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This book provides readers with a comprehensive description of
procedures and practices that can enhance special education
collaboration, consultation and cooperation in classroom learning
environments and ancillary educational services. Experts in the
field of special education provide detailed information on critical
topics such as fostering the collaboration between regular
education and special education teachers. Detailed discussions also
focus on the role of mental health providers in special education,
and the innovative use of technology in enhancing partnerships in
general and special education. Unique chapters include the
psychologist in the special education process, the role of the
government as a partner to enhance special education services, and
the vital role that principals play as school leaders to insure
that special education students garner the necessary services to
maximize their learning potential. Lastly, the critical roles that
speech and language and physical education specialists play are
discussed with regard to optimizing the overall development of
students with special needs.
Early childhood education (ECE) has always been intertwined with
the use of developmentally appropriate practice (DAP). To support
excellence in ECE, it is critical how the knowledge about
individual children and child development principles combined with
the knowledge of effective early learning practices. Effective
early childhood education involves an interdisciplinary
collaborative process that is influenced by many factors. We
present these aforementioned realities in Educating Young Children
With and Without Exceptionalities: New Perspectives. In addition,
we argue that general and special educators need to focus on
applying new knowledge to better address critical issues that
advance the field of educator preparation and improve educational
outcomes for young children. Early childhood research confirms the
need for intensive intervention and remedial education-we need to
avoid approaches that are "too little" or "too late." Also proven
to yield positive results for children are practices familiar to
early childhood educators. These practices include
relationship-based teaching and learning; partnering with families;
adapting teaching for children from different backgrounds and for
individual children; active, meaningful, and connected learning;
and smaller class sizes. Evidence of the benefits of these
practices suggests that they should be extended more widely into
the elementary grades.
Early childhood education (ECE) has always been intertwined with
the use of developmentally appropriate practice (DAP). To support
excellence in ECE, it is critical how the knowledge about
individual children and child development principles combined with
the knowledge of effective early learning practices. Effective
early childhood education involves an interdisciplinary
collaborative process that is influenced by many factors. We
present these aforementioned realities in Educating Young Children
With and Without Exceptionalities: New Perspectives. In addition,
we argue that general and special educators need to focus on
applying new knowledge to better address critical issues that
advance the field of educator preparation and improve educational
outcomes for young children. Early childhood research confirms the
need for intensive intervention and remedial education-we need to
avoid approaches that are "too little" or "too late." Also proven
to yield positive results for children are practices familiar to
early childhood educators. These practices include
relationship-based teaching and learning; partnering with families;
adapting teaching for children from different backgrounds and for
individual children; active, meaningful, and connected learning;
and smaller class sizes. Evidence of the benefits of these
practices suggests that they should be extended more widely into
the elementary grades.
This book provides a practical focus and framework for establishing
insightful leadership that will enhance the learning of students
with exceptionalities in the 21st century by discussing critical
leadership dimensions and topics by leading academics. Topics
discussed include the following: shifting leadership paradigms for
all students in general and special education, district leadership
strategies for implementing individualized academic and behavioral
student interventions, preparing leaders to work with students with
diverse learning needs, critical leadership roles for regular
classroom teachers in educating learners with special needs,
innovative leadership to increase school completion and graduation
of general and special education learners, why psychologists need
to be a part of the school leadership team, the importance of
culturally responsive leadership in general and special education,
the role of school leaders in helping learners with physical and
health impairments, school leadership for all students in rural
schools, the use of technology by leaders to improve special
education services, an international example model of leadership in
general and special education, and future perspectives of
leadership in special education. Leadership Matters in the
Education of Students with Special Needs in the 21st Century is a
critically needed addition to the successful education of students
with exceptionalities as it provides much needed and innovative
leadership perspectives for effective instructional practices for
today's students with special needs. The book can be a model for
best practices for school district leadership teams challenged by
the multifaceted needs of students with exceptionalities.
The need to create classroom environments that are safe for all
students persists. Students with emotional or behavior disorders,
many of whom are not receiving special education services nor,
perhaps, even qualify for them, have a serious effect on both the
short term (teaching lessons) and long term (teaching these
students to manage their lives) goals of our schools. The time and
energy devoted to academics has supplanted the already little time
spent on the social, behavioral and emotional needs of students. To
address this dilemma, a mental health curriculum would seem to be
integral to any school (reform) curriculum. This book presents a
classroom mental health program that is designed to both address
the emotional and behavioral problems of students and, more
importantly, to provide the tools necessary to be able to prevent
and manage them. The educational component of Rational Emotive
Behavior Therapy (REBT) is concerned with examining the way
attitudes, beliefs, and values influence feelings and perceptions.
The author of this book sought to explore whether REBT could be
successfully utilized in a special education classroom setting.
This book provides a practical focus and framework for establishing
insightful leadership that will enhance the learning of students
with exceptionalities in the 21st century by discussing critical
leadership dimensions and topics by leading academics. Topics
discussed include the following: shifting leadership paradigms for
all students in general and special education, district leadership
strategies for implementing individualized academic and behavioral
student interventions, preparing leaders to work with students with
diverse learning needs, critical leadership roles for regular
classroom teachers in educating learners with special needs,
innovative leadership to increase school completion and graduation
of general and special education learners, why psychologists need
to be a part of the school leadership team, the importance of
culturally responsive leadership in general and special education,
the role of school leaders in helping learners with physical and
health impairments, school leadership for all students in rural
schools, the use of technology by leaders to improve special
education services, an international example model of leadership in
general and special education, and future perspectives of
leadership in special education. Leadership Matters in the
Education of Students with Special Needs in the 21st Century is a
critically needed addition to the successful education of students
with exceptionalities as it provides much needed and innovative
leadership perspectives for effective instructional practices for
today's students with special needs. The book can be a model for
best practices for school district leadership teams challenged by
the multifaceted needs of students with exceptionalities.
This book provides readers with a comprehensive description of
procedures and practices that can enhance special education
collaboration, consultation and cooperation in classroom learning
environments and ancillary educational services. Experts in the
field of special education provide detailed information on critical
topics such as fostering the collaboration between regular
education and special education teachers. Detailed discussions also
focus on the role of mental health providers in special education,
and the innovative use of technology in enhancing partnerships in
general and special education. Unique chapters include the
psychologist in the special education process, the role of the
government as a partner to enhance special education services, and
the vital role that principals play as school leaders to insure
that special education students garner the necessary services to
maximize their learning potential. Lastly, the critical roles that
speech and language and physical education specialists play are
discussed with regard to optimizing the overall development of
students with special needs.
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