The School Leader's Guide to Student Learning Supports: New Directions for Addressing Barriers to Learning

by Linda Taylor (Editor), Linda Taylor (Editor), Howard S. Adelman (Editor), Linda Taylor (Editor)

New
Paperback
2005
$45.63

Everyday, a wide range of learning, behavioural, physical, and emotional problems interfere with the ability of students to participate effectively and fully benefit from the instruction teachers provide. Such barriers to learning encompass both learning disabilities and special needs as well as a wide range of external factors stemming from restricted enrichment opportunities.

This guide for school leaders, and its companion volume for site-based staff, emphasizes frameworks and strategies for dealing with the entire range of learning, behaviour, and emotional problems seen in schools within a context that emphasizes student and staff strengths, resilience, assets, and protective factors.

The authors provide a four-pronged approach to addressing barriers to learning, emphasizing adopting an intervention framework that is comprehensive, multifaceted and cohesive; rethinking infrastructure and policy; and using a sophisticated approach to facilitating major systemic changes.

Built on decades of research, and endorsed by more than 20 professional associations, the authors' approach provides specific tools and strategies for understanding and assessing the gap between what students need and what they are receiving, as well as creating the analyses and implementation frameworks that will lead to new and better directions for addressing barriers to learning.

A series of orienting questions at the start of each chapter will help readers visualize how the content applies to their own specific schools and districts and can also be used to guide discussions with colleagues and community, and as a focus for staff development sessions.

More than 75 figures, guides, and tools for analysis and capacity building are also included in the book, as are cartoons, quotations, and case studies.

Synopsis

Everyday, a wide range of learning, behavioural, physical, and emotional problems interfere with the ability of students to participate effectively and fully benefit from the instruction teachers provide. Such barriers to learning encompass both learning disabilities and special needs as well as a wide range of external factors stemming from restricted enrichment opportunities.

This guide for school leaders, and its companion volume for site-based staff, emphasizes frameworks and strategies for dealing with the entire range of learning, behaviour, and emotional problems seen in schools within a context that emphasizes student and staff strengths, resilience, assets, and protective factors.

The authors provide a four-pronged approach to addressing barriers to learning, emphasizing adopting an intervention framework that is comprehensive, multifaceted and cohesive; rethinking infrastructure and policy; and using a sophisticated approach to facilitating major systemic changes.

Built on decades of research, and endorsed by more than 20 professional associations, the authors' approach provides specific tools and strategies for understanding and assessing the gap between what students need and what they are receiving, as well as creating the analyses and implementation frameworks that will lead to new and better directions for addressing barriers to learning.

A series of orienting questions at the start of each chapter will help readers visualize how the content applies to their own specific schools and districts and can also be used to guide discussions with colleagues and community, and as a focus for staff development sessions.

More than 75 figures, guides, and tools for analysis and capacity building are also included in the book, as are cartoons, quotations, and case studies.

$45.63

Quantity

10 in stock

More Information

Format: Paperback
Pages: 408
Edition: 1
Publisher: Corwin
Published: 25 Aug 2005
ISBN 10: 141290966X
ISBN 13: 9781412909662

Media Reviews

Offers a broad view, and a systemic approach missing from most books on school reform and improving student outcomes, especially for the student who is not achieving.
-Susan Wooley, Executive Director
American School Health Association, OH -- Susan Wooley, Executive Director
I have not read any other book that is as comprehensive in explaining how the fragmentation of services limits our ability to service children, as well as provides the 'how to.' In this era of data-based decision making, the authors continue to present well-researched material that perhaps many educators have only read about in isolation.
-Sandra Screen, Director
Office of Psychological Services, Detroit, MI -- Sandra Screen, Director
Provides a roadmap for how schools in collaboration with community partners have a role to play and can address barriers to student learning. The book recognizes how difficult this work is, but also provides critical information for undertaking it...I am not aware of any other book that contextualizes the barriers in sweeping system reform, then provides a step-by-step guide on how to effect it. -- Linda E. Miller, Consultant

Author Bio

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.