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Education of Children with Special Needs: Theoretical Foundations and Practical Experience in the Selected Works of Russian, Belarus, and Polish Scholars

This book presents for the first time the results of scientific research in the field of special education and special psychology carried out by top experts of the Russian Federation and the Republic of Belarus. The range of problems discussed in the book reflects the most relevant areas of development of the education system and psychological and pedagogical assistance to children with special educational needs (SEN). Both scientific and methodological developments provide practitioners with modern means of diagnostic, correctional, developmental, and preventive work. Furthermore, responding to the current challenges, the authors present the results of research on the impact of virtual reality on the health of adolescents, the results of an experiment on the study and formation of financial literacy of high-school kids with developmental disorders, highlight approaches to the prevention of auto aggressive behavior in the adolescent environment, and offer the proven technologies for psychological and pedagogical habilitation and rehabilitation of children with SEN of various nosologic groups and children with somatic pathology studying at a hospital school. The theoretical block of the book includes an analysis of the fundamental problems of today’s pedagogical and social reality: substantiation of conceptual approaches to the construction of an inclusive space, consideration of the basic psychophysiological mechanisms of speech, the formation of a convergent network educational environment and some other problems that can directly or indirectly affect the quality of education, upbringing, and social adaptation of children with SEN. The book is intended for psychologists, special-need experts, teachers, methodologists, employees of educational organizations working with children with disabilities, specialists in the field of inclusive education, students and teachers of special education, and pedagogical and psychological departments of higher education institutions.

The Education of Diverse Student Populations: A Global Perspective (Explorations of Educational Purpose #2)

This book takes up the challenge of examining the thorniest educational issue from a global perspective. It contributes to the evidence-based conversation among policy makers, educators, and researchers around the world about what works to improve the education outcomes and what can make a bigger difference for the education of diverse students. The eleven countries included — the United Kingdom, Austria, Canada, the United States, South Africa, Ghana, China, Singapore, Malaysia, Australia, and New Zealand are unique, and yet overlap in the sense that they all face similar challenges of teaching diverse students. The authors, being education and cultural insiders, discuss country-specific policies, efforts, and best practices in the education of diverse students; share stories of success and failure; and explore current best practices from global, social, political, and economic perspectives. Built on previous theories and research, it describes diverse students’ experiences in the global and information age, and searches for effective policies and practices that help these students to perform better in school and in life. Readers are forced to step outside of their own experiences and commonly held beliefs about education. Conscious recognition that there are other ways of doing things may result in new approaches that we have not explored before. We hope the insights, lessons, and conclusions drawn from examining this pressing education issue from a global perspective will help nations to better understand and deal with it in their own educational system.

The Education of Gifted Children

First Published in 1978. Routledge is an imprint of Taylor & Francis, an informa company.

The Education of Gifted Children

First Published in 1978. Routledge is an imprint of Taylor & Francis, an informa company.

The Education of Man

In this classic of childhood education, Friedrich Froebel identifies the fundamental principles upon which he based his now-ubiquitous kindergarten system. Froebel demonstrates how to channel child's play and integrate it into the development of intelligence and social skills, explaining the vital inner connection between the pupil's mind and the subject of study.Impressed by the theories of Johann Heinrich Pestalozzi, Froebel developed an approach to early childhood education that exercised enormous influence over modern techniques, particularly those of John Dewey. Froebel espoused "self-activity" and play as essential factors in preschool education, maintaining that the teacher's role is not to drill or indoctrinate but to encourage self-expression through play. His method banishes mechanical and rote activities in favor of creative play, which fosters the growth of artistic capacity.Originally published in Germany in 1826 as Die Menschenerziehung, this volume constitutes one of the most important books on education ever written.

The Education of Nations: How the Political Organization of the Poor, Not Democracy, Led Governments to Invest in Mass Education

What causes a government to invest--or not invest--in poor citizens, especially mass education? In The Education of Nations, Stephen Kosack focuses on three radically different developing countries whose developmental trajectories bear little resemblance to each other--Brazil, Ghana, and Taiwan--and offers an elegant and pragmatic answer to this crucially important question.

The Education of Radical Democracy (Routledge Research in Education)

The Education of Radical Democracy explores why radical democracy is so necessary, difficult, and possible and why it is important to understand it as an educative activity . The book draws on critical social theory and critical pedagogy to explain what enables and sustains work for radical democratization, and considers how we can begin such work in neoliberal societies today. Exploring examples of projects from the nineteenth century to the present day, the book sheds light on a wealth of critical tools, research studies, theoretical concepts and practical methods. It offers a critical reading of the ‘crisis of hope’ in neoliberal capitalist societies, focusing on the problem of the ‘contraction of possibilities’ for democratic agency, resistance to domination, and practices of freedom. It argues that radically democratic thinking, practice, and forms of social organization are vital for countering and overcoming systemic hegemonies and that these can be learned and cultivated. This book will be of interest to academics, practitioners, researchers, and students in education and critical theory, and to those interested in the sociology, philosophy and politics of hope. It also invites new dialogues between theorists of neoliberal power and political possibility, those engaged in projects for radical democratization, and teachers in formal and informal educational settings.

The Education of Radical Democracy (Routledge Research in Education)

The Education of Radical Democracy explores why radical democracy is so necessary, difficult, and possible and why it is important to understand it as an educative activity . The book draws on critical social theory and critical pedagogy to explain what enables and sustains work for radical democratization, and considers how we can begin such work in neoliberal societies today. Exploring examples of projects from the nineteenth century to the present day, the book sheds light on a wealth of critical tools, research studies, theoretical concepts and practical methods. It offers a critical reading of the ‘crisis of hope’ in neoliberal capitalist societies, focusing on the problem of the ‘contraction of possibilities’ for democratic agency, resistance to domination, and practices of freedom. It argues that radically democratic thinking, practice, and forms of social organization are vital for countering and overcoming systemic hegemonies and that these can be learned and cultivated. This book will be of interest to academics, practitioners, researchers, and students in education and critical theory, and to those interested in the sociology, philosophy and politics of hope. It also invites new dialogues between theorists of neoliberal power and political possibility, those engaged in projects for radical democratization, and teachers in formal and informal educational settings.

The Education of Slow Learning Children (Routledge Library Editions: Special Educational Needs #53)

Originally published in 1960. The authors of this text examine ways in which both ordinary schools and special needs schools can further develop suitable education for pupils with special needs, including improved post-school guidance. This title aims to provide a guide to teachers in deciding the aims of their teaching and to assist in the planning of their teaching methods.

The Education of Slow Learning Children (Routledge Library Editions: Special Educational Needs #53)

Originally published in 1960. The authors of this text examine ways in which both ordinary schools and special needs schools can further develop suitable education for pupils with special needs, including improved post-school guidance. This title aims to provide a guide to teachers in deciding the aims of their teaching and to assist in the planning of their teaching methods.

Education of Socio-Economic Disadvantaged Groups: From Marginalisation to Inclusion

This book explores policy measures and social programmes designed to make quality education accessible to socio-economic disadvantaged groups (SEDGs) in India. It discusses the status of education of disadvantaged or marginalized groups, the discourse around education and equity in India and innovative practices undertaken by both government and non-government institutions to increase accessibility to education. The book highlights the disparity in the quality of education available to disadvantages groups, including religious, ethnic and caste minorities, women and girls, transgender people, people with disabilities and migrant or displaced children. It examines the effectiveness of initiatives and policies which have been implemented to bring quality education to the SEDG in India. It also offers suggestions and policy recommendations to bridge the disparity in education which will consequently lead to greater economic and social mobility, inclusion and socio-economic development. The book will be of interest to teachers, students and researchers of education, sociology, development studies, social work, and disability studies. It will also be useful for policymakers, academicians, and professionals working in the field of education, social work, and rehabilitation.

Education of Socio-Economic Disadvantaged Groups: From Marginalisation to Inclusion

This book explores policy measures and social programmes designed to make quality education accessible to socio-economic disadvantaged groups (SEDGs) in India. It discusses the status of education of disadvantaged or marginalized groups, the discourse around education and equity in India and innovative practices undertaken by both government and non-government institutions to increase accessibility to education. The book highlights the disparity in the quality of education available to disadvantages groups, including religious, ethnic and caste minorities, women and girls, transgender people, people with disabilities and migrant or displaced children. It examines the effectiveness of initiatives and policies which have been implemented to bring quality education to the SEDG in India. It also offers suggestions and policy recommendations to bridge the disparity in education which will consequently lead to greater economic and social mobility, inclusion and socio-economic development. The book will be of interest to teachers, students and researchers of education, sociology, development studies, social work, and disability studies. It will also be useful for policymakers, academicians, and professionals working in the field of education, social work, and rehabilitation.

The Education of the Child

The Education of the Filmmaker in Africa, the Middle East, and the Americas (Global Cinema)

Using case studies from Nigeria, Qatar, the United States, the West Indies, and others, the contributors to this volume examine aspects such as audience response, film education for children, and the impact on crime in the various studios, clubs, film festivals, NGOs, peripatetic workshops, and alternative film schools where filmmaking is taught.

The Education of Women in the United States: A Guide to Theory, Teaching, and Research (Labor in America)

First Published in 1992. Routledge is an imprint of Taylor & Francis, an informa company.

The Education of Women in the United States: A Guide to Theory, Teaching, and Research (Labor in America #Vol. 23)

First Published in 1992. Routledge is an imprint of Taylor & Francis, an informa company.

The Education of Young Children (Routledge Revivals)

First published in 1956, The Education of Young Children is focused on presenting the psychological needs of children within education, following several talks given by the author at conferences for teachers of young children. The book highlights the importance of meeting all aspects of a child’s needs. It demonstrates that physical, emotional, social, and intellectual needs are all intrinsically connected and fundamental to education and development. It also puts forward the significance of Nursery Schools and the training given to Nursery School teachers, as well as the influence of Nursery Schools on Infant Schools. The Education of Young Children will appeal to those with an interest in the history and psychology of education.

The Education of Young Children (Routledge Revivals)

First published in 1956, The Education of Young Children is focused on presenting the psychological needs of children within education, following several talks given by the author at conferences for teachers of young children. The book highlights the importance of meeting all aspects of a child’s needs. It demonstrates that physical, emotional, social, and intellectual needs are all intrinsically connected and fundamental to education and development. It also puts forward the significance of Nursery Schools and the training given to Nursery School teachers, as well as the influence of Nursery Schools on Infant Schools. The Education of Young Children will appeal to those with an interest in the history and psychology of education.

Education Out of Bounds: Reimagining Cultural Studies for a Posthuman Age (Education, Politics and Public Life)

Through a unique combination of critical, posthumanist, and educational theories, the authors engage in a surreal journey into the worlds of feral children, alien reptoids, and faery faiths in order to understand how social movements are renegotiating the boundaries of community.

Education Outreach and Public Engagement (Mentoring in Academia and Industry #1)

The purpose of this series is to provide resources related to teaching and career development for faculty at all stages of their careers and to scientists considering careers in industry. Young faculty (or graduate students and post docs thinking about going into academia) will find valuable information about how to design a course, how to find the right job, including academia and industry, and how to incorporate undergraduate research into their programs.

Education, Parenting, and Mental Health Care in Europe: The Contradictions of Building Autonomous Individuals (Routledge Research in the Sociology of Education)

This edited collection investigates, from a sociological perspective, what it means to create an autonomous individual through a novel exploration of three central fields of sociology: education, mental health care, and parenting.By linking these three aspects through their contribution to the building of an autonomous child, the volume analyses the intersecting roles of parent, teacher, and caregiver as well as the transformations in identities of child, pupil, and patient to understand the construction and repair of autonomy. Using a comparison of various case studies across Scandinavian, English-speaking, and French-speaking countries, chapters explore why personal autonomy is so important in many societies and demonstrate the conceptual and practical challenges the idea brings. Ultimately, the book provides an innovative contribution to the fields of educational sociology and the philosophy of education, as well as parenting studies and the sociology of mental health by making the case for taking autonomy, and its paradoxes, seriously.This cross-disciplinary volume will be of interest to scholars, researchers, and postgraduate students working in sociology and the philosophy of education, parenting, mental health, and child development more broadly. Those with a focus on the study of individualistic societies will also find the volume of use.

Education, Parenting, and Mental Health Care in Europe: The Contradictions of Building Autonomous Individuals (Routledge Research in the Sociology of Education)

This edited collection investigates, from a sociological perspective, what it means to create an autonomous individual through a novel exploration of three central fields of sociology: education, mental health care, and parenting.By linking these three aspects through their contribution to the building of an autonomous child, the volume analyses the intersecting roles of parent, teacher, and caregiver as well as the transformations in identities of child, pupil, and patient to understand the construction and repair of autonomy. Using a comparison of various case studies across Scandinavian, English-speaking, and French-speaking countries, chapters explore why personal autonomy is so important in many societies and demonstrate the conceptual and practical challenges the idea brings. Ultimately, the book provides an innovative contribution to the fields of educational sociology and the philosophy of education, as well as parenting studies and the sociology of mental health by making the case for taking autonomy, and its paradoxes, seriously.This cross-disciplinary volume will be of interest to scholars, researchers, and postgraduate students working in sociology and the philosophy of education, parenting, mental health, and child development more broadly. Those with a focus on the study of individualistic societies will also find the volume of use.

Education, Participatory Action Research, and Social Change: International Perspectives

Drawing primarily from critical traditions in social and educational research, this book frames contemporary issues and several conceptual, theoretical-analytical and onto-epistemic approaches towards the development and practice of PAR (Participatory Action Research) in multiple educational spaces and initiatives for socio-cultural change.

Education, Persons and Society: A Philosophical Enquiry (Modern Introductions To Philosophy Ser.)

Education, Philosophy and the Ethical Environment (Foundations and Futures of Education)

How much can we reasonably expect from education? This book, written by a philosopher of education, casts new light on this question by seeing values education, not as a separate activity within schools, but as an aspect of education that both reflects the surrounding climate of values and can help to change it. Graham Haydon argues that all of us – whether as teachers, parents, students or citizens – share in a responsibility for the quality of that ethical environment. He argues that we must ensure that what happens in schools will: enable young people to appreciate the diversity of our ethical environment help them find their way through its complexities contribute to developing a climate of values that is desirable for all. This book shows that values education is too demanding to be left to parents and too important to be entrusted to government initiatives. For teachers engaged in values education, this book brings a fresh perspective to what they are doing, within a realistic view of their responsibilities. For students of education, it shows that practical issues can be illuminated by insights from philosophy.