Bücher von Teresa a Citro

This book examines the critical issues associated with the topic of social justice in primary and secondary education. Understanding the challenges related to educational inequity requires a comprehensive and systematic re-examination of educational reform; specifically, this book defines social justice education, offers different perspectives from major thought leaders and examines the challenges faced by different populations when it comes to receiving equal opportunity and treatment. Emphasis will be placed on programs, approaches and strategies to increasingly teach tolerance, respect, and understanding within and between these groups and members of the majority culture. The focus, then, will be on educational practices designed to prepare students from diverse backgrounds to be active, contributing, and fully participatory members of our contemporary society.This book is most appropriate for preservice and veteran teachers, school and educational psychologists, related special education service professionals, educational administrators, guidance counselors, graduate education professors, policymakers, parents, and student leaders who wish to gain a better understanding of how social justice can and should become a valuable part of the educational landscape.

Empathic Teaching: Promoting Social Justice in the Contemporary Classroom is written for those who are committed to employing social justice practices in the classroom. The intent is to educate the next generation to value tolerance and to have respect and empathy for others in society. While this tome will largely focus on understanding the role that equity should play in P-12 education, it will do so with an acute awareness that there are myriad factors that influence student engagement and the motivation to learn. Although some of the subjects under consideration have been written about elsewhere broadly, this tome will offer a unique contribution by examining each from a social equity perspective. As schools move to ensure a more inclusive and well-rounded student body, this book will be a substantial asset to anyone interested in advancing a social justice agenda.

Throughout the chapters of this book, the reader will be introduced to the thirteen disability categories included in IDEA (specific learning disabilities, emotional/behavioral disorders, autism, other health impaired, intellectually disabled, multiple disabilities, speech or language impairments, traumatic brain injury, hearing impairment, deaf/blind, deafness, visual impairment, and orthopedic impairment), using the legally established definitions. Lengthy descriptions of best practices, modifications and accommodations follow, offering a complete picture of each disability and how educators and parents collaboratively can assist the struggling student. To set the stage, the book begins with chapters that discuss special education in general, response to intervention as an intermediary step in the academic continuum of support, and the individualized education plan process. Subsequent chapters examine each of the thirteen aforementioned IDEA disability categories, which have not been commonly incorporated into one comprehensive resource; however, for the sake of brevity, some disability categories have been combined when doing so did not impact practice implications. Emphasis is placed on effective classroom strategies and interventions associated with each disability category with the intent of providing practitioners and those who support them with the information and tools necessary to support students with identified educational needs. To the extent possible, the primary authors sought to ensure this resource was practical and user-friendly for educators who work directly with students with the range of recognized disabilities. This book demystifies the special education process and disability categories as well as offers educators and their families the tools to help our students, who have one or more disabilities, find life-long success. Ensuring the best for our students with disabilities requires that we first acknowledge and support the hard work and deep commitment of those professionals and parents/guardians who devote their lives to teaching, reaching, mentoring and advocating for those most vulnerable in our classrooms.