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Setting out advice, research and personal reflections to inform
professionals' daily practice and overall understanding of the
lives and experiences of autistic transgender and non-binary
people, this edited volume is an invaluable resource for anyone who
seeks to engage more with autistic transgender, non-binary or
gender-variant people. Aiming to contextualise the overlap of
autism and gender variance, this book features chapters by leading
authorities such as Wenn Lawson, Damian Milton, Isabelle Henault,
Reubs Walsh, Lydia X. Z. Brown, and Shain Neumeier as well as other
contributors from around the world. The collection is structured in
three sections; the first provides interdisciplinary and
intersectional approaches on autism and gender as well as the
experiences of transgender and non-binary autistic people; the
second features professionals discussing their work, the challenges
they face and the solutions they find helpful; and the final
section presents thoughts and perspectives from trans and
non-binary autistic people on various aspects of their experiences,
focusing on information that professionals will need to consider
and discuss with the people they support. Combining rich and
nuanced accounts of the lives of autistic trans people, practical
guidance and information as well as the latest academic research
about autistic transgender and non-binary individuals, this unique
collection is essential reading for any professional wanting to
develop their daily practice.
African Americans have viewed literacy as a key to upward mobility
and freedom since before America's Reconstruction Era. However,
African American's academic achievement continues to be plagued by
the ever-widening achievement gap especially when their literacy
skills are measured by standardized assessments that do not
consider or value their culture, their experiences It is common to
think that this is an issue in K-12 settings. However, research and
practical experiences suggest that African American students'
achievement continues to be affected at the post-secondary level
where they are likely to be taught by faculty who have limited
experience with the nuances of Black English (or African American
Vernacular English AAVE). This book steps into that gap by offering
a resource for teaching speakers of AAVE at the post-secondary
level.
African Americans have viewed literacy as a key to upward mobility
and freedom since before America's Reconstruction Era. However,
African American's academic achievement continues to be plagued by
the ever-widening achievement gap especially when their literacy
skills are measured by standardized assessments that do not
consider or value their culture, their experiences It is common to
think that this is an issue in K-12 settings. However, research and
practical experiences suggest that African American students'
achievement continues to be affected at the post-secondary level
where they are likely to be taught by faculty who have limited
experience with the nuances of Black English (or African American
Vernacular English AAVE). This book steps into that gap by offering
a resource for teaching speakers of AAVE at the post-secondary
level.
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