Robert and Denise Sedlak are noted for their work with mentally retarded young people. Teaching the Educable Mentally Retarded combines their training and experience to create an invaluable resource for both the practicing and beginning teacher of mildly retarded students. Practical suggestions, case studies, and real-life anecdotes are interwoven with research findings. The result is an up-to-date, comprehensive guide to handling the expected and unexpected situations teachers confront in the classroom. The book incorporates current trends in education, featuring sections on the use of instructional aides in the classroom and on the use of computers and other teaching technology in special education classes. The authors' style is clear and easy to follow, and the work is enhanced through the copious use of charts and figures.
This new edition is updated to keep you current with today’s trends in adapted physical education and sport and new chapters, major chapters, revisions and an increased emphasis on best practise
Special education is now an established part of public education in the United States—by law and by custom. However, it is still widely misunderstood and continues to be dogged by controversies related to such things as categorization, grouping, assessment, placement, funding, instruction, and a variety of legal issues. The purpose of this 13-part, 57-chapter handbook is to help profile and bring greater clarity to this sprawling and growing field. To ensure consistency across the volume, chapter authors review and integrate existing research, identify strengths and weaknesses, note gaps in the literature, and discuss implications for practice and future research. Key features include: Comprehensive Coverage—Fifty-seven chapters cover all aspects of special education in the United States including cultural and international comparisons. Issues & Trends—In addition to synthesizing empirical findings and providing a critical analysis of the status and direction of current research, chapter authors discuss issues related to practice and reflect on trends in thinking. Categorical Chapters—In order to provide a comprehensive and comparative treatment of the twelve categorical chapters in section IV, chapter authors were asked to follow a consistent outline: Definition, Causal Factors, Identification, Behavioral Characteristics, Assessment, Educational Programming, and Trends and Issues. Expertise—Edited by two of the most accomplished scholars in special education, chapter authors include a carefully chosen mixture of established and rising young stars in the field. This book is an appropriate reference volume for anyone (researchers, scholars, graduate students, practitioners, policy makers, and parents) interested in the state of special education today: its research base, current issues and practices, and future trends. It is also appropriate as a textbook for graduate level courses in special education.
“Natives and Settlers provides a beginning to what should be (and should have been) a continuing, respectful discussion.” —Blanca Schorcht, Associate Professor, University of Northern British Columbia. Is Canada truly postcolonial? Burdened by a past that remains ‘refracted’ in its understanding and treatment of Native peoples, this collection reinterprets treaty making and land claims from Aboriginal perspectives. These five essays not only provide fresh insights to the interpretations of treaties and treaty-making processes, but also examine land claims still under negotiation. Natives and Settlers reclaims the vitality of Aboriginal laws and paradigms in Canada, a country new to decolonization.
