Exploring multilingualism as a complex, context-related, societal and individual phenomenon, this book centres around perspectives on how multiple languages are made (in)visible within educational settings in the Global North. The authors of each chapter compare and contrast findings across geographical contexts with the goal of understanding the facets of multilingualism that, on the one hand, conform across contexts, and on the other, diverge context-specifically. The chapters range from contributions with a focus on national/state planning for the development of sustainable multilingual and intercultural educational policies, to chapters that deal with multilingual practices and identities of students and student teachers as well as the consequences for language practices, strategies and policies in diversifying societies. This cross-contextual, comparative and interdisciplinary exploration of multilingualism will be of great interest to researchers, administrators, practitioners and students within the fields of multilingual education, sociolinguistics, youth culture and identity studies. The book is open access under a CC BY NC ND licence.

One of the major problems facing societies, in almost all parts of the world, is the inadequate accommodation of social equity with cultural diversity. The crisis emanating from neglect of this issue can be seen in all societies. The lack of discourse between the two systems, cultural and social, means that there are fewer shared ideologies, on the basis of which accommodations can be negotiated. The inadequacy of those responses is the issue addressed by this series of books. It seeks to contribute, through joint publication and the stimulation of greater discourse, to identify the pathways to a less selfish and parochial response to the continuing dilemma of equity and diversity. In this fourth volume there are two major foci within the field of education and schooling; human rights and global responsibilities. The authors review, critically discuss and seek to extend the theoretical and ideological assumptions, underlying policy and practice in their chosen field, within the context of these two foci. The aim of their testimony is to place the life experience of teachers and children within a more globally responsible and world-sensitive context, drawing out the connections betw

The question of what types of children are most influenced by -- or can best benefit from -- television is a recurrent theme in the scientific literature as well as a frequently raised issue for pediatric associations, educators, and parent/citizen groups concerned about the welfare and advancement of young children. To effectively address this question, this book focuses on a wide variety of children with highly divergent cognitive abilities, social skills, and educational capacities -- that is, those labeled as emotionally disturbed, learning disabled, mentally retarded, and intellectually gifted. These children not only possess characteristics that place them at the greatest risk with regard to television's negative impact, but also in a position to most benefit from the purposeful use of the medium at home and in the classroom. Combining literature from the fields of mass communication, developmental psychology, and special education, the authors present a comprehensive analysis of television and its "forgotten audience." Practical implications and applications in the home and school are also extracted from research findings making this volume a valuable resource for students, educators, and researchers in the fields of communication and special education, and for the parents and teachers of exceptional children.

Having a positive understanding of yourself is empowering and boosts wellbeing. The young people's workbook is written with the young people at the forefront, so it is autism-friendly and has a positive focus on difference. When a young person receives an autism diagnosis, many parents and professionals do not know how to talk to them about this, and this book pairing gives them the tools and confidence to do that. There isn't currently a book on the market that enables a lead adult to feel skilled enough to have these conversations with a young person. Rebecca Duffus has years of experience using this format with young people, with positive outcomes, as well as 14 years of experience of working with young people, families and education settings.

Reviewing the history, causes and methods of identifying and evaluating ADD students, Dr Parker provides information about ADD for teachers, guidance counsellors, school psychologists and educational administrators interested in practical ways to help students with ADD in schools.

Despite years of study and advanced technologies, we still do not fully understand how the "typical" brain works, much less how an autistic brain works. And while we have become increasingly familiar with the term autistic thinking, people with autism are still misunderstood, leading to frustration, depression and missed opportunities to reach one's potential. According to Peter Vermeulen, treatment of autism is still too focused on behaviour and minimally focused on observation or determining the way of thinking that leads to the behaviour. In this groundbreaking book, inspired by the ideas of Uta Frith, the internationally known psychologist and a pioneer in theory of mind as it relates to autism, Vermeulen explains in everyday terms how the autistic brain functions with a particular emphasis on the apparent lack of sensitivity to and awareness of the context in which things happen. Full of examples, often humorous, the book goes on to examine "context" as it relates to observation, social interactions, communication and knowledge. The book concludes with a major section on how to reduce context blindness in these various areas, vital for successful functioning. Due to the far-reaching consequences of context blindness, this book is a must for those living and working with somebody with autism.

This book is based on the work of a European partnership, whose members came together from Belgium England Finland Germany Portugal and Greece with the support of funding from the EU Socrates Programme. Our goal was to work collaboratively to generate new ways of thinking about the situation of people aged between 14 and 25 who are at risk of (or experiencing) social exclusion, set in the context of a unique international analysis of policies, contexts and perspectives on the problems of social exclusion in Europe and the challenges of promoting lifelong learning among those who have rejected it early in life. We set out to examine programmes which help people to RE-ENTER pathways of education and training, but ended with approaches which are better characterised by their ability to RECONNECT people, not only to opportunities in the social structures but also to each other and to their communities We have developed new models and guidelines based on analysis of the best of European practice using the distinctive approaches of 'situated learning'. By an iterative and collaborative method of working, we have arrived at the concept and approaches of Learning Communities Centred on Practice (LCPs), which lie at the heart of this volume.

* A comprehensive and practical guide for school leaders and administrators to addressing the needs of different subsets of English Learners (ELs), including Newcomers, Students with Interrupted Education (SIFE) and Long-term Els * Provides a systems framework for large scale improvement for Els * Addresses key topics, including teacher collaboration, planning linguistically responsive strategies, intervention plans, and creating a blueprint for school improvement * Includes case studies of effective schools

This collection pays tribute to Professor Wallace E. Lambert and his contributions to the fields of language and linguistics. Each chapter, written by an internationally renowned theorist or researcher, traces the currents of theory and research within the topic area to the present day, provides a state-of-the-art review of the topic, and offers an outline for future research directions. The book concludes with an overview from Professor Lambert that critically examines the impact of the ideas in each individual chapter.
This volume is organized around the three areas where Professor Lambert's unique contributions are most substantial and most evident: bilingualism, multiculturalism, and second language learning. Specifically, the papers presented discuss the topics of social, psychological, cognitive, and neuropsychological aspects of bilingualism and second language learning, the psychology of inter-group relations and multiculturalism, bilingual/immersion education, and language planning.
Note: Royalties earned from sales of this book will go to the Wallace E. Lambert Student Research Fund at McGill University for use by students interested in second language acquisition, bilingualism, and/or multiculturalism.

This critical resource provides foundational information and practical strategies for d/Deaf or hard of hearing (d/Dhh) multilingual learners. These learners come from backgrounds where their home languages differ from the dominant spoken or sign languages of the culture. This book is a one-stop resource for professionals, interventionists, and families, helping them to effectively support the diverse needs of d/Dhh multilingual learners by covering topics such as family engagement, assessment, literacy, multiple disabilities, transition planning, and more. The book provides vignettes of learners from 25 countries, discussion questions, and family-centered infographic briefs that synthesize each chapter. Deaf and Hard of Hearing Multilingual Learners is a groundbreaking step towards better supporting the many languages and cultures d/Dhh students experience in their lifetimes through strength-based and linguistically responsive approaches.

High Leverage Practices for Inclusive Classrooms, Second Edition offers a set of practices that are integral to the support of student learning, and that can be systematically taught, learned, and implemented by those entering the teaching profession. In this second edition, chapters have been fully updated to reflect changes in the field since its original publication, and feature all new examples illustrating the use of HLPs and incorporating culturally responsive practices. Focused primarily on Tiers 1 and 2-or work that mostly occurs with students with mild to moderate disabilities in general education classrooms-this powerful, research-based resource provides rich, practical information highly suitable for teachers, and additionally useful for teacher educators and teacher preparation programs.

This book provides deep insight into the social situation of students with different kinds of special needs in various European countries. Research findings concerning students' attitudes towards peers with disabilities, and teachers' feedback on students' social behaviour, are also presented. Full inclusion of students with special educational needs in mainstream education requires equity in each student's chances for academic and social-emotional development, and their participation in society. In the context of inclusive education, it is important to take students' social participation into consideration. Are students with special educational needs (SEN) accepted by their peers? Do they interact with their peers during breaks and classes? Do they have friends, or do they feel lonely in their class? This book seeks to answer such questions, seeing social participation as a crucial ingredient, as well as an outcome, of inclusive education. This topic is critical because many previous studies show students with SEN having a high risk of social exclusion. This volume will be of interest to everyone studying special needs education, especially those concerned with future improvement of social participation for all students. This book was originally published as a special issue of the European Journal of Special Needs Education. Chapter 1 is available Open Access at https://www.routledge.com/products/9780367209186.

It is becoming increasingly clear that members of a host nation as well as newcomers have to learn what it means to live democratically in a multi-ethnic world and to accept diversity without fear or rancor. This volume, a result of a conference sponsored by the Spencer Foundation, asks a question of increasing significance in view of post World War II immigration patterns and the spread of democratic forms of government: "What can educational researchers and practitioners do to prepare our youth for cooperative, constructive living in a democracy?" This book illustrates how six post-industrial nations -- Canada, Germany, Israel, The Netherlands, the United Kingdom, and the United States -- have met or failed to meet this challenge.

This book explores multilingual practices such as translanguaging, code-switching and stylization in secondary classrooms in Hawai'i. Using linguistic ethnography, it investigates how students in a linguistically diverse class, including those who speak less commonly taught languages, deal with learning tasks and the social life of the class when using these languages alongside English as a lingua franca. It discusses implications for teachers, from balancing student needs in lesson planning and instruction to classroom management, where the language use of one individual or group can create challenges of understanding, participation or deficit identity positionings for another. The book argues that students must not only be allowed to flex their whole language repertoires to learn and communicate but also be aware of how to build bridges across differences in individual repertoires. It offers suggestions for teachers to consider within their own contexts, highlighting the need for teacher autonomy to cultivate the classroom community's critical language awareness and create conducive environments for learning. This book will appeal to postgraduate students, researchers and academics working in the fields of sociolinguistics and linguistic ethnography as well as pre-service and in-service teachers in linguistically diverse secondary school contexts.

A volume in Educational Leadership for Social Justice Series Editor Jeffrey S. Brooks, Iowa State University, Denise E. Armstrong, Brock University; Ira Bogotch, Florida Atlantic University; Sandra Harris, Lamar University; Whitney H. Sherman, Virginia Commonwealth University; George Theoharis, Syracuse University Education-Based Incarceration and Recidivism: The Ultimate Social Justice Crime Fighting Tool takes a penetrating look at the needs and challenges of society's disenfranchised jail populations. It is incumbent to encourage public awareness of the causes that underlie the destructive cycles plaguing these populations, including the abuse and neglect that cycle through generations. When effectively addressed through education the economic burden on society is lightened and an advocacy to increase understanding engenders a humane response. When connecting education-based incarceration to leadership and social justice, several issues come to mind, beginning with the universal understanding that definitions of social justice are based on a variety of factors, like political orientation, religious background, and political and social philosophy. An increased body of researchers in educational leadership, ethics, law, sociology, corrections, law enforcement, criminal justice, and public health agree that social justice is concerned with equal justice, not just in the courts, but in all aspects of society. Social justice demands that people promote a just society where people have equal rights and opportunities; everyone, from the poorest person on the margins of society to the wealthiest deserves an even playing field. The intended audience for this book includes academics, national and international law enforcement agencies, and correctional institutions interested in establishing and assessing the effectiveness of an education-based incarceration program. This book can also be used by educators and students interested in studying organizational leadership, correctional theory, recidivism, social and restorative justice, and education-based incarceration.

This book outlines best practice and effective strategies for teaching English as a foreign language to D/deaf and hard of hearing (DHH) students. Written by a group of researchers and experienced practitioners, the book presents a combination of theory, hands-on experience, and insight from DHH students. The book brings together a variety of tried and tested teaching ideas primarily designed to be used for classroom work as a basis for standby lessons or to supplement courses. Placing considerable emphasis on practical strategies, it provides educators and practitioners with stimulating ideas that facilitate the emergence of fluency and communication skills. The chapters cover a wide range of interventions and strategies including early education teaching strategies, using sign -bilingualism in the classroom, enhancing oral communication, speech visualization, improving pronunciation, using films and cartoons, lip reading techniques, written support, and harnessing writing as a memory strategy. Full of practical guidance grounded in theory, the book will be a useful resource for English teachers and all those involved in the education of deaf and hard of hearing learners across the world; including researchers, student teachers, newly qualified teachers, school supervisors, and counsellors.

Students with mental retardation often struggle tremendously to complete the same tasks that many of their peers do without any difficulty - but with special assistance their struggles to learn can be highly successful. In Teaching Students With Mental Retardation, special and mainstream teachers will find highly effective strategies for enhancing the academic and social skills of students with mental retardation in their classrooms. Offering a pre-test, post-test, and key vocabulary terms, this exceptional resource also discusses: o Common causes of mental retardation such as genetic conditions, problems during pregnancy and birth, and health problems o Diagnosing mental retardation o Cognitive, academic, physical, behavioural, and communication characteristics of mental retardation o Methods for improving the functional academic, social, self-care, and work skills of students with mental retardation o Instructional approaches for students with severe disabilities o Influential trends and issues such as prevention of mental retardation and transitioning from school to work

This volume has been developed as a direct result of a conference sponsored by the International Academy for Research in Learning Disabilities, held at the University of California at Los Angeles. The text provides a review and critique of current research in the areas of intelligence, social cognition, achievement, and subtyping as they relate to learning disabilities. In addition, the concept that social behavior is an aspect of intelligence and the relationship between language and reading are discussed in detail by noted experts.

Covers social-emotional issues in the lives of gifted students Features examples of lessons and menus of discussion questions for successful book discussions alongside enrichment activities to extend students' learning Includes an annotated bibliography of children's and young adult books ideal for social-emotional learning.

Underachievement is approached from a broad, integrated perspective in this insightful look at the talented adolescent who always performs below his or her optimum level of achievement. Professor Griffin examines the psychological, social, and scholastic reasons behind the phenomenon of the distracted and disengaged high school student. The result of this in-depth study: A unique volume describing effective student learning behavior, providing curricular and instructional proposals for motivating underachievers, and offering a construct that provides the basis for understanding the various factors that account for academic achievement.

When children from insecure backgrounds become adolescents, the challenges they experience themselves and present for those around them can get a lot harder to sort out, before the teenager can fully integrate into society. These adolescents can quickly acquire 'bad kid' or 'anti-social' labels. They may form attachments by joining gangs, but in doing so, further alienate themselves from other more constructive options on offer.The contributors to this much needed book have all worked successfully on the front line with teenagers whose ability to make healthy relationships, or to find learning exciting or even possible, has been severely compromised by their past experiences of trauma, neglect and abuse. Each expert practitioner offers practical strategies, underpinned by attachment theory and their own extensive experience, to enable teachers, psychologists, therapists and social workers to reach out to young people in new ways, establishing genuine connection and real possibilities for learning and hope.

Now in a fully revised and updated second edition, this innovative and wide-ranging book shows how storytelling can open new worlds for individuals with special educational needs and disabilities. Providing a highly accessible combination of theory and practice, the contributors to this book define their own approaches to inclusive storytelling, describing the principles and theory that underpin their practice, whilst never losing sight of the joy at the heart of their work. Topics include therapeutic storytelling; language and communication; interactive and multi-sensory storytelling; and technology. Each chapter includes top tips, and signposts further training for practitioners who want to start using stories in their own work, making this book a crucial and comprehensive guide to storytelling practice with diverse learners. This new edition: * has been fully updated to reflect the way in which this field of storytelling has grown and developed * uses a broad range of chapters, structured in a way that guides the reader through the conceptualisation of a storytelling approach towards its practical application * includes an additional chapter, sharing the lived experiences of storytellers who identify as having a disability. Full of inspiring ideas to be used with people of all ages and with a range of needs, this book will be an invaluable tool for education professionals, as well as therapists, youth workers, counsellors and theatre practitioners working in special education.

Educational Trends Exposed explains and critically reviews eighteen of the most prevalent trends sweeping schools, colleges and universities over the last decade and beyond. Amid the buzz from news outlets, websites and social media peddling 'this works' approaches and 'quick fix' solutions, this book provides educators with a practical tool to help answer important questions such as: what does this trend actually involve? Is it worth the investment of time and resources? Does it work - what does research say? Do the claimed benefits to students outweigh any downsides? In this timely book, David Armstrong and Gill Armstrong cast a critical, expert eye over these trends, referencing the latest research and offering a framework for considering educational trends, empowering readers as informed critical consumers. They argue that trends disclose deeper truths about the state and direction of contemporary public education in Australia, England and the US and provide original, thought-provoking analysis. This book demonstrates that a greater understanding of trends can teach some important lessons, including how parents, teachers and educational decisions makers can agitate and collaborate for a modernised and more socially equitable education system. Educational Trends Exposed is essential reading for pre- and in-service teachers, and all educational decision makers who are faced with a choice of which trend, if any, to follow.

A volume in Adult Education Special Topics: Theory, Research, and Practice in Lifelong Learning Series Editor: Kathleen P. King, Fordham University In a most timely volume addressing many of the connections among current fiscal and employment crises to adult education, Learning for Economic Self-Sufficiency highlights the problems and challenges that low-literate adults encounter in various environments. Moreover, this book presents strategies for addressing the chronic illiteracy among low-income workers. The power of this volume is that the reader gains a holistic view of the complexities of educating a population of low-literate adult learners from various life conditions. From language literacy issues in corrections, the workplace and access to higher education, and migrant workers literacy learning barriers, to technology literacies, and consumerism myths, Learning for Economic Self- Sufficiency goes far deeper than prior volumes in exploring the complex scope of issues face by low-income, low-literate adults as they seek learning for economic self-sufficiency. The overall objective of the book is to help readers explore economic self-sufficiency for low literate and low-income adults from various contexts and the role of adult and higher education in developing these learners for greater economic independence. Noting that literacy is only a first step to economic, mental, and physical health as well as responsible citizenship, each chapter provide specific case examples and recommendations to educators and trainers of adults for creating learning programs and environments to facilitate the development of a more literate and economically stable population.

This volume represents a compilation of critically reflexive thinkers in adaptive physical activity (APA) who have willingly embraced the uncomfortable issues of ableism, disableism, and ethically questionable professional practices in the field. From an unprecedented, frank, and introspective stance, the authors make the comfortable and taken-for-granted, uncomfortable. International researchers and educators bring reflexion to ableism in higher education - including curriculum making, textbooks as artefacts of the professional landscape in APA, and the models of disability that unconsciously frame post-secondary instruction in APA.