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This book provides practical, hands-on strategies to teach social skills to children with high-functioning autism and Asperger Syndrome. It includes a detailed description of the social deficits of these children as they appear in the classroom - difficulties with such things as understanding idioms, taking turns in conversation, understanding and using tone of voice and body language - and ways to address them. Instruction is included in the book to enhance the development of appropriate, measurable, and meaningful individualized education plans (IEPs) to incorporate social goals. Lesson plans are included to facilitate the ability to 'teach' these social goals. Parents will find this text an excellent training tool to help develop social education curriculums for their children, and teachers will find it particularly helpful as an easy-to-read manual containing many 'nuts and bolts' strategies to utilize in the classroom.
This book provides practical, hands-on strategies to teach social skills to children with high-functioning autism and Asperger Syndrome. Includes a detailed description of the social deficits of these children as they appear in the classroom and ways to address them. Lesson plans are included to facilitate the ability to "teach" these social goals.
This practitioner-focused guide to creating identity-safe classrooms presents four categories of core instructional practices: Child-centered teaching ; Classroom relationships ; Caring environments ; Cultivating diversity. The book presents a set of strategies that can be implemented immediately by teachers. It includes a wealth of vignettes taken from identity-safe classrooms as well as reflective exercises that can be completed by individual teachers or teacher teams.
“Essential reading for teachers, education administrators, and policymakers alike.” —STARRED Library Journal The untold story of the root cause of America's education crisis It was only after years within the education reform movement that Natalie Wexler stumbled across a hidden explanation for our country's frustrating lack of progress when it comes to providing every child with a quality education. The problem wasn't one of the usual scapegoats: lazy teachers, shoddy facilities, lack of accountability. It was something no one was talking about: the elementary school curriculum's intense focus on decontextualized reading comprehension "skills" at the expense of actual knowledge. In the tradition of Dale Russakoff's The Prize and Dana Goldstein's The Teacher Wars, Wexler brings together history, research, and compelling characters to pull back the curtain on this fundamental flaw in our education system--one that fellow reformers, journalists, and policymakers have long overlooked, and of which the general public, including many parents, remains unaware. But The Knowledge Gap isn't just a story of what schools have gotten so wrong--it also follows innovative educators who are in the process of shedding their deeply ingrained habits, and describes the rewards that have come along: students who are not only excited to learn but are also acquiring the knowledge and vocabulary that will enable them to succeed. If we truly want to fix our education system and unlock the potential of our neediest children, we have no choice but to pay attention.
This book synthesizes concepts, findings, and best practices for a complete guide to planning, implementing, and evaluating social and emotional education (SEE) programs. Emphasizing "caught" as well as taught lessons, it offers a whole-school framework for SEE, with content, rationales, assessment tools, and age-appropriate strategies. Interventions are also included for use across subjects, to engage learners and assist students with behavioral and emotional difficulties. And the lessons travel beyond the classroom, involving the whole school, families and communities. Key areas of coverage include: How SEE can be taught and assessed as a core competence. Classroom and whole school frameworks to enhance SEE. Examples of targeted interventions for at-risk students. Techniques for enlisting parents and communities in supporting SEE. A complete online set of SEE class and homework activities. Social and Emotional Education in Primary School is an essential resource for scientist-practitioners, educators, and other professionals as well as researchers and graduate students in special and general education, child and school psychology, educational psychology, social work, positive psychology, and family-related fields.
Anti-bias education begins with you! Become a skilled anti-bias teacher with this practical guidance to confronting and eliminating barriers.
Design and teach effective learning goals and objectives by following strategies based on the strongest research available. This book includes a summary of key research behind these classroom practices and shows how to implement them using step-by-step hands-on strategies. Short quizzes help readers assess their understanding of the instructional best practices explained in each section.
This volume presents the most current perspectives on the role of metacognition in diverse educationally relevant domains. The purpose is to examine the ways in which theoretical investigations of metacognition have recently produced a strong focus on educational practice. The book is organized around four general themes relevant to education: metacognition and problem solving, metacognition and verbal comprehension, metacognition and the education of nontraditional populations, and metacognition and studentship. Chapter authors review current literature as it applies to their chapter topic; discuss theoretical implications and suggestions for future research; and provide educational applications. Each chapter describes testable theory and provides examples of how theory can be applied to the classroom. The volume will have wide appeal to researchers and students concerned with the scientific investigation of metacognition, and to practitioners concerned with the cultivation of learning and achievement in their students. The unique contribution of this book to the literature on metacognition is its presentation of the most current research examining specific theoretical aspects of metacognition in domains directly relevant to education. This is especially valuable for the many researchers and practitioners who subscribe to the concept that by fostering metacognitive processes during instruction, more durable and transferable learning can be achieved.
The authors draw upon scientific studies, theories, site visits, nd their own extensive experiences to describe approaches to social and emotional learning for all levels.
To create truly inclusive school and classroom environments, educators must be prepared to include all students--including students with intellectual disabilities, who are not always given the opportunity to be full participants in the classroom. This book provides an overview of the history of inclusion, the philosophy underlying inclusion, and the role that curriculum accommodations and modifications play in making inclusion possible. The author discusses four ways to modify curriculum for students working well below grade level: altering content, conceptual difficulty, educational goals, or instructional methods. She then provides 40 curriculum modification strategies, based on Robert Marzano's New Taxonomy of Educational Objectives, with directions for implementation and samples of student work.