"A practical primer par excellence for teachers who want to implement the principles of Reuven Feuerstein's Mediated Learning Experience. A multitude of easy-to-implement suggestions empowers teachers to transform even the most challenged students into more effective thinkers and learners." -James Bellanca, Chief Executive Officer International Renewal Institute, Inc. "Teachers are often told to improve students' problem-solving abilities. This is a book that explains HOW, teaching the practitioner to recognize dysfunctions in cognition and providing strategies to help students become independent learners." -Lauren Mittermann, Social Studies Teacher Gibraltar Middle School, Fish Creek, WI Develop your students' abilities to think and learn more effectively! All individuals have the potential to change and learn. Using Reuven Feuerstein's theory that educators can enhance intelligence and change the way students think with the right kind of intervention, the authors provide teachers and counselors with practical strategies to help at-risk students develop cognitive skills and become more effective thinkers and learners. In the second edition, readers will find an expanded discussion of mediated learning, explanations and applications of the Cognitive Map and Structured Cognitive Modifiability, and reflective activities for the educator. Through case studies and in-depth coverage of metacognition, metalearning, metateaching, and metatasking, this user-friendly resource shows educators how they can: Analyze learners' cognitive skills Modify tasks to advance learning Promote the use of effective thinking skills Encourage autonomous learning Mediated Learning, Second Edition, offers highly effective intervention techniques to increase student motivation, improve students' problem-solving skills, and strengthen their thinking processes.

This accessible book offers essential guidance and practical ideas for Early Years staff to support children with social, emotional and mental health (SEMH) needs. It draws upon a wealth of experiences and insights to explore what SEMH is, why children may have SEMH needs, and what this can look like, giving practitioners the confidence they need to understand early signals and signs. Chapters share practical tools, activities and strategies, exploring topics that include: environment routines and transitions sensory experiences feelings and emotions the role of the adult. A range of case studies and resource suggestions are woven throughout, bringing the theory alive with first-hand advice from a variety of professionals, including educational psychologists, play therapists and Forest School specialists. This book is a refreshing and practical guide, and an essential read for all Early Years practitioners looking to cultivate a supportive and compassionate environment.

First published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.

This book will help all teachers who face challenging behavior in their classrooms. It offers support and guidance for dealing with issues of behavior and offers suggestions for building creative relationships in school. Through a combination of case study illustrations of key Transactional Analysis concepts, practical proformas, planning notes and resources that have been tried and tested with schools it will give you the confidence and skills necessary to develop effective classroom management.

Edited by the leading scholars in the field, Vital Questions Facing Disability Studies in Education provides an overview and introduction to the growing field of disability studies in education, including the application of the interdisciplinary field of disability studies to inclusive education, teacher education, educational research, and educational policy development. While traditional special education research has focused on developing interventions aimed at increasing students' functional capacities, disability studies scholars have asked provocative and probing questions about how communities and schools can value, include, and nurture disabled persons. This second edition continues the emphasis of the first edition on the central questions that drive this critical field of inquiry and social action, while broadening its scope to more fully address international educational issues. The first edition of this text has been widely adopted in undergraduate and graduate courses in disability studies and inclusive education.

Going Inward is a pragmatic text for faculty in all disciplines who desire to deepen their reflection on teaching. Through the culturally introspective writings of faculty in a variety of academic disciplines, readers will gain a deeper understanding of faculty cultural influences on college teaching and student learning. This book introduces readers to cultural self-reflection as a powerful tool for insight into how our values and beliefs from our cultural and familial upbringing influence our teaching practice. Cultural self-reflection is a process for generating insights and empathy toward serving students from backgrounds and cultures both similar to and different from one's own. The integrated design of the book's three parts - cultural introspection, faculty culture and teaching autobiographies, and developing a culturally introspective practice - makes this book helpful to teaching faculty and academic administrators.

Your son doesn't do his homework and is failing nearly all his subjects, but his teachers say he just needs to try harder. Your daughter is moody, defiant, and barely speaks to you and you're thinking it's got to be more than just a phase. You hear other parents talk about the great things their kids are doing and you wonder, "What am I doing wrong?" In this second edition of Parenting Children With ADHD, Dr. Vince Monastra provides practical, step-by-step guidance to parents looking for ways to bring out the best in kids with ADHD. He presents updated lessons about the causes of ADHD, how medications work, and the problems that sleep deficits, poor nutrition, and other medical disorders can cause. He also shares his innovative approach for improving organization, task-completion, problem- solving and emotional control. Updates in this edition include: * new procedures and tests for diagnosing ADHD * empirically-supported psychological treatments for ADHD, including neurotherapy * tips for developing a safe, supportive educational environment for your child * a new chapter on teaching life values such as kindness, generosity and compassion

For effective and safe use, this book should be purchased alongside the professional guidebook. Both books can be purchased together as a set, Helping Young Children Learn About Domestic Abuse and Coercive Control: A Luna Little Legs Storybook and Professional Guide [9781032072555] This sensitively written storybook has been created to help very young children understand about domestic abuse and coercive control. Luna loves playing with her friends at kitten club, but at home things are different. One terrible night, Luna overhears a domestic abuse incident and, when her own name is mentioned, she wonders if it might be her fault. Accompanied by beautiful and engaging illustrations, the story provides a vehicle for talking with children about their experiences, safety and emotional wellbeing. Three potential endings allow the story to be personalised to the individual child: * In ending 1, Luna is comforted by her mummy and remains at home * In ending 2, Luna and her mummy move to a refuge, and eventually into their own home * In ending 3, Luna's daddy apologises for his behaviour promising to change , and she and her mummy move back into the family home Through age-appropriate rhyming language, this story explores children's common reactions to domestic abuse, shows them that they are not alone, and helps them talk about their feelings. It is an essential tool for all early years practitioners, as well as professionals working with children and families who are experiencing, or have experienced, domestic abuse and coercive control.

First published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.

Today there are more children than ever before in need of a variety of additional support needs, and many of these children have poor movement as a key contributory factor. Even in children with no specific 'label', movement is being found to be linked to learning, and educational professionals need to understand what is amiss and how to support children who do not meet their motor milestones at the correct time. The brand new topic areas featured in this comprehensive and practical new edition include: a discussion of terminology and labelling (in light of current inclusion guidelines) a range of age specific activities a section on the neurology of dyspraxia, showing the motor pathways that are energised and define motor competence a greater emphasis on balance, coordination and control examples from children of how movement is dependent on planning, sequencing and organising more practical activities that can form the basis of a programme to support the children. Practical strategies are provided throughout this authoritative book, so that teachers and other professionals can identify and understand movement difficulties, are empowered to support the children, and work effectively with the parents.

Over the past decade, concerns about a global "obesity epidemic" have flourished. Public health messages around physical activity, fitness, and nutrition permeate society despite significant evidence disputing the "facts" we have come to believe about "obesity". We live in a culture that privileges thinness and enables weight-based oppression, often expressed as fat phobia and fat bullying. New interdisciplinary fields that problematize "obesity" have emerged, including critical obesity studies, critical weight studies, and fat studies. There also is a small but growing literature examining weight-based oppression in educational settings in what has come to be called "fat pedagogy". The very first book of its kind, The Fat Pedagogy Reader brings together an international, interdisciplinary roster of respected authors who share heartfelt stories of oppression, privilege, resistance, and action; fascinating descriptions of empirical research; confessional tales of pedagogical (mis)adventures; and diverse accounts of educational interventions that show promise. Taken together, the authors illuminate both possibilities and pitfalls for fat pedagogy that will be of interest to scholars, educators, and social justice activists. Concluding with a fat pedagogy manifesto, the book lays a solid foundation for this important and exciting new field. This book could be adopted in courses in fat studies, critical weight studies, bodies and embodiment, fat pedagogy, feminist pedagogy, gender and education, critical pedagogy, social justice education, and diversity in education.

Understanding and Managing Children's Behaviour through Group Work Ages 3-5 provides the reader with an insight into children's emotional well-being and helps them to understand what and how children communicate and how to respond in a way that provides positive messages, increases their emotional vocabulary and encourages them to change their behaviour. It provides an alternative and effective child centred way of managing children's behaviour through introducing the concept of reflective language and other tools, equipping staff with new skills that are transferable across the school in any role. The book is divided into two sections, enabling the reader to link theory with practice. The first section takes the reader on a journey to help them understand the different factors that influence children's behaviour. The second section of the book focuses on the group work programmes, how they can be used, their value and the impact they can have on children and the classroom environment as a whole. The activities in the group work programme explore the concept of using reflective language as a behaviour management tool and are designed to motivate, build confidence, self-esteem and resilience. Useful pedagogical features throughout the book include:- Practitioner and classroom management tips and reflective tasks; Strategies and practical ideas for staff to use to help them engage more deeply with the contents of the book; Flexible, tried and tested group work programmes designed to promote inclusion rather than exclusion; Clear step by step instructions for delivering the work programmes; Case studies showing behaviour examples with detailed explanations for the behaviour and strategies to respond to it. The book is aimed at all early years practitioners and any students training to work with children of E.Y.F.S age. It is also recommended reading for SENCOs and trainee teachers and will also be useful for therapists who work with children and are looking at delivering other approaches in their work.

"Waller has written a wonderfully engaging book for teachers on how to influence child behavior using nonpunitive and supportive ways. This book is thoroughly grounded in contemporary learning theory and infused with a twinkling sense of humor." -Bruce A. Thyer, Professor of Social Work Florida State University Manage problem behaviors with solid techniques and a sense of humor! Most of the disruptive, problematic, aggravating, or inconvenient behaviors that children develop can be changed by using good behavior support strategies. This highly readable, lighthearted book presents research-supported principles for positive behavioral management in a way that will appeal to teachers, administrators, and other professionals who work with children. Enabling readers to see the humor in working with challenging students, this book: Provides an overview of effective behavior management Offers short chapters that discuss basic behavioral strategies or principles through anecdotes and analogies Draws parallels to real-life situations Provides points to remember at the end of each chapter and suggested readings for related study With easy-to-implement methods, The Educator's Guide to Solving Common Behavior Problems is an invaluable resource for teachers, administrators, and parents looking for ways to motivate children and remedy classroom behavior problems.

These proceedings of the NATO Advanved Study Institute on Differential Diagnosis and Treatments of Reading and Writing Disorders aim to answer the following questions, from their different research programs: What is the nature of differential diagnosis of reading disabilities?; Are intelligence test scores relevant?; How important is pseudoword reading?; What about listening comprehension?; How best can clinicians supplement group results with individual developmental profiles of reading and writing skills?; How do different models of language-related components within a cognitive-developmental framework explain individual differences in reading disabilities?; What is the nature of phonemic awareness, phonological awareness within the broad context of phonological processing in children with reading disabilities?; What are the differential strategies of poor readers/spellers?.

The Early Years Intervention Toolkit provides a range of ready-made activities to enable early years practitioners and health visitors to address observed difficulties in a child's development prior to starting school. It includes a checklist of observed behaviours which links to a range of effective and engaging activities to support children's development across the three prime foundational areas of learning: Communication and Language; Physical Development; and Personal, Social and Emotional Development. Activities focus on a variety of crucial skills such as speaking and listening, moving and handling, and forming relationships, making use of materials that are readily available in every early years setting. This toolkit offers: A time-saving approach to interventions, with additional guidance on planning, providing, and recording appropriate interventions Advice and activities to share with parents for them to try at home A framework to enable early years practitioners to identify specific difficulties in key areas of development Downloadable resources to support activities and interventions The Early Years Intervention Toolkit is an inclusive programme and all children in the early years will benefit from taking part in the activities. It will be an essential resource for early years practitioners to effectively identify and support learning needs in child development and will boost the confidence of young children as they prepare for Key Stage One.

People Need to Know follows a group of students as they study the defining event in their community's history - a 1930 lynching that was captured in one of the century's most iconic and disturbing photographs. With ambitions of contributing to public understanding, the students set out to create a collection of online resources about the lynching. As they encounter troubling information and consider how best to present it to others, the students come to better understand the complex ethical ramifications of historical work and to more fully appreciate why their learning matters. Through the stories of these students, their teacher, and an author re-immersed in the town of his own childhood, the book develops an approach to curriculum in which students create products of value beyond the school walls. In a time of educational standardization, when assignments and assessments often fail to deliberately engage the ethically charged and locally particular contexts of students' lives, Robert M. Lucas proposes that we see learning in their creation and appreciation of public value. The book will be of particular interest for courses in curriculum studies and in history and social studies education.

Teaching College Students How to Solve Real-Life Moral Dilemmas will speak to the sometimes confounding, real-life, moral challenges that quarterlife students actually face each and every day of their lives. It will spell out an original, all-inclusive approach to thinking about, and applying, ethical problem-solving that takes into consideration people's acts, intentions, circumstances, principles, background beliefs, religio-spiritualities, consequences, virtues and vices, narratives, communities, and the relevant institutional and political structures. This approach doesn't tell students exactly what to do as much as it evokes important information in order to help them think more deeply and expansively about ethical issues in order to resolve actual ethical dilemmas. There is no text like it on the market today. Teaching College Students How to Solve Real-Life Moral Dilemmas can be used in a variety of ethics courses.

This book examines the ways in which communicative practices influence the lives of students and faculty with disabilities in higher education. Offering their own experiences as teachers and students, the authors use qualitative research methods, mainly narrative and autoethnography, to highlight the intersections among communication, disability, diversity, and critical communication pedagogy. While embodying and emphasizing these connections, each chapter defines the notion of disability from a different point of view; summarizes the relevant literature; provides suggestions for different ways of improving the experiences of people with disabilities in higher education; promotes social change; and in some cases, promotes policy change. Overall, the volume promotes more effective, mindful, honest, and caring interaction between able-bodied and disabled individuals.

Teaching College Students How to Solve Real-Life Moral Dilemmas will speak to the sometimes confounding, real-life, moral challenges that quarterlife students actually face each and every day of their lives. It will spell out an original, all-inclusive approach to thinking about, and applying, ethical problem-solving that takes into consideration people's acts, intentions, circumstances, principles, background beliefs, religio-spiritualities, consequences, virtues and vices, narratives, communities, and the relevant institutional and political structures. This approach doesn't tell students exactly what to do as much as it evokes important information in order to help them think more deeply and expansively about ethical issues in order to resolve actual ethical dilemmas. There is no text like it on the market today. Teaching College Students How to Solve Real-Life Moral Dilemmas can be used in a variety of ethics courses.

This book provides a quick and easy reference guide to different types of sensory impairment, including causes, symptoms and the implications on teaching and learning. With most children and young people with hearing or visual impairments attending mainstream schools, this book explains the most effective and practical strategies for use in mainstream classrooms. Fully up to date with the 2014 SEND Code of Practice, this accessible resource is split into two sections: Supporting Children with a Hearing Impairment and Supporting Children with a Visual Impairment. The wide-ranging chapters include: Educational access for pupils with hearing loss Teaching phonics Teaching deaf pupils with English as a second language Identifying children with visual impairment Classroom management Adapting resources This practical text provides strategies to use in schools to ensure that children with sensory impairments are fully supported. Featuring useful checklist and photocopiable resouces, it contains a wealth of valuable advice and tried-and-tested strategies for teachers and support staff working in early years settings, schools, academies and colleges.

As many young adults continue to disengage with learning each day, teachers and administrators struggle to find ways to re-engage secondary students with their schooling and communities. Re-engaging Disconnected Youth profiles a program that succeeds in doing so, one that can serve as a model for others. In a Midwestern alternative school, three teachers built a curriculum around hands-on learning, restorative justice Talking Circles, and multicultural education, in the hopes that it would re-engage and inspire youth. Drawing on Adult Transformative Learning Theory, the book is an in-depth, qualitative study of the ways the program transformed adult and youth perceptions of trust, connections, schooling and human rights. It breaks down stereotypes about youth labeled "at-risk" and provides evidence that it is never too late to become passionate about learning. This new revised edition includes updated research and a chapter exploring the impact of the program on middle school youth.

Reading Resistance confronts longstanding exclusionary practices in U.S. public schooling. Beth A. Ferri and David J. Connor trace the interconnected histories of race and disability in the public imagination through their nuanced analysis of editorial pages and other public discourses, including political cartoons and eugenics posters. By uncovering how the concept of disability was used to resegregate students of color after the historic Brown decision, the authors argue that special education has played a role in undermining school desegregation. In its critical, interdisciplinary focus on the interlocking politics of race and disability, Reading Resistance offers important contributions to educational research, theory, and policy.

Psychopathology at School provides a timely response to concerns about the rising numbers of children whose behaviour is recognised and understood as a medicalised condition, rather than simply as poor behaviour caused by other factors. It is the first scholarly analysis of psychopathology which draws on the philosophers Foucault, Deleuze, Guattari and Arendt to examine the processes whereby children's behaviour is pathologised. The heightened attention to mental disorders is contrasted with education practices in the early and mid-to-late twentieth century, and the emergence of a new conceptualization of childhood is explored. Taking education as a central component to the contemporary experience of growing up, the book charts the ways in which mental disorders have become commonplace in childhood and youth, from birth through to college and university, but also offers examples of where professionals have refused to pathologise children's behaviour. The book examines the extent of the influence of psychopathology on the lives of children and young people, as well as the practices that infiltrate education and the possibilities for alternative educational responses that negate the diagnosis of mental disorder. Psychopathology at School is a must read for anyone concerned about the growing influence of psychopathology in education and will be of particular interest to educated readers and to scholars, students and professionals in education, psychiatry, psychology, child studies, youth studies, nursing, social work and sociology.

People Need to Know follows a group of students as they study the defining event in their community's history - a 1930 lynching that was captured in one of the century's most iconic and disturbing photographs. With ambitions of contributing to public understanding, the students set out to create a collection of online resources about the lynching. As they encounter troubling information and consider how best to present it to others, the students come to better understand the complex ethical ramifications of historical work and to more fully appreciate why their learning matters. Through the stories of these students, their teacher, and an author re-immersed in the town of his own childhood, the book develops an approach to curriculum in which students create products of value beyond the school walls. In a time of educational standardization, when assignments and assessments often fail to deliberately engage the ethically charged and locally particular contexts of students' lives, Robert M. Lucas proposes that we see learning in their creation and appreciation of public value. The book will be of particular interest for courses in curriculum studies and in history and social studies education.

Disability is an increasingly vital contemporary issue in British social policy and particularly so in the area of education. "Education, Disability and Social Policy" brings together for the first time unique perspectives from leading thinkers including senior academics, opinion formers, policy makers and school leaders to explore these issues. Key issues included are: the implications of the law and international human rights frameworks; what these developments in policy will mean for schools and school leaders; how Governments can ensure that disabled children and young people are benefiting from wider efforts to tackle inequalities in the education system, such as widening access to higher education; what changes are needed in the design of the curriculum and qualifications; and, what needs to be done for children who are being failed by the current education system, including those with uncertain futures or children with Autism. The book is a milestone in social policy studies, of enduring interest to students, academics, policy makers, parents and campaigners alike.