Autism is a word most of us are familiar with. But do we really know what it means? Children with autism are challenged by the most essential human... behaviors. They have difficulty interacting with other people - often failing to see people as people rather than simply objects in their environment. They cannot easily communicate ideas and feelings, have great trouble imagining what others think or feel, and in some cases spend their lives speechless. They frequently find it hard to make friends or even bond with family members. Their behavior can seem bizarre. Education is the primary form of treatment for this mysterious condition. This means that we place important responsibilities on schools, teachers and children's parents, as well as the other professionals who work with children with autism. With the passage of the Individuals with Disabilities Education Act of 1975, we accepted responsibility for educating children who face special challenges like autism. While we have since amassed a substantial body of research, researchers have not adequately communicated with one another, and their findings have not been integrated into a proven curriculum. "Educating Children with Autism" outlines an interdisciplinary approach to education for children with autism. The committee explores what makes education effective for the child with autism and identifies specific characteristics of programs that work. Recommendations are offered for choosing educational content and strategies, introducing interaction with other children, and other key areas. This book examines some fundamental issues, including: how children's specific diagnoses should affect educational assessment and planning; how we can support the families of children with autism; features of effective instructional and comprehensive programs and strategies; how we can better prepare teachers, school staffs, professionals, and parents to educate children with autism; and what policies at the federal, state, and local levels will best ensure appropriate education, examining strategies and resources needed to address the rights of children with autism to appropriate education. Children with autism present educators with one of their most difficult challenges. Through a comprehensive examination of the scientific knowledge underlying educational practices, programs, and strategies, "Educating Children with Autism" presents valuable information for parents, administrators, advocates, researchers, and policy makers.

Autism is a word most of us are familiar with. But do we really know what it means? What we do know is that children with autism are challenged by the... most essential human behaviors. Autism generally has lifelong effects on how children learn to be social beings, limiting their ability to take care of themselves and to participate in the community. Education is the primary form of treatment for this mysterious condition. This means that we place important responsibilities, not only on schools and teachers but also on children's parents. Educating Children with Autism outlines an interdisciplinary approach to education for children with autism, while also exploring the educational options that have proved to be most effective.

Provides proven strategies and guidance for educating students with severe and multiple disabilities in a variety of settings. For undergraduate and... graduate students. Previous edition: c1996. Softcover. DLC: Children with Disabilities--Education.

In this volume, prominent educators join Nel Noddings to address the issue of global citizenship, what this means, and how it should shape curriculum... and teaching in K-12 classrooms.

Over the past decade there has been a significant increase in interest from educators and the general public about deafness, special education, and the... development of children with special needs. The education of deaf children in the United States has been seen as a remarkable success story around the world, even while it continues to engender domestic debate. In Educating Deaf Students: From Research to Practice, Marc Marschark, Harry G. Lang, and John A. Albertini set aside the politics, rhetoric, and confusion that often accompany discussions of deaf education. Instead they offer an accessible evaluation of the research literature on the needs and strengths of deaf children and on the methods that have been used-successfully and unsuccessfully-to teach both deaf and hearing children. The authors lay out the common assumptions that have driven deaf education for many years, revealing some of them to be based on questionable methods, conclusions, or interpretations, while others have been lost in the cacophony of alternative educational philosophies. They accompany their historical consideration of how this came to pass with an evaluation of the legal and social conditions surrounding deaf education today. By evaluating what we know, what we do not know, and what we thought we knew about learning among deaf children, the authors provide parents, teachers, and administrators valuable new insights into educating deaf students and others with special needs.

The gaze of educational researchers has traditionally been turned 'down' toward the experiences of communities deemed at-risk, presumably with the... purpose of improving their plight. Indeed, theorizing about the relationship between education, culture, and society has typically emerged from the study of poor and marginalized groups in public schools. Seldom have educational researchers considered class privilege and educational advantage in their attempts at understanding inequality and fomenting social justice. This collection of groundbreaking studies breaks with this tradition by shifting the gaze of inquiry 'up,' toward the experiences of privilege in educational environments characterized by wealth and the abundance of material resources. This edited volume brings together established and emerging scholars in education and the social sciences working critically to interrogate a diversity of educational environments serving the interests of influential groups both within and beyond schools. The authors investigate the power relations that underlie various contexts of class privilege. They shed light into the ways in which the success of a few relates to the failure of many.

This comprehensive and insightful book shows how present educational policies and practices to educate language minority students in the United States... ignore an essential characteristic--their emergent bilingualism. Expanding on a popular report supported by the Campaign for Educational Equity (Teachers College), this accessible guide compiles the most up-to-date research findings to demonstrate how ignoring children's bilingualism perpetuates inequities in their schooling. What makes this book truly useful is that it offers a thorough description of alternative practices that would transform our schools and students' futures, such as building on students' home languages and literacy practices in schools, curricular and pedagogical innovations, new approaches to parent and community engagement, and adoptive assessment tools.

Research on students in kindergarten to grade 12 is analyzed to provide this review of scientific research on the learning outcomes of students with... limited or no proficiency in English in U.S. schools. The primary chapters of the book focus on these students' acquisition of oral language skills in English, their development of literacy (reading & writing) skills in English, instructional issues in teaching literacy, and achievement in academic domains (i.e., mathematics, science, and reading). The book provides a unique set of summary tables that supply details about each study.

DUAL LANGUAGE INSTRUCTION: A HANDBOOK FOR ENRICHED EDUCATION is an ideal professional reference title for those interested in teaching ESL, foreign... language, and bilingual programs. It is a resource guide for implementing, evaluating, administering, and maintaining dual language instruction programs.

There aren't too many teachers who are written about in the New Yorker, People, Entertainment Weekly, Elle, and excerpted in Reader's Digest. But Esmé... Raji Codell is no ordinary teacher. An irrepressible spirit, she wears costumes in the classroom, dances with the kids during math lessons, roller-skates down the hallways, and puts on rousing performances with at-risk students in the library. In Educating Esmé, the uncensored diary of her first year teaching in a Chicago public school, she opens a window into the closed world of a real-life classroom. Refusing to let anything get in the way of delivering the education her fifth-graders deserve, this dedicated teacher finds herself battling bureaucrats, gang members, inflexible administrators, angry children, and her own insecurities, while at the same time changing her students' lives forever. Now in paperback, here is the book People called "hilarious," Booklist called "screamingly funny," Greensboro News & Record called "brilliantly conceived," and the Boston Phoenix noted "should be read by anyone who's interested in the future of public education."

Esmé Raji Codell has come to teach - and she's not going to let incompetent administrators, abusive parents, gang members, weary teachers, dim-witted... principals, angry children, or her own insecurities get in the way. Esmé is fresh mouthed yet compassionate; she can be both pigheaded and generous, cynical and charming. In this diary, a record of her frustrations, her achievements, and her struggles to maintain her individuality in the face of bureaucracy, she reveals what it takes to be a genuine teacher. Esmé wears costumes in the classroom, dances with the kids during rallies in the auditorium, puts on rousing performances with at-risk kids in the library. Her fifth-graders don't use the reading textbook: "What for? Grown-ups don't read textbooks, unless they're forced." Math is called Puzzling; "I figured kids at this age come to me with preconceived notions of what they are good at. This way a kid who thinks she's no good in math might turn out to be good at Puzzling." Disciplinary action includes having the "bad boy" of the class be the teacher for a day while Esmé misbehaves just as he would. She is twenty-four-year-old woman with the enthusiasm of an elementary school student and the determination of a dedicated teacher. Must reading for every teacher, Educating Esmé is not just for educators. This is a story about frustrations in any workplace, about refusing to conform, about taking a stand against mediocrity. By the sheer force of her personality, Esmé gives us an exhilarating field trip through a Chicago public school.

A must-read for parents, new teachers, and classroom veterans, Educating Esmé is the exuberant diary of Esmé Raji Codell’s first year teaching in a... Chicago public school. Fresh-mouthed and free-spirited, the irrepressible Madame Esmé—as she prefers to be called—does the cha-cha during multiplication tables, roller-skates down the hallways, and puts on rousing performances with at-risk students in the library. Her diary opens a window into a real-life classroom from a teacher’s perspective. While battling bureaucrats, gang members, abusive parents, and her own insecurities, this gifted young woman reveals what it takes to be an exceptional teacher.  Heroine to thousands of parents and educators, Esmé now shares more of her ingenious and yet down-to-earth approaches to the classroom in a supplementary guide to help new teachers hit the ground running. As relevant and iconoclastic as when it was first published, Educating Esmé is a classic, as is Madame Esmé herself.