Young people who feel marginalized due to physical differences or disabilities may benefit from discovering fictional characters who face similar difficulties. This unique bibliography surveys the field of children's and young adult literature published since 1990, identifying 200 quality books that deal with a wide range of contemporary health and self-image topics. Coverage includes physical handicaps, Autism, burns, scars, and disfigurement, obesity and anorexia, speech disorders, skin color, and basic issues of popularity and fitting in. The literature covered here includes picture books, chapter books for middle school readers, and young adult novels spanning different genres, such as mysteries, historical fiction, and poetry. Annotations provide brief plot synopses, full bibliographic information, publishers' age-level suggestions, and subject key words. This resource is perfect for obtaining information about authors, titles, and age levels of books on particular subjects, or to determine the subject of a particular book. Four indexes-Title, Author, Subject, and Age Level-facilitate easy reference for all users and readers.

One in every five Americans lives with at least one disability or disorder, including both the obvious, such as those requiring the use of a wheelchair, and the less evident ones, such as eating disorders or Asperger's syndrome. Those responsible for teaching disabled students and providing services and support for them need ready access to reliable and up-to-date resources. Disabilities and Disorders in Literature for Youth: A Selective Annotated Bibliography for K-12 identifies almost 1,000 resources to help educators, professionals, parents, siblings, guardians, and students understand the various disabilities and disorders faced by children today. This bibliography consists of four major headings_Emotional, Learning, Physical, and Multiple Disabilities_which are further categorized into works of fiction and nonfiction. Annotations provide a complete bibliographical description of the entries, and each entry is identified with the grade levels for which it is best suited and resources are matched with appropriate audiences. Reviews from recognized publications are also included wherever possible. Anyone interested in identifying helpful resources regarding disabilities and disorders will find much of value in this essential tool.

`This is a book that ought to be included in every teacher′s opening packet each school year. An uncomplicated, easy-to-read guide to the exceptional child′s needs and rights in the regular classroom that is at once comprehensive and accessible′ - Joseph Staub, Resource Specialist Teacher, Thomas Starr King Middle School, Los Angeles, California Teachers are often unprepared to work with students with special needs, particularly those with disabilities who are placed in regular classrooms. Brief Reference of Student Disabilities... With Strategies for the Classroom provides an overview of current laws, and describes in detail the nature and characteristics of the disabilities and health disorders teachers are likely to encounter. The book suggests practical strategies educators can use to prepare the classroom and promote positive school experiences for all students.

Meet the learning needs and preferences of all students using Children with Disabilities: Reading and Writing the Four-Blocks(R) Way for students in grades 1–3. This 144-page book provides a glimpse into an inclusion special-education classroom that uses the Four-Blocks(R) Literacy Model. This wonderful collection of ideas, strategies, and resources includes information on Self-Selected Reading, Guided Reading, Writing, and Working with Words. It also includes strategies for reading and writing success in special-education classrooms, variations for students with disabilities, teacher's checklists, IEP goal suggestions, examples of assistive technology, and answers to commonly asked questions. The book supports the Four-Blocks(R) Literacy Model and provides a list of children's literature that can be used in lessons.

Here is a resource for teachers and prospective teachers who want to engage their students in hands-on learning opportunities that are aligned with the NCSS standards. Includes: assessment rubrics, student and professional technology resources, children's literature to use with each activity, content area background information, descriptions of various instructional models, and ways in which each activity can be used for enrichment or to accommodate students with various needs.

After Russ, a five-year-old with Down syndrome, picks a basket of apples and helps his mother and grandmother make a pie, his grandfather invites him into the backyard for a surprise.

Braaten and Felopulos describe how the evaluation process occurs in children, including the role (if any) that testing plays in diagnosing and devising treatment plans for dyslexia, ADHD, math and reading disorders, autism and Asperger syndrome, depression, anxiety, and other conditions.

This book blends information on contemporary families, research on early literacy, and practical strategies for sharing children's literature in classrooms, homes, and pre-school settings. Content is based on the belief that adult-child interactions around story-reading play a significant role in fostering and developing children's language and literacy skills. This role manifests itself differently according to the social, cultural, and linguistic environment of a child's home. The authors present a selection of children's books from all genres and an array of field-tested ideas for developing early literacy. Authentic voices of teachers, children, and family members illustrate vivid descriptions of successful teacher-family partnerships and literacy strategies that work. FEATURES: Extensive lists of children's books--Coded by age range for easy selection, culturally-diverse titles are incorporated that sensitively portray children with exceptionalities. Supplies readers with a wealth of choices in fiction, nonfiction, poetry, biography, and picture books--provides a starting point for building a personal library to share with their children and families. Significant coverage of family life, including respectful, positive treatment of diversity in traditions, style, and structure--embedded in discussions in every chapter. Gives readers practical suggestions for promoting reading in daily families. Includes daily routines (bedtime, playtime, preparing meals), as well as transitions such the birth of a new child or a death in the family. A Literacy Partnership Cycle --Highlighted by numerous literacy strategies that promote family involvement. Gives readers a simple framework for engaging families in their children's early literacy development--describes effective literacy practices for collaborating with families at home and at childcare centers and preschools. Teacher to Teacher and Family to Family features--Throughout the book. Illuminates text content through the unique experiences of preschool teachers, kindergarten teachers, and other childcare specialists--address common concerns and challenges, and offer practical suggestions shown to be effective in translating theory into practice. Internet Resources sections--Highlighted within chapters wherever appropriate. Refer students to Web sites relevant to early literacy, family involvement, children's literature, and advocacy--are ideal for in-class discussions, assignments, or self-study. AUTHOR BIOS: Elizabeth Lilly, Ph.D., is an associate professor of Early Childhood and Literacy Education at Berry College. Her professional experience includes more than 20 years as a preschool, primary, and elementary teacher and teacher educator. Dr. Lilly was closely involved in the development, implementation, and evaluation of Georgia's Pre-K program. She has conducted workshops for teachers and authored publications on early literacy, family involvement, and children's literature. Her research has focused recently on story reading in linguistically and culturally diverse families. Connie Green, Ph.D., is a professor in the Reading and Birth through Kindergarten programs at Appalachian State University. For 20 years she has worked with both undergraduate and graduate teacher education programs and has conducted research on early reading and writing in both home and early childhood settings. A former kindergarten, elementary, and preschool teacher, she continues her work in early childhood settings. Her favorite times are spent sharing books and playing with her grandchildren and hiking in the beautiful Blue Ridge Mountains.

This accessible, reader-friendly resource provides important information and helpful strategies for preschool and kindergarden teachers in inclusive environments who have little or no training in special education and assisting students with special needs.