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Pour aider les intervenants actuels et futurs ainsi que les parents dans leur rôle d'éducateur, l'auteure présente une démarche d'enseignement-apprentissage développée pour répondre directement aux besoins des jeunes présentant une déficience intellectuelle ou des difficultés à apprendre. Celle-ci prend en considération les processus cognitifs impliqués dans l'apprentissage ainsi que la dimension émotionnelle qui influencent l'actualisation du potentiel des jeunes.
Despite the idealism represented by the No Child Left Behind law’s mandate for accountability in education, deaf students historically and on average have performed far below grade level on standardized tests. To resolve this contradiction in deaf education, this collection presents a spectrum of perspectives from a diverse corps of education experts to suggest a constructive synthesis of worthy ideals, hard realities, and pragmatic solutions. Contributors to this study include volume editors Robert C. Johnson and Ross E. Mitchell, Ed Bosso, Michael Bello, Betsy J. Case, Patrick Costello, Stephanie W. Cawthon, Joseph E. Fischgrund, Courtney Foster, Christopher Johnstone, Michael Jones, Jana Lollis, Pat Moore, Barbara Raimondo, Suzanne Recane, Richard C. Steffan, Jr., Sandra J. Thompson, Martha L. Thurlow, and Elizabeth Towles-Reeves. These noted educators and researchers employ experiences from Massachusetts, Delaware, Maryland, North Carolina, Illinois and California to support their findings about the dilemma facing deaf students and their teachers. They assess the intent and flexibility of federal law; achievement data regarding deaf students; potential accommodations and universal design to make tests more accessible; possible alternatives for deaf students not ready for conventional assessments; accounts of varying degrees of cooperation and conflict between schools and state education departments; and the day-to-day efforts of teachers and school administrators to help deaf students measure up to the new standards. By presenting these wide-ranging insights together, Testing Deaf Students in an Age of Accountability provides a unique opportunity to create genuine means to educate deaf students for the only test that matters, that of life.
Structure and Strategy
Total communication, a method utilizing a combination of visual and auditory cues in an attempt to maximize comprehension, has long been a focus of debate by the deaf community, families of deaf children, and education professionals. For perhaps the first time, this book documents total communication’s historical and philosophical roots and analyzes the strengths and limitations of total communication's elemental parts and their salient linguistic properties.
Across the Spectrum of Neurological Difference
Since first being identified as a distinct psychiatric disorder in 1943, autism has been steeped in contestation and controversy. Present-day skirmishes over the potential causes of autism, how or even if it should be treated, and the place of Asperger’s syndrome on the autism spectrum are the subjects of intense debate in the research community, in the media, and among those with autism and their families. Bringing together innovative work on autism by international scholars in the social sciences and humanities, Worlds of Autism boldly challenges the deficit narrative prevalent in both popular and scientific accounts of autism spectrum disorders, instead situating autism within an abilities framework that respects the complex personhood of individuals with autism.
A major contribution to the emerging, interdisciplinary field of critical autism studies, this book is methodologically and conceptually broad. Its authors explore the philosophical questions raised by autism, such as how it complicates neurotypical understandings of personhood; grapple with the politics that inform autism research, treatment, and care; investigate the diagnosis of autism and the recognition of difference; and assess representations of autism and stories told by and about those with autism.
From empathy, social circles, and Internet communities to biopolitics, genetics, and diagnoses, Worlds of Autism features a range of perspectives on autistic subjectivities and the politics of cognitive difference, confronting society’s assumptions about those with autism and the characterization of autism as a disability.
Contributors: Dana Lee Baker, Washington State U; Beatrice Bonniau, Paris Descartes U; Charlotte Brownlow, U of Southern Queensland, Australia; Kristin Bumiller, Amherst College; Brigitte Chamak, Paris Descartes U; Kristina Chew, Saint Peter’s U, New Jersey; Patrick McDonagh, Concordia U, Montreal; Stuart Murray, U of Leeds; Majia Holmer Nadesan, Arizona State U; Christina Nicolaidis, Portland State U; Lindsay O'Dell, Open U, London; Francisco Ortega, State U of Rio de Janeiro; Mark Osteen, Loyola U, Maryland; Dawn Eddings Prince; Dora Raymaker; Sara Ryan, U of Oxford; Lila Walsh.