This book synthesizes research on language development and communication disability in Sub-Saharan Africa and highlights best practices for providing speech and language therapy services to individuals with language, communication, and hearing disorders across the lifespan. The book brings together a wide range of international contributions from various disciplines, such as speech-language pathology, audiology, developmental psychology, language education, social work, neurology, neuropsychology, pediatrics, linguistics, pedagogy, and phonetics to provide perspectives on problems, challenges, ideas, concepts, and models to serve the people in Sub-Saharan Africa. Key areas of coverage include: Challenges for speech-language therapists in the health sector. Community awareness and the sustainable delivery of services. Culture-specific support of communication and language development in early childhood. Malnutrition, dysphagia, feeding difficulties, pediatric HIV, and related issues. Communication disability treatments, including assessment and intervention, augmentative and alternative communication (AAC), and issues specific to bilingualism and biliteracy. Inclusive education of children with communication disorders with case studies from Rwanda, Tanzania, Kenya, and South Africa. The Handbook of Speech-Language Therapy in Sub-Saharan Africa is an essential reference for researchers, professors, and graduate students as well as clinicians, therapists, and other professionals in developmental psychology, speech-language pathology and therapy, social work, neuropsychology, pediatrics, special education, community based rehabilitation, and all related disciplines.

Beyond Bystanders calls for a shift in the professional self-image of teachers from agents of socialization to active advocates of human flourishing, social justice, and world betterment. The editors propose that it is irresponsible for teachers to posit themselves as bystanders and to conceive of globalization as something happening to them. Their role as educators in all disciplines must be to establish educational leadership that would empower students to critically evaluate developing global realities – mass migrations, socioeconomic inequalities, global warming, and the dehumanizing effects of submission to social media and consumerism – and achieve the overarching goals of humanization and facilitation of the fulfilling life. A shared commitment to humanist ethics, pedagogical activism, and social engagement at Kibbutzim College of Education (Tel Aviv) and Wagner College (New York) sparked this collaboration. The authors of the book include educational thinkers such as Nel Noddings, Michael Apple, David Hansen, Pasi Sahlberg, and Wiel Veugelers as well as scholars and practitioners from six different countries and diverse professional and cultural backgrounds. An essential part of our educational enterprise must involve promoting intercultural opportunities, confronting cultural ills and ensuring that civic engagement is more attuned to political realities. Educators in all disciplines can reframe their teaching and schools to be more cooperative and civic-minded and challenge views of marginalized, immigrant, undocumented and refugee communities as strangers. “Education is not only about teaching people to read and to write. It is about teaching human rights and cultural diversity, nourishing peace and fostering inclusive and sustainable development ... I wish to commend Kibbutzim College of Education and Wagner College for joining forces to compile this volume to inspire readers in crafting new models of intellectual and intercultural understanding.” – Irina Bokova, Director-General of UNESCO (from the Foreword)

This book presents thirteen chapters which probe the “tales less told” and “pathways less traveled” in refugee camp living. Rohingya camps in Bangladesh since August 2017 supply these “tales” and “pathways”. They dwell upon/reflect camp violence, sexual/gender discrimination, intersectionality, justice, the sudden COVID camp entry, human security, children education, innovation, and relocation plans. Built largely upon field trips, these narratives interestingly interweave with both theoretical threads (hypotheses) and tapestries (net-effects), feeding into the security-driven pulls of political realism, or disseminating from humanitarian-driven socioeconomic pushes, but mostly combining them. Post-ethnic cleansing and post-exodus windows open up a murky future for Rohingya and global refugees. We learn of positive offshoots (of camp innovations exposing civil society relevance) and negative (like human and sex trafficking beyond Bangladeshi and Myanmar borders), as of navigating (a) local–global linkages of every dynamic and (b) fast-moving current circumstances against stoic historical leftovers.

This book reflects the paradigm shift now manifesting in Bangladesh’s education system by highlighting recent empirical research. It shares essential insights by presenting research conducted on diverse aspects of current day education in Bangladesh, including policy and governance, equity, access and participation, curriculum and pedagogy, assessment, and education programs and projects run by NGOs. Further, it offers a platform for these unique studies to be showcased and disseminated to scholars and researchers from developing and developed countries alike, and represents a unique reference resource for the education research community in Bangladesh, Asia and all over the world. With Foreword from Professor Serajul Islam Choudhury.

Lynn Winters's and Joan Herman's The Turnaround Toolkit is written for school leaders who are focused on transforming instruction, and who may be working under significant time constraints to reverse declining student achievement or public perceptions of school failure. Based on the evidence that simply implementing “continuous improvement” is not enough to close the achievement gap, The Turnaround Toolkit provides a nine-step formative evaluation program designed to achieve an immediate and consistent focus on improving instruction in order to bolster student achievement. In a straightforward and accessible fashion, Herman and Winters explain three overarching “Turnaround Tasks” that frame these steps and the necessary-and sometimes drastic-actions that must be taken by school leaders as they use data to strategically choose, implement, monitor, and revise school interventions. A dedicated, online “toolkit” offers numerous worksheets and templates that support each stage of the process and help school leaders scaffold the work of educators to put an aggressive turnaround plan into action while a leadership guide at the end of the book provides guidance to turnaround teams and facilitators.

This book examines the history of Bosnia and post-conflict Bosnian education in the setting of a society very much still politically divided. Bosnia and Herzegovina (BiH) serves as the perfect case study for examining how education evolves within the context of massive state-building efforts and mass educational reform. Focusing on issues central to successful education in a democracy, Lanahan highlights the importance of the governance structures of the Dayton Peace Accords, the split nature of education in BiH, the international community’s involvement in education, teacher education, and higher education reform. Drawing on a wealth of research by national and international experts, this book provides an engaging and timely study of global governance, regional integration, and oversight by the international community over a 20-year period for policymakers to consider as they continue to create policy for other emerging democracies. Both academics and practitioners in the field of international education and development will find this an invaluable text.