This volume in The SAGE Reference Series on Disability explores education issues for people with disabilities and is one of eight volumes in the cross-disciplinary and issues-based series, which examines topics central to the lives of individuals with disabilities and their families. With a balance of history, theory, research, and application, specialists set out the findings and implications of research and practice for others whose current or future work involves the care and/or study of those with disabilities, as well as for the disabled themselves. The concise, engaging presentational style emphasizes accessibility. Taken individually, each volume sets out the fundamentals of the topic it addresses, accompanied by compiled data and statistics, recommended further readings, a guide to organizations and associations, and other annotated resources, thus providing the ideal introductory platform and gateway for further study. Taken together, the series represents both a survey of major disability issues and a guide to new directions and trends and contemporary resources in the field as a whole.

"The Oxford Handbook on Deaf Studies Series began in 2010 with it first volume. The series presents state-of-the art information across an array of topics pertinent to deaf individuals and deaf learners, such as cognition, neuroscience, attention, memory, learning, and language. The present handbook, The Oxford Handbook on Deaf Studies in Literacy, is the 5th in this series, rounding out the topics with the most up-to-date information on literacy learning among deaf and hard of hearing learners (DHH)"--

Discover what really works in alternate assessment based on alternate achievement standards. This book gathers cutting-edge knowledge and best practices in seven states to help readers work toward accurate assessment of students with severe disabilities.

In school, but "locked out" 13 youth, each with fewer than 10 productive words to use to build their relationship with families, teachers, and friends. That is, until they were introduced to the System for Augmenting Language, or SAL. In a wonderful meshing of science and the real world, this remarkable book chronicles the process of language learning through augmented means for people who have significant difficulty acquiring spoken language. In engaging storytelling style, speech-language pathologist Romski and psychologist Sevcik describe how they carried their research from language lab to school and in the process changed the lives of the youth to whom they brought the SAL. A replicable system that fosters naturalistic exchanges between communicative partners using electronic speech-output devices, the SAL extends the power of communication to children otherwise locked out of the world around them. With a new level of vocabulary mastery, students enjoy not only enhanced communicative skills but also higher judgments of competence from both familiar and unfamiliar observers. One award-winning SAL application, Project FACTT (Facilitating Augmentative Communication Through Technology) provides innovative augmentative communication services to school-age children with severe disabilities and is described in detail.

Teaching students specific literacy skills is important--but equally critical, and often overlooked, is giving them the time and opportunity to read actual texts. Bringing together leading scholars, this book focuses on how teachers can improve both the quality and quantity of reading experiences in K-12 classrooms. Essential topics include factors that make reading tasks more or less productive for different types of learners, ways to balance independent reading with whole-class and small-group instruction, how to choose appropriate texts, and the connections between reading engagement and proficiency. The relevant research literature is reviewed, and exemplary practices and programs are described.

Revised and updated to incorporate the latest research findings, this economical paperback abridgement of the Textbook presents, in distilled form, the core knowledge base of clinical psychiatry by focusing on information of greatest relevance to the practicing clinician.