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This book pushes the boundaries in the way we approach people with
profound intellectual and multiple disabilities, and in how we work
with them in education and research. While it is grounded in
diverse theoretical frameworks and disciplines, the book coheres
around a commitment to seeing people with profound intellectual and
multiple disabilities as equal citizens who belong in our
classrooms, research projects and community lives. Each section
covers policy contexts, key ideas and recent research. Featuring
contributions from around the world, the book incorporates
established and new voices, different disciplines and experiences.
Additionally, it includes pieces from family members of people with
profound intellectual and multiple disabilities. Divided into three
parts, the book explores three main topics: Belonging in education
Belonging in research Belonging in communities Belonging for People
with Profound Intellectual and Multiple Disabilities is an
invaluable resource for scholars, professionals and postgraduate
research students with an interest in children or adults with
profound intellectual and multiple disabilities.
With contributions from distinguished authors in 14 countries
across 5 continents, this book provides a unique transnational
perspective on intellectual disability in the twentieth century.
Each chapter outlines different policies and practices, and details
real-life accounts from those living with intellectual disabilities
to illustrate their impact of policies and practices on these
people and their families. Bringing together accounts of how
intellectual disability was viewed, managed and experienced in
countries across the globe, the book examines the origins and
nature of contemporary attitudes, policy and practice and sheds
light on the challenges of implementing the UN Convention on the
Rights of Persons with Disabilities (UNCPRD).
This book pushes the boundaries in the way we approach people with
profound intellectual and multiple disabilities, and in how we work
with them in education and research. While it is grounded in
diverse theoretical frameworks and disciplines, the book coheres
around a commitment to seeing people with profound intellectual and
multiple disabilities as equal citizens who belong in our
classrooms, research projects and community lives. Each section
covers policy contexts, key ideas and recent research. Featuring
contributions from around the world, the book incorporates
established and new voices, different disciplines and experiences.
Additionally, it includes pieces from family members of people with
profound intellectual and multiple disabilities. Divided into three
parts, the book explores three main topics: Belonging in education
Belonging in research Belonging in communities Belonging for People
with Profound Intellectual and Multiple Disabilities is an
invaluable resource for scholars, professionals and postgraduate
research students with an interest in children or adults with
profound intellectual and multiple disabilities.
With contributions from distinguished authors in 14 countries
across 5 continents, this book provides a unique transnational
perspective on intellectual disability in the twentieth century.
Each chapter outlines different policies and practices, and details
real-life accounts from those living with intellectual disabilities
to illustrate their impact of policies and practices on these
people and their families. Bringing together accounts of how
intellectual disability was viewed, managed and experienced in
countries across the globe, the book examines the origins and
nature of contemporary attitudes, policy and practice and sheds
light on the challenges of implementing the UN Convention on the
Rights of Persons with Disabilities (UNCPRD).
This book brings a refreshing perspective to preparing students
with disabilities and their families for all aspects of independent
life. Many of the transitions experienced by younger children set
the stage for future changes, yet do not receive the attention they
deserve in the literature. This publication offers a
strengths-based approach that includes philosophical perspectives
and evidence-based practices to assist this vulnerable population
with lifespan changes and challenges. Each chapter addresses
transitional needs and their assessment, and relevant interventions
from the perspectives of an application to schools, families and
communities. Multicultural perspectives are integral to all these
chapters. The book covers transition from: - home to early
childhood education - early childhood education to primary school -
primary school to secondary school - primary school to special
settings - juvenile justice settings back into the community -
school to work - school to further education or training -
post-school settings to retirement. Lifespan Transitions and
Disability: A holistic perspective is a necessary companion for
postgraduate education students and researchers who have an
interest in exploring the nature and context of special and
inclusive education today.
This book brings a refreshing perspective to preparing students
with disabilities and their families for all aspects of independent
life. Many of the transitions experienced by younger children set
the stage for future changes, yet do not receive the attention they
deserve in the literature. This publication offers a
strengths-based approach that includes philosophical perspectives
and evidence-based practices to assist this vulnerable population
with lifespan changes and challenges. Each chapter addresses
transitional needs and their assessment, and relevant interventions
from the perspectives of an application to schools, families and
communities. Multicultural perspectives are integral to all these
chapters. The book covers transition from: - home to early
childhood education - early childhood education to primary school -
primary school to secondary school - primary school to special
settings - juvenile justice settings back into the community -
school to work - school to further education or training -
post-school settings to retirement. Lifespan Transitions and
Disability: A holistic perspective is a necessary companion for
postgraduate education students and researchers who have an
interest in exploring the nature and context of special and
inclusive education today.
Inclusion in Action outlines the philosophy of inclusive education.
It focuses on the use of individualised planning to provide for the
needs of every student in your class, and on using effective
teaching practices to maximise learning outcomes, as well as
creating positive and productive environments. This sixth edition
is grounded in evidence-based practices, Universal Design for
Learning (UDL), and Response to Intervention. Expansion and focus
on these educational frameworks and approaches is in line with the
research evidence about what works for students with diverse
abilities across different education settings.
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