruction.
This book supports the professional learning of school principals,
and those who aspire to be such, in development of their skills and
knowledge around fostering inclusive schools for students with
special education needs. The book includes 27 case stories that are
based on research with school principals. Each case includes expert
commentaries and resources to support principals and emerging
leaders as they consider how to effectively support students with
special education needs in inclusive schools. Its premise is based
on the recognition that there are increasing numbers of students
with disabilities and special education needs in neighbourhood
schools. Principals need to develop new competencies to navigate
the challenges, and benefits, of including students with special
education needs into inclusive classroom settings. The book
provides opportunities to build leadership competencies by
considering a diversity of cases related to inclusive leadership.
The cases in the book are divided among nine sections addressing
the following areas: transitions, early years, elementary school
cases, secondary school cases, community supports, school
board/district supports, school teams, complex cases, and cases
specific to new teachers. Seven cross-cutting themes are addressed
in these cases including: communication, parents/caregivers,
agency/efficacy, collaboration, relationships/trust, legal, and
advocacy.
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