Uddannelsesstrategier og uddannelsespolitik: inklusion

Are you focused on what's wrong with your students?Now you can transform learning by reframing your view from what's wrong to what's strong."At risk." "Low." "Title I kids." If you've worked with students, you've probably heard or said these coded labels that reflect deficit thinking. This focus on weakness is a pervasive, powerful judgment that continues to harm students long after they leave school. It's time for educators to hack deficit thinking, think about SEL and about strength-based teaching, and reframe teaching and learning.Nationally certified school psychologists McClure and Reed show teachers, administrators, and support staff how to unlearn student blame and reframe thinking to focus on students' strengths. When we acknowledge the impact of teaching practices and the broader structural inequities, we can help everyone reach their highest potential.In Hacking Deficit Thinking, you'll learn how to:Build on student strengthsThink about student empathyHumanize your dataRecognize the value of differencesThink about teacher empathyTalk about equity in schoolsTap into school-wide strengthsFlourish as an educatorReady to reframe your thinking and go from what's wrong to what's strong? Read Hacking Deficit Thinking today, and reframe your view from what's wrong to what's strong.

Rhetorics of Overcoming addresses the in/accessibility of writing classroom and writing center practices for disabled and nondisabled student writers, exploring how rhetorics of overcoming-the idea that disabled students must overcome their disabilities in order to be successful-manifest in writing studies scholarship and practices. Allison Harper Hitt argues that rewriting rhetorics of overcoming as narratives of "coming over" is one way to overcome ableist pedagogical standards. Whereas rhetorics of overcoming rely on medical-model processes of diagnosis, disclosure, cure, and overcoming for individual students, coming over involves valuing disability and difference and challenging systemic issues of physical and pedagogical inaccessibility. Hitt calls for developing understandings of disability and difference that move beyond accommodation models in which students are diagnosed and remediated, instead working collaboratively-with instructors, administrators, consultants, and students themselves-to craft multimodal, universally designed writing pedagogies that meet students' access needs.

Blinde, die im Takt prozessieren, Analphabet*innen, die Musik komponieren, Rentner*innen, Skater*innen, Chöre, Aktivist*innen: Sie alle sind Gäste von Marinella Senatore. Ihre kollektiven Arbeiten von gesellschaftspolitischer Sprengkraft verbinden Strategien politischer Protestbewegungen mit künstlerischen Ausdrucksformen in unterschiedlichen Medien wie Performance, Skulptur, Textil, Foto, Collage, Zeichnung und Video. Der Katalog begleitet die bisher größte Ausstellung der Künstlerin im Museum VILLA STUCK und der Sammlung Generali Foundation am Museum der Moderne Salzburg: Internationale Autor*innen erörtern Fragen nach der Spannung zwischen Individuum und Kollektiv, nach Sehnsüchten und Zugehörigkeit, nach gesellschaftspolitischer Exklusion und alternativen Organisationsformen sowie dem transformativen Potenzial der Kunst.MARINELLA SENATORE (*1977) ist eine zentrale Figur der italienischen Gegenwartskunst. Ausgebildet in Film und Musik spezialisierte sie sich auf eine kollaborative künstlerische Praxis. Als vielfach ausgezeichnete Künstlerin, Aktivistin und Dozentin hat Senatore zuletzt auf der Manifesta in Palermo, auf der Bienal de São Paulo und im Palais du Tokyo Aufsehen erregt.

Der Band dokumentiert die Tagung Digitale NAWIgation von Inklusion"e; und bindet Theorie an Praxis. Als eine erste nationale Konferenz stellten sich Veranstalter und Beitragende der Frage, wie mit digitalen Werkzeugen im Naturwissenschaftsunterricht inklusive Lernumgebungen geschaffen werden konnen. Entstanden ist ein Uberblick uber aktuelle Bestrebungen in Deutschland, der Schweiz und den USA mit Fokus auf der Verbindung von Theorie und Praxis sowie der Nutzbarmachung der erprobten Ansatze fur die Umsetzung in Schule und Unterricht.

The inspiring message in Destiny is Mine beautifully illustrates a message of hope and faith for children and youth of all ages. Through vibrant illustrations Destiny is Mine encourages children to persevere with a message that the sky is the limit if you just put your mind in it.Perfect book for birthdays, libraries, classroomsBeautiful illustrations featuring African American children throughout Instills the limitless potential of children and youthDestiny is Mine brings to life The St. Philip's Creed, written by Dr. Terry Flowers in 1984.

Years of political violence and protests against injustice have revived interest in teaching civics in schools. The problem? Civic education-as it currently exists-privileges systems, not students. It promotes incremental change within a broken democracy rather than responding to the youth-led movements that call for the abolition of inequitable social structures. What will it take to prepare young people for the just future they are fighting for?Civics for the World to Come offers educators a framework for designing the critical civic education that our students deserve. Synthesising perspectives on democratic life from critical race theory, ethnic studies, Afrofuturism, and critical literacy, the book presents key practices for cultivating youth civic agency grounded in equity and justice. The authors explore five world-building civic skills (Inquiry, Storytelling, Imagination, Networking and Advocacy) and introduce readers to real learning communities where students and educators are transforming themselves and society.

This book analyses the challenges and opportunities faced by art-based social enterprises (ASEs) engaging young creatives in education and training and supporting their pathways to the creative industries. In doing so, it addresses the complex intersecting issues of marginality and entrepreneurship, particularly in relation to young creatives from socially, economically and culturally diverse backgrounds. Drawing on extensive fieldwork and interviews with twelve key organisations, and three in-depth case studies in Australia, the book offers a detailed analysis of using enterprise to engage with the structural challenges of marginality. The book explores the local and global contexts through which art-based social enterprises (ASEs) operate and within which they attempt - often successfully - to improve access to education and work for emerging creatives. It also attends to the findings generated through engaging with the lived experiences of the staff and young creatives involved in our ASE case studies, in order to understand both the challenges and impacts of the ASE model on young people's education, training, and employment pathways. The book focuses on three broad themes; precarious youth and digital futures, material practice and sustainable economies, and cultural citizenship in the urban fringe. In exploring these themes, the book contributes to debates about the limits, possibilities and challenges that attach to, and emerge from, an ASE model and highlights the ways in which these models can contribute to young people's well-being, engagement, education and training, and work pathways. More broadly, it examines the possibilities of art as a means of social and cultural engagement. In the context of the precarious future of the creative industries, this book emphasise the ways in which young artists are building alternative economic and cultural models that support both individual pathways and collective change. This book will move the field forward with a critical lens that engages closely with experience and the lived realities of juggling multiple priorities of social, economic and artistic goals.

"Students with complex support needs are at high risk for exclusion from general education and frequently require communication supports, assistive technology, and services from a variety of related service providers. Pre- and in-service educators need guidance on how to develop IEPs for this population. Organized around a process chart and covering each section in the IEP document, this book guides educators to create legally and ethically defensible IEPs that are also person-centered, useful, and meaningful"--

This open access book provides an analysis of contemporary societies and schools shaped by cultural diversity, globalization and migration. This diversity is necessarily reflected in education systems and requires the promotion of intercultural approaches able to improve learning processes and the quality of education. From an international and comparative perspective, this book first presents theoretical and conceptual foundations for seriously considering cultural diversity. The book also compares intercultural approaches and debates generated in countries as diverse as the United States, Canada, Brazil, Switzerland and France. For each national context, the book addresses both the historical roots of intercultural approaches and the concrete initiatives driven by educational policies for their implementation in schools and classrooms. Finally, the book presents discussions surrounding the treatment of linguistic or religious diversity in schools, the emergenceof global citizenship education and the key role of teachers in intercultural approaches.This is an open access book.

"A high school's past history of diversity as viewed by students of that period"--

PRAISE FOR FREEDOM TEACHING "As a lifelong advocate for change, Matthew Kincaid has written an indispensable guide for educators and activists alike. This book brilliantly unpacks the complexities of anti-racism in education." --SALVATORE LAROCCA, President, Global Partnerships, National Basketball Association and Chairman of the Board of Trustees, La Salle Academy "Matthew Kincaid has been a leader in freedom teaching for many years, exemplifying the principles on which he writes and refining the principles he shares. He has set a powerful blueprint, and this book serves as a reminder that freedom--and hate--begin in the classroom. Freedom Teaching helps us make the right choices with intention and love." --BRITTANY PACKNETT CUNNINGHAM, activist and host of UNDISTRACTED "Matthew Kincaid has been leading anti-racism initiatives since he was 14 years old. His passion, commitment, and dedication to this cause is illustrated in the attention to detail in this book. Freedom Teaching strikes at the core of the injustice in our education system while offering vision for a more hopeful, just and equitable future." --CONSTANCE JONES, CEO, Noble Schools "Freedom Teaching is a powerful tool to advance social justice education with K-12 schools! For educators who are committed to leveraging education as a mechanism to promote justice, liberation, and empowerment, this text richly equips you with the strategies or how. I have always been a fan of Matthew Kincaid's work, and this text is yet another manifestation of his genius! I highly recommend it, and cannot wait to leverage it as a tool to support both new and seasoned educators looking for resources to expand their ability to help craft youth who are agents of change within our world!" --KRYSTAL H. ALLEN, author of What Goes Unspoken; CEO, K. Allen Consulting "When it comes to the critical truth telling needed to shake up age-old systems and structures so they can't operate as they have in the past, Matthew Kincaid is without equal. I have been an advocate of Matthew's scholarship for many years and Freedom Teaching gives me hope that it is possible for ALL children to learn in an environment justly designed for them to flourish." --LILIAHN MAJEED, DE&I Executive and Disruptor of Deficit Narratives

This volume offers a critical orientation to inclusive education by centering the learnings that emerge from regional struggles in the world to actualize global ideals and commitments. Grounded in assumptions that challenge medicalized notions of disability and difference, the inquiries within this book register a range of theoretical frameworks. Such frames compel us to both interrogate the foundational premises within global discourses of inclusion and to inquire into the complexities wrought by entrenched systems of schooling. Collectively, they articulate the inseparability of inclusive education from historical processes that include conditions in post-colonial/post-war contexts as well as "e;developed"e; regions. The book therefore acknowledges and values the fluidity of inclusive processes that cannot be neatly pre-defined. This conscious awareness of the contingent nature of inclusive practice suggests new modes of coming to know inclusion for the authors in this book. Their chapters explore methodological practices that can re-direct inquiries to hold such complexity while retaining commitments to inclusion.

Behavior Solutions for the Home is a tool for parents whose children's behaviors are impeding their daily life. Once they see a particular behavior, parents can quickly look up an in-the-moment solution and read more about what could be causing that behavior--and more importantly, how to overcome it. This helpful book is intended to provide general, practical solutions for busy (and often overwhelmed) parents who can benefit from a handy reference guide to help them address common behaviors at home and in the community. This book is a must-have for every parent and caregiver working with a child on the autism spectrum!

The Power and Freedom of Black Feminist and Womanist Pedagogy explores diverse perspectives on the liberating power of Black feminist and womanist pedagogical practices. The contributors boldly tell groundbreaking stories of their teaching experiences and their evolving relationships to Black feminist and womanist theory and criticism.

The Brown Boy Crisis takes educators, graduate students, scholars, and policymakers inside the minds of a group of learners who fail to overcome the racial barriers schools often have in place to stumble their academic success. Thought to be monolithic learners, African, Hispanic, and Native American males-the brown boys-have the highest dropout rates. They are the most disproportionately under-served students in our schools. Yet, they are the first to be suspended, disciplined, medicated, micromanaged, held back a grade level, and assigned to special education classes. The school experiences of brown boys have metastasized into a national crisis. The Brown Boy Crisis describes the enormous diversity among these three groups of male learners. It explores the hidden agendas of school culture and misinformation that fuels their higher retention and dropout rates.