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The emphasis in this book shifts to the coordination of practice
into schools, regional and national policies and the power and
interest groups concerned with educational difficulties and
disability. In the opening section the authors review the location
of power in the systems; the impact of Local Management of Schools,
case studies of Union policy, the National Curriculum Council and
voluntary societies. They then look at one threatened element of
the power structure - the local education authorities. They examine
the features of local authority policy and attempt to systematise
local policy. The experience of families is examined in their
relationships with professionals, particularly during the
preparation of Statements of Special Educational Need. This is
followed by sections on services for under-fives, integrating
education and the authors provide examples of changing school
policies and the practices that have arisen from them; supporting
the learning of all pupils in primary and secondary schools,
changing the role of special schools, ensuring that girls and boys
are provided with equal opportunities, writing a development plan
and the experience of a teacher with a disability. They then
examine policies and practices in education after school and finish
with theories of integration and disability.
"Policies for Diversity in Education" is the second volume in the
"Learning for All" series published by Routledge. The emphasis here
is on the coordination of practice in schools, regional and
national policies, and the power and interest groups concerned with
educational difficulties and disabilities. Beginning with a review
of the location of power in the systems--including government
bodies, voluntary societies, and the unions--it moves to focus on
one threatened element of that power structure, the local education
authority. Using case material, "Policies for Diversity in
Education," explores the experience of families in their
relationships with professionals, and looks at examples of changing
school policies and the practices that have arisen from them. The
final sections offer an important forum for discussion on policies
and practices in education after school, and on theories of
integration and disability.
This reader, one of two texts developed for use in courses on
special education needs, offers a new approach to learning and
teaching by portraying a coherent picture of the lives of
individuals and the ways in which their experience of education can
be improved.
The goal of this book is to help teachers assess where they are in
their current teaching goals and become more intentional and
organized in planning. Teachers can begin with tools they already
have and build on previous activities that worked well. Great
lesson planning helps teachers to choose a range of strategies that
match what children are learning and doing —from directed
mini-lessons to facilitated group activities. Each chapter provides
a wealth of tips and ideas. The strategies discussed in each
chapter helps build a toolbox with tips that match each teacher’s
approach. Child-centered lesson planning provides a system to
strengthen teaching. In each chapter contains step-by-step hints
and action steps to make the most of your unique setting. You will
explore new ways to: Build on early learning guidelines and
standards to maximize planning and communication. Identify learning
goals for materials, activities, routines, and interactions. Design
dramatic play themes that relate to daily life, families, cultures,
and communities. Infuse vocabulary to scaffold language
development. Support executive function skills and self-regulation.
Activate emotion coaching goals. Evaluate and adapt spaces and
materials to address physical needs. Meet the linguistic and social
needs of dual language learners. Prepare meaningful and stimulating
cognitive experiences. Connect content skills, language, and
literacy to dramatic play. Integrate family engagement as a
strength and asset for development and learning. Communicate
effectively with colleagues to ensure high-quality learning
experiences.
This monograph aims to stimulate thinking and increase
consciousness about the cultural dimension of foreign language
teaching. The author draws from the theoretical framework of
Schmidt's "ABCs of Cultural Understanding and Communication"
(Schmidt, 1998; Schmidt & Finkbeiner, 2006) to support and
advocate for expanding awareness in relation to the influence of
culture on the perception of self and other. She interrogates how
language learners acquire interpretative skills to gain a deeper
reflexive understanding of different cultures and how electronic
communication can be effectively utilised in teaching for
intercultural learning. Learning how to interrogate diverse
cultural practices using multiple cultural frameworks has been
shown to facilitate authentic engagement with the complexities of
diverse pluralistic societies. This qualitative research study
explores how culture can be taught in the foreign language
classroom and school setting.
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