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Increasing numbers of children and adolescents are being diagnosed with nonverbal learning disabilities (NLD), yet clinicians and educators have few scientific resources to guide assessment and intervention. This book presents up-to-date knowledge on the nature of NLD and how to differentiate it from DSM-5 disorders such as autism spectrum disorder and developmental coordination disorder. Effective strategies for helping K-12 students and their families address the challenges of NLD in and outside of the classroom are illustrated with vivid case material. The authors thoughtfully consider controversies surrounding NLD, discuss why the diagnosis is not included in the current DSM and ICD classification systems, and identify important directions for future research.

Educators have become increasingly interested in the diverse learning environments of young children and the ways in which children and childhood are positioned within those environments. The documentation and analysis of processes of pathologization and de-pathologization in early childhood may provide scholars with the understanding needed to develop more responsive educational approaches. Early Childhood Curricula and the De-pathologization of Childhood examines what is possible for young children when their education addresses their assets and is organized in ways that expand their identity options. Adopting an interdisciplinary approach, Rachel M. Heydon and Luigi Iannacci shed light on the ways in which joint notions of normality and abnormality are used to pathologize childhood. As teachers and educational researchers, they offer first-hand accounts of processes that take individual children and turn them into ‘others’ who are seen as deficient or ‘at risk.’ Through a variety of critical, qualitative case studies that examine general literacy education, special education, early childhood education, and intergenerational learning environments, this book highlights the theoretical underpinnings of asset-oriented curricular practices and suggests what is possible for young children when their education begins from and cultivates their funds of knowledge. Written for those interested in improving the lives of children through interdisciplinary studies, this volume offers sustained theoretical engagement that will appeal to educators around the world.

\"Responding to disruptive or troubled pupils with emotional and behavioural difficulties (EBD) remains a highly topical issue. The challenges these children present relate to wider issues of continuing political concern: the perceived declining discipline in schools; school and social exclusion; the limits to inclusion for children with special needs; increasing mental health difficulties in children; youth crime and parenting skills. This topical and exhaustively-researched Companion examines the difficulties of defining EBD, and the dangers of allocating this imprecise label to children. Bringing together the work of contributors from fifteen countries and across four continents, this book features the research of leading experts in the global field of EBD, who discuss and debate educators' key concerns by: - looking at the overlaps between EBD, ADHD and mental health difficulties; - outlining the types of appropriate schooling for children with EBD; - urging readers to look beyond pupils' challenging behaviour in order to understand and respond to the social, biological and psychological causation; - considering the key areas of assessment, whole-school and targeted approaches that help pupils with EBD in mainstream and in special settings; - outlining helpful work with families, the crucial contribution of effective multi-agency working and the importance of supporting and developing teachers who work with challenging pupils. Containing contrasting views on controversial topics, this Companion's approachable style makes it an essential reference book for academics, policy makers, practitioners, educators and students who are working towards a higher degree in education\"-- Provided by publisher.

\"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\"..

This volume addresses the most current perspectives and issues related to learning disabilities and is written by leaders in the field of learning disabilities. The layout of the book and ordering of chapters will allow readers to follow learning disabilities in a very logical and thoughtful process from legal issues, identification, and assessment, to effective practices and response to intervention finally ending with practical issues of inclusion, working with families, and teacher preparation. Chapters can be read in order or independently which will allow readers considerable versatility. Chapters in the book include: Inclusion and Students with Learning Disabilities; Reading Instruction and Students with Learning Disabilities; Written Instruction and Students with Learning Disabilities; Mathematics Instruction and Students with Learning Disabilities; Social Skills Training and Students with Learning Disabilities; Response to Intervention Techniques and Students with Learning Disabilities; Transition and Students with Learning Disabilities; Technology and Students with Learning Disabilities; Families and Students with Learning Disabilities; Teacher Preparation and Students with Learning Disabilities.

Widely regarded as the standard reference in the field, this comprehensive handbook presents state-of-the-art knowledge about the nature and classification of learning disabilities (LD), their causes, and how individuals with these difficulties can be identified and helped to succeed. Best practices are described for supporting student performance in language arts, math, and other content areas. Contributors also identify general principles of effective instruction and review issues in service delivery within response-to-intervention (RTI) frameworks. The book critically examines the concepts and methods that guide LD research and highlights important directions for future investigation. New to This Edition: *Incorporates key advances in identifying and remediating LD, with particular attention to the role of RTI.  *Chapters on social cognitive, behavioral genetic, and neurobiological aspects. *Chapters on adolescents and adults with LD. *Chapters on spelling instruction, history instruction, and classroom technology applications. *Chapter synthesizing 21st-century advances in LD research methods, plus chapters on advanced statistical models, single-case designs, and meta-analysis.

How can you empower students with invisible disabilities to manage their challenges, accept and advocate for themselves, and reach their goals and dreams? This guidebook has inspiring and informative answers. Told with the authentic voices of adults with hidden disabilities, this encouraging, eye-opening book will help you guide students on the Path to Disability Pride and support their success in the classroom and community. Personal stories blend with powerful strategies as the authors share reflections on their experience with disability—and offer up practical teaching tips and interventions based on the latest research. An essential resource for educators, families, and self-advocates, this book will help students with non-visible disabilities dare to dream big and unlock their full potential. DISCOVER HOW TO * promote disability pride within students, schools, and communities * teach critical life skills, including social-emotional, executive function, reading, and coping skills * reduce the stigma of hidden disabilities * develop mentoring programs that connect students with advice and encouragement * assist college students as they navigate the challenges of campus life and classes * prepare young adults to launch fulfilling careers and responsible, self-determined adult lives * help students develop authentic and meaningful relationships with others * support students with a range of hidden disabilities, including ADHD, learning disabilities, autism, and emotional and behavioral disturbance PRACTICAL MATERIALS: A helpful \"Path to Disability Pride\" framework that readers can use to track their own path to pride or help advocate for someone else's; ready-to-use Teaching Tips for the classroom; candid stories from and interviews with people who have hidden disabilities.

The range of learning difficulties associated with children who have fetal alcohol spectrum disorders (FASDs) has been highlighted as an emerging but little understood area of Special Educational Needs. This engaging, timely, and highly practical book will raise awareness about FASDs and their associated difficulties across the entire education workforce. It provides a range of specialist, practical tried-and-tested teaching and learning strategies, from which teachers and support staff may construct personalised learning plans for students with FASDs, and will help improve outcomes for all their children. It also: explains the impact that FASDs can have on the child's brain; discusses the overlapping and co-existing disorders, such as ADHD and autism spectrum disorders; shows how to support and empower teachers; provides ready-to-use teaching resources and strategies that can be used directly in the classroom. Informed by the very latest research and written by leading experts in the field, Educating Children and Young People with Fetal Alcohol Spectrum Disorders will prove invaluable for experienced teachers and teaching assistants who are engaging in Continuing Professional Development, as well as newly qualified and training Initial Teacher Training students.

This book addresses the question of agency that children with profound and multiple learning disabilities (PMLD) have in educational contexts. When children have such severe impairment, the idea of their agency often does not cross the mind of adults around them. However this book draws upon the work of Jacques Derrida, Félix Guattari and Gilles Deleuze in relation to nine stories on engaging with children with PMLD, showing to readers the profound influence that children have upon the lives and actions of the persons around them.

This volume focuses on evidence-based practices (EBPs) , supported, sound research studies documenting their effectiveness with a target population. As such, EBPs have significant potential to improve the outcomes of learners with learning and behavioral disorders. However, a number of obstacles exist in identifying, conceptualizing, adopting, and maintaining EBPs that have prevented educators from realizing their potential benefits. The chapters in this volume address many of these issues, with the goal of improving stakeholders? Ability to identify and implement EBPs. Chapters discuss the following topics: appraising systematic evidence-based reviews, using single-subject research to identify EBPs, legal issues, implementation fidelity and EBPs, guidelines for implementing EBPs, obstacles to implementing EBPs, teacher preparation and EBPs, EBPs for learners with learning disabilities, EBPs for learners with behavioral disabilities, EBPs for learners with autism spectrum disorders, EBPs in early childhood special education, EBPs in special education in Australia.