Considering the effects of segregation and integration across multiple social arenas, Anderson exposes the deficiencies of racial views on both the right and the left. She reveals the limitations of conservative explanations for black disadvantage in terms of cultural pathology within the black community and explains why color blindness is morally misguided. Multicultural celebrations of group differences are also not enough to solve our racial problems. Anderson provides a distinctive rationale for affirmative action as a tool for promoting integration, and explores how integration can be practiced beyond affirmative action.
Offering an expansive model for practicing political philosophy in close collaboration with the social sciences, this book is a trenchant examination of how racial integration can lead to a more robust and responsive democracy.
In this practical reference, David F. Bateman—bestselling author of A Principal’s Guide to Special Education—and special education administrator Jenifer L. Cline clarify what general education teachers need to know about special education law and processes and provide a guide to instructional best practices for the inclusive classroom. Topics covered include
* The pre-referral, referral, and evaluation processes
* Individualized education programs (IEPs) and the parties involved
* Accommodations for students who do not quality for special education, including those covered by Section 504
* Transition from preK to K–12 and from high school to postschool life
* Classroom management and student behavior
* Educational frameworks, instructional strategies, and service delivery options
* Assessment, grades, graduation, and diplomas
The breadth of coverage in this book, along with its practical examples, action steps, and appendixes covering key terms and definitions will provide the foundation all K–12 teachers need to successfully instruct and support students receiving special education services. It’s an indispensable resource for every general education classroom.
Including forms, charts, and a range of classroom activities, this is the only resource you will need to gain the insight and tools for making a difference in the educational lives of young children with autism.
How do I make inclusion work for ALL students? What are the foundational best practices of a truly inclusive learning community? How does one create such a community?
The author pulls together, in an organized way, a three-block model of universal design for learning (UDL) and suggests a step-by-step approach for implementing it. This framework includes:
Block One, Social and Emotional Learning: details ways to build compassionate learning communities (K-12) in which all students feel safe and valued, and develop a positive self-concept, sense of belonging, and respect for diverse others.
Block Two, Inclusive Instructional Practice: includes a framework for planning units from K-12, and explains instructional and management practices for teaching, assessing, grading, and reporting in UDL Classrooms.
Block Three, Systems and Structures: suggests strategies for creating inclusive learning communities, and explores ways in which resource teachers, student services personnel, and school administrators can support and create socially and academically inclusive schools and classrooms.
The three-block model of UDL can empower educators with the knowledge, skills, and confidence required to teach diverse learners in the same classroom--including those who have previously been excluded. Ultimately, it is about creating classrooms and schools that heal by teaching to the heart, mind, and spirit of every student.
The book draws upon research of international relevance conducted in a range of ‘Flexible Learning Centres’ and ‘democratic schools’ in Australia and the UK; it suggests that improving the retention levels of young people in formal education will require schooling practices to change. Students who have become disengaged from mainstream schooling do re-engage in the learning process of many alternative schools, indicating that teaching practices and forms of organisation which work in alternative sites can also provide lessons for mainstream schooling, thereby encouraging a more socially just education system.
Included in the book:
contexts of contemporary schooling
who chooses flexible learning centres and why
democratic schools: students and teachers working together
teaching in ‘the margins’
case studies: ‘oppositional alternatives’.
Allyoung people have the capacity to learn and to enjoy learning; they do not ‘fail school’, rather, schools fail them. The teachers, workers and students who have shared their stories provide significant insights into how we might change this situation, and the book will be invaluable reading for postgraduates and researchers in the fields of education, the sociology of education, school reform and social work.
In the bestselling tradition of The Pact and The Freedom Writers Diary—the inspiring story of one woman’s extraordinary promise and steely determination to make a difference in the world.
One morning in 1987 Oral Lee Brown walked into a corner store in East Oakland, California, to buy snacks for work. A little girl asked her for a quarter, and Brown assumed that she wanted to buy candy, but surprisingly she bought bread and bologna—staples for her family.
Later that day Brown couldn’t get the little girl out of her mind. Why wasn’t she in school? Why was she out begging for money to buy food for her family? After several weeks of not being able to sleep, Brown went to look for the girl at the local elementary school and soon found herself in a first-grade classroom. She didn’t find the little girl, but before she left she found herself promising the kids that if they finished high school, she would pay for their college education.
At the time, Oral Lee Brown made only $45,000 a year.
But years later, after annually saving and investing $10,000 of her own money and establishing the Oral Lee Brown Foundation, this remarkable woman made good on her promise: after nineteen of the original twenty-three students graduated from high school, she sent them all to college. And in May of 2003, LaTosha Hunter was the first of Brown’s “babies,” as well as the first person in her family, to graduate from college.
This marvelous and inspiring book is the amazing story of one woman's unending desire to make a difference. And if once was not enough, in 2001 Brown made the same promise to three new classrooms of first-, fifth-, and ninth-graders. Brown and her foundation are now committed to adopting a new crop of kids to send to college every four years.
Brown’s pledge to the students was not without great personal and public sacrifice. Her promise turned her life upside-down—it strained her relationships, and at times required her to work several different jobs. Brown also developed a strong emotional attachment to the children—for many of these students Brown was the one consistent adult in their lives.
In a world short on heroes, altruism, and dedication, THE PROMISE shows that it is still possible to change lives for the better. This book will encourage, uplift, and inspire every reader.
together to create and maintain successful education programs for all
students is not new, nor is the assumption that administrator
preparation programs should foster the development of an inclusive
approach—yet this critical educational partnership has not reached its
full potential. Despite the lack of agreement within the federal
legislative branch on exactly what should be changed within our
education system, some promising points of consensus have emerged:
competitive grants, college and career readiness, multi-tiered systems
of support, common core standards, a rewards-based (rather than
punitive) system for school improvement, the critical role of effective
teachers and principals, increased school choice options, and
evidence-based learning strategies, particularly in high-need schools.
The third edition stresses the importance of these key points. Each
chapter features case studies that simulate real-life situations readers
are likely to encounter in their careers as administrators. Within the
safety of the classroom, they will rehearse controversial scenarios
involving inclusive school governance, school reform, identification and
placement, conflict resolution, program evaluation, fiscal issues,
transportation, and discipline. Enhanced practice situations and
role-play exercises emphasize the special education administrator’s role
in resolving difficult situations. The case-study approach is an
effective learning tool for aspiring special and regular education
administrators and instructors alike, fostering enthusiastic classroom
discussion and critical thinking about potential solutions to today’s
complex problems in inclusive educational administration.
When you and a co-teacher bring together your individual skill sets and strategies, you'll create a more enjoyable, creative, and productive teaching experience—with more effective outcomes for students. Featuring updated research and case studies, this brand-new edition of the go-to guide profiles the supportive, parallel, complementary, and team-teaching approaches to co-teaching. New features include:Updated discussions of co-teaching in the RTI process New explorations of the roles of paraprofessionals, administrators, and even students New lesson plans linked to the Common Core and technology Forms and tools for establishing trust, improving communication, and planning
This book introduces students to a broad debate around what constitutes vulnerability and related concepts such as risk and resilience, and examines how vulnerability has been conceptualised by policy makers with a clear focus on early intervention. Adopting a case study approach, it opens with chapters examining the concept of vulnerability from sociological, psychological and social policy perspectives before looking at examples around disability, homelessness, leaving care, victims of violence, sexual abuse, prison, the Internet and drug use.
Supporting students in engaging with and evaluating the conceptualisation and application of vulnerability in professional practice, this book is suitable for anyone either preparing for or currently working within the children’s workforce, from social work and health care to education and youth work.
Activities, margin notes, and author commentaries emphasize and clarify points, facilitate reflection, and tie theory and research to each story. This compelling book can make a difference for those who work with students with special needs and their family members.
RBF takes up William A. Smith’s idea and extends it as a means of understanding how the “academy” or higher education operates. Through microagressions, stereotype threat, underfunding and defunding of initiatives/offices, expansive commitments to diversity related strategic plans with restrictive power and action, and departmental climates of exclusivity and inequity; diversity workers (faculty, staff, and administration of color along with white allies in like positions) find themselves in a badlands where identity difference is used to promote institutional values while at the same time creating unimaginable work spaces for these workers.
Many Languages, Building Connections outlines adaptable strategies that caregivers of children younger than the age of three need to feel confident that they know how language develops, how cultural differences can come into play, and how to assess an individual child's situation to provide appropriate support.
From welcoming diverse families and engaging them to participate in a child care program to creating nurturing communities that value and support each child's home language while also fostering English acquisition, the helpful strategies in Many Languages, Building Connections will prepare caregivers for the diverse reality they encounter in their work.
Book Features:Addresses the roles of the facilitator and participants. Focuses on the complex contexts in which educators must work. Illustrates a range of challenges with possible ways to manage them. Offers strategies for building sustainable relationships, such as how to include new colleagues and work with difficult people. Discusses common tensions, such as sharing responsibility, respecting confidentiality, and developing cultural competence.
“With its engaging and informative mix of case descriptions, discussions following the cases, and questions for the reader, this book is a welcome change from other books on facilitation and coaching. As I read, I imagined that someone had been looking over my shoulder as I coached my first CFG, and as I have supported others doing the same over the years. A must-read for all those engaging in their first few years of facilitating collaborative teacher teams!”
—Gene Thompson-Grove, educational consultant and founding board member, School Reform Initiative
“This book is a must-read for anyone in the practice of collaborative coaching and facilitation. By tapping into the power of story, the author provides a reflective space that allows the reader to consider coaching moves, as well as experience and reflect on common potential pitfalls in coaching or facilitating a group.”
—P. Tim Martindell, president, Texas Council of Teachers of English Language Arts, Coordinator Secondary ELA, Fort Bend Independent School District
Current social and education policies directed toward children focus on improving cognition, yet success in life requires more than smarts. Heckman calls for a refocus of social policy toward early childhood interventions designed to enhance both cognitive abilities and such non-cognitive skills as confidence and perseverance. This new focus on preschool intervention would emphasize improving the early environments of disadvantaged children and increasing the quality of parenting while respecting the primacy of the family and America's cultural diversity.
Heckman shows that acting early has much greater positive economic and social impact than later interventions -- which range from reduced pupil-teacher ratios to adult literacy programs to expenditures on police -- that draw the most attention in the public policy debate. At a time when state and local budgets for early interventions are being cut, Heckman issues an urgent call for action and offers some practical steps for how to design and pay for new programs.
The debate that follows delves deeply into some of the most fraught questions of our time: the sources of inequality, the role of schools in solving social problems, and how to invest public resources most effectively. Mike Rose, Geoffrey Canada, Charles Murray, Carol Dweck, Annette Lareau, and other prominent experts participate.
Fully updated in light of changes to the Early Years Foundation Stage, this highly practical book will explain how to put the principles for early years education into practice through well-structured and purposeful circle time lesson plans. Jenny Mosley, the UK's leading expert on circle time, provides accessible guidance on:
incorporating the curriculum for personal, social and emotional development
enabling children to understand universal moral skills
developing young children's emotional intelligence
helping children to practise problem-solving skills.
Each chapter in this book explains circle time in a 'why? what? how?' format, and includes tick-sheets, bullet-pointed pages and examples showing how the theory works in practice.
This is an invaluable and fun tool for developing young children's understanding of their feelings and relationships.
Book Features:Offers concrete ways that students, schools, and teachers can unlearn disabling behaviors. Illuminates how social processes of disablement take place, rather than simply describing their influence. Looks at settings where students encounter more flexible ideas of ability and intelligence.
“AnnMarie Baines shows us how LD can be rephrased, readdressed, and reworked. LD can be a good idea again, but the labels have to be tied to conditions of growth, identity enhancement, and institutional change.”
—From the Foreword by Ray McDermott, professor, Stanford Graduate School of Education
"Through compelling narrative vignettes and clear expository commentary, the author makes a persuasive case that adolescents' ‘abilities’ and ‘disabilities’ are situational, not fixed. The moral of her stories is this: change the social situations of learning to foreground and affirm ability rather than disability.”
—Frederick Erickson, George F. Kneller Professor of Anthropology of Education, emeritus, University of California, Los Angeles
“This book will touch everyone. The stories ring with familiar pain, strategies of persistence, and the randomness of what counts for success or failure. Valuable resources are lost to labels given too lightly for far too many; this volume tells us how to recoup and to protect these resources and to restore hope by doing so.”
—Shirley Brice Heath, Margery Bailey Professor of English and Dramatic Literature and professor of linguistics, emerita, Stanford University
AnnMarie Darrow Baines is an assistant professor in the department of secondary education at San Francisco State University.
Contributors: Sue Abplanalp, Cynthia Alexander, Alfredo J. Artiles, David R. Garcia, Dorothy F. Garrison-Wade, JoEtta Gonzales, Taucia Gonzalez, Cristina Santamaría Graff, Donna Hart-Tervalon, Jack C. Jorgensen, Elaine Mulligan, Sheryl Petty, Samantha Paredes Scribner, Amanda L. Sullivan, Anne Smith, Sandra L. Vazquez,Shelley Zion
“If you truly care about the serious, research-based pursuit of equity and inclusivity in urban schools, you must read this book. Using researcher-practitioner co-author teams and a case study of national urban reform, Kozleski, King Thorius, and their chapter team authors show how to go successfully to scale with systemic reform.”
—James Joseph Scheurich, Professor, Indiana University School of Education, Indianapolis
Elizabeth B. Kozleski chairs the Special Education program at the University of Kansas. She received the TED-Merrill award for her leadership in special education teacher education in 2011. Kathleen King Thorius is an assistant professor of urban special education in Indiana University’s School of Education at IUPUI. She is principal investigator for the Great Lakes Equity Center, a Regional Equity Assistance Center funded by the U. S. Department of Education.
Assistive Technology Research, Practice, and Theory presents cutting-edge research in the field of assistive technologies, including both theoretical frameworks and empirical research to benefit individuals with motor and cognitive disabilities. This book will serve as an imperative reference source for professionals, researchers, and practitioners engaged with the technological advances that will help to make modern society accessible to all.
With Building on the Strengths of Students with Special Needs, special education expert Toby Karten focuses on specific disabilities and inclusive curriculum scenarios for learners in K–12 environments. She offers valuable advice on how to prevent labels from capping student potential and encouragement to help teachers continually improve learner outcomes.
By highlighting more than a dozen disability labels, this resource walks teachers through the process of reinforcing, motivating, scaffolding, and planning for instruction that targets learners of all ability levels. Included are details relevant to each disability:
* Possible Causes
* Characteristics and Strengths
* Classroom Implications
* Inclusion Strategies
Typical instruction needs to match the diversity of atypical learners without viewing any disability as a barrier that impedes student achievement. Teachers must not only learn how to differentiate their approach and target specific student strengths but also maintain a positive attitude and belief that all students are capable of achieving self-efficacy.
In Co-Planning for Co-Teaching, author Gloria Lodato Wilson presents time-saving routines for general and special education teachers that will increase the active roles of each co-teacher and intensify instruction for students. Useful for co-teachers, administrators supervising co-teachers, and pre-service teachers, this book outlines
* how to eliminate the frustration and barriers often associated with co-planning,
* how to maintain the rigor of the coursework,
* how best to address the needs of students, and
* co-planning strategies for meeting IEP goals.
Packed with useful examples for both elementary and secondary co-teachers, Wilson’s “behind-the-scenes” guidance helps co-teachers make the most of co-planning time.
Radical Inclusive Education explores how current educational practices, such as standardised tests and league tables, exclude and fail many disabled students, and naturalise educational inequalities around gender, class, ethnicity and ability. Informed by the social model of disability, the book argues that educational theories and practices that are geared towards social justice and inclusion need to recognise and value the diversity of human embodiments, needs and capacities, and foster pedagogical practices that support relations of interdependency.
The book draws on work in disability studies, critical psychology and critical pedagogy, and also real life examples from interviews with activists in the disabled people’s movement, and from research in a school, to offer examples of what radical inclusive education – that is sensitive to the needs of all students – might look like in practice. As such, it will be of great interest to practitioners and students in the field of education, particularly for those interested in SEN and disability, sociology of education, critical pedagogy, informal education and social movement learning.
This book provides school practitioners and leaders with an approach and resources to engage this often disenfranchized group of children in learning. The Engagement for Learning Framework has been developed and trialled by over 100 educational settings (both special and mainstream) with learners from early years to post-16. It gives practitioners from a range of disciplines a shared means of assessing, recording and developing personalized learning pathways and demonstrating progression for these children. The focus on inquiry means that however complex a young person’s needs, educators will be able to apply the approach.
This practical and engaging book provides literature, tools and case study examples outlining who children and young people with CLDD are, why their engagement for learning is important and how the Engagement for Learning Framework can be used effectively by teachers and other professionals to ensure the best possible outcomes for these children.
'This book provides a very accessible approach to building a better understanding of young children and their development and will be an interesting and useful read for both experienced early years practitioners and for students who are just beginning to build their practical experience.' - Early Years Update
This highly practical and fully updated new edition is full of case studies and helpful advice on how to enhance our understanding of very young children. Through working with many practitioners in different settings, Christine Macintyre offers down-to-earth strategies to enhance the learning of children in their care, and asks:
What are the key influences in encouraging children to achieve their potential?
Are the four aspects of children’s development equally important and how do they interact?
Does the play - based curriculum truly cater for children with a range of abilities and interests e.g. gifted and talented children and those who need extra support?
What new ways are there of enhancing learning?
How can we be sure that parents appreciate how we support their children in all aspects of their development?
With examples and case-studies drawn from a variety of real-life nursery practices, these interesting and thought-provoking scenarios will help enhance and develop the practice of all students and early years teachers.
The purpose of the book is to provide both general and special education teachers with a practical guide of "scientifically validated" evidence-based instructional strategies on a variety of content areas, including reading, writing and spelling, mathematics, science, and social studies. An overview of the Response to Intervention process provides a foundation for implementing researchbased strategies in core content areas.
In addition, the book offers tested tips for implementing assistive technology, culturally responsive teaching practices, and fair assessment in the classroom, along with information on managing problem behaviors and adapting curriculum for various special needs. The book also includes a chapter on how teachers, parents, and school professionals can work together to ensure success for all students.
Book Features:Diversity training and inclusiveness strategies for transforming curricula.Reflective practices that unearth personal biases and behaviors.Insights about faculty preparedness drawn from an unprecedented national study.Attention to specific issues and intersections of race, gender, sexual orientation, and disability.A lens for understanding cultural inclusiveness as a fundamental leadership practice.
“Dena Samuels takes us straight to the heart of what is perhaps the most urgent and perplexing questions facing 21st-century educators: Are we prepared to work effectively with the rapidly increasing diversity of our student population? She challenges us to confront the misperceptions of our own readiness and to examine the biases that lie beneath even our best intentions. The journey she guides us into is both profoundly discomforting and absolutely necessary. This book provides the research and the tools for transforming ourselves and our practice; it is up to us to do the work.”
—Gary R. Howard, Equity and School Change Consulting
“At last—an empathetic and inspiring book that says the way to educate all students more successfully is to awaken teachers’ higher awareness. Dena Samuels suggests a paradigm shift in which teachers, having seen the practices of exclusion that have been programmed into them, develop more inclusive awareness and learn to respect, hear, and ally with the growth and development of all students, including themselves.”
—Peggy McIntosh, founder and senior associate, National SEED Project on Inclusive Curriculum
We, the Students and Teachers shows history and social studies educators how to make school classrooms into democratic spaces for teaching and learning. The book offers practical strategies and lesson ideas for transforming democratic theory into instructional practice. It stresses the importance of students and teachers working together to create community and change. The book serves as an essential text for history and social studies teaching methods courses as well as professional development and inservice programs for history and social studies teachers at all grade levels.
“The key to the excellent potential of this book is its assertion that democratic teaching can be linked to content, especially historical content, not just to a generic notion of ‘student-centered instruction.’ The theory-to-practice emphasis is very explicit, as is the emphasis on the voices of the teachers and students who participated in the research. The book also takes a highly creative approach to its topic that I find very refreshing.” — Elizabeth Washington, University of Florida
“This is an important book. Maloy and LaRoche reveal the challenges that face historians as we grapple with increasingly fraught public and political perceptions of our discipline. Their strategies for reconstituting the classroom as a laboratory for instilling democratic values and practices are both ingenious and practical.” — Dane Morrison, author of True Yankees: Sea Captains, the South Seas, and the Discovery of American Identity
The book’s practical features include...
Directions for incorporating formative assessments;
Explanations of successful strategies for intervention;
Important math terms to use with students;
Games for active learning with printable boards;
Cognitive demand questions ranging from easy to complex; and
Rigorous problems to help you gather pre and post data.
In this enhanced second edition, you’ll find correlations to the Common Core throughout, as well as a variety of brand new, rigorous problems designed to mirror those on CCSS assessments.
Bonus!The book is accompanied by free eResources on our website, www.routledge.com/9781138915695. These eResources include an Answer Key with Scoring Guide and a handy Progress Monitoring Tool that you can use to track each student’s growth, record notes, and share data with parents, administrators, and other educators. The eResources also contain printable versions of the games in the book so that you can easily download and print them for classroom use.
The book’s practical features include...
Directions for incorporating formative assessments;
Explanations of successful strategies for intervention;
Important math terms to use with students;
Games for active learning with printable boards;
Cognitive demand questions ranging from easy to complex; and
Rigorous problems to help you gather pre and post data.
In this enhanced second edition, you’ll find correlations to the Common Core throughout, as well as a variety of brand new, rigorous problems designed to mirror those on CCSS assessments such as the PARCC and SBAC.
Bonus!The book is accompanied by free eResources on our website, www.routledge.com/9781138915626. These eResources include an Answer Key with Scoring Guide and a handy Progress Monitoring Tool that you can use to track each student’s growth, record notes, and share data with parents, administrators, and other educators. The eResources also contain printable versions of the games in the book so that you can easily download and print them for classroom use.
Book Features:An inquiry methodology that assists teachers to reflect on the classroom and develop curriculum that responds to children’s interests and needs. Specific examples of a variety of sources teachers can draw on and think about to improve practice. A method of data collection that can inform practice while allowing for the unevenness, messiness, and essential humanness of teaching and learning.
“Making Space for Active Learning is a collection that stands alone and gets to the heart of what we mean by learning and teaching. Each contribution reminded me of how much I miss being in the classroom and how much we're missing in current so-called school reform discourse. Keep this book handy. A chapter at a time will restore some needed sanity about what's important.”
—Deborah Meier, author and education activist
“This book is a moving and powerful collection of teachers' work that holds the possibility of inspiring and changing new teachers' practice.”
—Kathy Schultz, Dean and Professor, School of Education, Mills College
“This book will add significantly to the expanding and important literature about The Prospect Processes which were developed over many years at the Prospect School and Center in Vermont. The chapters, all by experienced educators, profit from the back-and-forth between inquiry and stories of classroom life, each informing the other.”
—Brenda S. Engel, associate professor, retired, Lesley University
Eric Hoffman is the program coordinator for the Cabrillo College Children’s Center in Aptos, CA. He has worked with preschool-age children since 1970 and cofounded the CRADLE Project, which assists teachers and parents who do conflict resolution with children.
The first chapter provides information on planning for children's needs, best practices, the learning environment, and planning instructions. The lesson plans in the subsequent chapters are organized by theme and follow a typical school year, offering teachers a plan appropriate for all children.
Each lesson plan is complete with learning objectives, the lesson, a review, materials list, directions for preparation, an assessment component, extension activities to connect the lesson to different areas of the curriculum, and adaptations or modifications for children with a variety of special needs.
Each lesson plan has accommodations or modifications for children with:
• Autism Spectrum Disorder
• Speech and language impairments
• Visual impairments
• Hearing impairments
• Orthopedic impairments
• Cognitive and/or developmental delays
• Emotional disturbances
Book Features:Addresses the growing numbers of children entering school with “language poverty.” Describes the concept of mediated soliloquy (MSL), or self-talk, with individuals or classrooms—who should use it and when, where and how it can be applied, and expected outcomes. Illustrates the use of MSL for specific language disorders and to improve both language and interpersonal function with children exhibiting delays, disabilities, spectrum behavior, and social/emotional difficulties.
“From his vantage point as a pioneer in cognitive theory and practice, Reuven Feuerstein provides this text for guiding the language development of children and youth who most need assistance. Both parents and teachers will find this book a valuable resource for enriching the language development of children, and it should be particularly useful in assisting those who have language delay, difference, or disability”
—Donna Wilson, educational and school psychologist, lead developer of graduate programs in brain-based teaching
“The authors present an application of mediated learning experience (MLE) to the development of language in young children, particularly those who experience delays or deficiencies in receptive and expressive skills. They succeed in explaining and providing examples of the approach which is called Soliloquy, or mediated self-talk (MSL).”
—Patricia Edwards, Distinguished Professor, Michigan State University, 2010-2011 president of the International Reading Association
“A Think-Aloud and Talk-Aloud Approach to Building Language is the oracle on accelerating and optimizing language development for those students who have lacked the experiences needed to build the critical language repertoire required for deep reading, academic achievement, and recognition of the brilliance which they harbor.”
—Yvette Jackson, CEO, National Urban Alliance for Effective Education, and author of The Pedagogy of Confidence
The parents who tell their stories here have actively sought inclusion of their children in regular schools and community settings; several have children with severe or multiple disabilities. In discussing issues such as normalization, acceptance, complete schooling, circles of friends, and community integration, these parents describe the challenge and necessity of their children's "leading regular lives."
In the series Health, Society, and Policy, edited by Sheryl Ruzek and Irving Kenneth Zola.