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This book challenges the validity of ADHD, learning disabilities,
and dyslexia as meaningful special education "categories" and
critically examines the misplaced medical model from which they are
derived. The presumption that these disabilities cause
school-related problems detracts from identifying factors within
the classroom that create and maintain a child's underachievement
and disruptive behavior. Moreover, when the disability is finally
named, it provides no functional information that translates into
effective coping strategies. Macht delves into the misunderstood
structure of these disabilities, pointing out that they are not
verifiable disabilities but weak constructs that poorly describe
each child's uniqueness. Finally, he provides an alternative model
based on children's strengths rather than their deficiencies, and
presents strategies that advance school-related success.
This book challenges the validity of ADHD, learning disabilities,
and dyslexia as meaningful special education "categories" and
critically examines the misplaced medical model from which they are
derived. The presumption that these disabilities cause
school-related problems detracts from identifying factors within
the classroom that create and maintain a child's underachievement
and disruptive behavior. Moreover, when the disability is finally
named, it provides no functional information that translates into
effective coping strategies. Macht delves into the misunderstood
structure of these disabilities, pointing out that they are not
verifiable disabilities but weak constructs that poorly describe
each child's uniqueness. Finally, he provides an alternative model
based on children's strengths rather than their deficiencies, and
presents strategies that advance school-related success.
Finally a comprehensive guide has arrived for frustrated parents
who have trouble feeding their children. Dr. Macht, a respected
educational psychologist, has originated strategies that have
achieved remarkable results in getting children to eat right.Dr.
Macht cuts to the root of the dilemma and emphasizes the
relationship between a child's total family environment and his
eating disorder. The individuality of each child is an important
factor in assessing the most suitable approach for dealing with
food refusal.This valuable book constitutes a major breakthrough
for parents, physicians, and educators alike. It offers parents a
hoped-for reprieve from the battle that often takes place at the
kitchen table, But most of all, it will change the lives of
countless children who will finally learn to appreciate and enjoy
the benefits of healthy eating.
Responsible elementary schools strive to ensure that all pupils
know more today than they knew yesterday thereby better preparing
the youngsters for tomorrow's lessons. However essential that aim,
achieving the goal faces serious challenges due to what confronts
quality classroom teachers daily: "It's not the budget crisis or
standardized testing...It's the enormous variation in the academic
level of students coming into any given classroom..." Our current
educational system's rigid graded format, i.e., first grade, second
grade, is unable to accommodate this extraordinary pupil diversity.
By habit rather than wise thinking, schools assign 25-30 children
to classrooms and a teacher's curriculum on the basis of age with
no consideration for skills, a flawed approach called "lumping."
Doing so, even superior teachers are forced by time constraints to
ignore many youngsters' educational strengths and weaknesses
thereby increasing the likelihood those schoolkids will suffer
discordant "curriculum mismatches." The book provides teachers and
principals an effective alternative to the antiquated
"one-size-fits-all" approach that ignores both advanced and
struggling pupils, leaving many school children without essential
everyday skills. The promising option offers all youngsters-low
achievers, high achievers, and those in between-the opportunity to
advance through the curriculum as far and as fast as their acquired
skills allow.
Responsible elementary schools strive to ensure that all pupils
know more today than they knew yesterday thereby better preparing
the youngsters for tomorrow's lessons. However essential that aim,
achieving the goal faces serious challenges due to what confronts
quality classroom teachers daily: "It's not the budget crisis or
standardized testing...It's the enormous variation in the academic
level of students coming into any given classroom..." Our current
educational system's rigid graded format, i.e., first grade, second
grade, is unable to accommodate this extraordinary pupil diversity.
By habit rather than wise thinking, schools assign 25-30 children
to classrooms and a teacher's curriculum on the basis of age with
no consideration for skills, a flawed approach called "lumping."
Doing so, even superior teachers are forced by time constraints to
ignore many youngsters' educational strengths and weaknesses
thereby increasing the likelihood those schoolkids will suffer
discordant "curriculum mismatches." The book provides teachers and
principals an effective alternative to the antiquated
"one-size-fits-all" approach that ignores both advanced and
struggling pupils, leaving many school children without essential
everyday skills. The promising option offers all youngsters-low
achievers, high achievers, and those in between-the opportunity to
advance through the curriculum as far and as fast as their acquired
skills allow.
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Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
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