Special Education: Developments, Teaching Strategies and Parental Involvement

Shaun Bowman (Editor)

Series: Disability and the Disabled – Issues, Laws and Programs
BISAC: EDU026000

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$192.00

Volume 10

Issue 1

Volume 2

Volume 3

Special issue: Resilience in breaking the cycle of children’s environmental health disparities
Edited by I Leslie Rubin, Robert J Geller, Abby Mutic, Benjamin A Gitterman, Nathan Mutic, Wayne Garfinkel, Claire D Coles, Kurt Martinuzzi, and Joav Merrick

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The authors of this book discuss the latest developments in special education research. The chapters included examine the three main components of “sense of coherence,” all of which are involved in the long-term outcome of people in special education; the development and evaluation of competency-based teacher training programs in the field of special education; cultural models of school inclusion in terms of shared representations regarding inclusive education of children with disabilities; recommendations for more systematic and consistent attention to course content for professional development to increase faculty’s capacity to incorporate ELL content into course curriculum; an analysis of alternate assessments based on alternate achievement standards (AA-AASs) for students with significant cognitive disabilities; experiences and the perspectives of parents of children with disabilities; and a practitioner proposed model for effective working with parents of children with disabilities.
(Imprint: Nova)

Preface

Chapter 1
What’s Needed in Special Education is to be Holistic and Salutogenic for All
(Norman Kiak Nam Kee and Noel Kok Hwee Chia, National Institute of Education, Nanyang Technological University, Singapore)

Chapter 2
Developing and Evaluating Competency-Based Teacher Training for Special Educators in New Zealand
(Marcia Pilgrim and Garry Hornby, College of Education, University of Canterbury, New Zealand)

Chapter 3
Cultural Models of Special Education in Macedonia: Towards a Systemic and Integrative Perspective
(Viviana Langher, Andrea Caputo, Goran Ajdinski, Maria Elisabetta Ricci, Aleksandra Karovska, Department of Dynamic and Clinical Psychology, University of Rome “Sapienza, Rome, Italy, and others)

Chapter 4
Are We Doing a Good Job of Preparing Special Education Teachers to Work with English Language Learners?
(Andrea Zetlin, Marguerite Ann Snow, and Jennifer McCormick, California State University, Los Angeles Charter College of Education, Los Angeles, CA, USA)

Chapter 5
Communicating the Results of Alternate Assessments Based on Alternate Achievement Standards (AA-AAS) to Parents and Teachers of Students with Significant Cognitive Disabilities
(William H. Blackwell, Lewis University, One University Parkway, Romeoville, IL, USA)

Chapter 6
Listening to Parents: Experiences of Having Children with Disabilities in the Malaysian Context
(Boon Hock Lim, National Early Childhood Intervention Council, Malaysia)

Chapter 7
Effective Working with Parents of Children with Disabilities in Singapore: A Proposed Practitioner Three-Component Model
(Noel Kok Hwee Chia, Norman Kiak Nam Kee, and Boon Hock Lim, National Institute of Education, Nanyang Technological University, Singapore, and others)

Index

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