The Implementation Guide to Student Learning Supports in the Classroom and Schoolwide: New Directions for Addressing Barriers to Learning

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Overview

Teachers, counselors, psychologists, and school administrators have long known that human development, learning, and behavior are shaped by the continuous interplay between the individual and the overlapping, multi-layered contexts in which learning and behavior occur. A significant proportion of the nation's youth bring a broad range of learning and behavior problems to school with them each day, and it is evident to any teacher that solutions to the complex range of problems they encounter must be equally complex as well as comprehensive, multifaceted, and fully integrated with instructional improvements.

This new guide to student learning supports in the classroom and school-wide is designed to accompany a School Leader's Guide that together comprise a complete system for addressing barriers to learning. The book offers specific ideas, procedures, and resources for personalizing instruction and for providing special assistance, emphasizing the importance of matching student motivation, student development, and a comprehensive curriculum. It includes an extensive research base and more than 60 planning, and assessment tools that reflect the thinking of a growing group of stakeholders who understand that enabling all students to benefit more fully from their schooling depends on intervention strategies that go well beyond current instructional reforms. Closing the achievement gap and leaving no child behind must be more than maxims; they must represent a policy and practice agenda that effectively addresses barriers to learning and teaching.
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Editorial Reviews

Linda Miller
“Offers in-depth understanding for a wide variety of barriers to student learning as well as a learned synthesis of the best thinking about student motivation and healthy development. Adelman and Taylor’s book provides a perspective that helps practitioners understand all students who enter the classroom.”
Sandra Screen
“As psychologists and support staff we read innumerable journal articles regarding responses to intervention, learning disabilities, differentiated instruction, and the like. The authors here effectively address the total child and offer research-based suggestions on how to help all children.”
Jane Belmore
“Very well focused on building the teacher’s capacity to understand and design supports to address both the student’s problems and the inadequacies of the learning environment.”
June 2006 Choice Magazine
"Written in an engaging and informative way, the book includes exhibits and guides throughout that provide a wealth of information and are sure to be useful to readers. "
June 2006 CHOICE
"Written in an engaging and informative way, the book includes exhibits and guides throughout that provide a wealth of information and are sure to be useful to readers. "
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Product Details

  • ISBN-13: 9781412914529
  • Publisher: SAGE Publications
  • Publication date: 7/28/2005
  • Pages: 400
  • Product dimensions: 7.22 (w) x 10.02 (h) x 1.01 (d)

Meet the Author

Howard S. Adelman is professor of psychology and codirector of the School Mental Health Project and its federally supported National Center for Mental Health in Schools at UCLA. He began his professional career as a remedial classroom teacher in 1960. In 1973, he returned to UCLA in the role of professor of psychology and also was the director of the Fernald School and Laboratory until 1986.

In 1986,Adelman and Linda Taylor established the School Mental Health Project at UCLA. The two have worked together for over 30 years with a constant focus on improving how schools and communities address a wide range of psychosocial and educational problems experienced by children and adolescents. Over the years, they have worked together on major projects focused on dropout prevention, enhancing the mental health facets of school-based health centers, and developing comprehensive, school-based approaches for students with learning, behavior, and emotional problems. Their work has involved them in schools and communities across the country. The current focus of their work is on policies, practices, and large-scale systemic reform initiatives to enhance school, community, and family connections to address barriers to learning and promote healthy development. This work includes codirecting a national Center for Mental Health in Schools, which facilitates the National Initiative: New Directions for Student Support.

Linda Taylor is codirector of the School Mental Health Project and its federally supported national Center for Mental Health in Schools at UCLA.

In her early career, Taylor was involved in community agency work. From 1973 to 1986, she codirected the Fernald Laboratory School and Clinic at UCLA. In 1986, she became codirector of the School Mental Health Project. From 1986 to 2000, she also held a clinical psychologist position in the Los Angeles Unified School District and directed several large-scale projects for the school district.

Taylor and Howard S. Adelman have worked together for over 30 years with a constant focus on improving how schools and communities address a wide range of psychosocial and educational problems experienced by children and adolescents. Over the years, they have worked together on major projects focused on dropout prevention, enhancing the mental health facets of school-based health centers, and developing comprehensive, school-based approaches for students with learning, behavior, and emotional problems. Their work has involved them in schools and communities across the country. The current focus of their work is on policies, practices, and large-scale systemic reform initiatives to enhance school, community, and family connections to address barriers to learning and promote healthy development. This work includes codirecting a national Center for Mental Health in Schools, which facilitates the National Initiative: New Directions for Student Support.

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Table of Contents

Exhibits and guides : tools for analyses and capacity building
Pt. I So you want all kids to succeed at school : then it's time to rethink what we are doing! 1
1 Why students have problems 3
2 Problems are multifaceted; solutions must be too! 25
3 It's not about controlling behavior; it's about engaging and reengaging students in learning 49
Pt. II Learning supports in the classroom 79
4 Classrooms and teaching revisited 83
5 Personalizing learning 111
6 Special assistance to address specific problems 141
Pt. III Learning supports beyond the classroom 179
7 Establishing a schoolwide learning supports component 181
8 School-family-community connections 219
9 Coda : moving schools forward 249
Pt. IV Resources 259
10 Guide to using natural opportunities to promote social-emotional learning and well-being 261
11 Guide to active learning 265
12 Surveying how a school is addressing barriers to student learning 275
13 Research base for addressing barriers to learning 323
14 Our published works and center-produced resources on addressing barriers to learning 345
15 Internet sites for a sampling of major agencies and organizations to support learning 355
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