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Access to Information: Materials, Technologies, and Services for Print Impaired readers
by Tom Mcnulty Dawn SuvinoThis is a book about alternative media for people with print disabilities
Access to ICT: Curriculum Planning and Practical Activities for Pupils with Learning Difficulties
by Iain Ross Liz Singleton Liz FlavellFirst Published in 2005. Routledge is an imprint of Taylor & Francis, an informa company.
Access to History: Curriculum Planning and Practical Activities for Children with Learning Difficulties (Access To The Curriculum Ser.)
by Andrew TurnerThis accessible and practical teaching resource focuses on access to the history curriculum for pupils with learning difficulties. Within an inclusive framework of participation and achievement for all, the book provides activities designed to be accessible to pupils with diverse individual needs, guidance on the P levels, assessment and recording opportunities, and advice on teaching history in a cross-curricular way. By keeping in mind the needs of the busy practitioner, the book avoids jargon and concentrates on the real teaching opportunities.
Access to Communication: Developing the Basics of Communication with People with Severe Learning Difficulties Through Intensive Interaction
by Dave Hewett Melanie NindThe award-winning creators of Intensive Interaction bring this groundbreaking book up to date with new material covering inclusion and emotional literacy. The book also includes: a brand new section looking at the program's implementation in preschool settings the particular benefits of Intensive Interaction for children who have Autistic Spectrum Disorders a 'how to do it' chapter including ideas for assessment case studies to help practitioners get to grips with the realities of using Intensive Interaction. This book has been updated to include the new SEN Disability Act (SENDA), and developments in new technology.
Access To Academics for All Students: Critical Approaches To Inclusive Curriculum, Instruction, and Policy
by Paula Kluth Diana M. Straut Douglas P. BiklenThe authors of this book join a growing number of voices calling for teachers in diverse, inclusive schools to move beyond facilitating social participation in classroom activities and consider ways to intellectually engage ALL learners. They draw on emerging work linking critical theory with disability issues; work being done in curriculum studies around issues of social justice teaching, authentic instruction, service learning, and critical pedagogy; and the movement in the field of special education away from a deficit-driven model of education to an orientation that values students' strengths and gifts. Access to Academics for ALL Students: Critical Approaches to Inclusive Curriculum, Instruction, and Policy: *examines the perceptions teachers hold about students with disabilities, students who are racially and ethnically diverse, students using English as a second language, students labeled "at risk," students placed in both "high" and "low" academic tracks, and students in urban schools; *highlights how students who traditionally have been denied access to challenging work and educational opportunities can be supported to participate in academic instruction; and *provides ideas for recognizing and challenging inequities, offers a framework for fostering access to academics for students with a range of strengths and needs, and explores pragmatic ways of increasing academic success for all learners. This volume is appropriate for both undergraduate and master's level courses in curriculum and instruction, methods of teaching (special and general education), inclusive education, multicultural education, and cultural foundations of education. It will serve as a resource for elementary and secondary teachers, for school administrators, and for parents.
Academic Strategy Instruction: A Special Issue of Exceptionality
by Marcia L. Rock Edwin S. EllisThis special issue, Part II in a series devoted to the topic of strategic instruction, explores the issue of traversing the research to practice abyss through the implementation of authentic and effective business development. It reminds us that "business as usual" approaches to teacher in-service programs are unlikely to produce meaningful changes in teachers' classroom practices. In addition, this issue offers strategic instructional approaches to facilitate students' learning and focuses on structuring instruction to promote self-regulated learning. Each article raises important questions about existing practices and offers innovative alternatives to improve outcomes for students and teachers.
Academic Skills Problems, Fourth Edition
by Edward ShapiroThis popular practitioner guide and text presents an effective, problem-solving-based approach to evaluating and remediating academic skills problems. Leading authority Edward S. Shapiro provides practical strategies for working with students across all grade levels (K-12) who are struggling with reading, spelling, written language, or math. Step-by-step guidelines are detailed for assessing students' learning and their instructional environment, using the data to design instructional modifications, and monitoring student progress. The research base for the approach is accessibly summarized. The companion workbook, available separately, contains practice exercises and reproducible forms. New to This Edition Incorporates the latest advances in evidence-based assessment and instruction. Shows how the author's approach fits perfectly into a response to intervention (RTI) model. Chapter and extended case example focusing on RTI.30 of the figures, tables, and forms are new or revised.
Academic Instruction for Students With Moderate and Severe Intellectual Disabilities in Inclusive Classrooms
by June E. DowningA useful resource for all educational teams who plan for students with moderate and severe intellectual disabilities. In each chapter Downing summarizes current, key research and offers practical applications from her wealth of experience in schools. Readers who are new to planning for students with severe disabilities will find excellent coverage of the basics like systematic instruction, positive behavior support, and collaboration. Professionals with extensive experience will benefit from the new ideas for planning, including specific examples of adapting academic content, considering both family goals and state standards in planning, and using universal design for learning.
The Academic Foundations of Interpreting Studies: An Introduction to Its Theories
by Cynthia B. Roy Jeremy L. Brunson Christopher A. StoneThe Academic Foundations of Interpreting Studies is the first introductory course book that explores the theoretical foundations used in sign language interpreting studies. Authors Roy, Brunson, and Stone examine the disciplines whose theoretical frameworks and methodologies have influenced the academic study of interpreting. With this text, explanations for how interpreted events occur, how interpreted products are created, and how the interpreting process is studied can be framed within a variety of theoretical perspectives, forming a foundation for the emerging transdiscipline of Interpreting Studies. As sign language interpreting has emerged and evolved in the last 20 years as an academic field of study, the scope of learning has broadened to include fields beyond the language and culture of deaf people. This text surveys six disciplines that have informed the study of sign language interpreting: history, translation, linguistics, sociology, social psychology, and cognitive psychology, along with their major ideas, principal scholars, and ways of viewing human interaction. Each chapter includes clear learning goals, definitions, discussion questions, and images to aid understanding. The Academic Foundations of Interpreting Studies is required reading for upper-level undergraduate or first-year graduate students in interpreting, Deaf studies, and sign language programs.
Academic Assessment and Intervention
by Steven G. Little Angeleque Akin-LittleServing students with academic deficiencies necessitates communication and collaboration among professionals from several disciplines. Academic Assessment and Intervention brings together divergent approaches in order to demonstrate that scientific evidence, rather than biases or previous practice, must determine assessment practices that are selected and used for particular purposes. Similar to a handbook in its comprehensive topical coverage, this edited collection provides a contextual foundation for academic assessment and intervention; describes both norm-referenced and curriculum-based assessment/measurement in detail; considers the implications of both of these assessments on ethnically diverse populations; provides a clear link between assessment, evidence-based interventions and the RTI model; and considers other important topics related to this area such as teacher behavior. Intended primarily for graduate-level courses in education, school psychology, or child clinical psychology, it will also be of interest to practicing professionals in these fields.
Academic Ableism: Disability and Higher Education (Corporealities: Discourses Of Disability)
by Jay T Dolmage<P>Academic Ableism brings together disability studies and institutional critique to recognize the ways that disability is composed in and by higher education, and rewrites the spaces, times, and economies of disability in higher education to place disability front and center. <P>For too long, argues Jay Timothy Dolmage, disability has been constructed as the antithesis of higher education, often positioned as a distraction, a drain, a problem to be solved. The ethic of higher education encourages students and teachers alike to accentuate ability, valorize perfection, and stigmatize anything that hints at intellectual, mental, or physical weakness, even as we gesture toward the value of diversity and innovation. <P> Examining everything from campus accommodation processes, to architecture, to popular films about college life, Dolmage argues that disability is central to higher education, and that building more inclusive schools allows better education for all.
Absolutely Lucy #5: Lucy's Tricks and Treats
by Ilene Cooper David MerrellIlene Cooper's fifth story of a boy and his beagle follows Bobby and Lucy as they roll with the tricks and treats of Halloween.Tricks and treats-that's what Halloween is all about. This year, Bobby has lots of both! He has a special treat planned with his beagle puppy, Lucy. And the tricks? Bobby is getting those at school with the new kid, Jack. Bobby can't figure Jack out. And ever since Jack arrived, things have gone missing around the classroom. Halloween has never been so mysterious!From the Trade Paperback edition.
Absolutely Invincible
by William BellFifteen-year-old George Ma, highly skilled in Shaolin self-defense, is crippled by loss of memory - the result of a horrific incident in his past. The agents of George's journey back to health are classmates "Hook," Amy, and Heather. The four friends form the Cripples' Club to fight against the cruelties of a gang at school. But the ultimate fight is for survival itself.
Absolutely Almost
by Lisa GraffFrom the author of the National Book Award nominee A TANGLE OF KNOTS comes an inspiring novel about figuring out who you are and doing what you love. Albie has never been the smartest kid in his class. He has never been the tallest. Or the best at gym. Or the greatest artist. Or the most musical. In fact, Albie has a long list of the things he's not very good at. But then Albie gets a new babysitter, Calista, who helps him figure out all of the things he is good at and how he can take pride in himself.A perfect companion to Lisa Graff's National Book Award-nominated A Tangle of Knots, this novel explores a similar theme in a realistic contemporary world where kids will easily be able to relate their own struggles to Albie's. Great for fans of Rebecca Stead's Liar and Spy, RJ Palacio's Wonder and Cynthia Lord's Rules.
Absolutely Almost
by Lisa Graff<P>Albie has never been the smartest kid in his class. He has never been the tallest. Or the best at gym. Or the greatest artist. Or the most musical. In fact, Albie has a long list of the things he's not very good at. But then Albie gets a new babysitter, Calista, who helps him figure out all of the things he is good at and how he can take pride in himself. <P>A perfect companion to Lisa Graff's National Book Award-nominated A Tangle of Knots, this novel explores a similar theme in a realistic contemporary world where kids will easily be able to relate their own struggles to Albie's. Great for fans of Rebecca Stead's Liar and Spy, RJ Palacio's Wonder and Cynthia Lord's Rules.
Absent Citizens
by Michael J. PrinceDisability exists in the shadows of public awareness and at the periphery of policy making. People with disabilities are, in many respects, missing from the theories and practices of social rights, political participation, employment, and civic membership. Absent Citizens brings to light these chronic deficiencies in Canadian society and emphasizes the effects that these omissions have on the lives of citizens with disabilities.Drawing together elements from feminist studies, political science, public administration, sociology, and urban studies, Michael J. Prince examines mechanisms of exclusion and inclusion, public attitudes on disability, and policy-making processes in the context of disability. Absent Citizens also considers social activism and civic engagements by people with disabilities and disability community organizations, highlighting presence rather than absence and advocating both inquiry and action to ameliorate the marginalization of an often overlooked segment of the Canadian population.
About Us: Essays From The New York Times' Disability Series
by Rosemarie Garland-Thomson Peter CatapanoBased on the pioneering New York Times series, About Us collects the personal essays and reflections that have transformed the national conversation around disability. <P><P> Boldly claiming a space in which people with disabilities can be seen and heard as they are—not as others perceive them—About Us captures the voices of a community that has for too long been stereotyped and misrepresented. Speaking not only to those with disabilities, but also to their families, coworkers and support networks, the authors in About Us offer intimate stories of how they navigate a world not built for them. Since its 2016 debut, the popular New York Times’ “Disability” column has transformed the national dialogue around disability. Now, echoing the refrain of the disability rights movement, “Nothing about us without us,” this landmark collection gathers the most powerful essays from the series that speak to the fullness of human experience—stories about first romance, childhood shame and isolation, segregation, professional ambition, child-bearing and parenting, aging and beyond. <P><P>Reflecting on the fraught conversations around disability—from the friend who says “I don’t think of you as disabled,” to the father who scolds his child with attention differences, “Stop it stop it stop it what is wrong with you?”—the stories here reveal the range of responses, and the variety of consequences, to being labeled as “disabled” by the broader public. <P><P>Here, a writer recounts her path through medical school as a wheelchair user—forging a unique bridge between patients with disabilities and their physicians. An acclaimed artist with spina bifida discusses her art practice as one that invites us to “stretch ourselves toward a world where all bodies are exquisite.” With these notes of triumph, these stories also offer honest portrayals of frustration over access to medical care, the burden of social stigma and the nearly constant need to self-advocate in the public realm. <P><P>In its final sections, About Us turns to the questions of love, family and joy to show how it is possible to revel in life as a person with disabilities. Subverting the pervasive belief that disability results in relentless suffering and isolation, a quadriplegic writer reveals how she rediscovered intimacy without touch, and a mother with a chronic illness shares what her condition has taught her young children. With a foreword by Andrew Solomon and introductory comments by co-editors Peter Catapano and Rosemarie Garland-Thomson, About Us is a landmark publication of the disability movement for readers of all backgrounds, forms and abilities. <P><P>Topics Include: Becoming Disabled • Mental Illness is not a Horror Show • Disability and the Right to Choose • Brain Injury and the Civil Right We Don’t Think • The Deaf Body in Public Space • The Everyday Anxiety of the Stutterer • I Use a Wheelchair. And Yes, I’m Your Doctor • A Symbol for “Nobody” That’s Really for Everybody • Flying While Blind • My $1,000 Anxiety Attack • A Girlfriend of My Own • The Three-Legged Dog Who Carried Me • Passing My Disability On to My Children • I Have Diabetes. Am I to Blame? • Learning to Sing Again • A Disabled Life is a Life Worth Living
Abnormal Child Psychology: A Developmental Perspective
by Linda WilmshurstAbnormal Child Psychology: A Developmental Perspectiveis intended for undergraduate and Masters-level students enrolled in courses in Abnormal Child and Adolescent Psychology. Written from a developmental perspective, the book is organized around five prominent and recurring themes: the course of normal development proceeds in an orderly and predictable direction; maladaptive behaviors represent deviations from the normal path; maladaptive behavior is represented by a continuum of severity (symptoms, syndromes, disorders) based on the degree to which behaviors deviate from the norm; individual, interpersonal, contextual and cultural factors interact in a reciprocal way to influence normal development and abnormal deviations; theoretical input from diverse perspectives can guide our understanding of underlying processes that precipitate and maintain behaviors and the different developmental pathways that might result. The text provides students with a learning model which incorporates three essential cornerstones, which are pivotal to understanding child and adolescent psychopathology: the K3 paradigm that consists of knowledge of developmental expectations, knowledge of the sources of influence, and knowledge of the theoretical models. Each chapter opens with a case illustration to highlight the themes of the material that follows. The chapters conclude with a Summary Review, Glossary of New Terms and a Set of Review Questions.
Ableist Rhetoric: How We Know, Value, and See Disability (RSA Series in Transdisciplinary Rhetoric #11)
by James L. CherneyAbleism, a form of discrimination that elevates "able" bodies over those perceived as less capable, remains one of the most widespread areas of systematic and explicit discrimination in Western culture. Yet in contrast to the substantial body of scholarly work on racism, sexism, classism, and heterosexism, ableism remains undertheorized and underexposed. In this book, James L. Cherney takes a rhetorical approach to the study of ableism to reveal how it has worked its way into our everyday understanding of disability.Ableist Rhetoric argues that ableism is learned and transmitted through the ways we speak about those with disabilities. Through a series of textual case studies, Cherney identifies three rhetorical norms that help illustrate the widespread influence of ableist ideas in society. He explores the notion that "deviance is evil" by analyzing the possession narratives of Cotton Mather and the modern horror touchstone The Exorcist. He then considers whether "normal is natural" in Aristotle’s Generation of Animals and in the cultural debate over cochlear implants. Finally, he shows how the norm "body is able" operates in Alexander Graham Bell’s writings on eugenics and in the legal cases brought by disabled athletes Casey Martin and Oscar Pistorius. These three simple equivalencies play complex roles within the social institutions of religion, medicine, law, and sport. Cherney concludes by calling for a rhetorical model of disability, which, he argues, will provide a shift in orientation to challenge ableism’s epistemic, ideological, and visual components. Accessible and compelling, this groundbreaking book will appeal to scholars of both rhetoric and disability studies, as well as to disability rights advocates.
Able to Play: Overcoming Physical Challenges (Good Sports)
by Glenn StoutAble to Play shares the inspiring stories of four baseball players. Mordecai "Three Finger"Brown, Ron Santo, Jim Abbott, and Curtis Pride faced physical challenges other players didn't have. With determination and guts, they didn't just overcome; they excelled. This book is a game-changing celebration of overcoming odds.
Able Lives: Women's Experience of Paralysis
by Jenny MorrisThis is a book written by spinal cord injured women who want to share their experiences with newly injured women and their friends and relatives, and to impress our concerns upon the general public and professionals. It is part of a growing movement to bring disability issues which previously have been kept private - behind the closed doors of individual lives - out into the open. We hope there will be many more books like this one to follow.
Able-bodied Like Me: Navigating And Balancing Cultures From The Seat Of My Pants
by Matt GlowackiIn his insightful new memoir, Able-Bodied like Me, Matt Glowacki, civility speaker and author, chronicles the changing attitudes in our society—and in himself—about what it means to be disabled. <P><P>In the 1970s, when Glowacki was born, disabilities were still considered something to hide. Despite being born without legs, Glowacki pushed back against this narrative. He didn’t consider himself disabled and thought the term imposed unneeded limitations. He also balked at the tone-deaf remarks of others. He didn’t want to be an “inspiration” to people without impairments or a convenient way for others to signal their own virtue. Glowacki wanted to simply live his life, and he clearly explains how harmful certain remarks and actions can be for people in the disabled community. <P><P>In his memoir, Glowacki lists eighteen points to ponder as you reflect on your own assumptions and actions. Glowacki also examines his own changing beliefs about the term “disability,” as well as society’s shifting perspective. <P><P>As Glowacki shares the challenges he and others face in their everyday lives, he also offers suggestions about how to foster an environment of mutual respect and understanding. Glowacki certainly doesn’t want your pity. He just wants you to listen.
Ability Structure and Loss of Vision
by Jyrki JuurmaaPsychological testing of the ability structures of the blind and sighted was commenced almost simultaneously during the first decades of this century. However, a majority of the studies concerning the blind, and the most crucial among them, sought to develop IQ-type test batteries, intended mainly for appraising their school achievement. By contrast, systematic studies have not been carried out to explore the relationships among different, mutually relatively independent traits and the quantitative contributions of such traits to different test performances. This lack of interest is perhaps due to the narrow range of occupations regarded as suitable for the blind: there has been no acute need for a more differentiated picture.
Ability Profiling and School Failure: One Child's Struggle to be Seen as Competent
by Kathleen M. CollinsAbility Profiling and School Failure, Second Edition explores the social and contextual forces that shape the appearance of academic ability and disability and how these forces influence the perception of academic underachievement of minority students. At the book’s core is the powerful case study of a competent fifth grader named Jay, an African American boy growing up in a predominantly white, rural community, who was excluded from participating in science and literacy discourses within his classroom community. In this new edition, researcher and teacher-educator Kathleen Collins situates the story of Jay’s struggle to be seen as competent within current scholarly conversations about the contextualized nature of dis/ability. In particular, she connects her work to recent research into the overrepresentation of minority students in special education, exploring the roles of situated literacies, classroom interactions, and social stereotypes in determining how some students come to be identified as "disabled." Ability Profiling and School Failure, Second Edition comprises a thorough investigation into the socially constructed nature of ability, identity, and achievement, illustrating the role of educational and social exclusion in positioning students within particular identities.
Ability Profiling and School Failure: One Child's Struggle to Be Seen As Competent
by Kathleen M. Collins Kathleen M CollinsAbility Profiling and School Failure: One Child's Struggle to Be Seen as Competent explores the social and contextual forces that shape the appearance of academic ability and disability and how these forces influence the perception of academic underachievement of minority students. It is a powerful case study of a competent fifth grader, an African American boy growing up in a predominantly white, rural community, who was excluded from participating in science and literacy discourses within his classroom community. The case study form allows for the integration of the story of the student's struggle to be seen as competent in school, a context where his teacher perceives him as learning disabled, with Collins' own perspective as a researcher and teacher-educator engaged in a professional development effort with the teacher. The contribution of this book is to make visible the situated and socially constructed nature of ability, identity, and achievement, and to illustrate the role of educational and social exclusion in positioning students within particular identities. Highly relevant across the field of education, this book will particularly interest researchers, graduate students, and professionals in literacy and science education, curriculum and instruction, sociocultural theories of learning, discourse analysis of classrooms, research on teaching and learning, special education, social foundations, and teacher education.