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For individuals with Down syndrome, the extent of the effect of intellectual disability depends largely on the degree of provision of appropriate support and intervention. In Educating Learners with Down Syndrome, editors Rhonda Faragher and Barbara Clarke have brought together a number of expert contributors, whose chapters review recent findings in the field of DS education, highlight promising practices, and identify areas for future research. While the emphasis is primarily on the school years, links to early intervention and to life post-16 are made, with chapters organized into three parts: conceptual overview of issues in learning and teaching, learning mathematics, and literacy development. The book is also united by the cohesive themes of assessment, evidence-based practice, and inclusive practices. Educating Learners with Down Syndrome importantly incorporates the voices of individuals with Down syndrome, whose personal narratives add significance to the research mission of the text and demonstrate the authors' inclusive philosophy. Aimed at researchers, teacher educators, higher degree students, and policy makers, this book is the first of its kind to provide a compendium of research on educating learners with Down syndrome.
This practical handbook offers advice on strategies for meeting the special educational needs of children with Down's syndrome in mainstream schools. The aim is to increase the confidence of support assistants, teachers, SENCOs and senior managers in both primary and secondary schools in providing a quality education for these pupils, while using scarce resources to best effect. The author offers an introduction to the particular characteristics of children with Down's syndrome and their impact on learning and behaviour. She considers the benefits of inclusive education and the most effective ways in which the National Curriculum can be made accessible. She also examines working with the whole-school, parents and outside agencies, as well as providing practical resources such as photocopiable proformas and checklists, materials for INSET in schools and support services and a list of reading materials.
Educating learners with Down syndrome can seem daunting at first, but this practical guide for teachers and carers to using evidence-based practices shows you how. Taking a unique lifespan, curriculum-based approach, Rhonda M. Faragher promotes the understanding that people with Down syndrome are a diverse group with vast potential and varied learning needs. The book covers core learning areas such as literacy, numeracy, mathematics, science, and the Humanities, and features key points from the research literature, teaching strategies, practitioner vignettes, and personal stories from people with Down syndrome. It considers learning from birth and early intervention, through primary and secondary school, to post-secondary education and into various contexts of adulthood. Drawing on the latest research, this guide for educators is rich with strategies, as well as tips from other parents and teachers, providing an accessible and empowering resource for the delivery of quality education to benefit learners with Down syndrome.
Discover the keys to teaching children and adults with Down syndrome and other developmental disabilities how to read for meaning. Written for today's busy parents and teachers, this easy-to-use guide explains how to go in through the heart to hook beginning and struggling readers, but then how to teach to the brain; so that learning is fast and permanent. The methods in the book can be adapted for learners of any age who are reading at a third grade level or below. If you have at least five minutes a day to work on reading, you have enough time to get started using Whole Child Reading!
For individuals with Down syndrome, the extent of the effect of intellectual disability depends largely on the degree of provision of appropriate support and intervention. In Educating Learners with Down Syndrome, editors Rhonda Faragher and Barbara Clarke have brought together a number of expert contributors, whose chapters review recent findings in the field of DS education, highlight promising practices, and identify areas for future research. While the emphasis is primarily on the school years, links to early intervention and to life post-16 are made, with chapters organized into three parts: conceptual overview of issues in learning and teaching, learning mathematics, and literacy development. The book is also united by the cohesive themes of assessment, evidence-based practice, and inclusive practices. Educating Learners with Down Syndrome importantly incorporates the voices of individuals with Down syndrome, whose personal narratives add significance to the research mission of the text and demonstrate the authors' inclusive philosophy. Aimed at researchers, teacher educators, higher degree students, and policy makers, this book is the first of its kind to provide a compendium of research on educating learners with Down syndrome.
The Reading and Language Intervention for Children with Down Syndrome (RLI) teaches language and literacy skills following evidence-based principles adapted to meet the children’s specific learning needs. It is designed for pupils with Down syndrome aged 5 to 11 years. The intervention is suitable for beginning readers through to those with reading ages up to 8 years and for students with a wide range of language abilities. Teaching is adapted to meet individual needs through initial assessments of skills and regular monitoring of progress. Together with two accompanying DVDs illustrating teaching techniques and a CD of resources, the handbook offers teachers and teaching assistants the detailed guidance, assessment tools and example teaching materials needed to implement the intervention.
This engrossing volume explores Down syndrome and disability in the cultural context of school. Some of the issues addressed include literacy and language, friendship, behavior, and the cultural construction of disability. The author ends with a call for the elimination of segregated schooling.
This updated, expanded edition of the popular how-to book is often called a "game changer" by educators and parents alike. Teaching reading to learners with developmental delays including Down syndrome and autism can be challenging, but the Whole Child Reading Method opens the door to quick success and confidence. Learners read for meaning, with comprehension following naturally. The core premise is that "We go in through the heart and teach to the brain." In other words, we start with high interest materials and couple that with highly effective, proven teaching strategies based on right hemisphere learning techniques. The end result is transformative. Learning can begin at any age with this method, and if you have at least five minutes twice a day to teach reading, you can start the journey to literacy with Whole Child Reading today! Since this is a new listing, please see the first edition for Amazon reviews. Also by Natalie Hale: Down Syndrome Parenting 101: Must-Have Advice for Making Your Life Easier, Managing My Money: Banking and Budgeting Basics, and Oh, Brother! Growing Up with a Special Needs Sibling.
In the new global economy, the jobs that exist now might not exist by the time today's students enter the workplace. To succeed in this ever-changing world, students need to be able to think like entrepreneurs: resourcefully, flexibly, creatively, and globally. Researcher and professor Yong Zhao unlocks the secrets to cultivating independent thinkers who are willing and able to think creatively and differently about creating jobs and contributing positively to the globalized society. World Class Learners presents concepts that teachers, administrators, and even parents can implement immediately, including how to Understand and harness the entrepreneurial spirit Foster student autonomy and leadership Encourage inventive learners with necessary resources Develop global partners and resources With the liberty to make meaningful decisions and explore nontraditional learning opportunities, today's students will develop into tomorrow's global entrepreneurs. Book jacket.