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Teaching Visually Impaired Children
by Virginia E. BishopIn this exceptional new third edition, the author has retained much of the practical how to approach of the previous editions, but adds depth in two dimensions: learning theory and the educational process. This book is so comprehensive in scope and complete in detail that it would be the most likely one I could recommend (from the foreword by Dr. Natalie C. Barraga). There is a new chapter on the prenatal and early postnatal development of the visual system, and another entire chapter on gifted children who are also visually impaired information not usually available in other textbooks. One of the most outstanding new sections is a discussion of brain function and its relationships to early development, learning, and visual function. The reader will find practical hints, philosophical rationale explained in simple terms and clear descriptions of the assessment process for students with visual impairments. The relationships between assessments, placements, and programming are described in detail, and provide rationale for best educational practice for visually impaired learners. University faculty, special teachers (TVIs), regular classroom teachers, and families will all find something useful in this new edition. It continues to be a valuable reference for anyone dedicated to helping students with visual impairments achieve independence and realize their full potential. The appendices contain a set of listening games, touch typing lessons, a list of indicators for evaluating gifted programs, lists of assessment instruments and resources, and an updated timeline of major events in the history of education for visually impaired students. A glossary of terms completes the book.
Teaching Word Recognition, Second Edition: Effective Strategies for Students with Learning Difficulties (What Works for Special-Needs Learners)
by Rollanda E. O'ConnorThis highly regarded teacher resource synthesizes the research base on word recognition and translates it into step-by-step instructional strategies, with special attention to students who are struggling. Chapters follow the stages through which students progress as they work toward skilled reading of words. Presented are practical, evidence-based techniques and activities that target letter- sound pairings, decoding and blending, sight words, multisyllabic words, and fluency. Ideal for use in primary-grade classrooms, the book also offers specific guidance for working with older children who are having difficulties. Reproducible assessment tools and word lists can be downloaded and printed in a convenient 8 1/2" x 11" size. New to This Edition *Incorporates the latest research on word recognition and its connections to vocabulary, reading fluency, and comprehension. *Chapter on morphological (meaning-based) instruction. *Chapter on English language learners. *Instructive "Try This" activities at the end of each chapter for teacher study groups and professional development.
Teaching Young Children with Autism Spectrum Disorder
by Clarissa WillisWhat do you do when a three-year-old with autism falls on the floor kicking and screaming? How do you communicate with a child who looks away and flaps his hands? Who can help if you suspect a child in your class has autism? Preschool can be overwhelming for a child with autism. Autism affects how a child communicates, behaves, and relates to others. Teachers need to know what they can do to help children with autism reach their full potential. Teaching Young Children With Autism Spectrum Disorder is a straightforward, easy-to-understand guide to working with children who have autism. It explains the major characteristics associated with autism and helps teachers understand the ways children with autism relate to the world. Each chapter offers specific strategies for teachers to use, including setting up a proactive preschool environment, helping children learn life skills, managing behavior, helping children with autism communicate, encouraging children with autism to play, helping them to get along with others, and working with families. Teaching Young Children With Autism Spectrum Disorder helps teachers connect with all children in meaningful ways, allowing children with autism to learn and grow. Updated with new DSM-5 information.
Teaching and Learning Signed Languages
by David Mckee Russell S. Rosen Rachel MckeeTeaching and Learning Signed Languages examines current practices, contexts, and the research nexus in the teaching and learning of signed languages, offering a contemporary, international survey of innovations in this field.
Teaching and Learning in Diverse and Inclusive Classrooms: Key issues for new teachers
by Felicity Armstrong Gill RichardsThis accessible text focuses on diversity in education and the inclusion of all children and young people in all aspects of the school or college community. It provides an introduction to policy, theory and practical strategies in relation to diversity in education for practitioners, researchers and policy makers. The fully revised and updated chapters discuss recent debates, research studies and current initiatives, particularly relating to teaching and learning, and conclude with key questions for student reflection. Topics include: Inclusive education ethnic and cultural diversity challenging behaviour bullying gender identity and sexuality Gypsy, Roma and Traveller children special educational needs listening to parents religious and cultural diversity disability and human rights children and young people who are refugees or seeking asylum Reflecting on legislative duties, personal values and the importance of listening to the voice of all learners, particularly those who may experience disadvantage or discrimination in educational settings, Teaching and Learning in Diverse and Inclusive Classrooms is a key resource for initial teacher training programmes and professional development courses.
Teaching and Supporting Children with Special Educational Needs and Disabilities in Primary Schools (Achieving QTS Series)
by Jonathan Glazzard Alison Hughes Annette Netherwood Lesley Neve Jane StokoeIf you are a primary trainee, or are training to support children in primary schools, this is your guide to working with children with Special Educational Needs and Disabilities (SEND). We begin by exploring what is meant by SEND in primary schools and go on to cover all you need to know about your statutory responsibilities in school. Current legislation and the Code of Conduct are covered, to give you lots of information about the content you will be working in. The book then examines the range of needs you will encounter in primary schools giving you details information and practical advice. This second edition has been fully restructured and updated to include a new section on the key theory relating to SEND. Exploring theories and theorist that you will need to know about to fully understand how to support children. Also new for this edition is a chapter focusing on the role of the SENCO in the primary school. Finally, the book includes more practical support to help you in the classroom. Checklists to help you to work comprehensively and information about useful resources and outside agencies.
Teaching and Supporting Children with Special Educational Needs and Disabilities in Primary Schools (Achieving QTS Series)
by Jonathan Glazzard Alison Hughes Annette Netherwood Lesley Neve Jane StokoeIf you are a primary trainee, or are training to support children in primary schools, this is your guide to working with children with Special Educational Needs and Disabilities (SEND). We begin by exploring what is meant by SEND in primary schools and go on to cover all you need to know about your statutory responsibilities in school. Current legislation and the Code of Conduct are covered, to give you lots of information about the content you will be working in. The book then examines the range of needs you will encounter in primary schools giving you details information and practical advice. This second edition has been fully restructured and updated to include a new section on the key theory relating to SEND. Exploring theories and theorist that you will need to know about to fully understand how to support children. Also new for this edition is a chapter focusing on the role of the SENCO in the primary school. Finally, the book includes more practical support to help you in the classroom. Checklists to help you to work comprehensively and information about useful resources and outside agencies.
Teaching and Supporting Children with Special Educational Needs and Disabilities in Primary Schools (Achieving QTS Series)
by Jonathan Glazzard Alison Hughes Annette Netherwood Lesley Neve Jane StokoeThis book begins by exploring what is meant by SEND in primary schools and goes on to cover everything trainees and teachers need to know about their statutory responsibilities in school. It then examines the range of needs they will encounter in primary schools with plenty of practical advice along the way. This third edition has been fully restructured and updated to include a new section on the key theories and theorists relating to SEND. Also new to this edition is a chapter focusing on the role of the SENCO in primary school. Finally, the book includes more practical support with coverage of current legislation and the Code of Conduct as well as checklists and information about useful resources and outside agencies.
Teaching and Supporting Children with Special Educational Needs and Disabilities in Primary Schools (Achieving QTS Series)
by Jonathan Glazzard Alison Hughes Annette Netherwood Lesley Neve Jane StokoeThis book begins by exploring what is meant by SEND in primary schools and goes on to cover everything trainees and teachers need to know about their statutory responsibilities in school. It then examines the range of needs they will encounter in primary schools with plenty of practical advice along the way. This third edition has been fully restructured and updated to include a new section on the key theories and theorists relating to SEND. Also new to this edition is a chapter focusing on the role of the SENCO in primary school. Finally, the book includes more practical support with coverage of current legislation and the Code of Conduct as well as checklists and information about useful resources and outside agencies.
Teaching and Supporting Students with Disabilities During Times of Crisis: Culturally Responsive Best Practices from Around the World
by Pavan John Antony Stephen Mark ShoreThis volume offers international perspectives on the disproportionate impact COVID-19 has had on disabled students and their families, serving as a call to action for educational systems and education policy to become proactive, rather than reactive, for future disasters. Each chapter in the book is written by authors with lived experiences across diverse global regions, highlighting the daily life of people with disabilities and their families during the pandemic. Including case studies and practical suggestions, the book demonstrates that culturally responsive practices are essential to successfully support people around the world in their times of need. At the critical intersection of education and disability human rights, this book is important for pre-service teachers, researchers, professors, and graduate students to ensure all students are supported during times of crisis.
Teaching for the Lifespan: Successfully Transitioning Students With Learning Differences to Adulthood
by Henry B. Reiff Nicole S. OfieshYour step-by-step guide to successful transition planning Finally, here’s a practical guide that makes transition planning easier. Backed by the latest research in learning and development, Teaching for the Lifespan provides you with the pedagogical best practices to promote your students’ strengths for life-long success. You’ll benefit from: A deep understanding of the educational, vocational, social, and emotional dimensions of adulthood for students with learning differences Techniques to help students with learning differences develop an awareness of proactive behaviors Strategies to help all learners achieve the demands of the Common Core and high-stakes assessments through Universal Design for Learning (UDL)
Teaching for the Lifespan: Successfully Transitioning Students With Learning Differences to Adulthood
by Henry B. Reiff Nicole S. OfieshYour step-by-step guide to successful transition planning Finally, here’s a practical guide that makes transition planning easier. Backed by the latest research in learning and development, Teaching for the Lifespan provides you with the pedagogical best practices to promote your students’ strengths for life-long success. You’ll benefit from: A deep understanding of the educational, vocational, social, and emotional dimensions of adulthood for students with learning differences Techniques to help students with learning differences develop an awareness of proactive behaviors Strategies to help all learners achieve the demands of the Common Core and high-stakes assessments through Universal Design for Learning (UDL)
Teaching in Inclusive Classrooms
by Diane Pedrotty Bryant Brian R. Bryant Deborah D. SmithTeaching in Inclusive Classrooms uses the research-validated ADAPT framework (Ask, Determine, Analyze, Propose, Test) to help teachers determine how, when, and with whom to use proven academic and behavioral interventions to obtain the best outcomes for students with disabilities. Through clear language and practical examples, authors Diane P. Bryant, Deborah D. Smith, and Brian R. Bryant show how to create truly inclusive classrooms for students who have disabilities and who are gifted through evidence-based practices and hands-on strategies. The Third Edition includes reorganized chapters on Individualized Services and Diverse Learners, new information on the latest court cases and IDEA funds, and revised sections on disabilities. Brand new videos address a wide range of current issues in teaching, including the impacts of COVID on inclusive classrooms. With this guide, educators will be inspired and equipped to effectively teach students with disabilities in inclusive settings.
Teaching in Inclusive Classrooms
by Diane Pedrotty Bryant Brian R. Bryant Deborah D. SmithTeaching in Inclusive Classrooms uses the research-validated ADAPT framework (Ask, Determine, Analyze, Propose, Test) to help teachers determine how, when, and with whom to use proven academic and behavioral interventions to obtain the best outcomes for students with disabilities. Through clear language and practical examples, authors Diane P. Bryant, Deborah D. Smith, and Brian R. Bryant show how to create truly inclusive classrooms for students who have disabilities and who are gifted through evidence-based practices and hands-on strategies. The Third Edition includes reorganized chapters on Individualized Services and Diverse Learners, new information on the latest court cases and IDEA funds, and revised sections on disabilities. Brand new videos address a wide range of current issues in teaching, including the impacts of COVID on inclusive classrooms. With this guide, educators will be inspired and equipped to effectively teach students with disabilities in inclusive settings.
Teaching in a Special Education Classroom: A Step-by-Step Guide for Educators
by Roger Pierangelo George A. GiulianiThese guidelines for special education teachers cover gathering student information, classroom design, meeting with parents, evaluation, assessment, classroom management, instructional interventions, and grading options.
Teaching in a Special Education Classroom: A Step-by-Step Guide for Educators
by Roger Pierangelo George GiulianiDesigned for professionals working in a resource room, self-contained special class, or inclusive setting, this step-by-step guide helps new teachers in special education get their careers off to a positive start and offers experienced teachers supportive information to help improve classroom practice.Special education experts Roger Pierangelo and George Giuliani review all aspects of special education teaching, from how to get to know your students before school starts to writing end-of-the-year reports. Teaching in a Special Education Classroom offers straightforward advice to make the school year more productive for you and your students.
Teaching to Every Kid's Potential: Simple Neuroscience Lessons To Liberate Learners
by Layne Kalbfleisch MED, PhD“Teachers hold the potential to provide a student with frustration or opportunity every day—and those states are closer together than you might think.” When students repeatedly lose track of directions or take a long time to solve problems, it’s easy for teachers to see the distracted or off-task behavior, but not always to see the root of the problem. Quite often the same child who has an underdeveloped skill may have an opposing but hidden strength: a slow processor of information may also be a deep thinker. Teaching to Every Kid’s Potential is an invitation to teachers to improve the learning in their classrooms, one student at a time, using practical, evidence-based strategies. Focusing on four big concepts from neuroscience—flexibility, readiness, connection, and masking—the author shows how to apply them to build on the strengths of students. Each chapter unpacks the science; shows how talents can compensate for neural processing issues and suggests small but powerful adjustments to classroom practice that can allow kids’ gifts to emerge.
Team Interpreting
by Jack HozaThis book is about how interpreters work together in teams. Much has been written about the process by which an interpreter determines equivalent meaning in the target language, and how interpreters manage their work and make important professional, ethical, and meaning-based decisions. Although team interpreting is commonplace in interpreting assignments that are lengthy, complex, or particularly challenging, little study has been made of this important feature of the interpreting profession. Teaming has the potential to enrich the interpretation, provide additional support for the interpreters, and enable participants in the interpreted interaction to better achieve their goals. This book represents the first major published volume that addresses team interpreting.
Team Meena (The Meena Zee Books)
by Karla Manternach&“For Junie B. graduates&” (Kirkus Reviews), the fourth and final novel in the Meena Zee series follows irrepressible Meena as she maintains a long-distance friendship with Sofía and makes new friends.No one can take Sofía&’s place. Now that her best friend lives across the country, everything reminds Meena of her. She even spends the whole week saving up things to tell Sofía in their Saturday video chats. But when Sofía gets busy with soccer friends, Meena decides to join a team of her own. Only it turns out softball is harder than she expects. So is getting along with Lin, her bossy teammate who doesn&’t even like art! It&’s not like Meena wants to be friends or anything. She still has Sofía, doesn&’t she? But can they stay close when they&’re so far apart, or is it time to expand Team Meena?
Teamwork II
by Stewart Nordensson Lydia KelleyTeamwork II is the second book designed to help people with disabilities train their dogs- Teamwork II focuses specifically on service dog skill training. It is a good resource for anyone considering owner training or private training or even for people with program trained dogs to add further skills to their dogs training.
Teamwork: A Dog Training Manual for People with Disabilities
by Stewart Nordensson Lydia KelleyThis manual explains the exercises of "sit" "stay" "down" "come, and a varity of more, with ideas on how to train them with a physical disability. This book proves that it is not the "method" that makes the training successful but the trainer and the dog. Topics covered include, equipment, different adaptations, food in training, teaching the "leave it" command. And talks about basic Service dog training.
Tech in Translation
by Carollyne HutterIn Morocco, deaf children were at a disadvantage when it comes to their education. When Dr. Abdelhadi Soudi built a computer program that can translate sign language, it improved the way Morocco teaches their deaf children by leaps and bounds!
Techniques Used By Blind Cane Travel Instructors: Learning, Teaching, Believing
by Maria Morais Paul Lorensen Roland Allen Edward C. Bell Arlene Hill Eric WoodsBlind individuals employed as mobility specialists describe the techniques that are effective for them.
Techniques of Hearing: History, Theory and Practices
by Michael Schillmeier, Robert Stock, and Beate OchsnerHearing, health and technologies are entangled in multi-faceted ways. The edited volume addresses this complex relationship by arguing that modern hearing was and is increasingly linked to and mediated by technological innovations. By providing a set of original interdisciplinary investigations that sheds new light on the history, theory and practices of hearing techniques, it is able to explore the heterogeneous entanglements of sound, hearing practices, technologies and health issues. As the first book to bring together historians, scholars from media studies, social sciences, cultural studies, acoustics and neuroscientists, the volume discusses modern technologies and their decisive impact on how ‘normal’ hearing, enhanced and smart hearing as well as hearing impairment have been configured. It brings both new insights into the histories of hearing technologies as well as allowing us to better understand how enabling hearing technologies have currently been unfolding an increasingly hybrid ecology engaging smart hearing devices and offering stress-free hearing and acoustic wellbeing in novel auditory environments. The volume will be of interest to all scholars and students of disability studies, sound studies, sociology of health and illness, medical history, health and society as well as those interested in the practices and techniques of self-monitored and smart hearing.
Technology Use by Adults with Learning Disabilities: Past, Present and Future Design and Support Practices (Routledge Research in Special Educational Needs)
by Jane SealeThis book examines the role that technologies play in the lives of adults with learning disabilities. It analyses how design and support practices can be used to support access to technology in ways that can enhance opportunities and life experiences. Drawing on international literature and the author’s own research, the book considers what we know about past and present practices of supporting adults with learning disabilities to use technologies. It outlines how support practices can offer opportunities to overcome digital inequalities, offering a framework of core beliefs and knowledge that can inform future initiatives. The book has a particular focus on technologies, policies, practitioner communities and the characteristics of support practice. It also highlights the potential of people with learning disabilities, the potential of technology and the potential of the environment to support technology use. This important book will be highly relevant reading for academics, researchers and post-graduate students in the field of special educational needs and disabilities, digital education and learning technologies, inclusive education and social work.