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Using Technology to Enhance Special Education, Volume 37 of
Advances in Special Education, is a logically, thoughtfully
organized, and well-sequenced text. It focuses on how general and
special educators can use technology to work with children and
youth with disabilities. This cutting-edge book involves
researchers, scholars, educators, and leaders who are knowledge
producers in the field. It is written to respond to today's
changing world where technology has become a very powerful force.
As it stands, the world is getting smaller and smaller; and what is
happening in a location quickly becomes known everywhere. For
example, during the tense periods of the global COVID pandemic,
technology became the livewire of our world. This book begins with
an introduction to technology and students with disabilities; and
the remaining chapters focus on the role of technology in the
education of students with learning disabilities, emotional and/or
behavioral disorders, and intellectual disabilities, autism
spectrum disorders, physical and health impairments, hearing
impairments/deafness, visual impairments, and traumatic brain
injuries. In addition, some chapters focus on the role of
technology in achieving equitable and inclusive education, building
culturally and linguistically responsive general and special
education, and creatively using digital comics to improve written
narratives. In the end, this book concludes with a chapter that
forward looking ways to infuse technology in special education. We
feel that this volume is an excellent resource for special
education researchers, scholars, practitioners, and professionals
who teach and serve students with disabilities.
In order to properly understand and compare traditional and
innovative assessment techniques for students with disabilities, we
must be able to access examples of how they work in a logical and
thoughtful sequence. This finely curated collection of thirteen
chapters presents ideas and research on different disability topics
from key leaders in the field of the assessment of children with
disabilities. Written by well-known and respected researchers,
scholars, and educators who are actively involved in teaching
undergraduate and graduate special education courses on the
assessment of students with disabilities, this volume opens with a
thorough introduction on the current situation. The topics covered
by the remaining chapters include students with learning and
intellectual disabilities, emotional and behavioral disorders,
sensory impairments, extensive support needs, traumatic brain
injuries, and those who are culturally and linguistically diverse,
autistic, and those who have physical disabilities. The concluding
chapter muses on what the future holds for traditional and
innovative assessment techniques for students with disabilities.
This volume is an excellent resource for special education
researchers, scholars, practitioners, and professionals who teach
and serve young learners with disabilities.
While services for students with disabilities have been vastly
improved in recent years, and research has created far greater
awareness for the issues they face, there are still many obstacles
to overcome as these students progress through the education
system. This book discusses the considerable challenges these
students conquer in education, varying relationships with teachers
and academics, learning resources, and everyday social situations.
Beginning with an introduction to transition services and students
with disabilities, this invaluable text goes on to discuss a wide
range of disability topics. Leaders in the field of transition
services present recent research on students with learning
disabilities, deaf/hard of hearing students, those who have visual
impairments, autistic students, those with extensive support needs,
physical disabilities, and more. This book is an excellent resource
for special education researchers, scholars, practitioners, and
professionals who teach and serve students with disabilities.
Special Education for Young Learners with Disabilities brings
together leaders in the field of young children with disabilities,
to present their ideas and research on different disability topics.
Beginning with an introduction to the topic, the remaining chapters
include discussions on learning disabilities, emotional and
behavioral disorders, and intellectual disabilities; those who are
deaf/hard of hearing; those who have visual impairments; those who
have autism, severe and multiple disabilities, and traumatic brain
injury; those who are culturally and linguistically diverse; those
who have physical disabilities, and other health impairments. While
this book focuses largely on the current climate of special
education for young learners with disabilities, it also looks
forward, concluding with a chapter on the future for the topic,
both on a research and a practical basis. This volume of Advances
in Special Education is a fundamental resource for special
education researchers, scholars, practitioners, and professionals
who teach and serve young learners with disabilities.
Interventions in special education are results of advocacy,
legislation, litigation, research, and trends. Since interventions
come in many forms, they represent multidimensional viewpoints and
perspectives and need to be handled with professional care,
integrity, fidelity. This book highlights the fact there are
skill-sets needed to work with divergent disability categories. The
chapters begin with introducing readers to contextual bases of
interventions for learners with disabilities and end with
futuristic perspectives that go beyond tradition. Other chapters
focus on students with learning disabilities, emotional and
behavioral disorders, and intellectual disabilities. Additional
chapters focus on students who are deaf and hard of hearing, and
students with visual impairments, autism, severe disabilities,
traumatic brain injury, speech and language impairments, and
physical and other health impairments. This volume presents the
voices of leaders in the field of special education and addresses
critical issues related to identification, assessment, labeling,
placement, and instruction. Furthermore, it responds to what makes
special education "special." Not only does this volume present
historical contexts, it also authenticates the legitimacy of
helping all learners to maximize their fullest potential, the real
essence of special education. To a large extent, this book will be
an excellent resource for undergraduate and graduate students,
regular educators, special educators, educator preparation
professionals, researchers, scholars, and practitioners.
This two-part volume addresses the specific area of
interdisciplinary connections within special education research.
Special education has transformed as a result of legislation, new
trends and current research investigations. Currently, there is no
comprehensive resource that effectively covers these advances.
Continuing the approach of Part A, Part B allows readers to follow
interdisciplinary connections within special education as it
relates to the roles of audiologists, surgeons, vision specialists
and school nurses.
This two-part volume addresses the specific area of
interdisciplinary connections within special education research.
Special education has transformed as a result of legislation, new
trends and current research investigations. Currently, there is no
comprehensive resource that effectively covers these advances. Part
A sets the agenda for this two-part volume by addressing the
challenge of why an interdisciplinary understanding is necessary
and also outlines the benefits of adopting a multidisciplinary
framework.
The volume provides a comprehensive discussion of special education
from across the globe. The volume includes chapters from major
countries such as United States, Canada, United Kingdom, Russia and
Japan as well as countries such as Nigeria, Israel and Pakistan.
Discussions related to these countries will include information on
origins of special education specific to that country, prevalence
and incidence rates, trends in legislation and litigation,
educational interventions, working with families, teacher training,
a perspective on the progress of special education, and challenges
that remain.
This volume addresses the most current perspectives and issues
related to learning disabilities and is written by leaders in the
field of learning disabilities. The layout of the book and ordering
of chapters will allow readers to follow learning disabilities in a
very logical and thoughtful process from legal issues,
identification, and assessment, to effective practices and response
to intervention finally ending with practical issues of inclusion,
working with families, and teacher preparation. Chapters can be
read in order or independently which will allow readers
considerable versatility. Chapters in the book include: Legal
Issues and Learning Disabilities; Themes and Dimensions of Learning
Disabilities; Identification and Assessment of Students with LD;
Placement of Students with Learning Disabilities; Culturally and
Linguistically Diverse Students who have Learning Disabilities;
Prevention Strategies for At-Risk Students with Learning
Disabilities; ELL Students and Learning Disabilities;
Differentiating Instruction and Students with Learning
Disabilities; Interventions for CLD Learners with Learning
Disabilities; Positive Behavior Supports and Students with Learning
Disabilities.
This volume addresses the most current perspectives and issues
related to learning disabilities and is written by leaders in the
field of learning disabilities. The layout of the book and ordering
of chapters will allow readers to follow learning disabilities in a
very logical and thoughtful process from legal issues,
identification, and assessment, to effective practices and response
to intervention finally ending with practical issues of inclusion,
working with families, and teacher preparation. Chapters can be
read in order or independently which will allow readers
considerable versatility. Chapters in the book include: Inclusion
and Students with Learning Disabilities; Reading Instruction and
Students with Learning Disabilities; Written Instruction and
Students with Learning Disabilities; Mathematics Instruction and
Students with Learning Disabilities; Social Skills Training and
Students with Learning Disabilities; Response to Intervention
Techniques and Students with Learning Disabilities; Transition and
Students with Learning Disabilities; Technology and Students with
Learning Disabilities; Families and Students with Learning
Disabilities; Teacher Preparation and Students with Learning
Disabilities.
Along with volume 23 of the same series, this book addresses the
most current perspectives and issues related to behavior disorders
and it involves leaders in the behaviour disorders field. This book
specifically addresses identification, assessment and instruction.
This book is organized to allow readers to follow behavioral
disorders in a very logical and thoughtful process. Topics
addressed include legal issues, assessment, placement prevention,
culturally and linguistically diverse students, English Language
learners, behaviour modification as well as differentiated
instruction. Chapters can be read in order or independently since
they have considerable versatility. We feel that this volume of
"Advances in Special Education" will be an excellent resource for
special education professionals who teach and serve students with
behavioral disorders.
Along with Volume 22 of the same series, this book addresses the
most current perspectives and issues related to behaviour disorders
and it involves leaders in the behaviour disorders field. This
books specifically addresses practice concerns and students with
EBD. This book is organized to allow readers to follow behavioural
disorders in a very logical and thoughtful process. Topics
addressed include inclusion, social skills training, effective
instruction, response-to-intervention, transition, technology
finally ending with working families, and teacher preparation.
Chapters can be read in order or independently since they have
considerable versatility. We feel that this volume of "Advances in
Special Education" will be an excellent resource for special
education professionals who teach and serve students with
behavioural disorders.
This book presents peer-reviewed contributions on smart
universities by various international research, design and
development teams. Smart university is an emerging and rapidly
evolving area that creatively integrates innovative concepts; smart
software and hardware systems; smart classrooms with
state-of-the-art technologies and technical platforms; smart
pedagogy based on modern teaching and learning strategies; smart
learning and academic analytics; as well as various branches of
computer science and computer engineering. The contributions are
grouped into several parts: Part 1-Smart Universities: Literature
Review and Creative Analysis, Part 2-Smart Universities: Concepts,
Systems and Technologies, Part 3-Smart Education: Approaches and
Best Practices, and Part 4-Smart Universities: Smart Long Life
Learning. The book is a valuable source of research data and
findings, design and development outcomes, and best practices for
faculty, scholars, Ph.D students, administrators, practitioners and
anyone interested in the rapidly growing areas of smart university
and smart education.
This volume will examine the history of special education by
categorical areas (e.g., Learning Disabilities, Mental Retardation,
and Autistic Spectrum Disorders). Each categorical area chapter
will include an examination of: changing definitions, early
pioneers in the field, major contributors and their theoretical
ideas, changing educational and treatment practices, working with
families, the use of technology, assessment practices and
legislative acts specific to that categorical area. The volume will
also include chapters on the changing philosophy related to
educating students with exceptionalities as well as a detailed
history of legal and legislation content concerned with special
education. The volume will provide readers with a unique
perspective on why special education is what it is today.
"This is the second of two themed volumes addressing current issues
and trends in special education. Volume 20 covers research,
technology, and teacher preparation whilst volume 19 covered
identification, assessment and instruction. The field of special
education constantly changes as a result of legislation, new
instructional formats and current research investigations. It can
be difficult for general and special educators, school counselors
and psychologists, administrators and practicing clinicians to keep
up with these changes and be current in all areas relating to
special education. The special education literature knowledge base
should reflect these changes; however, there is no current resource
that effectively and comprehensively does this. The purpose of
"Current Issues and Trends in Special Education" is to fill this
void, providing chapters written by active researchers and
practitioners in their respective areas.
This book presents peer-reviewed contributions on smart
universities by various international research, design and
development teams. Smart university is an emerging and rapidly
evolving area that creatively integrates innovative concepts; smart
software and hardware systems; smart classrooms with
state-of-the-art technologies and technical platforms; smart
pedagogy based on modern teaching and learning strategies; smart
learning and academic analytics; as well as various branches of
computer science and computer engineering. The contributions are
grouped into several parts: Part 1-Smart Universities: Literature
Review and Creative Analysis, Part 2-Smart Universities: Concepts,
Systems and Technologies, Part 3-Smart Education: Approaches and
Best Practices, and Part 4-Smart Universities: Smart Long Life
Learning. The book is a valuable source of research data and
findings, design and development outcomes, and best practices for
faculty, scholars, Ph.D students, administrators, practitioners and
anyone interested in the rapidly growing areas of smart university
and smart education.
This volume addresses general and special education inclusion and
how the education field has changed over time. The topic of
inclusion has transformed over the years from when it was first
introduced and as a result of legislation, new trends, and current
research investigations. In addition, this topic can be somewhat
controversial depending on the disability the child might have or
those professionals involved in the process of instructing
individuals with disabilities. Currently, there is no comprehensive
resource that effectively covers these advances with the breath of
topics as this volume. This volume will address the most current
perspectives and issues related to general and special education
inclusion and will be written by leaders in the field with
particular expertise in this area. This volume will be an excellent
resource for special educators, administrators, mental health
clinicians, school counsellors, and psychologists. The layout of
the volume will allow readers to follow general and special
education inclusion in a very logical and thoughtful process from
students with high incidence disabilities to those with low
incidence disabilities.
This is the first of two themed volumes addressing the current
issues and trends in Special Education. Volume 19 covers
identification, assessment and instruction whilst volume 20 covers
research, technology, and teacher preparation. The field of special
education constantly changes as a result of legislation, new
instructional formats and current research investigations. It can
be difficult for general and special educators, school counselors
and psychologists, administrators and practicing clinicians to keep
up with these changes and be current in all areas relating to
special education. The special education literature knowledge base
should reflect these changes; however, there is no current resource
that effectively and comprehensively does this. The purpose of
"Current Issues and Trends in Special Education" is to fill this
void, providing chapters written by active researchers and
practitioners in their respective areas.
This volume addresses general and special education inclusion and
how the education field has changed over time. The topic of
inclusion has transformed over the years from when it was first
introduced and as a result of legislation, new trends, and current
research investigations. In addition, this topic can be somewhat
controversial depending on the disability the child might have or
those professionals involved in the process of instructing
individuals with disabilities. Currently, there is no comprehensive
resource that effectively covers these advances with the breath of
topics as this volume. This volume will address the most current
perspectives and issues related to general and special education
inclusion and will be written by leaders in the field with
particular expertise in this area. This volume will be an excellent
resource for special educators, administrators, mental health
clinicians, school counsellors, and psychologists. The layout of
the volume will allow readers to follow general and special
education inclusion in a very logical and thoughtful process from
students with high incidence disabilities to those with low
incidence disabilities.
The volume will be divided into four parts. Part 1 will present an
overview on disability that focuses on two major themes, namely,
the biopsychosocial approaches to disability and cultural views of
disability. Part 2 will examine five major areas of high incidence
exceptionalities: cognitive impairment, learning disabilities and
attention deficit hyperactivity, autism spectrum disorders,
behavioural/emotional disorders and speech and language disorders.
This volume addresses the most current perspectives and issues
related to giftedness and is written by leaders in the field. An
excellent resource for special educators, administrators, mental
health clinicians, school counselors, and psychologists, this
volume addresses the different educational issues that impact this
population. The area of giftedness is constantly advancing as a
result of legislation, new trends, and current research
investigations. In addition, this area is somewhat controversial as
it is often not funded under special education. The volume will
allow readers to follow giftedness in a very logical and thoughtful
process from theories, legal issues, identification and assessment,
and placement to different populations and the impact giftedness
may have on them. Also included are the topics of inclusion,
differentiated instruction, effective practices, and technology.
The volume concludes with chapters that address post-secondary
education and families.
This is the second volume of a two volume series. For many years,
professionals have argued and debated about the topic of assessment
and how students with and without disabilities should be assessed.
Different professionals have different beliefs on assessment and
the field has changed from a standardised assessment process to
more of a curriculum-based assessment process that can include
content driven assessments, observations, and direct student
involvement in the assessment process. Thoughts and attitudes vary
regarding assessment, but one thing that is clear is that
assessment should drive instruction. The topic of full assessment
is also highly discussed, and different professionals with
expertise in different areas have different viewpoints. Some say it
depends on each individual child, the teacher, and the school
environment for which they are to receive their education. This
situation has led to many different viewpoints on this very
important topic that includes school professionals, parents,
researchers, and communities. This volume addresses the current top
perspectives and issues regarding the topic of assessment by
providing chapters written by active researchers and scholarly
university professors who specialise in this area. This volume
focuses on what teachers can do in regards to assessment. Chapters
in this volume discuss: literacy development, students with
emotional and behavioural disorders, students who are at-risk,
students with visual impairments, behavioural improvement
strategies, higher education supporters, gamification,
social-emotional growth, classroom discipline, and scientific
discourse. This volume is composed of fifteen chapters which are
written by well-known and respected university professors who are
actively involved in teaching undergraduate/graduate general and
special education courses, and who are engaged in research on
students with and without disabilities. Classrooms: Academic
Content and Behavior Strategy Instruction for Students With and
Without Disabilities is an excellent resource for general and
special education teachers, administrators, and undergraduate and
graduate general and special education students who are looking for
detailed, comprehensive and current information for their research
papers or theses.
For many years, professionals have argued and debated about the
topic of assessment and how students with and without disabilities
should be assessed. Different professionals have different beliefs
on assessment and the field has changed from a standardised
assessment process to more of a curriculum-based assessment process
that can include content driven assessments, observations, and
direct student involvement in the assessment process. Thoughts and
attitudes vary regarding assessment, but one thing that is clear is
that assessment should drive instruction. The topic of full
assessment is also highly discussed, and different professionals
with expertise in different areas have different viewpoints. Some
say it depends on each individual child, the teacher, and the
school environment for which they are to receive their education.
This situation has led to many different viewpoints on this very
important topic that includes school professionals, parents,
researchers, and communities. This volume addresses the current top
perspectives and issues regarding the topic of assessment by
providing chapters written by active researchers and scholarly
university professors who specialise in this area. This volume
focuses on what teachers can do in regards to assessment. Topics
include: assessment strategies for teachers to improve, making
informed decisions based on assessment, co-teaching, effective
learning environments, e-assessment, written reflections, classroom
observations, rubrics, behavioral assessment, English language
learners, and assessing the development of science. This volume is
composed of fifteen chapters which are written by well-known and
respected university professors who are actively involved in
teaching undergraduate/graduate general and special education
courses, and who are engaged in research on students with and
without disabilities. Classrooms: Academic Content and Behavior
Strategy Instruction for Students With and Without Disabilities is
an excellent resource for general and special education teachers,
administrators, and undergraduate and graduate general and special
education students who are looking for detailed, comprehensive and
current information for their research papers or theses.
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