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This comprehensive, easy-to-use guide includes detailed information on 130 common disorders, covering signs and symptoms, primary groups affected, attendance guidelines, medications, and much more.
Sharpen your medical knowledge and understanding of health problems and concerns facing today′s students with this authoritative reference guide! Further continuing the dialogue from their successful reference, Health Problems in the Classroom PreK-6, authors and medical experts Huffman, Fontaine, and Price have collaborated yet again to provide this valuable resource for middle and high school teachers, teacher aides, administrators, and educators, covering health problems that affect students in grades 6 through 12. Alphabetically listing the most current health concerns for this age group, this ready-reference handbook covers: At-a-glance medical information about 150 illnesses, injuries, and medical conditions that affect adolescents in middle schools and high schools, including details about signs and symptoms, primary groups affected, classroom guidelines, attendance guidelines, medications, and communication topics to discuss with parents and caregivers Detailed coverage of sports injuries, sexually transmitted diseases, dating violence, and other topics relevant to teens Health, illness, disability, self-esteem, and stigma during adolescence Family and community issues related to gender, sexual, and social identity, including a section on adolescent depression and warning signs for suicide An essential guide for all teachers and school personnel, Health Problems in the Classroom 6-12 gives educators immediate access to the knowledge, referrals, and resources they need to understand the health challenges facing them in today′s middle schools and high schools.
One in every five Americans lives with at least one disability or disorder, including both the obvious, such as those requiring the use of a wheelchair, and the less evident ones, such as eating disorders or Asperger's syndrome. Those responsible for teaching disabled students and providing services and support for them need ready access to reliable and up-to-date resources. Disabilities and Disorders in Literature for Youth: A Selective Annotated Bibliography for K-12 identifies almost 1,000 resources to help educators, professionals, parents, siblings, guardians, and students understand the various disabilities and disorders faced by children today. This bibliography consists of four major headings_Emotional, Learning, Physical, and Multiple Disabilities_which are further categorized into works of fiction and nonfiction. Annotations provide a complete bibliographical description of the entries, and each entry is identified with the grade levels for which it is best suited and resources are matched with appropriate audiences. Reviews from recognized publications are also included wherever possible. Anyone interested in identifying helpful resources regarding disabilities and disorders will find much of value in this essential tool.
This book is written as an easily accessible guide for headteachers and other general education administrators who administer and/or interact with special education programmes and services in their schools. The book is designed to provide basic foundational knowledge of special education that every headteacher needs in order to lead effectively, as well as examples for how to create effective special education. In this era of universal accountability for improving student achievement and school wide improvement planning, it is imperative that headteachers understand fully the key components of special education. Headteachers may need basic legal and/or procedural information, but more important are the understandings about who gets into special education as well as current thinking about how to educate children with diverse disabilities.
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
How do early childhood educators foster young children’s understanding of reading and writing during this emergent literacy period? Moreover, how can they nurture a love of reading and writing? With these two questions at its core, the revised edition of this bestselling resource provides: A comprehensive and updated overview of what literacy development looks like for children from birth through age 5; Instructional approaches that support robust early language, literacy, and content knowledge learning; Considerations for choosing and sharing materials and for designing the physical environment in ways that support language and literacy learning; Recommendations for developmentally appropriate books that engage children’s minds and imaginations; Authentic writing samples that showcase young children’s thinking around and explorations with mark making. Grounded in new research and drawn from the authors’ extensive experience, this book gives educators the tools they need to create and build on learning opportunities that will lead to thriving, motivated readers and writers.
Physical inactivity is a key determinant of health across the lifespan. A lack of activity increases the risk of heart disease, colon and breast cancer, diabetes mellitus, hypertension, osteoporosis, anxiety and depression and others diseases. Emerging literature has suggested that in terms of mortality, the global population health burden of physical inactivity approaches that of cigarette smoking. The prevalence and substantial disease risk associated with physical inactivity has been described as a pandemic. The prevalence, health impact, and evidence of changeability all have resulted in calls for action to increase physical activity across the lifespan. In response to the need to find ways to make physical activity a health priority for youth, the Institute of Medicine's Committee on Physical Activity and Physical Education in the School Environment was formed. Its purpose was to review the current status of physical activity and physical education in the school environment, including before, during, and after school, and examine the influences of physical activity and physical education on the short and long term physical, cognitive and brain, and psychosocial health and development of children and adolescents. Educating the Student Body makes recommendations about approaches for strengthening and improving programs and policies for physical activity and physical education in the school environment. This report lays out a set of guiding principles to guide its work on these tasks. These included: recognizing the benefits of instilling life-long physical activity habits in children; the value of using systems thinking in improving physical activity and physical education in the school environment; the recognition of current disparities in opportunities and the need to achieve equity in physical activity and physical education; the importance of considering all types of school environments; the need to take into consideration the diversity of students as recommendations are developed. This report will be of interest to local and national policymakers, school officials, teachers, and the education community, researchers, professional organizations, and parents interested in physical activity, physical education, and health for school-aged children and adolescents.
Concluding a two-year review and revision process supported by the American Cancer Society and conducted by an expert panel of health education professionals, this second edition of the National Health Education Standards is the foremost reference in establishing, promoting, and supporting health-enhancing behaviors for students in all grade levels. These guidelines and standards provide a framework for teachers, administrators, and policy makers in designing or selecting curricula, allocating instructional resources, and assessing student achievement and progress; provide students, families, and communities with concrete expectations for health education; and advocate for quality health education in schools, including primary cancer prevention for children and youth.
The Second Edition of Skills-Based Health Education provides pre-service and practicing teachers with the pedagogical foundation and tools to develop a comprehensive PreK-12 health education program using the National Health Education Standards. It takes each standard by grade span, provides scenarios based on research to explain the skill, and then provides a step-by-step approach to planning assessment and instruction. Early chapters connect skills-based health education to coordinated school health and the national initiatives of the Centers for Disease Control and Prevention, Healthy People 2020, The Whole Child, and 21st Century Skills. The remaining chapters provide guidance to plan implement, and assess performance tasks. Readers are shown how to establish student needs, select content and skill performance indicators to meet those needs, and plan and implement assessment and instructions.