Written by an experienced team of practitioners and scholars, this text attempts to fill the gap in texts that specifically address the needs of LD students in the socioemotional and mental health domains. By providing a foundational understanding of some of the salient issues facing students with learning disabilities, we hope to empower all of those who are working to ensure their success by providing the particular challenges that LD students and their families may face, and strategies and best practices for building creativity, resiliency, prosocial behavior, and positive mental health. As a practitioner and family-oriented text, this book seeks to offer a truncated review of relevant literature followed by suggestions to guide practice.
About the Author
Dr. Christine N. Michael is a more than 40-year educational veteran with a variety of professional experiences. She holds degrees from Brown University, Rhode Island College, Union Institute and University, and the University of Connecticut, where she earned a PhD in education, human development, and family relations. Her previous work has included middle and high school teaching, higher education administration, college teaching, and educational consulting. She has also been involved with Head Start, Upward Bound, national non-profits Foundation for Excellent Schools and College for Every Student, and the federal Trio programs, and has published widely on topics in education and psychology.
Dr. Teresa Allissa Citro is the Chief Executive Officer, Learning Disabilities Worldwide, Inc. and the Founder and President of Thread of Hope, Inc., Dr. Citro is a graduate of Tufts New England Medical School and Northeastern University, Boston. She has co-edited several books on a wide range of topics in special education and has co-authored a popular children's series I Am Full of Possibilities. Furthermore, Dr. Citro is the co-editor of two peer review journals including Learning Disabilities: A Contemporary Journal and Insights on Learning Disabilities from Prevailing Theories to Validated Practices. She is the mother of two young children and resides in Boston, Massachusetts.
Table of Contents
Chapter One: Everybody Belongs: Structuring Positive Environments
Kristi L. Santi, Jacqueline Hawkins, Caroline Christensen
Chapter Two: Understanding Social Aggression: Bullying and the Student with Learning Disabilities
Linda E. Denault
Chapter Three: Learning Disabilities and Anxiety: Understanding and Addressing the Common Occurrence
Nicholas D. Young and Kristen L. Bonnano-Sotiropoulos
Chapter Four: Reading, Writing and Rap: Using Rhyme to Inspire Emotional and Academic Growth
Chapter Five: The Comforting Presence of Visual Literacy Skill in the English Language Arts Classroom
James D. Shivers
Chapter Six: Understanding Student and Teacher Behaviors from Two Perspectives: A Schema for Success in Teaching of the Student with Learning and Behavioral Challenges
Chapter Seven: Parents Make the Difference: Fostering Emotional Resiliency to Improve School Outcomes
Nicholas D. Young and Elizabeth Jean
Chapter Eight: Working with Students Who Have Experienced Trauma: Educating Teachers About Trauma Informed Practice
Micheline S. Malow
Chapter Nine: Cultural Considerations: Promoting Emotional Well-Being in Students with Learning Disabilities
Nicholas D. Young, Elizabeth Jean and Anne E. Mead
Chapter Ten: Navigating New Turning Points: Transitioning Students with Learning Disabilities to Post-Secondary Promise
Christine N. Michael and Nicholas D. Young