Parents Have The Power To Make Special Education Work

Written by parents who have been through the US special education system, this book cuts through the jargon to provide other parents with a no-nonsense road map full of valuable first-hand insights and tried-and-tested advice. The authors clearly describe: · the special education process, including the school hierarchies parents are likely to encounter and etiquette to be aware of when dealing with school personnel · the information parents should expect to see in school evaluations and Individualized Education Programs (IEPs), and what to do when this information is missing or insufficient · problems parents may encounter when the needs of the school conflict with the needs of a child, including how to deal with such situations and when to seek legal advice · the importance of organizing special education documentation and establishing a 'paper trail', and how to begin this process · why transition planning is so important, and transition services parents may want to consider for their child. Demonstrating that parents really do have the power to make special education work for their child, this empowering guide is essential reading for parents of children with disabilities who are new to the special education system in the US, as well as those who feel frustrated with the system.

Working with Students with Disabilities: Preparing School Counselors by Vicki A. McGinley and Barbara C. Trolley is an essential tool for all school counselors in training and in practice with the aim to provide a comprehensive approach to working with students with disabilities in a school setting. As more students with disabilities are being included, school counselors need to have a fundamental understanding of the terminology, laws, principles, collaboration, assessment measures, and psycho-social, diversity issues associated with special education. This book continues in the trend of providing sound, evidenced-based knowledge with practical case examples and guided exercises, making the material 'come alive' and fostering critical thinking. “Finally, a book FOR school counselors that specifically addresses the needs of students with disabilities and how we can interface with the team in supporting these students.” –Nona Cabral, California Baptist University “McGinley and Trolley have brought together in one exceptional volume the vast material that modern school counselors often leave the classroom searching for – how to understand the complexities of the system in regards to students with special needs, how to best collaborate with professionals and families in meeting those needs, and how to best structure interventions and programs to move those students forward across social, emotional, and academic realms.” –Carrie Lynn Bailey, Georgia Southern University “McGinley and Trolley have crafted a text that illuminates the multifaceted responsibilities of school counselors relevant to special education. Faculty, graduate students and practicing counselors alike will find the problem-based learning approach a helpful guide for integrating the content covered in this text into their professional practice.” –Kylie P. Dotson-Blake, East Carolina University “Special education students are frequently the most marginalized group on school campuses. Working with Students with Disabilities: Preparing School Counselors points to ways school counselors can open pathways for creating a learning community that supports all students.” –Rolla E. Lewis, California State University, East Bay

According to the CDC "about one in six, or about 15%, of children aged 3 through 17 years have one or more developmental disabilities," such as ADHD, autism spectrum disorders, cerebral palsy, intellectual disability, and learning disability. Intellectual disorders are characterized by significant limitations in both intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills, impacting learning, reasoning, problem solving, and other cognitive processes. These disabilities originate before the age of 18 and continue across the life span. Developmental disorders are chronic disabilities that can be cognitive or physical or both. The disabilities appear before the age of 22 and are likely to progress across the lifespan. Some developmental disorders are largely physical issues, such as cerebral palsy or epilepsy. Some individuals may have a disorder that includes a physical and intellectual disability; for example, Down syndrome or fetal alcohol syndrome. Intellectual and developmental disorders are significant and growing issues that are studied across a number of disciplines. The SAGE Encyclopedia of Intellectual and Developmental Disorders is aimed at students interested in psychology, counseling, education, social work, psychiatry, health sciences, and more. This encyclopedia will provide an in-depth look at a wide range of disorders, alongside interventions, the latest research translated for an undergraduate audience, historical context, and assessment tools for higher-level students. We will take a truly interdisciplinary approach by also covering sociocultural viewpoints, policy implications, educational applications, ethical issues, and more.

People with disabilities have traditionally been denied access to sexuality education or the free expression of sexuality. Through a disability studies lens, this book considers the historical, legal, and ethical implications of sexuality education for people with disabilities. Editors Gibbon, Monaco, and Bateman and their contributors discuss the roles of family, culture, entertainment, education, and social media as they relate to sexuality education and explore contextual concepts such as intersectionality, the range of disabling conditions, and the connections between adolescent development and disability.The text concludes with recommendations to support people with disabilities in the transition to adulthood. The editors advocate for public policy improvements and a call to action for students, teachers, and families.

Written by and for teens and young adults with Nonverbal Learning Disabilities (NLD), as well as for their parents, teachers, therapists, and others who care about them, and backed by the latest neuropsychological research, NLD from the Inside Out offers hundreds of useful tips on: - Organization and planning, including study skills - How to successfully navigate the transition from dependent child to independent adult - Creating more harmonious family and peer relationships - Changing disabling attitudes. The book will help teens and young adults to avoid the angst and pitfalls often associated with NLD. More than that, it offers real stories from now-thriving young adults who grew up with NLD - proof that a full and rewarding life lies ahead for those who are now struggling.

Is teaching for me? Who will I teach? How can I make a difference? Teach is a vibrant and engaging Introduction to Education textbook, organized around real questions students ask themselves and their professors as they consider a career in teaching. Using vivid and contemporary examples, veteran teacher educator James W. Fraser continually encourages readers to reflect on their experiences and engage in a dialogue about the most current issues in education. The thoroughly updated third edition includes fully rewritten chapters, including one discussing the current debates about classroom discussions of race and sexuality and the impact of the COVID-19 pandemic on schools and another on today’s newest technologies and their impact on teachers and schools. In each chapter, newly selected primary source readings provide students with the latest in education-related scholarship and integrates the intellectual foundations of education throughout each chapter, offering scholarly and current content in a student-friendly format. Features and updates include: • In a new, thoroughly revised and up-to-date but also much more compact version, the third edition of the popular Teach textbook for basic courses in a teacher education program invites aspiring teachers and the simply curious to ponder many of the most essential questions of what a career in teaching might look like in the next decades of the 21st century. • Up-to-date coverage of new legislation and school policies that impact teachers including debates about discussions on race and Critical Race Theory, sexuality and the importance of LGBTQ+ history and current rights that influence curricula, school policies, and teachers' free-speech rights, with particular emphasis on the declining role of the Common Core State Standards. • A completely rewritten Chapter 8 offers an up-to-the-minute overview of how technology can help improve and challenge teachers and teaching. • Features such as “Teachable Moment” and “Notes from the Field” encourage readers—through a variety of prompts and exercises—to reflect on their own educational experiences and goals, and challenge prospective teachers to imagine themselves in similar situations. • Short chapters and digestible sections provide an approach and format to reach students without compromising on high-quality content. • The concluding chapter explores the question, “Where do I go from here?” to help prospective teachers develop a plan for their career and design a personal philosophy to guide them. Teach presents an overview of the field in a way sure to keep students reading and gives those with questions about teaching the tools and information they need to continue a rich dialogue about their possible careers.

Parents have a crucial role in supporting children’s learning, development and well-being. The act of forming effective partnerships with families and carers is a key feature of the Early Years Foundation Stage. Achieving this takes time, reflective practice, skill and a solid understanding of the barriers that can impede forming effective working relationships with parents. This guide offers an informed and comprehensive framework for working with parents, drawing on the latest evidence and containing practical advice from practitioners and parents, to support sound partnership practice. Full of examples and activities for training and resources to support practice across a wide range of settings, it focuses on key areas such as: Working with parents of different aged children The development of strategies to support the relationship The barriers to partnership working, including cultural differences and working with hard to reach families Setting up home and setting visits Creating parent-friendly environments Including case studies and questions for reflective practice, this book will be ideal for Early Years students on Foundation Degrees, Childhood Studies Courses and those training to become Early Years teachers as well as Early Years practitioners and managers responsible for staff training.

Equipping you with the knowledge and tools to become an effective case manager for your child, this book provides straightforward, practical instructions to create a comprehensive guide to your child's unique ASD profile. The individualized guide will: - Provide information about your child's unique profile for anyone who needs it - Serve as a toolbox and teaching template for your child's teachers and support team, with effective strategies to use with him or her - Be an instruction booklet for your child, helping him or her to thrive at home, school and in the community - Act as a case management road map to help you support your child and collaborate with teachers and service providers. The book includes checklists and worksheets, which can also be accessed online, so that you can easily create a personalized guide for your child with autism aged 5-14.