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See below for a selection of the latest books from Teaching of physically disabled students category. Presented with a red border are the Teaching of physically disabled students books that have been lovingly read and reviewed by the experts at Lovereading. With expert reading recommendations made by people with a passion for books and some unique features Lovereading will help you find great Teaching of physically disabled students books and those from many more genres to read that will keep you inspired and entertained. And it's all free!
With the proclamation of human rights and impact of the philosophy of humanism, there has been a worldwide call for providing humane treatment to the disabled and putting an end to their isolation. Written in the same context, the book developed as per the issued directives of NCTE equips its readers with the knowledge, understanding, skills, interests and attitude needed for working in the inclusive schools. It acquaints them with all the essentials related to the nature of the different types of disabilities or impairments, diversities and exceptionalities of the children belonging to an inclusive school, the need and means of introducing needed adaptations in the environmental conditions, curriculum, teaching-learning strategies, teaching-learning aids and equipment, methods of assessing the progress of the diverse children, and likewise so many other things and requirements for fulfilling their responsibilities towards the diverse children in the inclusive set-up of the school. It is primarily designed for the student teachers of secondary education and elementary education (B.Ed., B. El. Ed., D. Ed.) of the teacher training institutes. Key Features Full coverage of the current syllabi prescribed for B. Ed., B. El. Ed. and D. Ed. Comprehensive description of the various aspects of inclusive education and CWSN such as historical perspectives to disability and inclusive education needed pedagogical and assessment approaches for CWSN, educational provisions for the disabled at national and international levels, and so forth Inclusion of quite new topics such as learning styles in the context of different types of disabilities and children with special needs, forms of exclusions on various grounds including disabilities in Indian education, approaches and models of inclusion, individual education programme, assistive and adaptive technologies, and so on User-friendly language as well as mode of discussion
Peer supports really work: they're a great, efficient way to help all students learn, make the most of teacher/ paraprofessional time, and increase the achievement level of challenging students. This is the concise, practical guide every middle and high school needs to implement peer support strategies - including cooperative learning and peer tutoring - to benefit students with moderate to severe disabilities and their peers. With this reader-friendly, step-by-step planning guide from the foremost authorities on peer supports, educators, paraprofessionals, and other school staff will: discover how peer supports are a 'two-way street', boosting the academic outcomes, social skills, and self-esteem of students with disabilities and the peers who support them; determine which students might benefit most from peer supports; and, recruit and match the students most likely to form mutually beneficial relationships.
Transitions to adulthood for adolescents with disabilities are as diverse as the adolescents themselves. While there have been marked improvements for students with disabilities, there is still concern that employment education and independent living outcomes are not equitable across groups of students. For example, adolescents of color are more likely to face exclusionary discipline procedures in school resulting in detention and court involvement which, in turn, can limit access to educational opportunities in inclusive settings. Recommending a shift toward strengths-based approaches to research and practice, Trainor explores how all stakeholders, including researchers and practitioners, can help shape equitable opportunities for youth with disabilities in transition. Transition by Design reframes disability, diversity, and equity during the transition from high school to adulthood. Book Features: uses a unique theoretical framework in transition: cultivating a culture of practice; lays out an in-depth examination of the school-to-prison pipeline as a major issue in transition; examines health status and healthcare access issues relative to transition; calls for culturally responsive approaches to research by exposing the limitations of intervention methods and holes in the extant literature.
The author offers eight guiding principles that can be used to advance an inclusive pedagogy. These principles permit teachers to both acknowledge and draw from the conditions within which they work, even as they uphold their commitments to equitable schooling for students from historically marginalized groups, particularly students with disabilities.
When their children were young, several parents interviewed for this book were told, you can't expect much from your child. As they got older, the kids themselves often heard the same thing: that as children with disabilities, academic success would be elusive, if not impossible, for them. How Did You Get Here? clearly refutes these common, destructive assumptions. It chronicles the educational experiences-from early childhood through college-of sixteen students with disabilities and their paths to personal and academic success at Harvard University. Th e book explores common themes in their lives-including educational strategies, technologies, and undaunted intellectual ambitions-as well as the crucial roles played by parents, teachers, and other professionals. Above all, it provides a clear and candid account-in the voices of the students themselves-of what it takes to grapple eff ectively with the many challenges facing young people with disabilities. A compelling and practical book, How Did You Get Here? offers clear accounts not only of the challenges and biases facing young disabled students, but also of the opportunities they found, and created, on the way to academic and personal success.
This book presents an ethnographic case study of the personal motivations, advocacy, and activation of social capital needed to create and sustain the Immortelle Children's Centre, a private school that has served children with disabilities in Trinidad/Tobago for four decades. Based on narratives by parents from the 1980's, current parents, teachers, community advocates, and the author, who was the founder of Immortelle in 1978, the study views the school within the context of a nation standing in a liminal space between developed and developing societies. It argues that the attainment of equity for children with disabilities will require an agenda that includes a legal mandate for education of all children, increased public funding for education, health and therapeutic services, and an on-going public awareness campaign. Relating this study to the global debate on inclusion, the author shows how the implementation of this agenda would have to be adapted to the social, cultural, and economic realities of the society.
The current policy of educating d/Deaf and h/Hard of hearing (DHH) students in a mainstream setting, rather than in the segregated environments of deaf schools, has been portrayed as a positive step forward in creating greater equality for DHH students. In Language, Power, and Resistance, Elizabeth S. Mathews explores this claim through qualitative research with DHH children in the Republic of Ireland, their families, their teachers, and their experiences of the education system. While sensitive to the historical context of deaf education, Mathews focuses on the contemporary education system and the ways in which the mainstreaming agenda fits into larger discussions about the classification, treatment, and normalization of DHH children. The research upon which this book is based examined the implications that mainstreaming has for the tensions between the hegemonic medical model of deafness and the social model of Deafness. This volume explores how different types of power are used in the deaf education system to establish, maintain, and also resist medical views of deafness. Mathews frames this discussion as one of power relations across parents, children, and professionals working within the system. She looks at how various forms of power are used to influence decisions, to resist decisions, and to shape the structure and delivery of deaf education. The author's findings are a significant contribution to the debates on inclusive education for DHH students and will resonate in myriad social and geographic contexts.
Deaf education in New South Wales has made tremendous progress since the end of World War II, yet issues remain for students from their early years of education through secondary high school. Naomi Malone traces the roots of these issues and argues that they persist due to the historical fragmentation within deaf education regarding oralism (teaching via spoken language) and manualism (teaching via sign language). She considers the early prevalence of oralism in schools for deaf students, the integration of deaf students into mainstream classrooms, the recognition of Australian Sign Language as a language, and the growing awareness of the diversity of deaf students. Malone's historical assessments are augmented by interviews with former students and contextualized with explanations of concurrent political and social events. She posits that deaf people must be consulted about their educational experiences and that they must form a united social movement to better advocate for improved deaf education, regardless of communication approach.
Leading scholar Michael Wehmeyer provides a cogent but accessible account of the evolution of special education. Offering a compelling vision of where the field should be headed in the next decade, he examines the big ideas that can improve outcomes for learners with disabilities including the importance of creating personalizable education.
Now in a fully revised and updated 6th edition, reflecting changes in legislation and cutting-edge research, this is a complete introduction to adapted physical education, from the underpinning science to practical teaching strategies and program design. The book covers a broader range of disabilities, developmental disorders, and health conditions than any other textbook and includes brand new material on developmental coordination disorders and cognitive development. Full of teaching and coaching strategies and techniques, it introduces scientific fundamentals, key legislation, and best practice in designing effective programs. It encourages the reader to consider the individual before the disability and to focus on what learners can do rather than what they can't. This is an essential reference for teachers, coaches, or exercise professionals working with children with disabilities. It is also an invaluable resource for undergraduate or postgraduate students of adapted physical education, kinesiology, physical education, physical therapy, exercise science, athletic training, or sports coaching. The new edition features updated online resources, including PowerPoint slides, web links, an example syllabus, and quizzes.