Intrigued by a book on schools and learning in the Harried Parent's Book Club? Read more about it through excerpts from the books below. For excerpts on other topics, go to the full index.
1. Book: Autism: Asserting Your Child's Right to a Special Education
Photo courtesy of David A. Sherman
Author: David A. Sherman
Excerpt Title: "Take Periodic Videos of Your Child"
Quote: "In one case, a parent showed us a video of her child playing and making eye contact. After several months in the school's program, she took another video that showed that the child was no longer making eye contact or initiating contact with other children. The video was good evidence that the school's program was not appropriate." ... Go to full excerpt
Excerpt Title: "Take Periodic Videos of Your Child"
Quote: "In one case, a parent showed us a video of her child playing and making eye contact. After several months in the school's program, she took another video that showed that the child was no longer making eye contact or initiating contact with other children. The video was good evidence that the school's program was not appropriate." ... Go to full excerpt
2. Book: IDEA 2004
Cover image courtesy of Shelley Smith
Author: Shelley Smith
Excerpt Title: "The Seven Deadliest Special-Education Sins"
Quote: "Program Rigidity: The district's programs must be flexible enough to meet the needs of all children regardless of need. District must meet the student's needs whether or not it currently offers a particular program." ... Go to full excerpt
Excerpt Title: "The Seven Deadliest Special-Education Sins"
Quote: "Program Rigidity: The district's programs must be flexible enough to meet the needs of all children regardless of need. District must meet the student's needs whether or not it currently offers a particular program." ... Go to full excerpt
3. Book: Late, Lost, and Unprepared
Cover image courtesy of Woodbine House
Author: Joyce Cooper-Kahn, Ph.D., and Laurie Dietzel, Ph.D.
Excerpt Title: "Strategies to Help a Child Who Has Trouble Taking Notes in Class"
Quote: "Accommodate working memory weaknesses by providing reasonable supports. For students with weak working memories, it can be very difficult to listen for learning and to write at the same time. For these students, taking notes may impede learning, and the notes that they do take are likely to be incomplete." ... Go to full excerpt
Excerpt Title: "Strategies to Help a Child Who Has Trouble Taking Notes in Class"
Quote: "Accommodate working memory weaknesses by providing reasonable supports. For students with weak working memories, it can be very difficult to listen for learning and to write at the same time. For these students, taking notes may impede learning, and the notes that they do take are likely to be incomplete." ... Go to full excerpt
4. Book: A Parent's Guide to Special Education
Cover image courtesy of AMACOM
Authors: Linda Wilmshurst and Alan W. Brue
Excerpt Title: "Accommodations for Specific Disabilities"
Quote: "The accommodations required for a child vary based on the child's needs as well as strengths and weaknesses. In general, there is a common set of accommodations for children who have a particular disability. We will address some disabilities and include accommodations that may be helpful. ... Go to full excerpt
Excerpt Title: "Accommodations for Specific Disabilities"
Quote: "The accommodations required for a child vary based on the child's needs as well as strengths and weaknesses. In general, there is a common set of accommodations for children who have a particular disability. We will address some disabilities and include accommodations that may be helpful. ... Go to full excerpt
5. Book: Ready to Learn
Cover image courtesy of FSB Associates
Author: Stan Goldberg
Excerpt Title: "Finding Happiness in Your Child"
Quote: "What would be required in order for you to feel happiness about what he or she achieves academically, socially, or professionally? Once you associate happiness with goals, both you and your child are primed for a fall. The goals, many of which are unobtainable, become traps; if they can't be reached, neither can your happiness. And by focusing on the goal, the path is often ignored." ... Go to full excerpt
Excerpt Title: "Finding Happiness in Your Child"
Quote: "What would be required in order for you to feel happiness about what he or she achieves academically, socially, or professionally? Once you associate happiness with goals, both you and your child are primed for a fall. The goals, many of which are unobtainable, become traps; if they can't be reached, neither can your happiness. And by focusing on the goal, the path is often ignored." ... Go to full excerpt
6. Book: Special Needs Advocacy Resource Book
Cover image courtesy of Rich Weinfeld and Michelle Davis
Author: Rich Weinfeld and Michelle Davis
Excerpt Title: "Determine Readability Level of Schoolwork"
Quote: "Want to determine the readability level of your child's schoolwork? Evaluate your child's reading and writing levels by following the steps below." ... Go to full excerpt
Excerpt Title: "Determine Readability Level of Schoolwork"
Quote: "Want to determine the readability level of your child's schoolwork? Evaluate your child's reading and writing levels by following the steps below." ... Go to full excerpt
7. Book: Teach Me How to Say It Right
Cover image courtesy of Dorothy P. Dougherty
Author: Dorothy P. Dougherty
Excerpt Title: "Take a Look at Your Child's Learning Environment"
Quote: "As your child begins to communicate with you, focus on the words and objects that are central to her life, or on which she is focusing at the moment. For example, if she is pointing at a squirrel running up the tree, don't start talking about the dog across the street. Talk about the squirrel. For example, say, 'See the squirrel? He has a bushy tail.'" ... Go to full excerpt
Excerpt Title: "Take a Look at Your Child's Learning Environment"
Quote: "As your child begins to communicate with you, focus on the words and objects that are central to her life, or on which she is focusing at the moment. For example, if she is pointing at a squirrel running up the tree, don't start talking about the dog across the street. Talk about the squirrel. For example, say, 'See the squirrel? He has a bushy tail.'" ... Go to full excerpt
8. Book: A Teacher's Guide to Inclusive Education
Cover image courtesy of Peggy A. Hammeken
Author: Peggy A. Hammeken
Excerpt Title: "Differentiating Instruction"
Quote: "With differentiated instruction, classroom teachers plan what the students will need to learn, how they will learn it and how they will demonstrate what they have learned. The intent of differentiating instruction is to maximize each student's growth and individual success by meeting each student where he or she is and assisting in the learning process. One of the most popular terms when referring to differentiating instruction is that 'one size does not fit all.'" ... Go to full excerpt
Excerpt Title: "Differentiating Instruction"
Quote: "With differentiated instruction, classroom teachers plan what the students will need to learn, how they will learn it and how they will demonstrate what they have learned. The intent of differentiating instruction is to maximize each student's growth and individual success by meeting each student where he or she is and assisting in the learning process. One of the most popular terms when referring to differentiating instruction is that 'one size does not fit all.'" ... Go to full excerpt
