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LD Just Means Learn Differently includes autism, dyslexia, ADHD, other learning issues, and physical obstacles related to multiple sclerosis, and cerebral palsy. It reflects characters that are based off actual cases, whereby people surpassed or were blocked by learning issues. It’s written like a novel so as to allow for confidentiality, and to focus on the passion that gets people through the strains that are associated with it, rather than a step-by-step teaching methodology or text manual. www.johntoker.com Cynthia Brian, co-author of a NY Times Best Seller, interviews John, about his novel, LD Just Means Learn Differently, on World Talk Radio, www.star-style.com and syndicated on other Internet and radio stations. Excerpts: "All true teaching is building skills for independent thought." "Among the shattered glass, there are diamonds that must be preserved for those who feel broken."
We Speak a Different Tongue: Maverick Voices and Modernity 1890-1939 challenges the critical practice of privileging modernism. In so doing, the volume makes a significant contribution to contemporary debates about re-visioning literary modernism, questioning its canon, and challenging its aesthetic parameters. By utilizing the term "modernity" rather than "modernism", the 16 essays housed in this volume foreground the writers who have been marginalised by both their contemporary modernist writers and literary scholars, while exploring the way in which these authors responded to the tensions,
Although experts agree that various types of learning disabilities do exist, few attempts have been made to classify learning disabled children into subtypes. The editors of this collection feel that the lack of subcategorization has frustrated previous research efforts to obtain a generalizable body of knowledge in the field. To meet this critical need for definitive information, this book presents basic reviews and theoretical approaches used to subtype learning disabled children -- ranging from a behavior genetics approach to a dimensional approach. It also demonstrates actual research methods utilizing theoretical approaches.
In this chapter, we described issues in conducting intervention research with students with learning disabilities on the secondary level. We main tained that interventions should be well-grounded in theories of learning as well as characterizations of learning disabilities (Pressley, Scruggs, & Mastropieri, 1989); that they should first be conducted in a series of highly controlled, laboratory-like experiments to carefully assess the potential utility of the intervention; and that, if the intervention is suc cessful in highly controlled settings, it should then be evaluated in class room applications. We maintained that research designs should evolve as the research questions become more applied, and that the results of laboratory research should be used to support the findings of classroom applications. Finally, we described several research designs that we have found useful in conducting classroom intervention research. There is a great deal more to conducting intervention research, of course, than experimental or quasi-experimental design. Intervention strategies likely to be effective must be identified, relevant literature must be reviewed, experimental materials must be developed, and cooperative schools, teachers, parents, and students must be located. Nevertheless, inadequate research designs can invalidate the best and most successful efforts in all of these areas, while effective and practical research designs can do much to document the best practices and advance our knowledge of effective interventions with students with learning disabilities. References Brigham, F. J. , Scruggs, T. E. , & Mastropieri, M. A. (1992).
This handbook addresses the delivery of high quality pediatric behavioral healthcare services that are multitiered, evidence-based, and integrated, involving interprofessional collaboration across child serving systems, such as pediatrician offices and schools. The book sets forth a contemporary, leading edge approach that reflects the relationship between biological and psychosocial development and the influence of multiple systems, including the family, community, school, and the healthcare system on child development and functioning. It assists child-focused providers in developing knowledge about the relationship between biological and psychosocial development and between pediatric physical health and behavioral health problems. Chapters cover common chronic illnesses and behavioral conditions and include guidelines for screening, assessment, diagnosis, prevention, and coordinated intervention. Chapters also include representative case studies that help illustrate efficacious, effective service-delivery approaches. The handbook concludes with recommendations for future research and directions for integrated pediatric behavioral healthcare. Topics featured in the Handbook include: Behavioral health aspects of chronic physical health conditions, including asthma, diabetes, chronic pain, traumatic brain injury, and cancer. Physical health implications of behavioral health and educational problems, including ADHD, learning disabilities, substance abuse, and ASD. Coping with chronic illness and medical stress. Patient adherence to medical recommendations and treatments. School reintegration after illness. The Handbook of Pediatric Behavioral Healthcare is a must-have resource for researchers, professors, and graduate students as well as clinicians, therapists, and other practitioners in clinical child and school psychology, primary care medicine, social work, child and adolescent psychiatry, public health, health psychology, pediatric medicine, nursing, behavioral therapy, rehabilitation, and counseling.
So, yet another self-help/self-improvement book. Why should you even consider it? OK, here are three reasons: –First, it zeros in on some of the most common problems people have in dealing with each other. These are repetitive. The people may be different, but the problems stay the same. The 12 skills covered include: learning to be a careful listener; developing empathy for others; controlling our egos; becoming an assertive person; learning to be accountable in relating to people; respecting others; improving communication skills; stopping the “mind reading” of others; breaking away from the need to always be right in dealing with people; how to stop gossiping; not meddling in others’ lives; and becoming a more optimistic person. –Second, the topics of ego control, respect, mind reading, gossiping, meddling, and always needing to be right are rarely, if ever, found in self development books. –Finally, the book is easy to read, very practical, relatively short, and really helpful. You’ll find it to be a motivating and self-empowering read.
Time in early America when the Indian Nations lived undisturbed by European intervention comes alive. A great lake fixes an assortment of native traditions and cultures. Forested hills, open grassy meadows, green river valleys and rocky mountain retreats bound this great body of water. These natural boundaries form the secluded homelands of neighboring tribes that circumvent the perimeter of a large lake. The rite of passage into manhood of a young Indian is followed. The saga of a boy becoming a warrior unfolds in a series of adventurous episodes. The ensuing encounters reveal the variety of spiritual beliefs, living standards and tribal practices among the first nations. The young hero is led upon a journey directed by the foretelling from the spirit world. An assortment of native characters appears to reveal the details of life passing long ago in the wilderness. The fullness of living free in the woods and forests of America is shared. The reader fully participates through transportation into primitive rustic American existence.
The Information and Communication Technology revolution results in profound changes to the heart of business and economics. Changes in the workplace, new communication technology, new organizational structures, and new production technologies force business educators to renew their focus on the curricula of business schools. There is no doubt these changes influence business education and instructional technology. But change will go far beyond the mere introduction of technology in the classroom. Alliances between the corporate world and business education are no longer fictitious but are necessary to establish stronger bonds between educational systems and the workplace. The fifth volume in the series Educational Innovation in Economics and Business contains a unique selection of articles addressing various issues on how business education should adapt to changing needs of the corporate world. It is meant for educators in corporate training centers, and for teachers in further and higher education.
"Practical and accessible, this book provides the first step-by-step guide to cognitive strategy instruction, which has been shown to be one of the most effective instructional techniques for students with learning problems. Presented are proven strategies that students can use to improve their self-regulated learning, study skills, and performance in specific content areas, including written language, reading, and math. Clear directions for teaching the strategies in the elementary or secondary classroom are accompanied by sample lesson plans and many concrete examples. Enhancing the book's hands-on utility are more than 20 reproducible worksheets and forms"--