Undervisning for fysisk handicappede elever

"Crip Authorship: Disability as Method convenes leading scholars, activists, and artists to explore the shaping of cultural production, aesthetics, and media by disability across 35 short chapters"--

"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 book examines the role that research plays in pedagogical practices when teaching disabled children and young people in physical education classes. It scrutinises the practices that are commonly used by teachers and coaches, and advocated by academics, and explores the evidence base that supports them.This book covers disability broadly, including a focus on autism, learning difficulties, and visual impairment. It offers guidance to practitioners by explaining what is (or is not) available to support commonly suggested pedagogical practices, paying particular attention to research highlighting the voices of disabled persons and feelings associated with inclusion (that is, belonging, acceptance, and value), and whether these practices can help disabled students enjoy these subjective experiences.Bringing together the very latest research with an assessment of current - and future - pedagogical practices, this concise and insightful book is invaluable reading for all pre-service and in-service teachers or coaches with an interest in physical education, disability, or special educational needs, as well as any advanced student or researcher working in these areas.

Autism and Intellectual Disability in Adults: Volume 1 explores issues and practice affecting the support of adults with intellectual disabilities who are on the autism spectrum. This title explores potential key moments in the lives of adults with intellectual disabilities who are on the autism spectrum, covering a breadth of subjects including; policy, health, economics, wellbeing and equality, as well as a wealth of practical information and advocacy-related material. The first volume in this series has been brought to you by a highly creative group of people, many of whom are either on the autism spectrum or have close family ties to autistic people. The focus of this publication is not on the causes of autism; our interest instead lies in considering ways in which autistic people (focusing here on those with additional intellectual impairments) can have the best possible quality of life, on their own terms. Common themes emerge between authors, including the fundamental requirement to acknowledge, respect and facilitate autistic expertise as being central to the production of research, policy and practice. Autism and Intellectual Disability in Adults: Volume 1 will inform and benefit health, social care, and education professionals, families, students, support staff in learning disability services and many others. This title shares information, tools and resources in ways that are accessible, useful and usable by the broad range of professional groups involved in this area of practice.

This brand-new edition of our best-selling handbook, brings the topic fully up to date, with legal changes, latest approaches to supporting relationships and sexuality, plus the inclusion of contemporary issues like sex, relationships and the internet, domestic violence and supporting people with learning disabilities who identify as LGBT. Sexuality and Learning Disabilities is grounded in research and best practice. It is accessible for staff occupying many roles, for example support workers and managers in learning disability service settings, supported housing, community learning disability teams, social workers, students in health and social care and any professional who may find themselves supporting a person with a learning disability from time to time. The book may also be helpful for family members. The new edition is a complete revision and updating of content, aiming to address key knowledge requirements and concerns of people working in the field, with opportunities for reflection and professional development. Case studies illustrate the content to help the reader explore how best to address issues in practice.

This volume describes conducting an ethnographic, action study of the ASL Parent-Child Mother Goose program, provided by a Deaf service agency in Ontario, Canada to teach ASL literacy to deaf children.

In this groundbreaking volume, a dozen noted scholars and researchers examine the many ways that deaf people see and acquire deaf knowledge.

Fachbuch aus dem Jahr 2016 im Fachbereich Pädagogik - Heilpädagogik, Sonderpädagogik, Note: 1,7, Universität Koblenz-Landau, Sprache: Deutsch, Abstract: Diese Arbeit behandelt Andreas Hinz und seinen Entwurf einer inklusiven Pädagogik. Ziel und Gegenstand der Ausführungen wird es zuerst sein, den Autor Andreas Hinz vorzustellen und geschichtliche Daten zum besseren Verständnis zu nennen. Danach werden der Sammelband ¿Inklusive Pädagogik¿ und ein Textausschnitt zusammengefasst dargestellt. Außerdem werden Fragen formuliert, welche sich an den Text von Hinz richten. Auch ein Diskussionsthema soll entworfen werden.Die Inklusion ist in der heutigen Zeit und auch der Vergangenheit ein heiß diskutiertes Thema. Der Pädagoge Andreas Hinz, dessen Standpunkt in Bezug auf Inklusion und Integration im weiteren Verlauf der Ausarbeitung deutlicher wird, hat sich zu diesem Thema in mehreren Publikationen geäußert.In dem Buch Inklusive Pädagogik, welches von Sander und Schnell im Jahre 2004 herausgegeben wurde, geht es im Allgemeinen um den damalig neuen Begriff der Inklusion und die Unterschiede zum Integrationsbegriff. Dabei wird Theorie und Praxis von Inklusion miteinbezogen. Der Text ¿Vom sonderpädagogischen Verständnis von Integration zum integrationspädagogischen Verständnis von Inklusion?¿, welcher in diesem Buch von Andreas Hinz stammt, wird Kern der folgenden Arbeit sein.

Designed especially for the young braille reader, this tactile book features a fascinating selection of creatures, from bears and big cats to birds and bugs. DK Braille: Animals has everything written in both large print and braille for kids. The facts are accompanied by embossed and tactile images, including a fuzzy lion's mane and scaly serpent skin.Discover the fascinating world of animals, from ferocious predators and leaping monkeys to snappy alligators and fantastic frogs. Then test what you have learned with a fun quiz at the end of the book. Fully endorsed by the Royal National Institute of Blind People (RNIB), DK Braille: Animals is a wonderful way for curious readers to discover the animal kingdom.

A grandfather teaches his granddaughter life lessons as they work together in the garden. Whether she's learning how to feed grumpy chickens, or realizing the value of a cracked bucket, Sweet Pea is up for the challenge. Simple fables and rich pen illustrations are the backdrop to a story that celebrates overcoming obstacles. The book's author and illustrator is a congenital amputee and is passionate about representing limb differences in her children's books.

Studienarbeit aus dem Jahr 2016 im Fachbereich Soziale Arbeit / Sozialarbeit, Note: 2,3, Universität Trier, Sprache: Deutsch, Abstract: Im Verlauf dieser Arbeit sollen folgende Fragen beantwortet werden: Wie genau läuft die schulische und berufliche Integration überhaut ab? Worauf zielt die Integration ab? Wie setzt sich die Theorie in die Praxis um und welche Maßnahmen fördern den Ausbau der Integration, um dadurch diese zu verbessern? Und darüber hinaus: Wie gelingt es, von einer schulischen beziehungsweise beruflichen Integration zu einer gesellschaftlichen Inklusion zu wechseln?Spätestens seit dem Übereinkommen über die Rechte von Menschen mit Behinderungen, welches 2008 in Kraft getreten ist und 2009 in Deutschland unterzeichnet wurde, ist das Thema der Integration von Menschen mit Behinderung im ganzen Land präsent. Kindergärten und Schulen werden integrativ, auch Unternehmen stellen zunehmend Menschen mit Behinderung ein, denn die UN-Behindertenrechtskonvention zielt auf Chancengleichheit für alle. Trotz der gesetzlichen Festlegung, dass Menschen mit Behinderung als gleichberechtigte Menschen angesehen werden sollen, gibt es genügend Gegner gegen diese Art von Integration. Meist zweifeln die Nicht-Betroffenen an den Vorteilen für sich selbst und den Chancen für Menschen mit Behinderung, da durch das separierte System eine spezifischere Förderung für Menschen mit Behinderung als gewinnbringender angesehen wurde. Zu Beginn dieser Arbeit werden der Behindertenbegriff und Begriffe, wie Integration und Inklusion, geklärt. Des Weiteren wird auf die Integration in der Schule, deren Geschichte und die Vor- und Nachteile, Probleme und Chancen dieser erläutert. Im Anschluss wird auf die berufliche Bildung eingegangen. Und auch hier werden die Vor- und Nachteile, Herausforderungen und die entstehenden Möglichkeiten gegenübergestellt. Anschließend wird eine Sonderform der beruflichen Bildung, nämlich die Werkstätten für behinderte Menschen, genauer begutachtet und ebenfalls die Vor- und Nachteile genannt. Am Ende werden auf die Maßnahmen eingegangen, durch welche eine bessere berufliche Integration folgen wird und dadurch eine erfolgreiche gesellschaftliche Inklusion resultieren kann. Demnach lautet die Hauptfrage dieser Arbeit "Inwiefern trägt die berufliche Bildung von Menschen mit Behinderung zur Integration dieser in die Gesellschaft bei?".

This volume offers the first translation of 19th-century Deaf French activist Ferdinand Berthier's biographical sketches of the four men who influenced him most in shaping his unswerving beliefs about Deaf French education.

Educational and Developmental Aspects of Deafness details the ongoing revolution in the education of deaf children. More than 20 researchers contributed their discoveries in anthropology, education, linguistics, psychology, sociology, and other major disciplines, with special concentration upon the education of deaf children. Divided into two parts on education at home and in school, this incisive book documents breakthroughs such as the public's interest in sign language, the increasing availability of interpreters, the growing perception of deafness as a social condition, not a pathology, and other positive trends. It is unique as the first purely research-based text and reference point for further study of the education of deaf children.

Denne bog handler om, hvordan neuropædagogikken kan sætte nye perspektiver på det pædagogiske og special- og socialpædagogiske arbejde med børn, unge og voksne. Den giver et bud på, hvordan neurovidenskabelig forskning kan øge kvaliteten af arbejdet med mennesker.I det neuropædagogiske arbejde er der fokus på livskvalitet, mestring, udvikling og læring. Det primære fokus er på omgivelserne og relationerne, og hvordan de professionelle kan facilitere hjerneglade og anerkendende rammer for liv og læring. De professionelles tanker og handlinger har altafgørende betydning for, om den anden vokser og gror. For det er i relationen, at kimen og lysten til at lære og udvikle sig fødes.Bogen præsenterer det neuropædagogiske genstandsfelt samt en række konkrete metoder i det neuropædagogiske arbejde.Anni Mortensen er leder af Neuropædagogisk Kompetencecenter ved University College Nordjylland. Hun er uddannet sygeplejerske, har en master i læreprocesser og en ph.d. i neuropædagogik og inklusionsdifferentiering. Anni har specialiseret sig i formidling af neurovidenskabelig forskning til det pædagogiske område.Relationsprofessionsseriens omdrejningspunkt er kvalificeringen af det relationelle arbejde.Relationskompetente lærere og pædagoger har afgørende betydning for børns læring og livsforløb. Den pædagogiske relationsprofessionalisme er drivkraften i børnenes udvikling og læring, fordi en afbalanceret og følelsesmæssig kontakt skaber den nødvendige tryghed, så barnet tør takke ja til at deltage i det store sociale, kulturelle og inkluderende læringsfællesskab.Seriens udgivelser henvender sig primært til relationsprofessionelle i den pædagogiske verden - børnehave, vuggestue og folkeskole - men også professionelle, der arbejder inden for ungdomsuddannelser, familievejledning, ældrecenter, fysio- og ergoterapi, sundhedspleje og det sociale område kan have glæde af at læse med.

Dette er en fagbog til professionelle voksne og forældre til små børn med handicap.Med denne bog i hånden kan fagpersoner hjælpe endnu flere småbørn med handicap. Bogen vil komme mange forældre til gode i deres ønske om at være aktive samarbejdspartnere i indsatsen omkring deres barn.Irene Johansson beskriver, hvordan de helt nære omsorgspersoner kan tage aktivt del i en tidlig sprog- og kommunikationstræning af småbørn med handicap. Gennem de detaljerede ugebeskrivelser i bogen kan forældre deltage i udviklingen af barnets kommunikation og sprog. Gennem dette samspil bliver der etableret en platform for forståelse og udvikling.På baggrund af det typiske barns udvikling beskriver bogen forskningen i sprog, tale og kommunikation hos småbørn med handicap. Grundlaget for de praktiske anvisninger og øvelser er en helhedsorienteret og systematisk teoretisk tilgang.Bogen indeholder tegn til tale-illustrationer, så brugeren lettere og mere naturligt vil kunne inddrage tegnene i samspillet med barnet.

Komesaroff exposes the power of the entrenched dominant groups and their influence on the politics of policy and practice in the education of deaf students.

The Second International Symposium on Cognition, Education, and Deafness in 1989 broadened and deepened the scope of investigation initiated at the first conference held five years earlier. Advances in Cognition, Education, and Deafness provides the results in a single integrated volume. The 39 scholars from 14 nations who attended offered consistent progress from the first symposium and new areas of research, especially in the study of applications in education and the new field of neuro-anatomical dimensions of cognition and deafness. This important book has been organized under six major themes: Cognitive Assessment; Language and Cognition; Cognitive Development; Neuroscientific Issues; Cognitive Processes; and Cognitive Intervention Programs. This useful study also features programs designed to facilitate the learning of deaf individuals in cognitive realms, and questions about methodological problems facing researchers in deafness. Advances in Cognition, Education, and Deafness also synthesizes this wealth of data with the added value of the objective perspective of a cognitive psychologist not directly involved in the field of deafness. Teachers, students, scholars, and researchers will consider this an indispensable reference for years to come.

With deaf students attending mainstream postsecondary institutions in increasing numbers, a tutor's job is becoming more complex. This title offers practical suggestions to improve the effectiveness of tutoring deaf students' writing.