How people who have been labeled "disabled" might become full participants in different areas of society.

If we are to improve outcomes, one of the things we need to do is move away from the notion of 'labelling' children and their families. Rather, we need to focus on the needs of such pupils, never forgetting their greatest need is relentlessly high expectations and great teaching. As fragmentation of LAs continues, the need for authoritative, evidence-based guidance and signposting has grown. This book does not provide an exhaustive list of all the challenges that might arise, but it has a good go. Including chapters by Simon Knight; Loic Menzies; Bernard Trafford; Jarlath O'Brien; Mary Myatt; David Bartram; David Weston – and many others.

Practical strategies for working with children with learning disabilities.

"Intelligent, politically bold, and beautiful to browse [...] Every bookshelf needs a copy." -- Disability Arts Online "An inclusive and upbeat collection ideal for classrooms and libraries" -- School Library Journal In this stylishly illustrated biography anthology, meet 30 artists, thinkers, athletes, and activists with disabilities, from past and present. From Frida Kahlo to Stephen Hawking, find out how these iconic figures have overcome obstacles, owned their differences, and paved the way for others by making their bodies and minds work for them. These short biographies tell the stories of people who have faced unique challenges that have not stopped them from becoming trailblazers, innovators, advocates, and makers. Each person is a leading figure in their field, be it sports, science, math, art, breakdancing, or the world of pop. Challenge your preconceptions of disability and mental health with the eye-opening stories of these remarkable people: Ludwig van Beethoven, Gustav Kirchoff, Henri Matisse, Eliza Suggs, Helen Keller, Frida Kahlo, John Nash, Stephen Hawking, Temple Grandin, Stevie Wonder, Nabil Shaban, Terry Fox, Peter Dinklage, Wanda Diaz Merced, Emmanuel Ofosu Yeboah, Dr Victor Pineda, Farida Bedwei, Stella Young, Lady Gaga, Arunima Sinha, Naoki Higashida, Isabella Spingmuhl Tejada, Aaron Philip, Catalina Devandas Aguilar, Redouan Ait Chitt, Jonas Jacobsson, Trischa Zorn, Ade Adepitan, and Dynamo.

This volume offers both theoretical and research-based accounts from mothers in academia who must balance their own intricate knowledge of school systems, curriculum and pedagogy with their children’s education and school lives. It explores the contextual advantages and disadvantages of "knowing too much" and how this impacts children’s actions, scholastics and developing consciousness along various lines. Additionally, it allows teachers, administrators and researchers to critically examine their own discourses and those of their students to better navigate their professional and domestic roles. Gathering narratives from academic women in traditional and nontraditional maternal roles, this volume presents both contemporary and retrospective experiences of what it’s like to raise children amidst educational and sociocultural change.

The purpose of Transforming Schooling for Second Language Learners: Theoretical Insights, Policies, Pedagogies, and Practices is to bring together educational researchers and practitioners who have implemented, documented, or examined policies, pedagogies, and practices in and out of classrooms and in real and virtual contexts that are in some way transforming what we know about the extent to which emergent bilinguals (EBs) learn and achieve in educational settings. In the following chapters, scholars and researchers identify both (1) the current state of schooling for EBs, from their perspective, and (2) the particular ways that policies, pedagogies, and/or practices transform schooling as it currently exists for EBs in discernible ways based on their scholarship and research. Drawing on current and seminal research in fields including second language acquisition, applied linguistics, sociolinguistics, and educational linguistics, contributing authors draw on complementary theoretical, methodological, and philosophical frameworks that attend to the social, cultural, political, and ideological dimensions of being and becoming bi/multilingual and bi/multiliterate in schools and in the United States. In sum, we are deeply committed to asserting hope, possibility, and potential to discussions and discourses about bi/multilingual students. We value the urgency around improving the conditions, experiences, and circumstances in which they are learning languages and academic content. Our aim is to highlight perspectives, conceptualizations, orientations, and ideologies that disrupt and contest legacies of deficit thinking, linguistic purism, language standardization, and racism and the racialization of ethnolinguistic minorities.