Inclusive Leisure: A Strengths-Based Approach With HKPropel Access provides a blend of theoretical and practical information, moving beyond leisure programming and service delivery to consider how inclusivity should be applied to administration, infrastructure design, community relations, and more.

This book recognizes nonfiction text as a staple part of the literacy curriculum and advocates that educators include it in their daily practices. It offers innovative ideas on how these texts can be used to nurture literacy acquisition, growth, and fluency in and out of the classroom.

For Zara’s dog, Moose, nothing is more important than being with his favorite girl. So when Zara has to go to school in her wheelchair, WHOOSH, Moose escapes and rushes to her side. Hello, Moose! Unfortunately, dogs aren’t allowed at school and Moose has to go back home. Goodbye, Moose. But Moose can’t be held back for long. Through a series of escalating escapes, this loyal dog always finds her way back to Zara, and with a little bit of training and one great idea, the two friends find a way to be together all day long.

A complete reference to all types of learning disabilities.

The five-volume set LNCS 12932-12936 constitutes the proceedings of the 18th IFIP TC 13 International Conference on Human-Computer Interaction, INTERACT 2021, held in Bari, Italy, in August/September 2021. The total of 105 full papers presented together with 72 short papers and 70 other papers in these books was carefully reviewed and selected from 680 submissions. The contributions are organized in topical sections named: Part I: affective computing; assistive technology for cognition and neurodevelopment disorders; assistive technology for mobility and rehabilitation; assistive technology for visually impaired; augmented reality; computer supported cooperative work. Part II: COVID-19 & HCI; croudsourcing methods in HCI; design for automotive interfaces; design methods; designing for smart devices & IoT; designing for the elderly and accessibility; education and HCI; experiencing sound and music technologies; explainable AI. Part III: games and gamification; gesture interaction; human-centered AI; human-centered development of sustainable technology; human-robot interaction; information visualization; interactive design and cultural development. Part IV: interaction techniques; interaction with conversational agents; interaction with mobile devices; methods for user studies; personalization and recommender systems; social networks and social media; tangible interaction; usable security. Part V: user studies; virtual reality; courses; industrial experiences; interactive demos; panels; posters; workshops. The chapter ‘Stress Out: Translating Real-World Stressors into Audio-Visual Stress Cues in VR for Police Training’ is open access under a CC BY 4.0 license at link.springer.com. The chapter ‘WhatsApp in Politics?! Collaborative Tools Shifting Boundaries’ is open access under a CC BY 4.0 license at link.springer.com.

Bringing together a wide range of research on reading disabilities, this comprehensive Handbook extends current discussion and thinking beyond a narrowly defined psychometric perspective. Emphasizing that learning to read proficiently is a long-term developmental process involving many interventions of various kinds, all keyed to individual developmental needs, it addresses traditional questions (What is the nature or causes of reading disabilities? How are reading disabilities assessed? How should reading disabilities be remediated? To what extent is remediation possible?) but from multiple or alternative perspectives. Taking incursions into the broader research literature represented by linguistic and anthropological paradigms, as well as psychological and educational research, the volume is on the front line in exploring the relation of reading disability to learning and language, to poverty and prejudice, and to instruction and schooling. The editors and authors are distinguished scholars with extensive research experience and publication records and numerous honors and awards from professional organizations representing the range of disciplines in the field of reading disabilities. Throughout, their contributions are contextualized within the framework of educators struggling to develop concrete instructional practices that meet the learning needs of the lowest achieving readers.

This true story of a boy who must overcome prejudice and weakness to treat a group of special needs children with the respect—and love—they deserve “will give your innards a bear hug. . . . You will read this book with a lump in your throat.” (Lincoln Journal) From Ron Jones, a teacher who started the classroom program that inspired the movie The Wave, comes a memoir about a life-changing summer. Ron expected that his time as a counselor at Camp Wiggin would be filled with sunny days spent hiking, swimming, and boating. But when he arrives on day one, his illusions are quickly shattered. He knew that the kids would be “handicapped,” but he didn’t anticipate having to care for children who can barely walk or see or retain the use of their limbs. At first, the severity of the campers’ disabilities seems too much to bear. But everything changes once Ron gets to know his group—kids who call themselves “the Acorn People” because of the acorn necklaces they wear around their necks. The campers teach him that, inside, they are the same as any average kid, and with encouragement, determination, and friendship, nothing is impossible. “A fantastic and beautiful story.”—Seattle Times “Uncomfortably moving, yet told in surprisingly unsentimental terms. . . . Succinct and tender, it will haunt the reader long after the brief passages have been read.”—Houston Chronicle "Ron Jones' true story of a group of handicapped children at summer camp is one of the most poignant, beautiful and eloquent tales to come this way in a long time."—Flint Journal