Navigating the Social World covers the development of social cognition from infancy into adolescence, with a focus on the first decade of human life. (dust cover).

An ideal resource for organizational scholars, students, practitioners, and human resource managers, this handbook covers the full spectrum of organizational theories and outcomes that define, explain, and predict the occurrence, causes, and consequences of positivity.

Because of its unique focus on teaching the critical social skills that autistic children lack, this book has been cited by "Library Journal" as "Essential to All Collections."

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A highly accessible and easily adaptable conceptual framework that helps educational leaders plan, leverage, and sustain change as they create more equitable schools. In Navigating Social Justice, Martin Scanlan introduces a comprehensive social justice schema that melds organizational learning with leading for equity. Scanlan distills wisdom gleaned from the experiences of a variety of educational professionals as well as from his own more than three decades of work in equity-focused partnership with elementary schools. Scanlan’s schema brings together five dimensions—inclusivity, communities of practice, critical formation, social ecosystems, and practical wisdom—that work together holistically to eradicate inequitable practices and policies and promote robust teaching and inclusive learning. For each dimension, the book features real-life vignettes that focus the conversation, exercises that encourage reflection, and suggested opportunities for the application of its central ideas. Each chapter also gives access to online tools, extending its utility. The practical guidance offered in this book not only will enable educational institutions to best meet the needs of families and community members but will also help leaders cultivate the moral and intellectual judgment needed to address social justice issues in schools. This clarifying equity framework will be invaluable to established and aspiring school leaders, building administrators, district leaders, system administrators, and others in both the public and private education sectors as they engage in ongoing social justice work.

There is abundant evidence that most people, often in spite of their conscious beliefs, values and attitudes, have implicit biases. 'Implicit bias' is a term of art referring to evaluations of social groups that are largely outside conscious awareness or control. These evaluations are typically thought to involve associations between social groups and concepts or roles like 'violent,' 'lazy,' 'nurturing,' 'assertive,' 'scientist,' and so on. Such associations result at least in part from common stereotypes found in contemporary liberal societies about members of these groups. Implicit Bias and Philosophy brings the work of leading philosophers and psychologists together to explore core areas of psychological research on implicit (or unconscious) bias, as well as the ramifications of implicit bias for core areas of philosophy. Volume 2: Moral Responsibility, Structural Injustice, and Ethics is comprised of three sections. 'Moral Responsibility for Implicit Bias' contains chapters examining the relationship of implicit biases to concepts that are central to moral responsibility, including control, awareness, reasons-responsiveness, and alienation. The chapters in the second section—'Structural Injustice'—explore the connections between the implicit biases held by individuals and the structural injustices of the societies in which they are situated. And finally, the third section—'The Ethics of Implicit Bias: Theory and Practice'—contains chapters examining strategies for implicit attitude change, the ramifications of research on implicit bias for philosophers working in ethics, and suggestions for combatting implicit biases in the fields of philosophy and law. This volume can be read independently of, or in conjunction with, Volume I: Metaphysics and Epistemology, which addresses key metaphysical and epistemological questions on implicit bias, including the effect of implicit bias on scientific research, gender stereotypes in philosophy, and the role of heuristics in biased reasoning.

Provides a description of sensory integration disorder and common signs exhibited by children with sensation disorders. This book is written by two parents of children withe sensory integration disorder and it provides a guide to other families on how to deal with the disorder at home and at school.

This title recognizes the importance of offering stabilization strategies that afford students a better regulated body, often enabling students with classic autism to increase their time in school, most of them working up to full-day participation.

This book provides an extensive overview of curricula and instructional strategies for teaching children with autism spectrum disorder (ASD). It offers an empirically solid framework for designing and developing interventions for learners along the autism spectrum by reducing skill deficits and enhancing learner strengths while being flexible enough to allow for individual differences. The book discusses key concepts in educating individuals with ASD as they impact the processes of syllabus building, from planning goals and objectives to generating content choosing appropriate teaching strategies, and assessing progress. Chapters detail curriculum designs in academic areas such as language skills, science, and social studies, as well as functional skills, including independent living, career development, and preventing social victimization. The book concludes with recommendations for future interventions and curricula-building. Among the topics covered: Communication and autism spectrum disorder. Mathematical problem-solving instruction for students with ASD. Visual arts curriculum for students with ASD. How to build programs focused on daily living and adult independence. Sexuality education for students with ASD. Curricula for Teaching Students with Autism Spectrum Disorder is a must-have resource for researchers, graduate students, and clinicians and related therapists and professionals in clinical child and school psychology, childhood/special education, social work, developmental psychology, behavioral therapy/rehabilitation, and child and adolescent psychiatry.