How do we begin to move beyond a use-relation with "natural resources" towards resonance with a deeply interrelated ecology? Place, Being, Resonance brings insights from the hermeneutic tradition, ecopoetics and indigenous epistemologies of place to bear on education in a world of ecological emergency. An ecohermeneutic pedagogy draws on both critical and lyrical ways of thinking to make a free space for encountering the more-than-human other. The conventional school system has long sat at the vanguard of an ecologically exploitative worldview and something more is called for than retrofitting current practices while reinforcing the substructure of modernity. As educators we walk an existentially trying path of attending to what needs to be called into question and for what presses questions upon us. What presuppositions shape our relation with the natural world? How might we work at the level of metaphor to generate the critical distance required for analysis, while keeping hearts and minds open to encounters that might heal our estrangement? How do we learn to both read place and recognize that we are read? Utilizing fungal mycelium as a way of thinking, this inquiry inoculates the fragmented landscape of education in order to bring learning into resonance with being. Here, along the path, the attentive mind finds little bell-shaped fungi scattering the forest floor, calling us home and provoking our thinking to be deeply imaginative when it needs to be.

First Published in 2001. Nurture groups are spreading rapidly throughout the UK. This fully updated second edition is written in response to the support given by the DfEE to the Nurture Group project and the recognition by every major special needs policy document that they provide effective early intervention for children showing signs of emotional and behavioural difficulties.

This practical resource is designed to help professionals, parents, and carers on their journey to independence with children and young people with vision impairments. Building on the ideas and practices introduced in Supporting Life Skills for Young Children with Vision Impairment and Other Disabilities, this book addresses middle childhood, the period from when the child starts school, through to the onset of puberty. It offers a wealth of practical strategies and activities to enhance key skills, including personal safety, advanced dressing, personal hygiene, dealing with puberty, social skills, time, money and organisational skills, eating, drinking and food preparation skills, and the transition to secondary school. This book: Addresses the main independent living skills areas for vision impaired children in middle childhood, by providing simple explanations of skills and offering practical strategies and techniques to support progression onto the next stage Is written in a fully accessible style, with photocopiable pages and additional downloadable eResources Provides a variety of documentation to chart the child's development and show progress over time This invaluable resource puts the changes that occur during middle childhood into context and will help busy professionals, families and carers start preparing children with a vision impairment for adulthood, allowing them to become confident and independent individuals.

The Nine Degrees of Autism presents a much-needed positive tool for understanding the developmental process of autism, and to facilitate the improved mental health and well-being of individuals on the spectrum. The ground-breaking model charts nine distinct stages of development - from pre-identification, to learning to live with changes in self-image following a late diagnosis, through to self-acceptance and wellbeing. Using the model as a framework each chapter focuses on a particular stage of the process. Experts provide personal insights into the environmental and societal challenges faced by individuals with autism, and dispel a number of popular misconceptions. The positive developmental model described in this book will encourage people on the Spectrum to accept themselves by focusing on their gifts rather than weaknesses, and to avoid identifying with negative medical classifications. The developmental process which the authors describe is also applicable to other 'hidden' neurological conditions such as Dyslexia, Dyspraxia, Aphasia, and ADHD. The book should be read by anyone who wants to understand the real nature and experience of autism and will also be essential reading for a range of professionals seeking to work more effectively with individuals on the spectrum.

At the heart of this volume is the recognition that children's engagement with play and story are intrinsically and intricately linked. The contributing authors share a passionate interest in the development and well-being of children, in particular through their use of imagination and adaptation of the everyday into play and stories. Following these principles, the volume explores the connections between play, story, and pretense with regard to many cultural and contextual factors that influence the way these elements vary in children's lives. In a departure from earlier collections on play and story, the authors take a particular focus on normative as compared with atypical development. This collection begins with an approach to understanding the developmental relationship between play and story, which recognizes their similarities while acknowledging their differences. Much of the collection addresses pretend play and story in children with autism spectrum disorder, an understudied but important group for consideration, as these dimensions of their lives and development have often been considered problematic. The volume also includes sections on play and story in classroom settings and play and story across cultures, including non-English-speaking environments such as Israel, Romania, China, and Mexico. It concludes with a discussion of how play differs across sociocultural and economic contexts, making a unifying claim for the importance of play in children's lives but also calling for an understanding of what play means to very different groups of children.

* Best-selling authors who run hugely popular training sessions * Follows the worldwide focus on social and emotional wellbeing * The market for easy to use, relevant programmes to develop social-emotional-behavioural skills is growing rapidly * Will also be of interest to those working with autistic children * International appeal

The Distinguished, Intellectual, Virtuous, Academic Sistas (D.I.V.A.S.) is a group of Black women who formed a bond with one another as doctoral students as a means of support on their journey through the academy. The acronym defines the women individually and as an entire group. This anthology can be used as a practical, student-centered sourcebook for Black female doctoral candidates. By providing narratives about the importance of race, class, culture, religion, socioeconomics, and nationality, this book aims to encourage more Black women to pursue a terminal degree and to continue professional development throughout their careers. It provides readers with strategies to sustain themselves while in a graduate program, on the job market, and during the tenure-earning process. Contributors are full of passion as they encourage one another while bringing the reader into their realm of the academic battlefield.

In this text, the emphasis is placed on the theoretical aspects of developmental dyspraxia, the latest research data and the neurological basis of the condition. The focus is to enable professionals to diagnose the disorder and determine the most appropriate and effective methods of intervention.

Becoming Activist is a revolutionary study of youth human rights activism and literacy learning. The book follows five urban youth organizers from the Drop Knowledge Project in New York City. Intentionally polyvocal, the voices of the five youth are featured prominently to highlight the shifting articulation of their activist identities in relation to social and economic justice. Becoming Activist explores critical literacy pedagogy beyond the confines of formal education. While it has been historically theorized within English classrooms, much existing research points to the limitations of conducting critical literacy in schools. In search of a space where critical literacy can be more fully realized, this book positions urban youth organizing as an alternative context for powerful community-based learning. A valuable read for educators, researchers, and young organizers, Becoming Activist offers insight into conducting literacy work to promote positive youth and community development. Ultimately, the idea of "becoming" is key to understanding and supporting youth activists as they grow to exercise their political power for positive social change.

This edited volume discusses UNESCO's contributions to inclusive education over the past 20 years, the normative and technical leadership roles this organization has been playing together with its peers and competitors in educational development, and the current status of this issue in academic debates, as well as conceptualizations from different cultures. The chapters reflect and critically discuss a range of positions on the relation between inclusive education, education for all, and special needs education and particularly express the role disability plays in these thematic contexts. The book brings to light that although the term inclusive education is commonly associated with people with disabilities, there are contexts - e.g., research strands on school development in the UK - in which inclusive education is considered as an approach in which the focus of special (needs) education is widened in terms of the target group, reaching out to the heterogeneity of learners, thus taking diversity as a starting point for educational theory and practice. This book highlights the differences in narratives of inclusive education in the United States and abroad and is intended to bridge the various approaches to the study of inclusive education and disability, particularly in the US, the UK, and the Nordic countries within Europe. Although academics and students in Disability Studies are the target audience, the book is also of high relevance to policy makers in the growing field of inclusive education, as well as being potentially interesting for practitioners in education and social work.

This practical resource contains a wealth of valuable advice and tried-and-tested strategies for identifying children and young people with Autistic Spectrum Disorders (ASD). This fully updated text describes the different types of difficulties experienced by pupils with ASD and helps practitioners to understand their diverse needs. This fully updated new edition explores key topics, including: organizing the classroom and support staff home-school liaison and working with siblings transition to adulthood independence skills whole school implications. Now fully updated in line with the SEND 2014 Code of Practice, this invaluable guide provides guidance and practical strategies for teachers and other professionals, helping them to feel more confident, and be more effective in supporting learners in a variety of settings. For professional development, this book also provides materials for in-house training sessions, and features useful checklists, templates and photocopiable/downloadable resources.

This collection is the first book devoted to Paulo Freire's ongoing global legacy to provide an analysis of the continuing relevance and significance of Freire's work and the impact of his global legacy. The book contains essays by some of the world's foremost Freire scholars - McLaren, Darder, Roberts, and others - as well as chapters by scholars and activists, including the Maori scholars Graham Hingangaroa Smith and Russell Bishop, who detail their work with the indigenous people of Aotearoa-New Zealand. The book contains a foreword by Nita Freire as well as chapters from scholars around the world including Latin America, Asia, the United States, United Kingdom, New Zealand, and Australia. With a challenging introduction from the editors, Michael A. Peters and Tina Besley, this much-awaited addition to the Freire archive is highly recommended reading for all students and scholars interested in Freire, global emancipatory politics, and the question of social justice in education.

Supporting Change in Autism Services explores the theoretical and practical dimensions of improving service provision for children, young people and adults with autism. The core aim of the book is to identify and critically examine some of the key factors that either facilitate or inhibit the implementation of good autism practice at both practitioner level and workplace level. It shows practitioners and students how to successfully translate autism theory into practice across service contexts and showcases a range of practitioner case studies throughout the text in order to illustrate effective implementation. Topics explored include: controversies and ambiguities in autism policy, theory and discourse; understanding autism in an inclusive context; enabling participation; making sense of behaviour; autism and interprofessionalism; strategic planning for autism friendly services; bridging the implementation gap. This book is essential reading for anyone interested in improving services for people with autism in the education, social care, health and voluntary sectors.

The language of frames suggests the need to rethink self and other in fostering ethical relationships as a foundation for peaceful existence. Educational writers and practitioners from many parts of the world, including New York, Denver, Minneapolis, South Africa, Zimbabwe, Israel, and Canada offer their perspectives on peace as an aim of curriculum. Possibilities for learning about peace conceived in terms of Jonathan Lear's (2006) notion of "radical hope" are illustrated in the contexts of diverse settings and challenges: the aftermath of apartheid in South Africa, re-imagining post-colonial history curricula in Zimbabwe, exploring the meanings of truth and reconciliation and restorative justice in Canada, examining the quality of pedagogic relationships in elementary school classrooms, attending to experiences of gay and lesbian students in schools, experiences of marginalized students, children's experiences of civic engagement, Islamophobia in high schools and teacher education classes, fraught relationships between Palestinian and Jewish students in a teachers' college in Israel, and the inclusion of First Nations culture and knowledge in Canadian teacher education classes. As whole and in each of its parts, Framing Peace encourages us to think about peace as an urgent and fundamental responsibility of curriculum at all levels of education.

Practicing Disability Studies in Education: Acting Toward Social Change celebrates the diversity of contemporary work being developed by a range of scholars working within the field of Disability Studies in Education (DSE). The central idea of this volume is to share ways in which educators practice DSE in creative and eclectic ways in order to rethink, reframe, and reshape the current educational response to disability. Largely confined to the limitations of traditional educational discourse, this collective (and growing) group continues to push limits, break molds, assert the need for plurality, explore possibilities, move into the unknown, take chances, strategize to destabilize, and co-create new visions for what can be, instead of settling for what is. Much like jazz musicians who rely upon one another on stage to create music collectively, these featured scholars have been - and continue to - riff with one another in creating the growing body of DSE literature. In sum, this volume is DSE "at work."

The language of frames suggests the need to rethink self and other in fostering ethical relationships as a foundation for peaceful existence. Educational writers and practitioners from many parts of the world, including New York, Denver, Minneapolis, South Africa, Zimbabwe, Israel, and Canada offer their perspectives on peace as an aim of curriculum. Possibilities for learning about peace conceived in terms of Jonathan Lear's (2006) notion of "radical hope" are illustrated in the contexts of diverse settings and challenges: the aftermath of apartheid in South Africa, re-imagining post-colonial history curricula in Zimbabwe, exploring the meanings of truth and reconciliation and restorative justice in Canada, examining the quality of pedagogic relationships in elementary school classrooms, attending to experiences of gay and lesbian students in schools, experiences of marginalized students, children's experiences of civic engagement, Islamophobia in high schools and teacher education classes, fraught relationships between Palestinian and Jewish students in a teachers' college in Israel, and the inclusion of First Nations culture and knowledge in Canadian teacher education classes. As whole and in each of its parts, Framing Peace encourages us to think about peace as an urgent and fundamental responsibility of curriculum at all levels of education.

Effective Education for All deals with cultural-linguistic diversity and how to work in classrooms with culturally and linguistically diverse (CLD) students. It is essential reading for teachers, administrators, parents of CLD students, and policy makers if we are to continue to see progress and success from our graduates. This book is both practical and helpful for educators and their schools in offering Positive Behavior Support (PBS), illustrating key steps in understanding the problem and research on cultural-linguistic diversity. The authors offer resources to help educators and their families to understand the failures and successes with these students within the context of their particular schools and communities. What works with one group and age cohort may change as students develop within local and regional contexts.

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

The books in this set centre around the mindfulness practice of being with emotions and experiences - allowing them to be - as opposed to teaching strategies to manage or fix them. Beginning 2020, all pupils in primary school will be taught about the importance of mental wellbeing. This resource provides the perfect starting place for these conversations. No training or understanding of psychology is needed to use the books. They are uncomplicated, relying on the simplicity of listening and open-ended creativity.

The smallest and most remote villages in the developing countries are affected by the rapid and seemingly irresistible trend towards globalization. The limitless availability of information however necessitates education to stand out as the key factor for human and national development. But which conditions must be met by societies for education systems to perform this function effectively? Which benefits in turn must education systems provide to ensure social cohesion? These general considerations are exemplified by an analysis of the social situation of Nigeria, where one third of the whole population did not receive an education and thus cannot participate in the opportunities of modern social structures. As an advocate of the social values of freedom, dignity and charity the church stated clearly that education belongs to the inalienable human rights. The study argues that only a holistic development of each and every citizen of Nigeria will lead to the development of Nigeria as a nation. It portrays the areas where lack of formal education has slowed down the implementation and acceptance of modern techniques and as a result has hampered development. It critically analyses the Nigerian educational system and concludes by suggesting strategies towards national development.

Prisoners prefer moral ideals like justice and responsibility just as much as non-prisoners. However, they lack moral competence, which Georg Lind has defined as the ability to solve conflicts through deliberation and communication rather than through violence, deceit and power. The data of this experimentally designed intervention study show that imprisonment mostly makes things worse. It leads to a regression of moral competence. Further, these data show that - with appropriate training methods like the Konstanz Method of Dilemma Discussion (KMDD) - moral competence can be effectively and sustainably fostered. The KMDD lets participants learn to solve stressful morally dilemmatic moments with mutual respect, thinking and discussion - the keys to a non-delinquent life in society.

A volume in Research on Sociocultural Influences on Motivation and Learning Series Editor: Dennis M. McInerney, The Hong Kong Institute of Education Auditory processing disorders, reading and writing disorders, language disorders, and other related disorders - these disorders seem distinct among one another from historical and professional practice perspectives but more and more research suggests that they in fact overlap in many ways including clinical presentations, suspected underlying causes, diagnostic criteria, and re/habilitation strategies. On January 4-7, 2012, the conference Global Conference on Disorders in Auditory Processing, Literacy, Language & Related Sciences (APLL 2012) was held in The Hong Kong Institute of Education. This was the world's first platform for interdisciplinary discussions and collaborations on ways we can better serve children who suffer from the above closely related disorders through future research. Due to the huge success of APLL2012, to promote continuous discussions of the conference theme, the conference organizing committee decided to invite scholars, scientists, and practitioners to contribute their work to the eleventh volume in the Research on Sociocultural Influences on Motivation and Learning research monograph series. This volume is focused on issues in typical and disordered developments in auditory processing, literacy, and language across different cultural and linguistic contexts in Asia, Europe and North America. The contributors of this volume offer insightful theoretical and practical ideas to shape future directions in research, assessment, intervention, and education. This is an intriguing and inspiring volume for students, researchers, and practitioners in the fields of speech-language pathology, audiology, developmental psychology, educational psychology, neuropsychology, and other related disciplines. By bringing in respective leaders in the fields, we hope that this book will open new windows to promote advancements in related research initiatives, continuing cross disciplinary discussions and collaborations on ways that we can better service individuals suffer from these closely related disorders through future research.

Auditory processing disorders, reading and writing disorders, language disorders, and other related disorders - these disorders seem distinct among one another from historical and professional practice perspectives but more and more research suggests that they in fact overlap in many ways including clinical presentations, suspected underlying causes, diagnostic criteria, and re/habilitation strategies. On January 4-7, 2012, the conference Global Conference on Disorders in Auditory Processing, Literacy, Language & Related Sciences (APLL 2012) was held in The Hong Kong Institute of Education. This was the world's first platform for interdisciplinary discussions and collaborations on ways we can better serve children who suffer from the above closely related disorders through future research. Due to the huge success of APLL2012, to promote continuous discussions of the conference theme, the conference organizing committee decided to invite scholars, scientists, and practitioners to contribute their work to the eleventh volume in the Research on Sociocultural Influences on Motivation and Learning research monograph series. This volume is focused on issues in typical and disordered developments in auditory processing, literacy, and language across different cultural and linguistic contexts in Asia, Europe and North America. The contributors of this volume offer insightful theoretical and practical ideas to shape future directions in research, assessment, intervention, and education. This is an intriguing and inspiring volume for students, researchers, and practitioners in the fields of speech-language pathology, audiology, developmental psychology, educational psychology, neuropsychology, and other related disciplines. By bringing in respective leaders in the fields, we hope that this book will open new windows to promote advancements in related research initiatives, continuing cross disciplinary discussions and collaborations on ways that we can better service individuals suffer from these closely related disorders through future research.

Written to meet the needs of teaching assistants and learning support assistants, this book provides a practical toolkit for supporting students on the autistic spectrum in mainstream secondary schools.

The book offers a clear, jargon free explanation of autism spectrum conditions and examines the difficulties arising from these conditions and how they can impact on students learning. Addressing issues which arise on a daily basis, it is full of practical advice and strategies for supporting students socially and academically across all areas of the curriculum.

Features include:

Packed with photocopiable resources that can be adapted to suit individual students needs, this book is essential reading for teaching assistants that want to help their students on the autism spectrum to reach their full potential. "