Results by title

84 books match the query 'Special education' and 7 start with s

cover of Shifting the Dialog, Shifting the Culture: Pathways to Successful Postsecondary Outcomes for Deaf Individuals

Shifting the Dialog, Shifting the Culture

Pathways to Successful Postsecondary Outcomes for Deaf Individuals

Stephanie W. Cawthon

Gallaudet University Press, 2017

In this volume, Stephanie W. Cawthon and Carrie Lou Garberoglio discuss the individual and systemic factors that both facilitate and inhibit the attainment of postsecondary education, training, and career goals for deaf individuals. Real-life examples and current research are combined in this consideration of the interactions between individuals and the many layers of the overall system in which they navigate.
               In addition to using a systems theory approach, the authors employ resiliency models that emphasize how deaf individuals persist through the transition process amidst the barriers that reside within larger educational and social systems. Employment, independent living, and community involvement are a few of the postsecondary outcomes that are covered. Shifting the Dialog, Shifting the Culture addresses critical issues that influence how deaf individuals reach their postsecondary goals and is designed for a diverse audience that includes professionals who work (or are training to work) with deaf individuals, policy makers, as well as federal and state personnel.
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cover of Sign Language, Sustainable Development, and Equal Opportunities: Envisioning the Future for Deaf Students

Sign Language, Sustainable Development, and Equal Opportunities

Envisioning the Future for Deaf Students

Goedele A. M. De Clerck

Gallaudet University Press, 2016

Increased interaction between sign language communities and the mainstream societies in which they function is creating the potential for greater equality of opportunity for people who are deaf and hard of hearing. In this volume, renowned scholars and policy makers from around the world present innovative and groundbreaking perspectives on the relationships among sign language, sustainable development, and equal opportunities.
       The contributors to this volume offer creative and open-minded explorations of the construct of sustainability that are informed by their work with deaf individuals, deaf communities, families of deaf children, and other stakeholders. Sign Language, Sustainable Development, and Equal Opportunities describes sustainability in relation to:

·      identity, resilience, and well-being
·      partic­ipatory citizenship
·      historical perspectives on sign language use in educational contexts
·      sign language learning and teaching
·      human rights and inclusive education
·      literate thought and literacy
·      the sign language factor and the development of sign language communities in sub-Saharan Africa
·      sign language legislation

       These changing communities’ understanding of what is required to become sustainable—in areas such as full participation and citizenship in society, economic well-being, access to quality education, and cultural and linguistic identity—is also taking new forms. This work contributes to the paradigm shifts regarding deaf emancipation and deaf education taking place around the world.
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cover of Speaking for Themselves: Ethnographic Interviews with Adults with Learning Disabilities

Speaking for Themselves

Ethnographic Interviews with Adults with Learning Disabilities

Paul J. Gerber, Ph.D. and Henry B. Reiff, Ph.D.

University of Michigan Press, 1991

Speaking for Themselves: Ethnographic Interviews with Adults with Learning Disabilities by Paul J. Gerber and Henry B. Reiff investigates the personal and academic experiences of adults diagnosed with learning disabilities. Taking an ethnographic approach, the authors present in-depth interviews with nine adults, aged 22 to 56, exploring how their learning disabilities affect various aspects of their lives, such as education, vocational achievement, social and emotional adjustment, and daily living skills. The study categorizes subjects into three groups based on educational and vocational achievements: high, moderate, and marginal adjustment to adulthood. Through personal narratives, the book reveals the nuances of struggle and success in this often-overlooked adult demographic, offering valuable insights for researchers, educators, and policymakers. Particularly, it emphasizes the need for a better understanding of the challenges and needs faced by adults with learning disabilities, while calling for the expansion of personalized and effective support systems beyond childhood and adolescence into adult life. The findings highlight a significant variance in experiences, illustrating that the degree of success in adulthood often correlates with educational attainment and the ability to compensate for learning challenges. This research asserts the importance of inclusive practices and further studies to continue improving the quality of life and support for adults with learning disabilities.
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cover of Speaking for Themselves: Ethnographic Interviews with Adults with Learning Disabilities

Speaking for Themselves

Ethnographic Interviews with Adults with Learning Disabilities

Paul J. Gerber and Henry B. Reiff

University of Michigan Press, 1991

Speaking for Themselves: Ethnographic Interviews with Adults with Learning Disabilities by Paul J. Gerber and Henry B. Reiff investigates the personal and academic experiences of adults diagnosed with learning disabilities. Taking an ethnographic approach, the authors present in-depth interviews with nine adults, aged 22 to 56, exploring how their learning disabilities affect various aspects of their lives, such as education, vocational achievement, social and emotional adjustment, and daily living skills. The study categorizes subjects into three groups based on educational and vocational achievements: high, moderate, and marginal adjustment to adulthood. Through personal narratives, the book reveals the nuances of struggle and success in this often-overlooked adult demographic, offering valuable insights for researchers, educators, and policymakers. Particularly, it emphasizes the need for a better understanding of the challenges and needs faced by adults with learning disabilities, while calling for the expansion of personalized and effective support systems beyond childhood and adolescence into adult life. The findings highlight a significant variance in experiences, illustrating that the degree of success in adulthood often correlates with educational attainment and the ability to compensate for learning challenges. This research asserts the importance of inclusive practices and further studies to continue improving the quality of life and support for adults with learning disabilities.
[more]
cover of Special Education in the 21st Century

Special Education in the 21st Century

Margret A. Winzer

Gallaudet University Press, 2000

In the late 20th century, a tidal wave of calls for reform and inclusion of special needs students swept over public special education. The current debates over implementing these themes today are authoritatively addressed by 19 distinguished scholars in this thorough volume. Organized into three cohesive sections, it begins with the issues of educational reform and the emerging discourses of disability and integration in the inclusion movement. Respective chapters appraise specific arguments for inclusion and the federal legislation and litigation surrounding and supporting special education.

       The second part features the thorny issue of assessment, the technological revolution in special education, and the disposition of teacher training. The third section scrutinizes the inclusion of various populations of students with exceptional needs, particularly how teachers can make an easy transition from ideology to educational practice.

       Special Education in the 21st Century sets the standard for extrapolating future directions by wisely weighing classroom practices for different groups and the technical problems of resources, management, social groupings, instructional design, and the supposition that teachers will automatically change to accommodate an even greater diversity of learners.

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cover of Speechreading: A Way To Improve Understanding

Speechreading

A Way To Improve Understanding

Harriet Kaplan

Gallaudet University Press, 1985

Speechreading: A Way to Improve Understanding discusses the nature and process of speechreading, its benefits, and its limitations. This useful book clarifies commonly-held misconceptions about speechreading. The beginning chapters address difficult communication situations and problems related to the speaker, the speechreader, and the environment. It then offers strategies to manage them.

       Speechreading provides practical exercises illustrating the use ofthese communication strategies in actual situations. It is an excellent book for late-deafened adults, families and friends, parents of children with hearing loss, and professionals and students.

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cover of Stuttering Meets Sterotype, Stigma, and Discrimination: An Overview of Attitude Research

Stuttering Meets Sterotype, Stigma, and Discrimination

An Overview of Attitude Research

Kenneth O. St. Louis

West Virginia University Press, 2015

More than a century of research has sought to identify the causes of stut­tering, describe its nature, and enhance its clinical treatment. By contrast, studies directly focused upon public and professional attitudes toward stuttering began in the 1970s. Recent work has taken this research to new levels, including the development of standard attitude measures; ad­dressing the widely reported phenomena of teasing, bullying, and dis­crimination against people who stutter; and attempting to change public opinion toward stuttering to more accepting and sensitive levels.
 
Stuttering Meets Stereotype, Stigma, and Discrimination: An Overview of Attitude Research is the only reference work to date devoted entirely to the topic of stuttering attitudes. It features comprehensive review chapters by St. Louis, Boyle and Blood, Gabel, Langevin, and Abdalla; an annotated bibliography by Hughes; and experimental studies by other seasoned and new researchers. The book leads the reader through a maze of research efforts, emerging with a clear understanding of the important issues involved and ideas of where to go next. Importantly, the evidence base for stuttering attitude research extends beyond research in this fluency disorder to such areas as mental illness, obesity, and race. Thus, although of interest primarily to those who work, interact, or oth­erwise deal with stuttering, the book has potential for increasing under­standing, ameliorating negative attitudes, and informing research on any of a host of other stigmatized conditions.
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