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Maintaining its widely respected and unique focus on the critical role of a variety of professionals-in education, psychology, counseling, health care, and human services-HUMAN EXCEPTIONALITY: SCHOOL, COMMUNITY AND FAMILY, International Edition, is a testament to how cross-professional collaboration can and does enhance the lives of exceptional individuals and their families as it strengthens and supports the work of the professionals themselves. After a comprehensive six-chapter introduction to the foundation and challenges across the lifespan for people with exceptionalities, the successive nine chapters focus on definitions, classifications, prevalence, causation, and characteristics of the major categories of exceptionality. Categorical chapters also provide practical information on the educational, medical, and social services aspects of working with people who are exceptional. An excellent resource for pre-service and in-service teachers as well as a range of human services professionals, the book's unique, human approach combines the most current research, detailed personal stories about exceptional persons, and fresh pedagogical features that help students understand and apply the material.
Every learner and every teacher is a unique blend of personal
characteristics and background factors that change with time and
context, and affect the experience of living and developing.
Traditionally, the education of children with disabilities focused
on the nature of specific conditions in an attempt to alleviate
barriers to learning. The disability, and not the impact of the
impairment on participation at school or at home, was emphasised.
The current focus is on the strengths, attitudes and positive
functioning of children within meaningful contexts. Believe that
all can achieve addresses inclusion as the foundation for education
in an attempt to celebrate diversity in the classroom, to
capitalise on the strengths each learner brings to the
learning–teaching dyad, and to welcome every family member as part
of the broader classroom community.
Authoritative and accessible, this book introduces the theory and practice of teaching writing to students of EFL/ESL learners. While assuming no specialist knowledge, Ken Hyland systematically sets out the key issues of course design, lesson planning, texts and materials, tasks, feedback and assessment and how current research can inform classroom practice. This second edition is completely revised to include up-to-date work on automated feedback, plagiarism, social media, Virtual Learning Environments and teacher workload issues. It takes the clear stance that student writers not only need realistic strategies for drafting and revising, but also a clear understanding of genre to structure their writing experiences according to the expectations of particular communities of readers and the constraints of particular contexts. Review exercises, reflection questions, plentiful examples and a new extensive glossary make the book invaluable to both prospective and practicing teachers alike.
A stunning and poignant account of an extraordinary teacher's determination never to abandon a child in need from the internationally bestselling author of `One Child' and No. 1 bestseller `Ghost Girl'. Seven-year-old Venus Fox never spoke, never listened, never even acknowledged the presence of another human being in the room with her. Yet an accidental playground 'bump' would release a rage frightening to behold. The school year that followed would prove to be one of the most trying, perplexing, and ultimately rewarding of Torey's career, as she struggled to reach a silent child in obvious pain. It would be a strenuous journey beset by seemingly insurmountable obstacles and darkened by truly terrible revelations. Yet encouraged by sometimes small, sometimes dazzling breakthroughs, as a dedicated teacher, Torey remained committed to helping a 'hopeless' girl, and patiently and lovingly leading her toward the light of a new day.
This book by best-selling author Thomas Armstrong offers classroom strategies for ensuring the academic success of students in five special-needs categories: learning disabilities, attention deficit hyperactivity disorder, autism, intellectual disabilities, and emotional and behavioral disorders.
Want to brush up on your English idioms? Hoping to pass an English exam with flying colours? Ideal for anyone who wants to learn English to native-speaker standard, this fun and engaging visual guide to the most common and useful English idioms and phrases will help you understand and remember English idiomatic expressions and their meanings, making your English more fluent and natural. English for Everyone: English Idioms combines an innovative visual teaching method with the best of DK design to make one of the most difficult aspects of learning English as a foreign language incredibly easy. Hundreds of expressions are presented in context, with crystal-clear definitions and attractive illustrations. The book also covers English collocations and commonly confused words, helping you avoid the kind of mistakes that native English speakers would never make. Each teaching module is followed by tightly focused practice exercises to help you remember what you have learned. Extensive supporting audio is integrated throughout the course, with every expression in the context of its sample sentence recorded by native English speakers. The audio is free, available online, and can be played, paused, and repeated as often as you like, to help you perfect your pronunciation of each expression. Suitable for learners at all levels, English for Everyone: English Idioms is an exciting and intuitive guide to improving your understanding of English and the style of your written and spoken English.
Do you 'see red' when people use phrases you don't understand. Or maybe get 'cold feet' because you are feeling 'under the weather'? For those on the autism spectrum or when English isn't their first language, these every day phrases are completely baffling. These sets of cards humorously depict well known idioms and the accompanying detailed booklet provides a dictionary meaning for each card, and a range of ideas and activities for use. Favourite Idioms contains 36 cards per pack and an accompanying booklet. It is suitable for all ages.
Presents a fun box of light-hearted, non-threatening questions and topics designed to get people talking. Tell Me Why's aim is to encourage people to think more about the world around them, be creative and encourage expansiveness. Tell Me Why is a set of 60 cards, with instructions, split into 6 sections, including: Why.? What.? Can you.? What would happen if.? Silly Questions Silly Answers The cards may be particularly useful for building good working relationships with individuals and groups prior to addressing more complex or challenging issues. They are adaptable and can be used for 5 min ice breakers, warm-ups, circle time topics, time fillers or longer workshop sessions. The cards are suitable for use with all ages, and with individuals or in small groups. They are designed for speech and language therapists, special educational needs workers, play workers, youth workers, group leaders and families and can be used in a variety of settings, for example in PSE lessons and 1-to-1 learning support. Examples: Why is jelly wobbly? Why does mud stick? What do hiccups look like? How do plants know which way to grow? Why do I have a shadow? Why can you see through a window, but not through a wall? Why are the clouds following us? Why don't we have eyes in the sides of our heads? What happens to darkness in the day? Can you open a mountain? What would happen if people could fly? Does a banana turn blue when it's cold?
The ability to produce fluent, legible handwriting with ease is something that affects attainment in most areas of the curriculum, yet many children continue to struggle with this vital skill. Based on holistic principles, this programme offers a different approach, developing the muscles of the hand - so that children gain the necessary control to produce letter forms - alongside the perceptual skills required to orientate and organize letter and words. The programme is effective for mainstream children aged 4-6 years, children with developmental co-ordination disorders and older children with mild to moderate learning difficulties. Over 400 carefuly graded exercises and activities develop hand-eye co-ordination, form constancy, spatial organization, figure-ground discrimination, orientation and laterality. The package consists of two pupil workbooks and a teacher's handbook.
Freedom, dignity and equality - the core values of the South African Constitution (1996) - provide the foundation for developing inclusive societies. "Inclusive education" is the term used to describe an education system in which all learners, including those with disabilities, are accepted and fully integrated not only educationally, but socially as well. Participation lies at the heart of inclusive education and cannot be restricted to one area of life. What is taught has to be reinforced in all the child's natural environments - the home, the school and the community. Believe that all can achieve explores how the incorporation of learning into real-life contexts forms the basis of meaningful education, and highlights the pivotal role of the teacher in this process. Believe that all can achieve pays specific attention to practical implementation. Photographs and line drawings are used to enhance understanding and application, and the narratives, case studies, screening checklists and examples of best practice in the home, the classroom and the community enable teachers to translate the theory into classroom practice. Believe that all can achieve looks at the child's participation patterns in terms of unique abilities, health status and environmental and personal factors, thus moving the focus from disability to ability; from the child in isolation to the child in the community; from the medical model of health care to the social model of health care. Believe that all can achieve is aimed at practising classroom-based teachers who want to improve their ability to support the increasingly diverse learners in their classrooms, schools and communities. Education students interested in special needs will also find this text particularly beneficial.
From the author of Sunday Times bestsellers One Child and Ghost Girl comes a heartbreaking story of a boy trapped in silence and the teacher who rescued him. When special education teacher Torey Hayden first met fifteen-year-old Kevin, he was barricaded under a table. Desperately afraid of the world around him, he hadn't spoken a word in eight years. He was considered hopeless, incurable. But Hayden refused to believe it, though she realised it might well take a miracle to break through the walls he had built around himself. With unwavering devotion and gentle, patient love, she set out to free him - and slowly uncovered a shocking violent history and a terrible secret that an unfeeling bureaucracy had simply filed away and forgotten. Torey refused to give up on this tragic "lost case." For a trapped and frightened boy desperately needed her help - and she knew in her heart she could not rest easy until she had rescued him from the darkness.
More than a century of research has sought to identify the causes of stuttering, describe its nature, and enhance its clinical treatment. By contrast, studies directly focused upon public and professional attitudes toward stuttering began in the 1970s. Recent work has taken this research to new levels, including the development of standard attitude measures; ad-dressing the widely reported phenomena of teasing, bullying, and discrimination against people who stutter; and attempting to change public opinion toward stuttering to more accepting and sensitive levels. Stuttering Meets Stereotype, Stigma, and Discrimination: An Overview of Attitude Research is the only reference work to date devoted entirely to the topic of stuttering attitudes. It features comprehensive review chapters by St. Louis, Boyle and Blood, Gabel, Langevin, and Abdalla; an annotated bibliography by Hughes; and experimental studies by other seasoned and new researchers. The book leads the reader through a maze of research efforts, emerging with a clear understanding of the important issues involved and ideas of where to go next. Importantly, the evidence base for stuttering attitude research extends beyond research in this fluency disorder to such areas as mental illness, obesity, and race. Thus, although of interest primarily to those who work, interact, or oth-erwise deal with stuttering, the book has potential for increasing under-standing, ameliorating negative attitudes, and informing research on any of a host of other stigmatized conditions.
It covers a wider spectrum of barriers to learning than Engelbrecht's Inclusive Education in SA. The title covers the content of the Education White Paper 6. It familiarises the educator with the implementation of inclusive education. Each chapter is written by an expert in his or her field.
Examines three model schools, established as alternatives to expulsion for selected disruptive students.
Dyscalculia experts Patricia Babtie and Sue Dillon present 100 ideas to help students with numeracy difficulties grasp the core skills required in the secondary curriculum, not just in maths but in other subjects including science, design and technology, computing and geography. Around 25 per cent of secondary school students have severe numeracy difficulties. These students are often anxious and fearful about using maths arising from a repeated failure to learn. This impacts their overall attainment. Patricia and Sue show how numeracy difficulties can be overcome using multi-sensory teaching and helping students with their study skills, revision and exam techniques. This dip-in-and-out book provides activities and games to encourage students to explore numerical ideas and discover underlying patterns across the secondary curriculum. These ideas help to develop an understanding of maths concepts and see their relevance in everyday life. 100 Ideas for Secondary Teachers: Supporting Students with Numeracy Difficulties contains adaptable ideas that are relevant across the curriculum. It will help build confidence in learners, making it a must-have resource for all schools.
Research has found that any one class might contain two to six children with profound social, emotional and behavioural difficulties. Without effective intervention and response, this can have a profound impact on the progress of these children, as well as the delivery of the curriculum to all pupils. Roy Howarth uses his extensive experience and expertise in this field to present practical solutions for supporting pupils with social, emotional and mental health difficulties, as well as alleviating pressures on whole-class teaching and management. Suitable for all mainstream and specialist teachers, 100 Ideas for Primary Teachers: Supporting Pupils with Social, Emotional and Mental Health Difficulties considers techniques for observation, intervention and differentiation, as well as preventing and dealing with significant difficulties. This fully updated edition will help teachers ensure all pupils can participate fully in lessons, learn more constructively and make better progress.
This text is a collection of readings on a wide range of diverse approaches to learning difficulties. It is authored by experts in their particular areas of interest, including a number of internationally known academics and is intended as a basic textbook in educational psychology and special education. It has been organised to reflect a number of important theoretical and research topics central to our understanding and handling of children with learning difficulties.
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