Böcker i Education-serien

Throughout the chapters of this book, the reader will be introduced to the thirteen disability categories included in IDEA (specific learning disabilities, emotional/behavioral disorders, autism, other health impaired, intellectually disabled, multiple disabilities, speech or language impairments, traumatic brain injury, hearing impairment, deaf/blind, deafness, visual impairment, and orthopedic impairment), using the legally established definitions. Lengthy descriptions of best practices, modifications and accommodations follow, offering a complete picture of each disability and how educators and parents collaboratively can assist the struggling student. To set the stage, the book begins with chapters that discuss special education in general, response to intervention as an intermediary step in the academic continuum of support, and the individualized education plan process. Subsequent chapters examine each of the thirteen aforementioned IDEA disability categories, which have not been commonly incorporated into one comprehensive resource; however, for the sake of brevity, some disability categories have been combined when doing so did not impact practice implications. Emphasis is placed on effective classroom strategies and interventions associated with each disability category with the intent of providing practitioners and those who support them with the information and tools necessary to support students with identified educational needs. To the extent possible, the primary authors sought to ensure this resource was practical and user-friendly for educators who work directly with students with the range of recognized disabilities. This book demystifies the special education process and disability categories as well as offers educators and their families the tools to help our students, who have one or more disabilities, find life-long success. Ensuring the best for our students with disabilities requires that we first acknowledge and support the hard work and deep commitment of those professionals and parents/guardians who devote their lives to teaching, reaching, mentoring and advocating for those most vulnerable in our classrooms.

What makes one nation curious about another nation? Curious enough that the study of the other''s culture and language becomes a natural commitment or something that could be described as a national project? This question lies behind much of the writing in this book as it explores the history, education policy and changing fortunes of the Indonesian/Malay language in Australia. While formal education programs are central to this discussion, individual effort and chance encounters with the language are also examined in the context of Australia''s evolving historical ties with its near neighbours. These relationships have grown in importance since the end of the Second World War, but Australians typically continue to view the region as ''testing''. This is exemplified by the Australian-Indonesian relationship, the primary focus of this volume. While much has been written on the political relationship, this book builds its view of the two countries interactions on the cultural activity of language learning. This is, perhaps, the most fundamental of cultural activities in any effort to promote mutual understanding.

In Creativity Crisis Robert Nelson argues that university education is systematically uncreative and suggests how this might be changed. Constructive alignment, the centrepiece of todays university pedagogy, promotes mechanistic thinking and the anxious gathering of manipulative skills. Learning happens more effectively when students take their study in new directions derived from their intimate, imagined relations with the new material they are encountering. Richly steeped in the history of ideas, from ancient Greece to the present, this book radically revises the concept of student-centredness, explores the language that encourages creativity, and helps teachers cultivate imaginative enthusiasm. Creativity Crisis is essential reading for those concerned with the nature and quality of instruction at university level. This book is one of a kind. Roberts purpose is to arrive at a creative new vision, where education is less constrained, less instrumentalist, more encouraging and open to the imagination. Professor David Boud, Director, Centre For Research In Assessment And Digital Learning, Deakin University, Melbourne.

Explorations of innovative approaches to the professional development of math teachers from around the world.