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An interactive, straightforward approach to special education from the directors of the IRIS Center Introduction to Contemporary Special Education: New Horizons presents an introduction to the professional practices, trends, and research that define contemporary special education while also conveying the diversity and excitement of this changing field. Also available with Revel Revel(tm) is Pearson's newest way of delivering our respected content. Fully digital and highly engaging, Revel replaces the textbook and gives students everything they need for the course. Informed by extensive research on how people read, think, and learn, Revel is an interactive learning environment that enables students to read, practice, and study in one continuous experience-for less than the cost of a traditional textbook. Note: You are purchasing a standalone product; Revel does not come packaged with this content. Students, if interested in purchasing this title with Revel, ask your instructor to confirm the correct package ISBN and Course ID. Instructors, contact your Pearson representative for more information. If you would like to purchase both the physical text and Revel, search for: 0134450760 / 9780134995731 Revel Introduction to Contemporary Special Education: New Horizons Package consists of: 0134516389 / 9780134516387 Revel Introduction to Contemporary Special Education: New Horizons -- Access Card 0134895088 / 9780134895086 Introduction to Contemporary Special Education: New Horizons
The changing political landscape in the Arab world has created opportunities for economic transformation by tackling long-standing economic issues. Nevertheless, three years after the onset of political transition, implementing necessary economic policies has proven to be challenging. This paper lays out key elements of economic policy reform for Arab countries in transition.
Ireland is in the grip of a postmodern cultural deconstruction on many levels. The traditional 'grand narratives' are increasingly viewed with suspicion and disenchantment as Ireland struggles to understand its evolving identity. There is a growing need for comprehensive interdisciplinary research that will facilitate teaching and learning in this rapidly changing cultural and societal context. This book brings a fresh approach to Irish educational debates, in which qualified educational specialists engage collaboratively in interdisciplinary reflection on their own teaching and learning. The volume addresses a multiplicity of key issues in Irish education (with a particular focus on the primary sector), including teacher formation, curriculum development, teaching and learning methods, educational policy, philosophy, history, religious education, ethics, special needs education and transformative education. The book aims both to critique new educational policy and practice and to identify the key challenges in providing innovative, imaginative and cutting-edge teaching and learning in contemporary Irish schools.
New Kinds of Smart presents the most important of these changes to practising teachers and educators, and invites them to think about their implications for school.
This user-friendly text offers a comprehensive overview at the interface between bilingual/multicultural/ESL education and gifted education. Reaching New Horizons is the first book of its kind. Written by nationally recognized and award-winning leaders in both gifted and bilingual education, the authors have collaborated to create a book that bridges research and practice and has far-reaching implications for educators at all levels as culturally and linguistically diverse students continue to impact public education. The book includes chapters on program delivery models (Ch. 6), bilingualism (Ch. 3), and identification and assessment (Ch. 5)-all topics that have come into the forefront of issues faced by bilingual and gifted education teachers of grades K-12. For educators in bilingual and ESL studies, as well as special educators.
The papers gathered together in this volume deal with research on language acquisition, language learning and teaching, evaluation, learning experiences in international contexts, and particular challenges of the teaching of languages. The contributions included here constitute an inspiring sample of the work done either by Latin American scholars or in the Latin American context of language learning that will also be relevant to other settings and contexts. As such, the book will appeal to all those involved in the process of teaching and learning of languages.
"Share the author's journey in Beyond My Horizon. Fall in love with the lifestyle of one of the world's most beautiful hotels; survive the sieges of the hell-holes of Hue and Khe Sanh, Viet Nam; and stand beneath the stone archway of Cornell University. Here is a tale of determination, drive, and a courageous ride through life that you will not want to stop reading. In this engaging, compelling, and inspiring book, Claude Vargo mesmerizes the reader. He eloquently describes his life and the hard work that transformed him from being a youthful academic failure to graduating summa cum laude in just two years in midlife from the Hilton College at the University of Houston while simultaneously attending Cornell. If Claude did it, you can too This book is chock full of humorous anecdotes, academic timesaving tips, and common-sense tricks to achieve your scholastic and life goals. Learn how to... - Graduate college debt free in two years - page 195 - Capitalize on your age and life experiences - page 181 - Arrest stress, PTSD, panic attacks, flashbacks and depression - page 176 - Speed read, speed type, and speak publicly - pages 151, 154 & 167 - Create KILLER CHEAT SHEETS that really work - page 129 - Construct photo flash cards with explosive recall - page 185 Beyond My Horizon is a must-read for anyone who has a real desire to do well in college, go back to college, or finally make a change and pursue any lifelong dream. Vargo's odyssey not only is a heartfelt and sincere effort to inspire the reader to go after life goals but also helps the reader believe he or she really can accomplish any goal. "Brutally honest, educationally humorous and insanely direct " ...John B. "Jack" Corgel, Professor, Cornell University
A practical framework for thinking about the future... and an exploration of 'future consciousness' and how to develop it
Teacher professional development is often promoted as a panacea for improving schools but it rarely lives up to its promise. This book develops an approach to professional learning that has motivated teachers and resulted in impressive improvements in student learning, particularly for students who traditionally underachieve in school. As the underpinning research shows, the approach has proven successful in several countries with consistently positive outcomes. The book begins by identifying the shifts that need to happen for the power of professional learning to be realized in promoting student engagement, learning and well-being. Some shifts in thinking include: Moving from professional development to professional learning Putting student learning at the heart of professional learning Focusing on the knowledge and skills to be learned rather than the forms of delivery Focusing on the double-demand of being both immediately practical and developing underlying principles so that new problems can be solved in the future At the heart of the book is an inquiry and knowledge building cycle for teachers that is central to realizing the power of professional learning. The cycle is underpinned by research on how people learn and what it means to be a professional. Later chapters identify what leaders in schools and beyond can do to support teacher learning in ways that directly benefit students. Throughout the book there are case examples of real experiences of primary and secondary teachers and leaders across three countries (UK, Canada and New Zealand) that bring alive what it means to engage in professional learning in ways that excite teachers and benefit their students. This is essential reading for teachers who want to take control of their own professional learning in ways that make a difference to their students and school leaders with responsibility for promoting professional and student learning.