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Teaching Exceptional Students: Home
Books in the Library
The Course Syllabus by Barbara J. Millis; Margaret W. Cohen; Robert M. Diamond (Foreword by); Judith Grunert O'BrienWhen it was first published in 1997, The Course Syllabus became the gold standard reference for both new and experienced college faculty. Like the first edition, this book is based on a learner-centered approach. Because faculty members are now deeply committed to engaging students in learning, the syllabus has evolved into a useful, if lengthy, document. Today′s syllabus provides details about course objectives, requirements and expectations, and also includes information about teaching philosophies, specific activities and the rationale for their use, and tools essential to student success.
Call Number: LB2361 .G78 2008
Publication Date: 2008-03-28
Critical Issues in School-Based Mental Health by Melissa K. Holt (Editor); Amie E. Grills (Editor)A Choice Magazine Outstanding Academic Title of 2017! School-based mental health professionals intervene daily to address a variety of student mental health concerns. From challenges that arise in the educational context to those carried over from home, from managing daily care to handling emergent traumatic events, they must be prepared for an extremely varied work life. While some of the most common issues recur with such frequency that they may seem straightforward to address, others crop up with changing student populations. Each chapter in this volume addresses a different key topic, giving current and future professionals an overview of the most recent scholarship on the topic, and then outlining evidence-based interventions. With chapters on learning disabilities, substance abuse, bullying, internalizing and externalizing behaviors, trauma, LGBT youth and more, this book prepares school-based mental health professionals to face some of the most difficult, common, and politicized issues affecting students today.
Call Number: LB3430 .C75 2016
Publication Date: 2015-12-08
IGen by Jean M. TwengeA highly readable and entertaining first look at how today's members of iGen--the children, teens, and young adults born in the mid-1990s and later--are vastly different from their Millennial predecessors, and from any other generation, from the renowned psychologist and author of Generation Me. With generational divides wider than ever, parents, educators, and employers have an urgent need to understand today's rising generation of teens and young adults. Born in the mid-1990s to the mid-2000s and later, iGen is the first generation to spend their entire adolescence in the age of the smartphone. With social media and texting replacing other activities, iGen spends less time with their friends in person--perhaps why they are experiencing unprecedented levels of anxiety, depression, and loneliness. But technology is not the only thing that makes iGen distinct from every generation before them; they are also different in how they spend their time, how they behave, and in their attitudes toward religion, sexuality, and politics. They socialize in completely new ways, reject once sacred social taboos, and want different things from their lives and careers. More than previous generations, they are obsessed with safety, focused on tolerance, and have no patience for inequality. iGen is also growing up more slowly than previous generations: eighteen-year-olds look and act like fifteen-year-olds used to. As this new group of young people grows into adulthood, we all need to understand them: Friends and family need to look out for them; businesses must figure out how to recruit them and sell to them; colleges and universities must know how to educate and guide them. And members of iGen also need to understand themselves as they communicate with their elders and explain their views to their older peers. Because where iGen goes, so goes our nation--and the world.
Call Number: HQ799.7 .T95 2017
Publication Date: 2017-08-22
Making College Work by Harry J. Holzer; Sandy BaumPractical solutions for improving higher education opportunities for disadvantaged students Too many disadvantaged college students in America do not complete their coursework or receive any college credential, while others earn degrees or certificates with little labor market value. Large numbers of these students also struggle to pay for college, and some incur debts that they have difficulty repaying. The authors provide a new review of the causes of these problems and offer promising policy solutions. The circumstances affecting disadvantaged students stem both from issues on the individual side, such as weak academic preparation and financial pressures, and from institutional failures. Low-income students disproportionately attend schools that are underfunded and have weak performance incentives, contributing to unsatisfactory outcomes for many students. Some solutions, including better financial aid or academic supports, target individual students. Other solutions, such as stronger linkages between coursework and the labor market and more structured paths through the curriculum, are aimed at institutional reforms. All students, and particularly those from disadvantaged backgrounds, also need better and varied pathways both to college and directly to the job market, beginning in high school. We can improve college outcomes, but must also acknowledge that we must make hard choices and face difficult tradeoffs in the process. While no single policy is guaranteed to greatly improve college and career outcomes, implementing a number of evidence-based policies and programs together has the potential to improve these outcomes substantially.
Call Number: LC4069.6 .H65 2017
Publication Date: 2017-08-29
No One Cares about Crazy People by Ron Powers* Finalist for the PEN/E. O. Wilson Literary Science Writing Award * Washington Post Notable Book of the Year * People Magazine Best Book of the Year * Shelf Awareness Best Book of the Year * "Extraordinary and courageous . . . No doubt if everyone were to read this book, the world would change."---New York Times Book Review New York Times-bestselling author Ron Powers offers a searching, richly researched narrative of the social history of mental illness in America paired with the deeply personal story of his two sons' battles with schizophrenia. From the centuries of torture of "lunatiks" at Bedlam Asylum to the infamous eugenics era to the follies of the anti-psychiatry movement to the current landscape in which too many families struggle alone to manage afflicted love ones, Powers limns our fears and myths about mental illness and the fractured public policies that have resulted. Braided with that history is the moving story of Powers's beloved son Kevin--spirited, endearing, and gifted--who triumphed even while suffering from schizophrenia until finally he did not, and the story of his courageous surviving son Dean, who is also schizophrenic. A blend of history, biography, memoir, and current affairs ending with a consideration of where we might go from here, this is a thought-provoking look at a dreaded illness that has long been misunderstood.
Call Number: RC514 .P69 2017
Publication Date: 2017-03-21
The Teenage Brain by Frances E. Jensen; Amy Ellis NuttDrawing on her research, knowledge, and clinical experience, internationally respected neurologist and mother of two boys Frances E. Jensen, MD, offers a revolutionary look at the adolescent brain, providing remarkable insights that translate into practical advice both for parents and teenagers. Driven by the assumption that brain growth was almost complete by the time a child reached puberty, scientists believed for many years that the adolescent brain was essentially an adult one only with fewer miles on it. Over the last decade, however, neurology and neuroscience have revealed that the teen years encompass vitally important stages of brain development. Motivated by her experience of parenting two teenagers, renowned neurologist Frances E. Jensen, MD, gathers what we've discovered about adolescent brain functioning and wiring, and in this groundbreaking, accessible book, explains how these eye-opening findings not only dispel commonly held myths about teens but also yield practical suggestions for adults and teenagers negotiating the mysterious and magical world of adolescent biology. Interweaving clear summary and analysis of research data with anecdotes drawn from her years as a clinician, researcher, and public speaker, Dr. Jensen explores adolescent brain functioning and development in the context of learning and multitasking, stress and memory, sleep, addiction, and decision making. Examining data connecting substance use to lingering memory issues and, sometimes, a lower adult IQ, The Teenage Brain explains why teenagers are not as resilient to the effects of drugs as we previously thought; reveals how multitasking impacts learning ability and concentration; and examines the consequences of stress on mental health during and beyond adolescence. Rigorous yet accessible, warm yet direct, The Teenage Brain sheds new light on the brains and behaviors of adolescents and young adults, and analyzes this knowledge to share specific ways in which parents, educators, and even the legal system can help them navigate their way more smoothly into adulthood in our ever challenging world.
NAMI, the National Alliance on Mental Illness, is the nation’s largest grassroots mental health organization dedicated to building better lives for the millions of Americans affected by mental illness.
The National Center for College Students with Disabilities (NCCSD), established December 1, 2015, is a federally-funded project under the U.S. Department of Education (P116D150005), through the Fund for the Improvement of Postsecondary Education (FIPSE).
his toolkit showcases the numbers of students with disabilities in the social and behavioral sciences by disability type, and as degree recipients, and illustrates common barriers to studying psychology encountered by students with disabilities. Data was taken from surveys conducted by the APA's Office on Disability Issues in Psychology, National Center for Education Statistics, National Science Foundation and the U.S. Census Bureau.
Women, Minorities, and Persons with Disabilities in Science and Engineering provides statistical information about the participation of these three groups in science and engineering education and employment. A formal report, in the form of a digest, is issued every 2 years.
This session was presented at the American College Heath Association's Mental Health Symposium, Crisis on Campus: Addressing the Rising Mental Health Demands of our Nation’s Students, November 13, 2017. More recorded sessions from the Symposium can be found at the link below.
The National Alliance on Mental Illness (NAMI) conducted a national survey of college students living with mental health conditions to learn about their experiences in school. NAMI designed the survey to hear directly from students about whether schools are meeting their needs and what improvements are needed to support their academic experience.
This article examines students who are gifted but also have learning disabilities. It focuses mainly on the college student, but emphasizes the importance of learning compensation strategies at an early age in order to overcome, to an extent, the learning disability that lies beneath. The article talks, in detail, about various compensation strategies that are successful for these individuals...strategies that were found in a study of successful college students who were both gifted and learning disabled.
Current prevailing practices maintain a priority on treating the individual students, typically in a medical paradigm that relies on licensed professionals to intervene.
Many of the issues that individual students bring to mental health professionals are reflective of society or campus culture.
Specific widespread norms and mindsets can be linked to mental health problems among students that impact individuals and communities.
Administrators, faculty, and staff can work in tandem with campus mental health professionals to address these problematic paradigms by shifting more toward community-level interventions aimed at improving campus mental health.