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BILL HENDERSON\u27S work has appeared in Carolina Quarterly, Chicago Review, The New York Times Book Review, and elsewhere; and he is the author (under the pen-name Luke Walton ) of The Galapagos Kid (Nautilus Books, 1971). He lives in Yonkers, N.Y

Inclusion: Educating Students with and without Disabilities

This article presents an overview of inclusion, a practice that is being utilized increasingly in schools across the country. In inclusive schools, students who have disabilities learn together with their nondisabled peers. Teachers and support staff collaborate to serve all students in integrated classes. After reviewing the social and legal background of inclusion, Henderson describes specific strategies for designing and implementing successful programs. He outlines organizational change, curriculum and instruction modification, and school culture transformation

Seeking Asylum—Holding Patterns: The 2020 Ballina Region for Refugees Poetry Prize

Poetry provides valuable and insightful ways to explore and record social and political experiences and engagements. The plight of refugees and people seeking asylum in Australia is well known. Community groups such as the Ballina Region for Refugees provide support to refugees and asylum seekers both in Australia and offshore. To help raise awareness and validate the experience of refugees and asylum seekers, the Ballina Region for Refugees runs an annual Poetry Prize. The 2020 Ballina Region for Refugees Poetry Prize theme was Seeking Asylum—Holding Patterns. This article presents the winning and highly commended poems, along with poems by refugee and asylum seeker poets. Poems from both insider witnesses – refugees and asylum seekers – and outsider witnesses – poets who seek to express an empathy with the plight of refugees and asylum seekers – have contributed to this collection. From haunting statements of human dissolution that should strike fear into anyone’s heart, through glimpses of hope, the poems explore the trails of asylum seeking and the dysfunctionality of the aftermath.

Contours of Inclusion: Inclusive Arts Teaching and Learning

The purpose of this publication is to share models and case examples of the process of inclusive arts curriculum design and evaluation. The first section explains the conceptual and curriculum frameworks that were used in the analysis and generation of the featured case studies (i.e. Understanding by Design, Differentiated Instruction, and Universal Design for Learning). Data for the cases studies was collected from three urban sites (i.e. Los Angeles, San Francisco, and Boston) and included participant observations, student and teacher interviews, curriculum documentation, digital documentation of student learning, and transcripts from discussion forum and teleconference discussions from a professional learning community.The initial case studies by Glass and Barnum use the curricular frameworks to analyze and understand what inclusive practices look like in two case studies of arts-in-education programs that included students with disabilities. The second set of precedent case studies by Kronenberg and Blair, and Jenkins and Agois Hurel uses the frameworks to explain their process of including students by providing flexible arts learning options to support student learning of content standards. Both sets of case studies illuminate curricular design decisions and instructional strategies that supported the active engagement and learning of students with disabilities in educational settings shared with their peers. The second set of cases also illustrate the reflective process of using frameworks like Universal Design for Learning (UDL) to guide curricular design, responsive instructional differentiation, and the use of the arts as a rich, meaningful, and engaging option to support learning. Appended are curriculum design and evaluation tools. (Individual chapters contain references.

Prospectus, September 1, 1993

https://spark.parkland.edu/prospectus_1993/1012/thumbnail.jp

1974: Abilene Christian College Bible Lectures - Full Text

DISCIPLESHIP Being the Abilene Christian College Annual Bible Lectures 1974 Published by ABILENE CHRISTIAN COLLEGE Book Store ACC Station Abilene, Texas 7960

Television news and the symbolic criminalisation of young people

This is an Author's Accepted Manuscript of an article published in Journalism Studies, 9(1), 75 - 90, 2008, copyright Taylor & Francis, available online at: http://www.tandfonline.com/10.1080/14616700701768105.This essay combines quantitative and qualitative analysis of six UK television news programmes. It seeks to analyse the representation of young people within broadcast news provision at a time when media representations, political discourse and policy making generally appear to be invoking young people as something of a folk devil or a locus for moral panics. The quantitative analysis examines the frequency with which young people appear as main actors across a range of different subjects and analyses the role of young people as news sources. It finds a strong correlation between young people and violent crime. A qualitative analysis of four “special reports” or backgrounders on channel Five's Five News explores the representation of young people in more detail, paying attention to contradictions and tensions in the reports, the role of statistics in crime reporting, the role of victims of crime and the tensions between conflicting news frames.Arts and Humanities Research Counci