The book presents the practical experience of habilitation and rehabilitation of deaf and hearing impaired children of preschool and school age children in different contexts of education and training - in the family, kindergarten and school. This experience is based on the theory underlying psychological and educational "systems of formation and development of speech hearing and verbal communication in children with hearing impairment", existing since 1966. The book is intended surdopedagogs and educators of special pre-school groups, special pre-school institutions and all those who It has to do with the upbringing and education of deaf and hard of hearing children and their parents. It may be of interest to psychologists, teachers and educators who work with hearing preschool children, parents and hearing children.
A comprehensive guide to the practice of school neuropsychology It is an exciting time to specialize in school neuropsychology, with countless theoretically and psychometrically sound assessment instruments available for practitioners to use in their evaluations of children with special needs. Yet the field faces the challenges of establishing evidence-based linkages between assessment and interventions and of broadening its approaches to culturally diverse populations. Edited by a leading expert in school neuropsychology, Best Practices in School Neuropsychology: Guidelines for Effective Practice, Assessment, and Evidence-Based Intervention addresses these challenges and their solutions and provides learning specialists and school psychologists with clear coverage and vital information on this burgeoning area of practice within school psychology. This insightful reference features comprehensive discussion of: Current school neuropsychological assessment and intervention models Best practices in assessing cognitive processes An overview of what neuroscience offers to the practice of school neuropsychology How school neuropsychology fits within a Response to Intervention (RTI) model The rationale for the importance of school psychologists' collaboration with parents, educators, and other professionals to maximize services to children Clinical applications of school neuropsychology with special populations, academic disabilities, processing deficits, and medical disorders Unique challenges in working with culturally diverse populations Featuring contributions from internationally renowned school psychologists, neuropsychologists, clinicians, and academics, Best Practices in School Neuropsychology is the first book of its kind to present best practices and evidence-informed guidelines for the assessment and intervention of children with learning disabilities, as well as other issues practitioners working with children encounter in school settings.
Opening with a discussion on the need to integrate self-regulation processes and to create a life-span oriented framework of these processes, this volume explores several perspectives in the current scholarship. Chapter contributors examine theoretical concepts including Vygotsky/Luria Insights in the Development of Executive Functions Self-Regulation and Academic Achievement in Elementary School Children Influences of Children?s and Adolescents? Action-Control Processes on School Achievement, Peer Relationships, and Coping with Challenging Life Events Intentional Self-Regulation, Ecological Assets, and Thriving in Adolescence: A Developmental Systems Model and a Life-Span, Relational, Public Health Model of Self- Regulation: Impact on Individual and Community Health The volume concludes with New Directions for Child and Adolescent Development series editor-in-chief Reed W. Larson discussing the challenges reported by youth working on arts, technology, and social justice projects in organized programs and how they learn to address them. This is the 133nd volume of the Jossey-Bass quarterly report series New Directions for Child and Adolescent Development. The mission of this series is to provide scientific and scholarly presentations on cutting edge issues and concepts in the field of child and adolescent development. Each volume focuses on a specific new direction or research topic, and is edited by an expert or experts on that topic.
In this lively and accessible book, Colin Heywood explores the changing experiences and perceptions of childhood from the early Middle Ages to the beginning of the twentieth century. Heywood examines the different ways in which people have thought about childhood as a stage of life, the relationships of children with their families and peers, and the experiences of young people at work, in school and at the hands of various welfare institutions. The aim is to place the history of children and childhood firmly in its social and cultural context, without losing sight of the many individual experiences that have come down to us in diaries, autobiographies and oral testimonies. Heywood argues that there is a cruel paradox at the heart of childhood in the past. On the one hand, material conditions for children have generally improved in the West, however belatedly and unevenly, and they are now more valued than in the past. On the other hand, the business of preparing for adulthood has become more complicated in urban and industrial societies, as the young face a bewildering array of choices and expectations. A History of Childhood will be an essential introduction to the subject for students of history, the social sciences and cultural studies.
The book is dedicated to one of the most complicated and mysterious of mental development of children - early childhood autism. Highlight the features and difficulties of mental development and socialization of autistic children, the ways of assistance in their education and family education. The problems of diagnosing young children; suggests approaches to assist in relatively light and in a rather severe cases of childhood autism. Recommendations are based on the experience of many years of specialists from the Institute of Correctional Pedagogy of the Russian Academy of Education and the Center for Curative Pedagogics (Moscow). The authors were awarded the Prize of the President of the Russian Federation in the field of education. For a wide range of professionals involved in working with autistic children, and families in which such children grow up.
"The six essays in this book are based on meetings or other events which were held between 2005 and 2010. This was a period of rapid change in the Fellowshipís teaching, and each essay was written in response to a perceived challenge which students faced as a consequence of that change. In effect, this book provides a series of snapshots of the process of one-by-one identifying and overcoming some of those challenges. ... During the three decades following its founding in 1970, the teachings of the Fellowship were based on my Teacher's interpretation of the system expounded in the works of Peter Ouspensky, primarily In Search of Miraculous and The Fourth Way. Although it always had the ultimate aim of awakening higher states of consciousness, the teaching initially focused on the study of the four lower centers and the creation of a steward. By the year 2000, however, as the being of the students grew, the teaching began to move beyond Ouspensky's presentation to focus more on ways in which a mature steward could engage and prolong those higher states, which came to be called presence." From "Author's Introduction", The Art of Presence -- full color editionИздательство - Blue Logic
The Wiley Handbook of School Choice presents a comprehensive collection of original essays addressing the wide range of alternatives to traditional public schools available in contemporary US society. A comprehensive collection of the latest research findings on school choices in the US, including charter schools, magnet schools, school vouchers, home schooling, private schools, and virtual schools Viewpoints of both advocates and opponents of each school choice provide balanced examinations and opinions Perspectives drawn from both established researchers and practicing professionals in the U.S. and abroad and from across the educational spectrum gives a holistic outlook Includes thorough coverage of the history of traditional education in the US, its current state, and predictions for the future of each alternative school choice
The study contributes in analytical description of spatial diffusion of fertility, in particular, influenced by labour movements of people between places of residence and work. It is assumed that the labour market has externality on the marriage market due to commuting, which, in turn, affects fertility. A model of spatial diffusion of fertility is based on assumption of global and local spillover effects. The global spillover effect, as shifts in fertility norms, is motivated by increasing variance of social interactions of an individual, when places of work and residence are different. One local spillover effect is in response to flows of earnings across space. Another mechanism is related to expected changes in probabilities to find a partner affected by differences in day and night population. The analytical model, in which the effects on fertility of the cited spillovers are decomposed, is constructed in the paper on the base of a model of the demand for children, spatial stock-flow model of a market, and a matching model with a sex imbalance or spatial mismatch as the probability of matching. Three sex imbalances, namely of night-, day-time population and an adjusted to sex imbalance of commuters to residents are empirically tested. Empirical evidence on municipal Swedish data for the period 1994–2008 does not provide any strong evidence of spatial diffusion of fertility. However, there are externalities of labour mobility on fertility due to changes of gender structure of population.