Would you be surprised to know, one child in every average class of thirty is Colour Blind? Colour Blindness can be a barrier to learning across the whole curriculum, yet most schools cannot identify all their Colour Blind children, and practitioners often cannot recall teaching a child with it. This essential guide explores Colour Blindness, an often-unrecognised special educational need and disability (SEND). It gives you the tools and confidence to ensure children with Colour Blindness can reach their full potential. It helps you to understand what the condition is so you can easily make your teaching accessible and inclusive to all Colour Blind children, undiagnosed or not. The book: • Offers detailed and practical guidance for identifying Colour Blindness and catering for it from early years through to higher education and beyond. • Focuses on simple and easy-to-implement strategies to ensure Colour Blind children are not disadvantaged, dispelling myths and misguidance along the way. • Discusses how educators and parents can work together to raise the child’s self-esteem, seeking solutions and interventions that do not single them out, or in fact remove colour as a useful tool for those that see it normally. This accessible book is vital reading for SENDCos, teachers and classroom assistants, from nursery through to upper secondary, as well as the parents and carers of Colour Blind children.

This essential guide explores colour blindness, an often-unrecognised special educational need and disability (SEND). It gives you the tools and confidence to help children with colour blindness reach their full potential. It is vital reading for SENDCos, teachers, classroom assistants, and the parents and carers of colour blind children.

This standalone Lab Manual/Workbook contains the printed laboratory or classroom assignments that allow students to put concepts and problem solving skills into practice. If you want the Lab Manual/Workbook/CD package you need to order ISBN 0132280094 / 9780132280099 Virtual ChemLab: General Chemistry, Student Lab Manual / Workbook and CD Combo Package, v2.5 which includes everything a single user needs to explore and perform assignments in the Virtual ChemLab software.

This groundbreaking volume brings together major figures in Disability Studies in Education (DSE) and Critical Race Theory (CRT) to explore some of today’s most important issues in education. Scholars examine the achievement/opportunity gaps from both historical and contemporary perspectives, as well as the overrepresentation of minority students in special education and the school-to-prison pipeline. Chapters also address school reform and the impact on students based on race, class, and dis/ability and the capacity of law and policy to include (and exclude). Readers will discover how some students are included (and excluded) within schools and society, why some citizens are afforded expanded (or limited) opportunities in life, and who moves up in the world and who is trapped at the “bottom of the well.” Contributors: D.L. Adams, Susan Baglieri, Stephen J. Ball, Alicia Broderick, Kathleen M. Collins, Nirmala Erevelles, Edward Fergus, Zanita E. Fenton, David Gillborn, Kris Guitiérrez, Kathleen A. King Thorius, Elizabeth Kozleski, Zeus Leonardo, Claustina Mahon-Reynolds, Elizabeth Mendoza, Christina Paguyo, Laurence Parker, Nicola Rollock, Paolo Tan, Sally Tomlinson, and Carol Vincent “With a stunning set of authors, this book provokes outrage and possibility at the rich intersection of critical race, class, and disability studies, refracting back on educational policy and practices, inequities and exclusions but marking also spaces for solidarities. This volume is a must-read for preservice, and long-term educators, as the fault lines of race, (dis)ability, and class meet in the belly of educational reform movements and educational justice struggles.” —Michelle Fine, distinguished professor of Critical Psychology and Urban Education, The Graduate Center, CUNY “Offers those who sincerely seek to better understand the complexity of the intersection of race/ethnicity, dis/ability, social class, and gender a stimulating read that sheds new light on the root of some of our long-standing societal and educational inequities.” —Wanda J. Blanchett, distinguished professor and dean, Rutgers University, Graduate School of Education

Kate McKinnon is back -- and this time it's personal. When two hideously eviscerated bodies are discovered and the only link between them is a bizarre painting left at each crime scene, the NYPD turns to former cop Kate McKinnon, the woman who brought the serial killer the Death Artist to justice. Having settled back into her satisfying life as art historian, published author, host of a weekly PBS television series, and wife of one of New York's top lawyers, Kate wants no part of it. But Kate's sense of tranquility is shattered when this new sequence of murders strikes too close to home. With grief and fury to fuel her, she rejoins her former partner, detective Floyd Brown, and his elite homicide squad on the hunt for a vicious psychopath known as the Color-Blind Killer. In her rage and desperation, Kate allows herself to be drawn into a deadly game of cat and mouse. She abandons her glamorous life for the gritty streets of Manhattan, immersing herself in a world where brutality and madness appear to be the norm, where those closest to her may have betrayed her -- and where, in the end, nothing is what it seems.

Every academic discipline has an origin story complicit with white supremacy. Racial hierarchy and colonialism structured the very foundations of most disciplines’ research and teaching paradigms. In the early twentieth century, the academy faced rising opposition and correction, evident in the intervention of scholars including W. E. B. Du Bois, Zora Neale Hurston, Carter G. Woodson, and others. By the mid-twentieth century, education itself became a center in the struggle for social justice. Scholars mounted insurgent efforts to discredit some of the most odious intellectual defenses of white supremacy in academia, but the disciplines and their keepers remained unwilling to interrogate many of the racist foundations of their fields, instead embracing a framework of racial colorblindness as their default position. This book challenges scholars and students to see race again. Examining the racial histories and colorblindness in fields as diverse as social psychology, the law, musicology, literary studies, sociology, and gender studies, Seeing Race Again documents the profoundly contradictory role of the academy in constructing, naturalizing, and reproducing racial hierarchy. It shows how colorblindness compromises the capacity of disciplines to effectively respond to the wide set of contemporary political, economic, and social crises marking public life today.

"Is the United States today a "postracial" society? In this volume, top scholars in psychology, education, sociology, and related fields dissect the concept of color-blind racial ideology (CBRI), the widely held belief that skin color does not affect interpersonal interactions and that interpersonal and institutional racism therefore no longer exist in American society. The chapter authors survey the theoretical and empirical literature on racial color blindness; discuss novel ways of assessing and measuring color-blind racial beliefs; examine related characteristics such as lack of empathy (among Whites) and internalized racism (among people of color); and assess the impact of CBRI in education, the workplace, and health care--as well as the racial disparities that such beliefs help foster"--Provided by publisher.