Mugamore
Succeeding without Labels - Lessons for Educators
Nonfiction, Health & Well Being, Psychology, Pathological Psychology, Reference & Language, Education & Teaching, Special Education, Biography & Memoir, Reference
| Author: | Dr. Jonathan T. Jefferson | ISBN: | 9781460223420 |
| Publisher: | FriesenPress | Publication: | July 30, 2013 |
| Imprint: | Language: | English |
| Author: | Dr. Jonathan T. Jefferson |
| ISBN: | 9781460223420 |
| Publisher: | FriesenPress |
| Publication: | July 30, 2013 |
| Imprint: | |
| Language: | English |
This book was developed to compare the real life educational experiences of an average child during the last generation in which the United States led the world in education to a real child’s experiences today (when the United States is no longer in the top 20). The practice of labeling students with a disability has reached the status of a dangerous standard practice. Increasing demands for educational accountability will lead to more students being labeled and left behind. Written from a unique in-depth child’s point-of-view, this book is designed to trigger a paradigm shift from automatically labeling children to patiently allowing them to grow into themselves. The author compares common disabilities chapter-by-chapter in sync with the child’s intentions (or lack thereof). This sharing of the educational lives of two children, coupled with peer reviewed literature and research, provides powerful motivation for change.
This book was developed to compare the real life educational experiences of an average child during the last generation in which the United States led the world in education to a real child’s experiences today (when the United States is no longer in the top 20). The practice of labeling students with a disability has reached the status of a dangerous standard practice. Increasing demands for educational accountability will lead to more students being labeled and left behind. Written from a unique in-depth child’s point-of-view, this book is designed to trigger a paradigm shift from automatically labeling children to patiently allowing them to grow into themselves. The author compares common disabilities chapter-by-chapter in sync with the child’s intentions (or lack thereof). This sharing of the educational lives of two children, coupled with peer reviewed literature and research, provides powerful motivation for change.
