by
Ferguson, Dianne L.
Call Number
371.394 22
Publication Date
2001
Summary
Today's students are more diverse than ever before--in cultural backgrounds, learning styles and interests, social and economic classes, and abilities and disabilities. How can schools accommodate these differences while also dealing with all the other pressing demands for change, including the push for tougher standards and the call for more discipline in the classroom? This book offers answers and challenge schools to reinvent themselves as more flexible, creative learning communities responsive to the widest range of human diversity, including students officially designated as disabled.
Format:
Electronic Resources
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0.0625
by
Csóti, Márianna.
Call Number
303.32 21
Publication Date
2001
Summary
Children, particularly those with special needs, can require considerable help in learning how to relate to other people and how to behave positively and appropriately in social situations. In this practical and helpful book, Marianna Csoti emphasises the benefits that learning communication and social skills can have for these children, including better friendships and increased self-esteem. The numerous detailed tasks and practical examples enable parents, professionals and carers to work with children on improving their social skills and social awareness, and respecting themselves and other people. Topics covered include: Helping children with special needs; making and keeping friends; social rules; body language; feelings, including shyness and anger; listening skills and social safety. Suitable for use with children aged 7-16, on a one-to-one basis or in small groups, this practical and comprehensive book will be an invaluable resource for anyone wanting to help children to increase their social understanding and awareness.
Format:
Electronic Resources
Relevance:
0.0600
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by
Cook, Bryan G.
Call Number
371.9 23
Publication Date
2013
Summary
This volume focuses on evidence-based practices (EBPs), supported, sound research studies documenting their effectiveness with a target population. As such, EBPs have significant potential to improve the outcomes of learners with learning and behavioral disorders. However, a number of obstacles exist in identifying, conceptualizing, adopting, and maintaining EBPs that have prevented educators from realizing their potential benefits. The chapters in this volume address many of these issues, with the goal of improving stakeholders? ability to identify and implement EBPs. Chapters discuss the following topics: appraising systematic evidence-based reviews, using single-subject research to identify EBPs, legal issues, implementation fidelity and EBPs, guidelines for implementing EBPs, obstacles to implementing EBPs, teacher preparation and EBPs, EBPs for learners with learning disabilities, EBPs for learners with behavioral disabilities, EBPs for learners with autism spectrum disorders, EBPs in early childhood special education, EBPs in special education in Australia.
Format:
Electronic Resources
Relevance:
0.0565
by
Kaufman, Roberta Brack, author.
Call Number
371.9043 22
Publication Date
2010
Summary
This resource addresses the unique challenges faced by special education teachers in today's inclusive classrooms by offering powerful, research-based tools and strategies.
Format:
Electronic Resources
Relevance:
0.0565
by
Wehmeyer, Michael L.
Call Number
371.9
Publication Date
2003
Summary
This text provides a comprehensive overview of three theoretical perspectives proposed during the past decade addressing the self-determination construct as it applies to the field of special education. The three models were selected primarily because they have focused on defining and categorizing self-determination for all students with disabilities, including students with mental retardation and other cognitive disabilities. These models are intended to provide students and practitioners a solid grounding in self-determination theory. All models have been evaluated among students with cognit.
Format:
Electronic Resources
Relevance:
0.0565
by
Anderson, Frances E.
Call Number
371.90445 20
Publication Date
1992
Summary
Since the first edition of this book there has been an enormous shift in attitudes toward children with disabilities and a tremendous explosion of information about children, art, art therapy, art education and special education. There is a growing acceptance of the use of art to remediate learning and social problems, to facilitate growth, development and expression in all of us no matter our age or disability. This second edition is for art therapists in training and for in-service professionals in art therapy, art education and special education who have children with disabilities as a part.
Format:
Electronic Resources
Relevance:
0.0565
by
Ott, Pamela.
Call Number
371.904487
Publication Date
2011
Summary
Music is a powerful means of engaging children with developmental disabilities such as Autism Spectrum Disorders, Down's Syndrome and Cerebral Palsy. Pamela Ott's lively music activity book shows how music can be an effective and enjoyable way to enhance the education and development of children with special needs. Packed with inspiring tips, activities and song ideas, this book will have everybody singing, tapping and playing along! The book explains simple and fun ways of using songs, instruments and musical games to connect with children of all levels of ability, and includes helpful rhythm.
Format:
Electronic Resources
Relevance:
0.0553
by
Mercieca, Duncan P.
Call Number
371.9 23
Publication Date
2013
Summary
... One of the classroom assistants, Irene, decided to tell Ruth a story around the giving of invitations for her birthday party while she was feeding her. Mummy Sylvia was going to give a big party to celebrate Ruth's birthday and a number of guests were to be invited, amongst them the classroom staff. At this point, Irene started asking Ruth whether she wanted to invite Duncan. Ruth signed no. Irene repeated verbally Ruth's sign. No, then, shall we invite Jasmine? No again. Shall we invite Irene? No also. Shall we invite Ritienne? Again a negative answer. Shall we invite Joanne? Yes. Irene said: you only want Joanne at your party? And Ruth put her hand in front of her chest and laughed, moving her right leg in the air, an action which she normally does when enjoying herself. The teaching staff were suddenly involved and very interested in this play and asked Irene to go through the story with Ruth all over again. They suggested that this time Irene should change the sequence of their names recounted to Ruth. And so she did. But once more Ruth only invited Joanne for her birthday party. The whole process was repeated several times, still with Joanne being the only person chosen from the school staff. The teaching staff now was participating and commenting on Ruth's responses. They tried to reason with Ruth in vain and persuade her in various ways to change her mind. Their arguments were similar to the following: You say no to Jasmine, but she is the one who escorts you home everyday - now is that fair? And Duncan, who loves you so much and spends so much time with you - don't you want to invite him to your party? The staff members became concerned at Ruth's refusals and not a little offended. There were moments when Joanne was trying to excuse herself and explain why she thought that Ruth would choose her. She tried to convince the others that Ruth was only joking, that in reality she does want to invite all of them ... (p.140) This book addresses the question of agency that children with profound and multiple learning disabilities (PMLD) have in educational contexts. When children have such severe impairment, the idea of their agency often does not cross the mind of adults around them. However this book draws upon the work of Jacques Derrida, Félix Guattari and Gilles Deleuze in relation to nine stories on engaging with children with PMLD, showing to readers the profound influence that children have upon the lives and actions.
Format:
Electronic Resources
Relevance:
0.0510
by
Obiakor, Festus E.
Call Number
306.4309 22
Publication Date
2011
Summary
This volume will examine the history of special education by categorical areas (e.g., Learning Disabilities, Mental Retardation, 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.
Format:
Electronic Resources
Relevance:
0.0510
10.
by
Pijl, S. J.
Call Number
371.9046 20
Publication Date
1997
Format:
Electronic Resources
Relevance:
0.0501
by
Bornman, Juan, 1968-
Call Number
371.9046 22
Publication Date
2004
Summary
Visit the author s own website here!. Juan Bornman's series of stories about children with disabilities accompanied by explanations of the nature and causes of their difficulties helps children to improve understanding and relationships with their peers. Stories about a looked after child and an asylum seeker are also included. Margaret Collins has provided accompanying: - information for adults about the disability or difference - Circle Time activities for young people aged 6 to 8 and 8 to 11. This book can provide a term's work on inclusion or one story and set of activities can be selected.
Format:
Electronic Resources
Relevance:
0.0419
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