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Special education has changed over the years since its inception due to advocacy, litigation, legislation, trends, and research investigations. While it can be somewhat controversial depending on the disability the child might have or professionals involved in the process of instructing and planning his/her future education, it is a field that has values that has had measurable impacts on people's lives. "Special Education: Advancing Values" focuses on values that are engrained in special education and how we can maintain, sustain, and advance them. It also addresses the most current viewpoints and perspectives on the traditions of special education for students with disabilities alongside new and innovative practices. "Special Education: Advancing Values" is a very comprehensive book. The chapters introduce the field of special education and how we can maintain and advance traditions in the education of students with learning disabilities, emotional and/or behavioral disorders, intellectual disabilities, physical and other health impairments, students who are deaf/hard of hearing, students with visual impairments, and students with extensive support needs. Related topics include students from culturally and linguistically diverse backgrounds, general education teachers, school leaders and administrators, and parents. "Special Education: Advancing Values" concludes with a summary chapter that addresses why special education is an important educational phenomenon that has fundamental values worthy of sustainability and advancements. This volume is an excellent resource for special education professionals who teach and serve learners with disabilities, and other related professionals involved in the educational process such as administrators, school counsellors, and psychologists.

"Using Technology to Enhance Special Education," Volume 37 of Advances in Special Education, is a logically, thoughtfully organized, and well-sequenced text. It focuses on how general and special educators can use technology to work with children and youth with disabilities. This cutting-edge book involves researchers, scholars, educators, and leaders who are knowledge producers in the field. It is written to respond to today's changing world where technology has become a very powerful force. As it stands, the world is getting smaller and smaller; and what is happening in a location quickly becomes known everywhere. For example, during the tense periods of the global COVID pandemic, technology became the livewire of our world. This book begins with an introduction to technology and students with disabilities; and the remaining chapters focus on the role of technology in the education of students with learning disabilities, emotional and/or behavioral disorders, and intellectual disabilities, autism spectrum disorders, physical and health impairments, hearing impairments/deafness, visual impairments, and traumatic brain injuries. In addition, some chapters focus on the role of technology in achieving equitable and inclusive education, building culturally and linguistically responsive general and special education, and creatively using digital comics to improve written narratives. In the end, this book concludes with a chapter that forward looking ways to infuse technology in special education. We feel that this volume is an excellent resource for special education researchers, scholars, practitioners, and professionals who teach and serve students with disabilities.

Children with learning disabilities can be as sharp as their peers; however, they may find it challenging to write, read, reason out information, spell things correctly, or process information. Due to this, it is critical for students to understand the ways of learning that suit them the best. They may not be aware of the different ways they can learn or may not be able to develop a self-reliant approach to learning and will often seek help. "Perspectives of Cognitive, Psychosocial, and Learning Difficulties From Childhood to Adulthood: Practical Counseling Strategies" provides a guide for understanding learning difficulties and sheds light on a variety of strategies that can be implemented in the class by teachers. The book also underscores the importance of literacy and numeracy and the relationship between learning difficulties and student wellbeing. Covering key topics such as counseling, coping strategies, and interventions, this premier reference source is ideal for administrators, policymakers, researchers, scholars, academicians, practitioners, instructors, and students.

Inclusive education remains a significant challenge in today's educational landscape, as K-12 classrooms and higher education institutions struggle to meet the diverse needs of all students. To address this pressing issue, "Developing Inclusive Environments in Education: Global Practices and Curricula," led by Kiyoji Koreeda, offers practical strategies and insights. The book explores the Universal Design for Learning (UDL) framework, providing a comprehensive guide to making learning inclusive and transformative. It showcases global examples of universal design curricula and highlights the use of educational technologies to facilitate inclusive learning experiences. By focusing on practical activities and support systems, the book empowers educators to build inclusive classrooms and higher education settings, offering detailed descriptions of useful tools and software for personalized teaching materials and reasonable accommodations. "Developing Inclusive Environments in Education" is an essential resource for researchers and educators committed to fostering inclusive practices and creating transformative educational environments. Embracing the strategies and insights presented in this book allows researchers and educators to revolutionize their approach to education. They can create inclusive environments that support the success and well-being of every student, ensuring that no one is left behind. By adopting the practical guidance and leveraging the examples provided, educators can implement inclusive practices and transform their classrooms and educational settings to meet the diverse needs of learners worldwide. This transformative approach empowers educators to utilize advanced curricula, leverage educational technologies, and implement personalized teaching materials and accommodations, ultimately creating an environment where all students can thrive. "Developing Inclusive Environments in Education" serves as a valuable resource, equipping educators with the necessary knowledge and tools to build inclusive and transformative educational environments.

This comprehensive, interdisciplinary handbook presents the latest research in the study, assessment, treatment, and understanding of intellectual and developmental disabilities. The past five decades have resulted in dramatic breakthroughs in the understanding of intellectual and developmental disabilities (IDD). Editor-in-Chief Laraine Masters Glidden and her editorial team provide an overview of the historical foundations of the field of IDD as well as up-to-date material on clinical diagnosis, assessment, interventions, and treatments for such conditions. It goes on to address legal, ethical, and educational issues; and other social issues that affect the lives of people with IDD, including family impact and adjustment, relationships and parenting, spirituality, residential and caretaking services, maltreatment and criminal justice issues, stigma and ableism, health, and aging. Chapters address the etiology and treatment of specific conditions (including Down syndrome, fragile X syndrome, other genetic and chromosomal conditions, autism spectrum disorder, acquired brain injury, cerebral palsy, and fetal alcohol spectrum disorders) as well as functioning in multiple domains and throughout the lifespan. Contributing causes to IDD are explored within various contexts such as culture, race, ethnicity, and socioeconomic status.

In order to properly understand and compare traditional and innovative assessment techniques for students with disabilities, we must be able to access examples of how they work in a logical and thoughtful sequence. This finely curated collection of thirteen chapters presents ideas and research on different disability topics from key leaders in the field of the assessment of children with disabilities. Written by well-known and respected researchers, scholars, and educators who are actively involved in teaching undergraduate and graduate special education courses on the assessment of students with disabilities, this volume opens with a thorough introduction on the current situation. The topics covered by the remaining chapters include students with learning and intellectual disabilities, emotional and behavioral disorders, sensory impairments, extensive support needs, traumatic brain injuries, and those who are culturally and linguistically diverse, autistic, and those who have physical disabilities. The concluding chapter muses on what the future holds for traditional and innovative assessment techniques for students with disabilities. This volume is an excellent resource for special education researchers, scholars, practitioners, and professionals who teach and serve young learners with disabilities. [Individual chapters are indexed in ERIC.]

Papers from the proceedings of the 14th Annual Conference of the Bulgarian Comparative Education Society were submitted in two volumes. Volume 1 contains papers submitted at the conference held in Sofia, Bulgaria, June 14-17, 2016. Volume 2 contains papers submitted at the 4th International Partner Conference of the International Research Centre (IRC) "Scientific Cooperation," Rostov-on-Don, Russia, June 14-17, 2016. The overall conference theme was "Education Provision to Every One: Comparing Perspectives from Around the World." The theme of the 4th International Partner Conference is "Education, Science and Research: Innovative Perspectives for Development." This book contains the papers from volume 2. The papers are thematically distributed into 2 parts: Part 1 "Educational Development Strategies in Different Countries and Regions of the World: National, Regional and Global Levels"; and Part 2 "Key Directions and Characteristics of Research Organization in Contemporary World." Following a preface the book contains: Part 1: Educational Development Strategies in Different Countries and Regions of the World: National, Regional and Global Levels [title provided in English and Bulgarian]: (1) Weak English Language Literacy and Early School Leaving in a Maltese Context (Victor Martinelli); (2) Activities Contributing a Great Deal to the Students' Interactive Skills in Foreign Language Classes (Susanna Asatryan); (3) Students' Wisdom Related Knowledge as Expertise (Marlena Plavšic and Neala Ambrosi-Randic); (4) Trends and Features of Student Research Integration in Educational Program (Svetlana Grinenko, Elena Makarova, and John-Erik Andreassen); (5) Formation and Development of the System of Metasubject and Oversubject Concepts in the Structure of the Person's Cognitive Experience within General Geographic Education (Alexander Letyagin); (6) Components of Task-Based Needs Analysis of the ESP Learners with the Specialization of Business and Tourism (Naira Poghosyan); (7) Economy and Education in the Context of Lifelong Learning (Natalia Kovaleva, Andrey Melguiy, Aleksandr Kovalev, and Yuliya Dvoretskaya [title provided in English and Bulgarian, abstract in English and Bulgarian, and paper in Bulgarian]; (8) Russian Education of Engineers (Social and Psychological Expectations) (Elena Kirillova) [title provided in English and Bulgarian, abstract in English and Bulgarian, and paper in Bulgarian]; (9) SmartEducation of Foreign Students in the Russian-Speaking Groups of Technical University (Svetlana Vershinina) [title provided in English and Bulgarian, abstract in English and Bulgarian, and paper in Bulgarian]; (10) Organization of International Exhibitions and Contests as an Innovative Preparation Method of the Artist-Specialist (Svetlana Melnikova and Ludmila Petrenko) [title provided in English and Bulgarian, abstract in English and Bulgarian, and paper in Bulgarian]; (11) About Reproduction Threats of Intellectual Potential in Modern Russia (Lyudmila Dyshaeva) [title provided in English and Bulgarian, abstract in English and Bulgarian, and paper in Bulgarian]; (12) Organization and Content of the Pedagogical Practice within Integrated 300 Credit Teacher Training Program (Ketevan Chkuaseli, Marine Gognelashvili, and Nino Chakhunashvili) [title provided in English and Bulgarian, abstract in English and Bulgarian, and paper in Bulgarian]; (13) University Teacher Preparation within 60-Credit Pedagogical Module Construction (Rusudan Sanadze and Tinatin Dolidze) [title provided in English and Bulgarian, abstract in English and Bulgarian, and paper in Bulgarian]; (14) Problematic Issues of Interactive Lesson in Teaching Science at the Primary Level of Secondary Schools in Georgia (Ephemia Kharadze) [title provided in English and Bulgarian, abstract in English and Bulgarian, and paper in Bulgarian]; and (15) Main Areas of Educational Technology Modernization at Kazakh National Medical University Named after S. D. Asfendiarov (Meiramkul Abirova, Aiman Khajiyeva, Irina Baskakova, Ulzhan Beissebayeva, and Kamil?a Mustafina) [title provided in English and Bulgarian, abstract in English and Bulgarian, and paper in Bulgarian]. Part 2: Key Directions and Characteristics of Research Organization in Contemporary World [title provided in English and Bulgarian]: (16) Student International Research Project on Employees' Involvement in Innovation: Experience and Outcomes (Maxim Bondarev, Elena Zashchitina, and John-Erik Andreassen); (17) Personal Integration Resources of Mentally Handicapped Teenagers into Society (Natalia Konovalova); (18) Study Methods of Church Historical Science of the Second Half of the XIX--The First Quarter of the XX Centuries: Search and Approbation (Kristina Kuzoro) [title provided in English and Bulgarian, abstract in English and Bulgarian, and paper in Bulgarian]; (19) Analysis of the Concept "Professional-Moral SelfDetermination of Future Bachelor" in Psychological and Pedagogical Literature (Kseniya Yushkova) [title provided in English and Bulgarian, abstract in English and Bulgarian, and paper in Bulgarian]; and (20) Development of Globally Competent Early-Career Researchers: A Case of Russia (Anna Bondarenko) [title provided in English and Bulgarian, abstract in English and Bulgarian, and paper in Bulgarian]. (Individual papers contains references.) [For Volume 1, "Education Provision to Every One: Comparing Perspectives from around the World. BCES Conference Books, Volume 14, Number 1," see ED568088.]

While services for students with disabilities have been vastly improved in recent years, and research has created far greater awareness for the issues they face, there are still many obstacles to overcome as these students progress through the education system. This book discusses the considerable challenges these students conquer in education, varying relationships with teachers and academics, learning resources, and everyday social situations. Beginning with an introduction to transition services and students with disabilities, this invaluable text goes on to discuss a wide range of disability topics. Leaders in the field of transition services present recent research on students with learning disabilities, deaf/hard of hearing students, those who have visual impairments, autistic students, those with extensive support needs, physical disabilities, and more. This book is an excellent resource for special education researchers, scholars, practitioners, and professionals who teach and serve students with disabilities. Chapters in this volume include: (1) Special Education Transition Services for Students with Disabilities: An Introduction (Jeffrey P. Bakken); (2) Transition Services for Students with Learning Disabilities (Margaret P. Weiss and Michael Faggella-Luby); (3) Memories of Warmth: Transition for Students with Emotional and/or Behavioral Disorders (Frederick J. Brigham, John William McKenna, and Michele M. Brigham); (4) Special Education Transition Services for Students with Intellectual Disabilities (Emily C. Bouck and Jiyoon Park); (5) Special Education Transition Services for Students who are Deaf/Hard of Hearing (Christy M. Borders, Marcus Daczewitz, and Kristi M. Probst); (6) Special Education Transition Services for Students with Visual Impairments (Stacy M. Kelly); (7) Special Education Transition Services for Students with Autism (Shannon Stuart and James C. Collins); (8) Special Education Transition Services for Students with Extensive Support Needs (Sarah R. Carlson, Vidya D. Munandar, Michael L. Wehmeyer, and James R. Thompson); (9) Special Education Transition Services for Students with Traumatic Brain Injuries (Sunday Obi, Festus E. Obiakor, Stephanie L. Obi, and Doreen Myrie); (10) Speech-Language Pathologists' Role in Promoting Student Participation in Interprofessional Transition Planning Teams (Ginger Collins and Julie A. Wolter); (11) Transitioning Students with Physical Disabilities and Other Health Impairments (Eugene F. Asola and Samuel R. Hodge); and (12) Foundational Assumptions for Successful Transition: Examining Alternatively Certified Special Educator Perceptions (John William McKenna, Frederick J. Brigham, Melissa Parenti, and Brittany Hott).

"Teaching, Including, and Supporting College Students with Intellectual Disabilities" provides higher education professionals and proponents of post-secondary education programs for students with intellectual disabilities (ID) with a comprehensive guide to developing new programs and inclusive practices for college students with ID. Drawing on their own extensive experience with inclusive college programs, the authors outline lessons learned and offer helpful advice for developing, organizing, and implementing such programs. Covering topics from operating key program elements -- such as career training and preparing for post-program success -- to working with families and addressing safety issues, this book is both a practical resource and a springboard for generating innovative ideas to expand inclusive learning and living opportunities for individuals with ID. This valuable resource provides a research-based overview of the key elements that any higher education professional or advocate should know when supporting students with and without disabilities.

"Special Education for Young Learners with Disabilities" brings together leaders in the field of young children with disabilities, to present their ideas and research on different disability topics. Beginning with an introduction to the topic, the remaining chapters include discussions on learning disabilities, emotional and behavioral disorders, and intellectual disabilities; those who are deaf/hard of hearing; those who have visual impairments; those who have autism, severe and multiple disabilities, and traumatic brain injury; those who are culturally and linguistically diverse; those who have physical disabilities, and other health impairments. While this book focuses largely on the current climate of special education for young learners with disabilities, it also looks forward, concluding with a chapter on the future for the topic, both on a research and a practical basis. This volume of "Advances in Special Education" is a fundamental resource for special education researchers, scholars, practitioners, and professionals who teach and serve young learners with disabilities. Following the preface, this book contains 13 chapters: (1) Special Education for Young Learners with Disabilities: An Introduction (Jeffrey P. Bakken); (2) Reading Interventions for Young Learners with Reading Difficulties and Disabilities: The Role of Word Reading and Word Meaning (Christy R. Austin and Sharon Vaughn); (3) Urgent and the Always: Intervening on Behavior Problems in Young Children (Frederick J. Brigham, John William McKenna, Carlos E. Lavin, Murat Koc, Lindsay Watkins and Michele M. Brigham); (4) Special Education for Young Learners with Intellectual Disabilities (Emily Bouck and Courtney Maher); (5) Special Education for Young Learners who are Deaf/Hard of Hearing (Christy M. Borders, Molly Herman, Karla Giese, and Anna Tess); (6) Special Education for Young Children with Visual Impairments (Stacy Kelly); (7) Special Education for Young Learners with Autism (Stacey J. Bock, Christy M. Borders, Kristi Probst and Shaqwana Freeman-Green); (8) Inclusive Special Education for Young Learners with Severe and Multiple Disabilities (Eva Horn, Stephanie Parks and Zhe An); (9) Teaching Young Children with Traumatic Brain Injuries in Inclusive Classroom Settings (Cheryl A. Utley, Festus E. Obiakor and Sunday Obi); (10) We Can Do Better: Critically Reframing Special Education Research and Practice at the Intersections of Disability and Cultural and Linguistic Diversity for Young Children (Kathleen A. King Thorius, M. Nickie Coomer and Tammera Moore); (11) Special Education for Young Learners with Physical Disabilities (Eugene Asola and Samuel R. Hodge); (12) Special Education for Young Learners with Other Health Impairments (Eugene Asola and Samuel R. Hodge); and (13) Special Education for Young Learners with Disabilities: Moving Forward (Festus E. Obiakor, Sunday Obi, Cheryl Utley, Jessica Graves and Tachelle Banks).

The use of mobile technology for learning in organizations and the workplace is spreading widely with the development of infrastructure and devices that allow ubiquitous learning and training. Since learning, teaching, and training in a mobile-saturated environment is a developing field, implications for a combined overview of these topics may be beneficial both for research and practice in the broader view of a user's lifespan. "Mobile Technologies in Educational Organizations" is a collection of innovative research on the methods and applications of mobile technologies in learning and training and explores best practices of mobile learning in organizations and the workplace. While highlighting topics including ethics, informal education, and virtual reality, this book is ideally designed for teachers, administrators, principals, higher education professionals, instructional designers, curriculum developers, managers, researchers, and students. This book contains the following chapters: (1) Social Innovation in Public Schools: A Case Study on the Remote Experimentation Laboratory of the Federal University of Santa Catarina (Isabela Silva, Karmel Nardi Silva, Karen Schmidt Lotthammer, Simone Bilessimo, and Juarez Bento Silva); (2) Enhance Active Learning in Higher Education by Using Mobile Learning (Noa Ragonis and Osnat Dagan); (3) Preparing Preservice Teachers to Use Mobile Technologies (Carolyne Nekesa Obonyo); (4) Mobile Technologies for Making Meaning in Education: Using Augmented Reality to Connect Learning (Teresa L. Coffman and Mary Beth Klinger); (5) Strategies for Developing Mobile Location-Based Learning Activities by Teachers (Hagit Meishar Tal); (6) Students as Co-Creators of a Mobile App to Enhance Learning and Teaching in HE (Julie Prescott, Pippa Iliff, Daniel J. T. Edmondson, and Duncan Cross); (7) The Role of a WhatsApp Group of a Professional Learning Community of Chemistry Teachers in the Development of Their Knowledge (Ron Blonder and Ruth Waldman); (8) Culture and Context Impact on Mobile Tech Application in Organizational Learning: Case Study of UK Higher Education Institution and Chinese State-Owned Enterprise (Yun Chen and Yunpu Zhang); (9) Contextualized MALL in Target and Non-Target Countries: Mobile Activity Evaluation (Anat Cohen and Orit Ezra); (10) The Use of Mobile Technologies by Immigrant Adolescents in Coping With the New Language and With Their Formal Studies (Gila Cohen Zilka); (11) Time for a Change: Designing a Mobile Application to Assist People With Intellectual Disabilities (Rotem Israel Fishelson); (12) Design and Development of a Mobile Writing Application for Students With Dysgraphia (Sinan Hopcan, Saniye Tugba Tokel, Necdet Karasu, and Çigil Aykut); (13) Using Tablet Applications as Assistive Tools in Teaching English as a Foreign Language (Tami Seifert and Veronika Zimon); (14) Real-Time Mobile Assessment of Learning: Insights From an Experiment With Middle School Students From Remedial, Mainstream, and Excellence Tracks (Ina Blau); and (15) Leveraging Mobile Technologies to Support Active Learning for All Students: Smartphones to Support Learning (Jennifer L. Gallup, Beverly B. Ray, and Cory A. Bennett).

This volume presents the latest research from internationally recognized researchers and practitioners on language, literacy and numeracy, cognition, and social and emotional development of deaf learners. In their contributions, authors sketch the backgrounds and contexts of their research, take interdisciplinary perspectives in merging their own research results with outcomes of relevant research of others, and examine the consequences and future directions for teachers and teaching. Focusing on the topic of transforming state-of-the-art research into teaching practices in deaf education, the volume addresses how we can improve outcomes of deaf education through professional development of teachers, the construction and implementation of evidence-based teaching practices, and consideration of "the whole child," thus emphasizing the importance of integrative, interdisciplinary approaches. Titles in the book: (1) Sleuthing the 93% Solution in Deaf Education (Marc Marschark and Harry Knoors); (2) Assessment and Development of Deaf Children with Multiple Challenges (Terrell Clark); (3) Deaf and Hard of Hearing Multilingual Learners: Language Acquisition in a Multilingual World (Kathryn Crowe); (4) Dialogic Teaching and Translanguaging in Deaf Education (Ruth Swanwick); (5) Effects of Family Variables on Spoken Language in Children with Cochlear Implants (Ivette Cejas and Alexandra L. Quittner); (6) Spoken Language and Language Impairment in Deaf and Hard-of-Hearing Children: Fostering Classroom Environments for Mainstreamed Children (Birgitta Sahlén, Kristina Hansson, Viveka Lyberg-Åhlande, and Jonas Brännström); (7) The Influence of Signs on Spoken Word Learning by Deaf and Hard-of-Hearing Children (Lian van Berkel-van Hoof); (8) Measuring Deaf Learners' Language Progress in School (Wolfgang Mann); (9) Many Ways to Reading Success: New Directions in Fostering Deaf Readers' Reading Comprehension Skills (Paul Miller); (10) Reading Development in Deaf Children: The Fundamental Role of Language Skills (Fiona Kyle); (11) Word Identification and the Adolescent Deaf and Hard-of-Hearing Reader: Going Back to Learning to Read (Jessica W. Trussell and M. Christina Rivera); (12) Cognitive Constraints on Learning to Read in Children with an Intellectual Disability Who Are Deaf or Hard of Hearing (Evelien van Wingerden, Arjan van Tilborg, and Hans van Balkoum); (13) Thinking in Action and Beyond (Terezinha Nunes); (14) Parents Count: Enhancing Early Math Skills of Young Deaf and Hard-of-Hearing Children in the Home Environment (Loes Wauters and Evelien Dirks); (15) Implications of Cross-Modal and Intra-Modal Plasticity for the Education and Rehabilitation of Deaf Children and Adults (Benedetta Heimler, Francesco Pavani, and Amir Amedi); (16) Neurocognitive Functioning in Deaf Children with Cochlear Implants (William G. Kronenberger and David B. Pisoni); (17) Embodied Cognition in Prelingually Deaf Children with Cochlear Implants: Preliminary Findings (Irina Castellanos, Chen Yu, David B. Pisoni, and Derek M. Houston); (18) The Development of Young Deaf and Hard-of-Hearing Children: A Closer Look at the Influence of the Caregiving Environment (Evelien Dirks); (19) Psychosocial Development of Hard-of-Hearing Preschool Children: Implications for Early Intervention (Nina Jakhelln Laugen); (20) Social-Emotional Problems in Deaf and Hard-of-Hearing Children from an Executive and Theory of Mind Perspective (Constance Vissers and Daan Hermans); (21) Mental Health and Psychosocial Well-being in Deaf and Hard-of-Hearing Students (Jesper Dammeyer); (22) Assessment of Pragmatic Abilities among Deaf and Hard-of-Hearing Learners in Relation to Social Skills (Anat Zaidman-Zait and Tova Most); (23) Revisiting Curricula for Deaf Students: A Norwegian Perspective (Stein Erik Olna); (24) Importance of Technology for Education of Deaf Students (Michael Stinson); (25) Online Learning and Deaf Students: Accessible by Design (Stephanie Cawthon and Jessica I. Mitchell); and (26) Mind the Gap! The Need for Constructing and Implementing Teaching Practices Informed by Research Evidence (Harry Knoors, Annet de Klerk, and Marc Marschark).

Diverse learners with particular needs require a specialized curriculum that will help them develop socially and intellectually. As educational technologies and theoretical approaches to learning continue to advance, so do the opportunities for exceptional children. "Instructional Strategies in General Education and Putting the Individuals with Disabilities Act (IDEA) Into Practice" is a pivotal reference source for the latest teaching strategies for educators with special needs students. Featuring extensive coverage on relevant areas such as instructional adaptions, locomotor apparatus diseases, and intellectual disabilities, this publication is an ideal resource for school administrators, general and special education classroom teachers, and graduate-level students seeking current research on instructional strategies for educating students with disabilities. Chapters in the book include: (1) IDEA and Inclusive Education: Issues, Implications, and Practices (Marquis Grant); (2) Teaching Students with Specific Learning Disabilities in the General Education Classroom (Pam Epler); (3) Working with Attention-Deficit Disorder, Attention-Deficit/Hyperactivity Disorder, and Twice-Exceptional Students (Pam Epler); (4) Demystifying Deafness: Helpful Information for Classroom Teacher (Jamie L. McCartney); (5) Assistive Technology for the General Education Classroom (Richard J. Vigilante, Jr. and MaryPaul B. Hoile); (6) Thinking It Through: Using the ADAPT Strategy to Differentiate and Adapt Instruction (Michelle Chamblin); (7) Project-Based Learning for Students with Intellectual Disabilities (Vardan Mkrttchian); (8) Music Therapy: A Pedagogical Alternative for ASD and ID Students in Regular Classrooms (María Luisa Montánchez Torres and Verónica Juárez Ramos); and (9) The Role of the School Library in Empowering Visually Impaired Children with Lifelong Information Literacy Skills (Iwu-James Juliana, Roland Izuagbe, Victoria Itsekor, Michael Fagbohun, Aderonke Asaolu, and Mary Nwanne Nwokeoma).

What are today's best methods for teaching literacy skills to students with complex support needs--including autism, intellectual disability, and multiple disabilities? This comprehensive guidebook has up-to-date, evidence-based answers for pre- and in-service educators. Developed by Copeland and Keefe, the experts behind the landmark book "Effective Literacy Instruction for Students with Moderate or Severe Disabilities," this thoroughly reimagined follow-up reflects 10 years of groundbreaking research and advances in the field. Readers will discover current recommended practices on critical topics, including how to build vocabulary, increase word recognition, enhance fluency, address cultural and linguistic diversity, and use academic standards when designing instruction. Readers will also get the guidance needed to put theory into practice: powerful lesson planning strategies, practical examples, and case studies that bring key principles of instruction to life. Whether used as a text for teachers in training or a guide for practicing educators, this book will help teachers of Grades K-12 increase access to literacy and prepare all learners for successful communication, employment, and community life. The following is new to this second edition: (1) New section on literacy as a human right for all learners (the "why" of instruction); (2) Chapters on how to design engaging learning environments; (3) Cutting-edge guidance on today's assistive technology and augmentative and alternative communication; (4) A dedicated chapter on how to use national and state standards in designing instruction; (5) Recommendations for adapting books and other materials to increase all learners' access; (6) Chapters on combining literacy and the arts to enhance student engagement; and (7) More on literacy beyond high school, including community-based learning opportunities. This book contains the following chapters: (1) Literacy for All (Susan R. Copeland, Elizabeth B. Keefe, and Ruth Luckasson); (2) Developing Language and Communication (Ann-Marie Orlando and Julia Scherba de Valenzuela); (3) Addressing Cultural and Linguistic Diversity in Language and Literacy Instruction (Julia Scherba de Valenzuela); (4) Addressing Cultural and Linguistic Diversity in Language and Literacy Instruction (Julia Scherba de Valenzuela); (5) Creating Accessible, Rich, and Engaging Literacy Environments (Jessica Apgar McCord, Ann-Marie Orlando, Elizabeth B. Keefe, and Stephanie Nieto); (6) Getting the Point: Comprehension Instruction (Susan R. Copeland, Sharon L. Head, and Heather DiLuzio); (7) A Broader Approach to Fluency (Pamela Williamson, Christina R. Carnahan, Jeongae Kang, and Turki S. Alzahraney); (8) Words, Glorious Words! (Elizabeth B. Keefe, Phyllis M. Robertson, and Karen M. Potter); (9) What's the Word? Word Recognition Instruction (Susan R. Copeland, Sharon L. Head, and Heather DiLuzio); (10) Conveying Your Message: Writing Instruction (Kristie Asaro-Saddler); (11) Organizing Effective Literacy Instruction: A Framework for Planning (Megan H. Foster, Jessica Apgar McCord, and Elizabeth B. Keefe); (12) Adapting Books and Other Literacy Genres (Laurel Lane and Andrea L. Ruppar); (13) Beyond the Common Core: Art, Music, and Creativity in Literacy Learning (Laurel Lane); (14) Literacy Beyond High School (Megan M. Griffin, Laurel Lane, Tammy Day, and Elise McMillan); and (15) Where Do We Go From Here? (Elizabeth B. Keefe, Susan R. Copeland, Ruth Luckasson, and Diane Ryndak). Supplementary materials include: (1) Myths and Facts; and (2) Case Studies. An index is included. [For "Effective Literacy Instruction for Students with Moderate or Severe Disabilities," see ED497274.]

Interventions in special education are results of advocacy, legislation, litigation, research, and trends. Since interventions come in many forms, they represent multidimensional viewpoints and perspectives and need to be handled with professional care, integrity, fidelity. This book highlights the fact there are skill-sets needed to work with divergent disability categories. The chapters begin with introducing readers to contextual bases of interventions for learners with disabilities and end with futuristic perspectives that go beyond tradition. Other chapters focus on students with learning disabilities, emotional and behavioral disorders, and intellectual disabilities. Additional chapters focus on students who are deaf and hard of hearing, and students with visual impairments, autism, severe disabilities, traumatic brain injury, speech and language impairments, and physical and other health impairments. This volume presents the voices of leaders in the field of special education and addresses critical issues related to identification, assessment, labeling, placement, and instruction. Furthermore, it responds to what makes special education "special." Not only does this volume present historical contexts, it also authenticates the legitimacy of helping all learners to maximize their fullest potential, the real essence of special education. To a large extent, this book will be an excellent resource for undergraduate and graduate students, regular educators, special educators, educator preparation professionals, researchers, scholars, and practitioners. Following the preface, this book contains 11 chapters: (1) Viewpoint on Interventions for Students with Learning Disabilities: Instruction Matters (Margaret P. Weiss); (2) Promoting Positive Freedoms for Secondary Students with Emotional and Behavioral Disorders: The Role of Instruction (Frederick J. Brigham, John William McKenna, Carlos E. Lavin, Michele M. Brigham, and Lindsay Zurawski); (3) Interventions for Students with Intellectual Disabilities (Emily Bouck and Erin Bone); (4) Interventions for Students Who Are Deaf/Hard of Hearing (Christy M. Borders, Stacey Jones Bock, Karla Giese, Stephanie Gardiner-Walsh, and Kristi M. Probst); (5) Interventions for Students with Visual Impairments (Stacy M. Kelly); (6) Interventions for Students with Autism (Shannon Stuart); (7) Viewpoints on Interventions for Students with Extensive and Pervasive Support Needs (Jennifer Kurth, Alison Zagona, Amanda Miller, and Michael Wehmeyer); (8) Interventions for Learners with Traumatic Brain Injuries (Angela I. Canto and Danielle M. Eftaxas); (9) An Overview of Classroom-based Speech-Language Pathology Services (Rita L. Bailey); (10) Interventions for Students with Physical Disabilities and Other Health Impairments (Sunday O. Obi); and (11) Viewpoints on Interventions for Learners: With Disabilities: Beyond Tradition (Festus E. Obiakor, Jeffrey Bakken, and Jessica Graves).

For students with disabilities, including those with complex support needs, inclusion means more than just physical presence in a classroom--it means valued membership and full participation in a general education classroom and the school community. This book is your school team's practical blueprint for making authentic inclusion happen in K-12 classrooms. Taking the stress and uncertainty out of inclusion, top expert Cheryl M. Jorgensen guides you step by step through her accessible approach to creating inclusive learning environments for students with autism, Down syndrome, intellectual disability, and multiple disabilities. You will get a clear rationale for meaningful inclusion and learn how to use strengths-based, person-centered planning to meet the needs of each individual student. Concrete, research-based examples show you what successful inclusion looks like, and ready-to-use strategies help you implement each stage of inclusion, from presuming competence to supporting the transition to adult life. Especially helpful for new teachers--but a great source of real-world ideas for any educator or parent--this essential guidebook will help your school team develop fully inclusive classrooms where every student learns and thrives. Discover how to: (1) presume and construct all students' competence; (2) develop supports to promote participation and learning; (3) write inclusive, standards-based IEPs; (4) collaborate with all IEP team members; (5) promote friendships and social connections; (6) assess academic progress; (7) help students transition to the next grade; (8) support students as they plan for life after high school; and (9) overcome common challenges to inclusion. Practical materials: (1) three in-depth case studies woven throughout the chapters; (2) helpful checklists and tables; (3) sample IEPs; (4) additional online resources; and (5) reproducible forms to help you implement inclusion. [Foreword authors: Paula Kluth and Dan Habib.]

The trusted core disability textbook gets a comprehensive update in this second edition, now thoroughly revised to include all the critical topics today's professionals need to know about as they work with people who have intellectual and developmental disabilities. Brought to you by a new team of world-renowned experts and contributors, this volume fully prepares future educators, social workers, researchers, and clinicians to provide the best services and supports to children and adults across the life span. Tomorrow's professionals will discover what to do and how to do it as they prepare for their important work, and they'll refer to this user-friendly compendium year after year for information, insights, and answers. A cornerstone text for any course focused on intellectual and developmental disabilities--and an essential reference for every in-service professional's library. The book's contents include: About the Editors, Contributors, an Introduction, Acknowledgements, and fifty chapters divided over seven parts. Part 1: Intellectual and Developmental Disabilities in Today's Context (contains chapters 1-8): (1) What Is Meant by the Terms Intellectual Disability and Developmental Disabilities? (Ivan Brown, Michael L. Wehmeyer, and Karrie A. Shogren); (2) Historical Overview of Intellectual and Developmental Disabilities (Ivan Brown, John P. Radford, and Michael L. Wehmeyer); (3) Changing Perspectives on Intellectual and Developmental Disabilities (Michael Bach); (4) Trends and Issues in Intellectual and Developmental Disabilities (Trevor R. Parmenter and James R. Thompson); (5) International Human Rights and Intellectual Disability (Paula Campos Pinto, Marcia H. Rioux, and Bengt Lindqvist); (6) Advocacy and Legal Considerations to Ensure Civil Rights (Peter Blanck, Tina Campanella, and Jonathan G. Martinis); (7) Self-Advocacy (Karrie A. Shogren); and (8) Making Services More Effective Through Research and Evaluation: An Introductory Guide (Barry J. Isaacs). Part 2: Human Development (contains chapters 9-12): (9) Introduction to Early Development: A Multidisciplinary Perspective (Maire Percy and Chet D. Johnson); (10) Introduction to Genetics, Genomics, Epigenetics, and Intellectual and Developmental Disabilities (Maire Percy, Sheldon Z. Lewkis, Miles D. Thompson, Ivan Brown, Deborah Barbouth, and F. Daniel Armstrong); (11) Introduction to the Nervous Systems (William MacKay and Maire Percy); and (12) Brain Plasticity (Jan Scholz and Jason P. Lerch). Part 3: Etiology and Conditions (contains chapters 13-23): (13) Factors Causing or Contributing to Intellectual and Developmental Disabilities (Maire Percy, Ivan Brown, and Wai Lun Alan Fung); (14) Down Syndrome (Anna J. Esbensen and William E. MacLean, Jr.); (15) Fragile X Syndrome (Cynthia J. Forster-Gibson and Jeanette Jeltje Anne Holden); (16) Autism Spectrum Disorder (Adrienne Perry, Julie Koudys, Glen Dunlap, and Anne Black); (17) 22q11.2 Deletion Syndrome (Nancy J. Butcher, Erik Boot, Joanne C. Y. Loo, Donna McDonald-McGinn, Anne S. Bassett, and Wai Lun Alan Fung; (18) Fetal Alcohol Spectrum Disorder Part I: Diagnosis, Neurobehavioral Functions, and Interventions in Children (Catherine McClain, E. Louise Kodituwakku, and Piyadasa W. Kodituwakku); (19) Fetal Alcohol Spectrum Disorder Part II: Challenges in Adulthood (Valerie K. Temple, Leeping Tao, and Trudy Clifford); (20) Cerebral Palsy (Darcy Fehlings and Carolyn Hunt); (21) Other Syndromes and Conditions Associated with Intellectual and Developmental Disabilities (Maire Percy, Miles D. Thompson, Ivan Brown, Wai Lun Alan Fung, and Others); (22) Epilepsy W. McIntyre Burnham; and (23) Introduction to Behavior and Mental Health (Maire Percy, Wai Lun Alan Fung, Ivan Brown, and Angela Hassiotis). Part 4: Support and Intervention (contains chapters 24-32): (24) An Introduction to Assessment, Diagnosis, Interventions, and Services (Ivan Brown and Maire Percy); (25) Introduction to Intellectual and Developmental Disability Service Systems and Service Approaches (Ivan Brown, Diane Galambos, Denise Poston Stahl, and Ann P. Turnbull); (26) The Roles, Skills, and Competencies of Direct Support Professionals (Amy S. Hewitt and Matthew Bogenschutz); (27) Responding to Cultural and Linguistic Differences Among People with Intellectual Disability (Tawara D. Goode, Wendy Alegra Jones, and Joan Christopher); (28) Behavioral Intervention (Rosemary A. Condillac and Daniel Baker); (29) Challenging Families, Challenging Service Systems: A Positive Intervention Model (J. Dale Munro); (30) Psychopharmacology in Intellectual and Developmental Disabilities (Jessica A. Hellings and Kenneth Boss); (31) Speech, Language, and Communication Assessments and Interventions (Nancy Brady and Laura Hahn); (32) Augmentative and Alternative Communication (Cathy Binger and Jennifer Kent-Walsh). Part 5: Intellectual and Developmental Disabilities Through the Life Span (contains chapters 33-44): (33) The First 1,000 Days of Fetal and Infant Development (Maire Percy, Karolina Machalek, Ivan Brown, Paula E. Pasquali, and Wai Lun Alan Fung); (34) Early Intervention for Young Children (Elaine B. Frankel, Kathryn Underwood, and Peggy Goldstein); (35) Maltreatment of Children with Developmental Disabilities (Ann Fudge Schormans and Dick Sobsey); (36) Education for Students with Intellectual and Developmental Disabilities (Michael L. Wehmeyer, Karrie A. Shogren, and Ivan Brown); (37) The Transition from School to Adult Life (Ivan Brown, Michael L. Wehmeyer, Kristine Weist Webb, and Janice Seabrooks-Blackmore); (38) Work and Employment for People with Intellectual and Developmental Disabilities (Richard G. Luecking and Amy Dwyre D'Agati); (39) Lifestyles of Adults with Intellectual and Developmental Disabilities (Pat Rogan); (40) Providing Support that Enhances a Family's Quality of Life (Heather M. Aldersey, Ann P. Turnbull, and Patricia Minnes); (41) Sexuality and People Who Have Intellectual and Developmental Disabilities: From Myth to Emerging Practices (Dorothy Griffiths, Stephanie Ioannou, and Jordan Hoath); (42) Parenting by People with Intellectual Disability (Marjorie Aunos, Maurice Feldman, Ella Callow, Traci LaLiberte, and Elizabeth Lightfoot); (43) Gender Issues in Developmental Disabilities (Kruti Acharya, Abigail Schindler, and Tamar Heller); and (44) Aging (Philip McCallion, Nancy Jokinen, and Matthew P. Janicki). Part 6: Health (contains chapters 45-49): (45) Ethics of Decision Making and Consent in People with Intellectual and Developmental Disabilities (John Heng and William F. Sullivan); (46) Physical Health (Tom Cheetham and Shirley McMillan); (47) People with Intellectual and Developmental Disabilities and Mental Health Needs (Jane Summers, Robert Fletcher, and Elspeth Bradley); (48) Nutritional Considerations for Children with Intellectual and Developmental Disabilities (Diana R. Mager); and (49) Alzheimer's Disease and Dementia: Implications for People with Down Syndrome and Other Intellectual or Developmental Disabilities (Vee P. Prasher, Matthew P. Janicki, Emoke Jozsvai, Joseph M. Berg, John S. Lovering, Ambreen Rashid, Wai Lun Alan Fung, and Maire Percy). Part 7: The Future (contains chapter 50): Future Trends and Advances in Intellectual and Developmental Disabilities (Michael L. Wehmeyer and Karrie A. Shogren). An index is also included.

Now in its fifth edition, this outstanding resource for teachers and school professionals has been retitled "Medical and Psychosocial Problems in the Classroom" to more accurately reflect what teachers encounter during the course of their careers. Each chapter highlights the important role teachers play when interacting with health-care teams to identify students with potentially serious disorders or working with those professionals to enhance the student's learning in the classroom. For example: (1) What facts should the educator know about the student with epilepsy? (2) Is it possible that the child's declining academic performance is due to the medication used to prevent seizures, or are there associated behavioral issues that are interfering with concentration and alertness? (3) What role can the teacher and coach assume in the management of an athlete with significant memory impairment and related symptoms following a concussion during football practice? (4) What steps can the teacher take in assisting the student who is hard-of-hearing or the child with diabetes mellitus? (5) What measures can the teacher and school administrators take to prevent school violence and bullying? "Medical and Psychosocial Problems in the Classroom" is for teachers of both general and special education classes, for pre-service and in-service education for the novice and the experienced teacher, and for school administrators seeking to better serve the students in their care. This book will alert readers to the existence of various medical and psychosocial problems encountered in the classroom, especially those conditions affecting learning and behavior, and to the important role the educator plays in the diagnosis and/or management of medical and psychosocial problems of students. Following a preface and an introduction, this book contains 22 chapters: (1) Infectious Diseases in the Classroom (David B. Haslam and Heidi Andersen); (2) The Role of Genetic Mechanisms in Childhood Disabilities (Dimitrios Ioannou, Thaddeus E. Kelly, and Helen G. Tempest); (3) Growth, Development, and Endocrine Disorders (Denis Daneman); (4) Intellectual Disability (Pasquale J. Accardo and Jennifer Accardo); (5) Attention-Deficit/ Hyperactivity Disorder (Dilip J. Karnik); (6) Adolescent Eating Disorders (Ashley Vandermorris and Debra K. Katzman); (7) Sports Medicine (Kate Berz and Robert H. A. Haslam); (8) The Student With Diabetes Mellitus (Denis Daneman); (9) Hearing Loss and the Classroom Teacher (Vicky Papaioannou); (10) Communication Disorders Associated With Medical Problems (Mary Anne Witzel); (11) Pediatric Obesity (Laurie Gaboury and Christine Orosz); (12) Common Visual Problems in the Classroom (Caroline N. DeBenedictis and Alex V. Levin); (13) Common Neurological Disorders in Children (Robert H. A. Haslam); (14) Cerebral Palsy and Associated Dysfunction (Peter A. Blasco and Patricia M. Blasco); (15) Teacher Awareness of Drug and Substance Abuse (Constance Mackenzie, Jesse Godwin, and Margaret Thompson); (16) Autism-Spectrum Disorders (Lonnie Zwaigenbaum and Susan Bobbitt); (17) The Science of Reading and Dyslexia (Sally E. Shaywitz and Bennett A. Shaywitz); (18) The Short- and Long-Term Outcomes for Victims of Bullying: Implications for Educators and Clinicians (Christina M. L. Beeson and Tracy Vaillancourt); (19) Antisocial Behavior and School Violence: Understanding and Preventing Destructive Outcomes (Hill M. Walker, Jeffrey R. Sprague, and Herbert H. Severson); (20) Child and Youth Maltreatment (Lana Dépatie, Laila Nurmohamed, and Michelle Shouldice); (21) Youth Suicide: The Role of the School System With At-Risk Youth (Antonio F. Cianflone, Jitender Sareen, Sarah Fotti, and Laurence Y. Katz); and (22) Emotional and Behavioral Disorders in the Classroom (Regina M. Oliver, J. Ron Nelson, and J. E. Gonzalez). [For the previous edition, "Medical Problems in the Classroom: The Teacher's Role in Diagnosis and Management. Fourth Edition," see ED491328.]

Educators today are challenged with the task of designing curricula and standards for students of varying abilities. While technology and innovation steadily improve classroom learning, teachers and administrators continue to struggle in developing the best methodologies and practices for students with disabilities. "Models for Effective Service Delivery in Special Education Programs" brings together case studies and academic research on successful classroom models and practices to provide rewarding learning environments for students with disabilities. This publication is an essential reference source for special education teachers, supervisors, directors, and administrators, as well as academicians and researchers interested in developing special education programs within school districts and classrooms. Following a preface, the following chapters are presented: (1) Providing Services to Students with Special Needs across Various Settings; (2) Respecting Federal, State, and Local Approaches to IDEA and Service Delivery Models; (3) Model vs. Continuum; (4) Creating a Vision for Special Education Programs; (5) Spending Options for Service Delivery Models; (6) Developing Assurances for Service Delivery Models; (7) Case Study Analysis of a Team/Collaborative Model with Specific Learning Disabled Students; (8) Case Study Analysis of a Resource Room and Self-Contained Classroom Model with Emotionally Disturbed Students; (9) Case Study Analysis of a Behavior Intervention Service Delivery Model with Autism Spectrum Disorder Students; (10) Case Study Analysis of a Consultative Service Delivery Model with Students with Speech or Language Impairments; (11) Case Study Analysis of a Social Skills Service Delivery Model with Intellectually Disabled Students; (12) Special Education Service Delivery Models around the Globe. A conclusion, a section about the contributors, and an index are included.

"Special Education International Perspectives" is divided into two volumes: Volume 27, "Biopsychosocial, Cultural, and Disability Aspects" and Volume 28, "Practices across the Globe." There is limited literature examining the origins, practices, and challenges in special education from an international perspective; as such these volumes add considerably to the knowledge base across the globe. Following a preface, chapters in this volume include: (1) Biopsychosocial Approaches to Understanding Disability: Building Connections--How Teachers Matter (Sandra Burkhardt); (2) Diversity and Disability (Sandra Burkhardt); (3) Cognitive Impairment and Intellectual Disability (Michael L. Wehmeyer, Karrie Shogren, Miguel Angel Verdugo, Laura Nota, Salvatore Soresi, Suk-Hyang Lee, and Yves Lachapelle); (4) Students with Learning Disabilities and Attention Deficit Hyperactivity Disorders (Jeffrey P. Bakken and Stephanie Gaddy); (5) Autism Spectrum Disorders: The Worldwide Charm and Challenge of Autism Spectrum Disorders (Emily Boshkoff Johnson); (6) International Perspectives on Emotional and Behavioral Disorders (Frederick J. Brigham); (7) Speech and Language Impairments (Satasha L. Green and Kimberly M. Edwards); and (8) Technological Advances in Special Education (Emily C. Bouck and Sara Flanagan).

The rise of technology within educational settings has allowed for a substantial shift in the way in which educators teach learners of all ages. In order to implement these new learning tools, school administrators and teachers alike must seek new research outlining the latest innovations in the field. "Educational Technology Use and Design for Improved Learning Opportunities" presents broad coverage of topics pertaining to the development and use of technology both in and out of the classroom. Including research on technology integration in K-12, higher education, and adult learning, this publication is ideal for use by school administrators, academicians, and upper-level students seeking the most up-to-date tools and methodologies surrounding educational technology. Following a preface by the editor, the following chapters are contained in this book: (1) Implementing a Hybrid Cloud Infrastructure to Facilitate ICT in Education: Design and Evaluation (Yannis Siahos, Iasonas Papanagiotou, Alkis Georgopoulos, Fotis Tsamis, and Lefteris Nikoltsios); (2) FUDAOWANG: Implementing Advanced Education Concepts to Improve the Tutorial Intelligence of Intelligent Tutoring Systems (Wei Xu, Ke Zhao, Yatao Li, and Zhenzhen Yi ); (3) Policultura and Moodle: The Development of Different Talents in the Inclusion Perspective--A Case Study (Chiara Laici); (4) Pedagogical-Didactic Training for an Inclusive Didactics: The Precision Teaching for Strengthening of Basic and Integrating Skills in Intellectual Disabilities (Murdaca Anna Maria, Cuzzocrea Francesca, Oliva Patrizia, Larcan Rosalba); (5) New Technologies as Tools for Education to Cultural Heritage in the EU Agendas: Debates and Plans--The Special Case of Archaeology (Enrico Proietti); (6) Computer-Mediated Communication in Primary Education: An Overview and a Research Approach Example (Tharrenos Bratitsis, and Marina Kandroudi); (7) Conceptual Possibilities and Restraints in Educational Games (David Richard Moore and E-Ling Hsiao); (8) Bridging Research and Game Development: A Learning Games Design Model for Multi-Game Projects (Barbara Chamberlin, Jesús Trespalacios, and Rachel Gallagher); (9) Which Perspectives Can Drive the Analysis of Technology-Enhanced Learning Environments? (Rosa Maria Bottino); (10) Bridging the Concepts of Educational Software and Assistive Technology (Stefania Bocconi and Michela Ott); (11) Science, Technology, and Society (STS) Issues: A Survey of Secondary Students in Sana'a, Yemen (Mohammed Yousef Mai, Lilia Halim, Ruhizan Mohammed Yaseen, T. Subahan M. Meerah); (12) Policy Coherence for Development: A Case Study of Uganda's Primary Education Sub-Sector (Bruno Lule Yawe); (13) Virtual World Classrooms: Future Directions for Learning (Susan Martin Meggs, Sharon Kibbe, and Annette Greer); (14) The Extended Body in the Teaching-Learning Process (Stefano Di Tore, Paola Aiello, Pio Alfredo Di Tore, and Maurizio Sibilio); (15) Why Game-Based Learning Did Not Achieve What It Could Achieve: Challenges and Success Factors (Wee Hoe Tan, Sean Neill, and Sue Johnston-Wilder); (16) Adoption of B-Learning at Universities in Spain: The Influence of Environment and Personal Factors (Ramón Tirado-Morueta, J. Ignacio Aguaded-Gomez, and Ángel Hernando-Gómez); and (17) Moodle-Based Validators to Improve Teaching and Learning of Web Development (M. Antón-Rodríguez; M. A. Pérez-Juárez, F. J. Díaz-Pernas, M. Martínez-Zarzuela, and D. González-Ortega). A section about the contributors and an index are included.

Roughly 54 million people with disabilities live in the U.S., and there are many more millions of people with disabilities around the world. Not surprisingly, differences among and between people with disabilities are often as notable as differences between people with and without disabilities. While the lack of homogeneity among people with disabilities makes creating a valid taxonomy under this term difficult, if not impossible, there is commonality among and between people with disabilities that justifies an authoritative resource on positive psychology and disability. That is, they have experienced discrimination and marginalization as a function of their disability. This volume assembles chapters by leading scholars in the fields of disability and positive psychology to provide a comprehensive synthesis of the state of the field of positive psychology and disability. Chapters are organized into thematic sections, beginning with an introductory section providing information on overarching themes in positive psychology and disability. The second section highlights the application of positive psychological constructs to disability, including quality of life, self-determination, adaptive behavior, optimism, hope, problem solving, forgiveness, gratitude, and spirituality. The following section addresses systemic issues in disability that impact positive psychology, again turning to disciplines beyond just psychology (special education, rehabilitation sciences, family, and disability policy) to address areas in which positive psychology can be applied. A fourth section examines positive psychology in specific disabled populations, including physical disabilities, cognitive and developmental disabilities, severe multiple disabilities, emotional and behavioral disabilities, and autism spectrum disorders. Disability has always been associated with "differentness" and, consequently, people with disabilities have, throughout time, been treated as such. As the first handbook to consider disability from a strengths-based perspective, this volume provides a catalyst to accelerate the application of positive psychology with regard to how disability is understood. This book contains the following chapters: (1) Beyond Pathology: Positive Psychology and Disability (Michael L. Wehmeyer); (2) Understanding Disability: A Strengths-Based Approach (Wil H. E. Buntinx); (3) Positive Psychology and Disability: An Historical Analysis (Karrie A. Shogren); (4) The Impact of the Quality of Life Concept on the Field of Intellectual Disability (Robert L. Schalock and Miguel Angel Verdugo Alonso); (5) Optimism within the Context of Disability (Kevin Rand and Amanda M. Shea); (6) Social Well-Being and Friendship of People with Intellectual Disability (Joanne Kersh, Laura Corona, and Gary Siperstein); (7) Exercise, Leisure, and Well-Being for People with Disabilities (Jennifer Rowland); (8) Coping and Disability (Lillian R. Reuman, Chelsea Mitamura, and Michele Tugard); (9) Adaptive Behavior (Marc J. Tassé); (10) Self-Determination (Michael L. Wehmeyer and Todd D. Little); (11) Self-Determined Learning (Dennis Mithaug); (12) Understanding Hope in Individuals with Disabilities (Cindy Pressgrove Buchanon and Shane Lopez); (13) Family Perspectives on Child Intellectual Disability: Views from the Sunny Side of the Street (Jan Blacher, Bruce Baker, and Lauren D. Berkovitz); (14) Resilience and Disability: Concepts, Examples, Cautions, and Prospects (Christopher Murray and Bonnie Doren); (15) Problem Solving and Decision Making (Linda Hickson and Ishita Khemka); (16) Forgiveness, Gratitude, and Spirituality (William Gaventa); (17) Career Development and Career Thoughts (Salvatore Soresi, Laura Nota, Lea Ferarri, and Teresa Maria Sgaramella); (18) Self-Regulation (Dale H. Schunk and William D. Bursuck); (19) Disability Studies/Disability Culture (Brenda Jo Brueggemann); (20) Positive Behavior Support: Foundations, Systems, and Quality of Life (Glen Dunlap, Donald Kincaid, and Donald Jackson); (21) Supports and Support Needs (James R. Thompson and Yuwadee Viriyangkura); (22) Supported Employment (Paul Wehman, Vicki Brooke, Stephanie Lau, and Pamela Targett); (23) Family Quality of Life (Caya Chiu, Kathleen Kyzar, Nina Zuna, Ann Turnbull, Jean Ann Summers, and Vivi Aya Gomez); (24) Education (Sharon Field); (25) Aging with Disability (Tamar Heller and Lieke van Heumen); (26) A Positive Psychology of Physical Disability: Principles and Progress (Dana S. Dunn, Gitendra Uswatte, Timothy R. Elliott, Allissa Lastres, and Brittany Beard); (27) Cognitive and Developmental Disabilities (Karrie A. Shogren); (28) Severe, Multiple Disabilities (Mats Granlund, Jenny Wilder, and Lena Almqvist); (29) Positive Psychology and Children with Emotional and Behavioral Disability (Dan Olympia, Lora Tuesday Heathfield, William R. Jenson, Holly Majszak, Virginia Ramos-Matias, and Monique Thacker); (30) Autism Spectrum Disorders (Dianne Zager); and (31) Limitations to Positive Psychology Predicted by Subjective Wellbeing Homeostasis (Robert A. Cummins).

An illuminating account of a widespread problem that has received little attention, "Racial Inequity in Education" sets the stage for a more fruitful discussion about special education and racial justice. An illuminating account of a widespread problem that has received little attention, "Racial Inequity in Education" sets the stage for a more fruitful discussion about special education and racial justice. Racial inequities pervade special education in U.S. schools today. Minority children-especially African Americans-are far more likely than white children to be designated mentally retarded or emotionally disturbed and therefore in need of special education. Even when appropriately placed in special education classes, minority children often receive poorer services than disabled white children. This book explores the inequities experienced by minority schoolchildren in special education. These issues are examined as problems in their own right, and as reflections of persistent racial inequities in our system of public education. "Racial Inequity in Special Education" describes the scope of these problems, and provides a comprehensive review of attempts by legislators, child advocates, and educational and civil rights enforcement agencies to address these complex issues. The authors outline essential areas for further research and dialogue. [Foreword by Senator James M. Jeffords.]