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Interest in autism and related disorders has exploded. Established as an essential book on this complex syndrome, the new edition has been extensively revised to reflect significant advances in research. Featuring contributions from leading international authorities in the clinical and social sciences, the book covers recent progress in our understanding of the field and offers a perspective on the present state of the discipline. With new material on topics such as evidence-based treatment and practice, the book covers changes in diagnosis resulting from the publication of DSM-V, and developments in how autism is understood, including the removal of language delay as a necessary diagnostic criterion. Far-reaching, the book considers aspects from epidemiology, genetics, and neurobiology, to core symptoms, early interventions, and pharmacology. One section critically surveys the history of autism as a diagnostic concept, and issues such as an ageing population and the impact of research on national policy are considered.
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This case study retrospectively reflects on a self-contained teacher’s decision to pair publisher-created adapted text with audio support as part of a multicomponent reading intervention. She evolved from creating her own adapted text to implementing publisher-created adapted text throughout a school year. The study analyzed students’ reading comprehension test scores throughout the year to examine the influence of publisher-created adapted text embedded within a multi-component reading intervention. The Related-Samples Wilcoxon Signed Rank Test revealed significance (p=.043) between students’ fall and spring Reading Inventory scores, with a moderate effect size (r=.562). The teacher made the instructional decision to implement publisher-created adapted text which eliminated time consuming self-adaptation of materials (Browder et al., 2007) and her students continued to make progress with this shift of materials with some demonstrating significant progress by the end of the school year.
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Looking back on a year of tumultuous teaching and learning amid restrictions set in place after the COVID-19 pandemic began in early 2020, Remote Teaching and Learning: Reflections and Practical Advice focuses not only on the trials and tribulations higher ed faculty have endured but also the insights learned, silver linings revealed, and successes achieved through emergency remote teaching. Hear from 20 educators whose contributions include: reflections on pandemic teaching; strategies and practical advice; and resources for students.Whether you’re returning to a face-to-face classroom, continuing to teach online, or exploring hybrid or HyFlex teaching, you’ll find wisdom, advice, and observations from educators with a shared commitment to student learning. Includes student handouts to use in your classroom!
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Although first described in 1944 (the year the description of infantile autism), Asperger’s syndrome attracted little attention until the publication by Lorna Wing in early 1980. Over time, different views of the definition of Asperger’s syndrome developed. By the time of the Third Edition of the American Psychiatric Association’s Diagnostic and Statistical Manual and the Tenth Edition of the World Health Organization’s International Classification of Disease, enough information had accumulated to include the condition within the broader autism category. Asperger’s syndrome remained a focus of research interest and debate until its exclusion in the DSM-5 in 2013. We argue that the decision to remove Asperger’s syndrome 10 years ago as a distinct condition was premature. A discussion of the tensions around defining Asperger’s and concerns now arising due to the lack of this diagnostic category for new cases is provided. © 2024, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
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As the world continues to ponder issues of equity and diversity, U.S. public schools face an expanding demographic divide between teachers and students. While diverse groups of public school students show an increase in population, the teaching workforce in the U.S. remains overwhelmingly White. The purpose of this systematic review is to examine how preservice teachers (PST) are being prepared to be culturally responsive. A total of 26 studies published between 2006 and 2020 were reviewed. The results indicate that PSTs’ learning experiences are varied and tend to be stand-alone approaches focused on changing the attitudes and beliefs of PSTs. Findings also bring to light the vagueness of terminology used in the research to define cultural groups of students, the conspicuous absence of studies related to LGBTQ+ populations, and the lack of study replications. Implications for future research are discussed.
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Research demonstrates discriminatory and inequitable practices related to students identified with (disabilities). Inequitable practices and discrimination reveal the necessity of collaboration and advocacy as an integral part of the pedagogy of professional development for members of the IEP team. Providing pre-service (or preparing) teachers simulated experiences of individualized education program (IEP) meetings can support PSTs understanding of how ableism and racism can manifest in schools, develop skills in collaborating with families, and begin to develop advocacy practices that support students that are marginalized at the intersection of their race and ability status. This chapter focuses on how to develop materials that leverage critical theoretical frameworks, provide learning experiences that mirror teacher practice in schools, and provide authentic representations of families of color to develop PSTs collaborative and advocacy practices. © 2023 by IGI Global. All rights reserved.
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"The reading problems addressed in the book move beyond those associated with disabilities such as dyslexia or high-functioning autism. The author addresses experientially based reading difficulties caused by inadequate instruction or limited exposure to academic language/literacy. Unlike other books on response to intervention (RTI), this book presents an argument for using RTI as a method of identification as well as intervention in combination with individual students' reading profiles. The case studies and practical examples cover a broad range of reading problems (not only learning disabilities) to help make research findings applicable to a multidisciplinary audience, especially practitioners"--
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