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.

This empowering workbook and guide will help children and young people to develop a positive understanding of their autistic identity, whilst providing key adults with the tools needed to support their journey and initiate important conversations. The workbook is highly structured and visual, broken down into key sections such as Interests and Focus, Masking, Emotions and My Autistic Identity Statement to create a personal passport and to develop a deeper understanding of what autism means to the young person as an individual. The accompanying guide provides background information, covering topics such as the social and medical models of disability and Monotropism, as well as a clear approach to help the adult to initiate key conversations, with examples of 'possible prompts' as well as concrete, supportive strategies. Content has been shaped by autistic advisors and contributors, with first-hand experiences woven throughout both books. Having a positive understanding of your autistic identity is an indicator of higher self-esteem and wellbeing as an adult. This set supports the development of this and will be valuable for autistic children and young people aged 10+ and the adults working with them.

We all know teachers who, in the face of insurmountable district and school level challenges, inspire underserved students to succeed. These teachers are more than good - they are 'stars'. Haberman maintains that school districts still gamble when selecting teachers as an overwhelming number are not stars and are unprepared or underprepared to work effectively with marginalized students. Haberman explains that teacher selection is more important than teacher training. The ability to identify educators with the necessary social justice or relational characteristics may lead to an increase in academic achievement among learners as well as lower teacher attrition. Consequently, all those who are interested in building America's teaching force with stars - including human resources managers for K-12 school districts, administrators, teachers, teacher advocates, teacher education faculty and graduate students - will benefit from this book. Better Teachers, Better Schools is a must read for two main reasons. First, the achievement gap between 16 million children in poverty and their mainstream counterparts is continuing to become even wider. Many urban students are constantly subjected to educational barriers, which limits their future opportunities. These learners deserve teachers that know more than content, but who can build relationships in order to leverage learning with greater outcomes. Second, Haberman was one of the most prolific producers of teachers to date. He reminds us that quality school systems, built on the back of quality teachers, benefit our society. Better Teachers, Better Schools offers a refreshing take on what it means to be a star teacher by sharing some of Haberman's most requested writings as well as new narratives and research that corroborate his star theory. The contributions in this volume give us a window into Haberman's seven relational dispositions of star teachers; or teachers' ideology put into behavior. Also, each chapter contains learning outcomes and reflection questions for discussion.

Language development, and the challenges it can present for individuals who are deaf or hard-of-hearing, have long been a focus of research, theory, and practice in D/deaf studies and deaf education. Over the past 150 years, but most especially near the end of the 20th and beginning of the 21st century, advances in the acquisition and development of language competencies and skills have been increasing rapidly. This volume addresses many of those accomplishments as well as remaining challenges and new questions that have arisen from multiple perspectives: theoretical, linguistic, social-emotional, neuro-biological, and socio-cultural. The contributors comprise an international group of prominent scholars and practitioners from a variety of academic and clinical backgrounds. The result is a volume that addresses, in detail, current knowledge, emerging questions, and innovative educational practice in a variety of contexts. The volume takes on topics such as discussion of the transformation of efforts to identify a "best" language approach (the "sign" versus "speech" debate) to a stronger focus on individual strengths, potentials, and choices for selecting and even combining approaches; the effects of language on other areas of development as well as effects from other domains on language itself; and how neurological, socio-cognitive, and linguistic bases of learning are leading to more specialized approaches to instruction that address the challenges that remain for deaf and hard-of-hearing individuals. This volume both complements and extends The Oxford Handbook of Deaf Studies and Deaf Education, Volumes 1 and 2, going further into the unique challenges and demands for deaf or hard-of-hearing individuals than any other text and providing not only compilations of what is known but setting the course for investigating what is still to be learned.

"University Coeducation in the Victorian Era" chronicles the inclusion of women in state-supported male universities during the nineteenth century. Based on primary sources produced by the administrators, faculty, and students, or other contemporary Victorian writers, this book provides insight from multiple perspectives of an important step in the progress of gender relations in higher education and society at large. By studying twelve institutions in the United States, and another twelve in the United Kingdom, the comparative scope of the work is substantial and brings local, regional, national, and international questions together, while not losing sight of individual university student experiences.

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.

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.

As the first volume in the series sponsored by SIG-Research on the Education of Asian and Pacific Americans of the American Educational Research Association and California Association for Asian and Pacific American Education, this book sheds important light on the educational issues and needs of Asian and Pacific American students in k- college. Each chapter illuminates the unique educational issues of Asian and Pacific Americans and provides crucial information necessary to understand how Asian and Pacific American students learn, how educational practitioners should work with Asian and Pacific students, and the outcomes we can expect from various programs in Asian and Pacific American education. This body of knowledge can inform researchers and practitioners, as well as policy makers of effective instruction for Asian and Pacific American students at all levels. The series intend to be a national voice for the education of Asian and Pacific Americans, and provide an integral view of new knowledge in the field of Asian and Pacific American education from scholarly and educational practitioners' perspectives.

The book provides an overview of state-of-the-art research from Brazil and Germany in the field of inclusive mathematics education. Originated from a research cooperation between two countries where inclusive education in mathematics has been a major challenge, this volume seeks to make recent research findings available to the international community of mathematics teachers and researchers. In the book, the authors cover a wide variety of special needs that learners of mathematics may have in inclusive settings. They present theoretical frameworks and methodological approaches for research and practice.

This book highlights how to conduct research in gifted education when researchers have to choose from myriad theoretical ideas, hypotheses, claims, practical models, and strategies. It shows researchers how to build clarity, rigor, and relevance into a research agenda that combats fragmentation and contributes to enhanced theoretical and practical endeavors in the field. Specifically, Paradigms of Gifted Education advocates a paradigmatic approach to conducting research in gifted education and shows how it can be done every step of the way by specifying the essential questions of What?, Why?, Who?, and How? in a coherent manner, and by selecting methods that are appropriate for the question asked and the phase of the research efforts. To facilitate the development of a research agenda, the book identifies three major paradigms of gifted education and 20 essential research questions that would help move the field forward.

Offers a collection of writings that bridges the social science and educational literature related to mixed heritage identity development and schooling in diverse contexts. As such, it is the first book of its kind to provide a direct focus on multiracial/ethnic identity and formal education in the United States based on the scholarship of educational researchers. The two common threads linking the chapters are: the flexible, yet situated nature of ethnic and racial identities among mixed heritage students; and the importance of theorizing social contexts when interpreting and representing identity, community, and belonging. In addition to exploring general themes of identity development, Working with Mixed Heritage Students addresses theoretical and methodological issues in conducting research on topics related to mixed heritage students, as well as implications for teacher preparation and educational practice. Ultimately, the authors brought together in this volume share a focus on recently mixed heritage students of first, or second, or third generation multiracial and multiethnic descent. This diversity of perspectives on such a complex topic creates a tension within the book,

The administration of public schools encompasses myriad generic issues having to do with curriculum content, instructional methodology, human resource and financial management, and of course, the guidance and counseling of students. Woven into this tapestry is the obligation to individualize educational programs to accommodate the needs of a wide and diverse student population. The needs of children may be categorized by economic, social, ethnic, physical and mental differences unique to each child and family. It is incumbent upon the public school to accommodate these differences with specially designed educational programs and to remediate any effects that may be detrimental to learning. Prominent and unique among such programs is special education, for which the program of learning is usually separately funded at both federal and state levels, but even more importantly, the learning regimen is individually calibrated to address the needs of each child determined to have a disability. Indeed, assuring children with disabilities their statutory rights constitutes a substantial segment of public school administration in the United States today. The various ramifications of the educational needs of children with disabilities and their attendant circumstances are so extensive that one book on the subject cannot be sufficient to address the magnitude and broad scope of the field. However, in this book we have attempted to discuss several of the salient issues that are of prominent concern to both school administrators and teachers.

The book proceeds from the broad consideration of rights and costs to more specific issues regarding the categorization of children and thedisproportionality of the various racial and ethnic groups of children who may be improperly designated as disabled. Within the context of such classifications the book discusses the screening strategies on which the rights of children with disabilities are so delicately balanced. To inappropriately classify a child may result in a form of subtle discrimination or denial of a statutory right to the provision of a particular type of educational instruction or accommodation. As is indicated throughout this book, the assessment methods by which a child's free appropriate education is determined have become a science of considerable importance.

Incident to this necessity of precise assessment is the need for risk screening strategies and protocols to identify symptoms, behaviors and indications of learning disabilities requiring particular and specialized educational redress. Among issues of greatest importance is the determination not to exclude children with disabilities from the regular classroom and the mainstream of learning. Inclusion or mainstreaming is among the most contentious and perplexing issues confronting school administrators. What constitutes the legal requirements and the educational considerations of the least-restrictive environment comes directly into play in provision of an appropriate education. Beyond the all-important inclusion issue, other chapters of this book address problems of cultural and social mores that affect children with disabilities, symptoms of depression in parents of children with disabilities, maltreatment of children with disabilities, and symptoms of children who have suffered post-traumatic stress from catastrophic events in their ownlives. Each chapter suggests measures to be taken by educators in identifying and redressing such matters. Policy implications for the enhancement of the effectiveness of special education programs are identified for the school administrator to consider.

Special education encompasses a broad range of techniques and tools for a catering to children with unique educational needs. Children in need of additional learning support, including children on the autism spectrum, benefit from continued research in emerging educational tools and pedagogies for best catering to their needs. Supporting the Education of Children with Autism Spectrum Disorders focuses on a well-rounded approach to special education, including perspectives on administration and leadership, course development, psychological and counseling support, educational technologies, and classroom management strategies. Emphasizing timely research focused on creating opportune learning environments for children on the autism spectrum, this publication is an essential reference source for educators, school administrators, graduate-level students, and researchers in the field of education.

This series is aimed at graduate students in special education, educational psychology, and developmental and clinical psychology. Various contributors discusses basic theoretical positions and empirical findings within various professions which provide the foundation for research and clinical/educational applications to exceptional children. Included are chapters covering aspects of cognition, perception, language, memory, attention, motivation and socialization, as well as chapters dealing with behaviourist, psychodynamic, piagetian and cross-cultural approaches to understanding a typical development. Taken as a whole, this series identifies the important substantive constructs and concepts which provide the underpinnings for applied practice and research in special education and related fields.

How often are the perspectives of Puerto Rican students recognized, listened to, and taken into account? Not very often, according to this incisive study which deals with the struggles that these students confront in U.S. schools. As active participants in the shifting balances of power, in the dialectic of language, and in the battle over whose knowledge, experience, and voice are recognized and accepted, Puerto Rican students are uniquely aware of the language and power relation. Their efforts at trying to make sense out of and fashion a voice from the multiple and often contradictory realities that comprise their daily existence, however, are misinterpreted or ignored. This book challenges generally accepted perspectives and practices among teachers and calls for new pedagogies that respond to the complex needs of these students.

Special focus is placed on the effect that colonial status has had historically on the political, socioeconomic, and psychological reality of the Puerto Rican people. Through the voices of Puerto Rican children and those of Puerto Rican and other Latino adolescents, the book explores how the past and present intersect in people's lives, inform pedagogy, and shape the conditions and struggles through which students come to know.

This timely book is about raising awareness of the rights of disabled people to full equality and participation in all areas. It aims to show that disability is an issue of concern to all of us. It is for university faculty staff teaching courses on education law and policy and serves as a resource for students conducting research, government officials, and professionals in these fields.

Mainstream schools are consistently faced with numerous and often contradictory requirements, both to achieve high results and to be inclusive and incorporate children of every ability. This title, first published in 1999, describes how one renowned inclusive community school, Cleves School, responds to the challenges faced by themselves and other schools. Specifically, Priscilla Alderson shows how methods of inclusive learning can be incorporated with those designed to improve standards of achievement for every child. Practical and comprehensive, this title remains applicable to the challenges currently faced within the British education system.

This volume focuses on evidence-based practices (EBPs) , supported, sound research studies documenting their effectiveness with a target population. As such, EBPs have significant potential to improve the outcomes of learners with learning and behavioral disorders. However, a number of obstacles exist in identifying, conceptualizing, adopting, and maintaining EBPs that have prevented educators from realizing their potential benefits. The chapters in this volume address many of these issues, with the goal of improving stakeholders? Ability to identify and implement EBPs. Chapters discuss the following topics: appraising systematic evidence-based reviews, using single-subject research to identify EBPs, legal issues, implementation fidelity and EBPs, guidelines for implementing EBPs, obstacles to implementing EBPs, teacher preparation and EBPs, EBPs for learners with learning disabilities, EBPs for learners with behavioral disabilities, EBPs for learners with autism spectrum disorders, EBPs in early childhood special education, EBPs in special education in Australia.

This volume brings together original papers by international scholars and practitioners on the question of the effects of parent interaction with developmentally disabled children. The contributors present evidence that the quality of parent-child interaction differs in the families of disabled children and that this interaction may make the symptoms more or less pronounced. For example, a strong pattern of parent-child interaction appears to reduce the disability in handicapped children, even in cases of Down's Syndrome. Many of the chapters pose provocative questions and provide insightful directives for future theorizing and research on family interactions involving developmentally disabled infants and children.