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Getting beyond bullying and exclusion, preK-5 : empowering children in inclusive classrooms

Author: Ronald Mah
Publisher: Thousand Oaks, Calif. : Corwin, ©2009.
Edition/Format:   Print book : EnglishView all editions and formats
Summary:
From the Back Cover: Help students with special needs develop skills for meeting the challenges of bullying! Children with challenges can encounter difficulties in navigating their journeys within inclusive classrooms. This book focuses on the vulnerabilities of youngsters to be bullied, especially those with learning disabilities, attention deficit hyperactivity disorder, Asperger syndrome, and gifted abilities,  Read more...
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Material Type: Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Ronald Mah
ISBN: 9781412957229 9781412957236 1412957222 1412957230
OCLC Number: 317927698
Description: x, 141 pages : illustrations ; 26 cm
Contents: Acknowledgments --
About the author --
Introduction --
Inclusion means --
Inclusion means more --
Inclusion means less --
Educational challenge --
Exclusion and bullying --
Compromising the Intent of inclusion --
Continuums or labels --
Three perspectives --
1: Inclusion, Exclusion, And Bullying --
Chicken spends its whole life --
Hawk spends its whole life --
Anxious vulnerability --
Please please please --
Loud aggressive "victim" becomes a bully --
Victim entitlement to bully and intellectual bullying --
Classification creates targets for exclusion --
2: Stress, Frustrate, Fail, Suffer Method And Emotional Intelligence --
Real world --
First S is for stress-stress 'em! --
First F is for frustration-frustrate 'em! --
F is for failure-let 'em fail! (make sure they fail!) --
Second S is for suffer-let 'em suffer! --
Emotional intelligence --
3: Creating Powerful And Successful Children --
Win so he would throw a tantrum --
Next SS is for sensitivity and support --
Next SS is for skills and strength --
SF is for survive and flourish --
4: Social Cues --
Who is this kid? --
Reasons individuals don't get it! --
5: Reasons For Missing Social Cues --
Physical disability-compensation (no 2 of 11): "What? Huh?" --
Cross-cultural issues-cross-cultural education (no 3 of 11): "So that's what you mean!" --
Overstimulation-de-stress (no 4 of 11): "I'm tired; I don' wanna have fun!" --
Denial-alleviate fear (no 5 of 11): "Nah, nah, nah!" --
Anxiety-stabilize and secure (no 6 of 11): "What? Where? Watch out? Where? Now? Oh no!" --
Neurosis-reality filter or check (no 7 of 11): "That was then, and this is then" --
Disassociation-trauma work (no 8 of 11): "Click-this station is no longer broadcasting-or receiving" --
Learning disabilities-compensation (no 9 of 11): "Trying hard, harder, and harder" --
Attention Deficit Hyperactivity Disorder (and Attention Deficit Disorder)-focus (no 10 of 11): "Attention wanders" --
Intoxication and substance abuse-sobriety (no 11 of 11): "Common adverse effects" --
6: Victim Dynamic --
Why do you pick up crying babies? --
Victimized by victims --
Reversing the dual theory of frailty --
How victims are created --
7: Creating Bullies --
Blustering, browbeating person --
Bullies, aggression, and the search for self-esteem --
"Who are you looking at!?" --
Huh? What? --
8: Relational Aggression --
You can't come to my birthday party" --
What do you mean "We?" --
9: Frustration To Resentment To Aggression --
Lost self-esteem --
Bullies with learning disabilities --
Bullies with ADHD --
10: Arrogance And Entitlement --
Bullies with Asperger syndrome --
Bullies with gifted abilities --
11: Motivation and survival --
Adult stress, frustration, failure (and suffering) --
Or else what? --
Internalized motivation --
Cultural characteristics of children with challenges --
Conclusion: Ninety-second-a-day self-esteem prescription plan --
Last thought --
References --
Index.
Responsibility: Ronald Mah.

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"An honest and thought-provoking discussion exploring ways we can teach and support children to help them develop into capable learners and caring humans. Mah provides straight talk on how inclusion Read more...

 
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(make sure they fail!) -- Second S is for suffer-let \'em suffer! -- Emotional intelligence -- 3: Creating Powerful And Successful Children -- Win so he would throw a tantrum -- Next SS is for sensitivity and support -- Next SS is for skills and strength -- SF is for survive and flourish -- 4: Social Cues -- Who is this kid? -- Reasons individuals don\'t get it! -- 5: Reasons For Missing Social Cues -- Physical disability-compensation (no 2 of 11): \"What? Huh?\" -- Cross-cultural issues-cross-cultural education (no 3 of 11): \"So that\'s what you mean!\" -- Overstimulation-de-stress (no 4 of 11): \"I\'m tired; I don\' wanna have fun!\" -- Denial-alleviate fear (no 5 of 11): \"Nah, nah, nah!\" -- Anxiety-stabilize and secure (no 6 of 11): \"What? Where? Watch out? Where? Now? Oh no!\" -- Neurosis-reality filter or check (no 7 of 11): \"That was then, and this is then\" -- Disassociation-trauma work (no 8 of 11): \"Click-this station is no longer broadcasting-or receiving\" -- Learning disabilities-compensation (no 9 of 11): \"Trying hard, harder, and harder\" -- Attention Deficit Hyperactivity Disorder (and Attention Deficit Disorder)-focus (no 10 of 11): \"Attention wanders\" -- Intoxication and substance abuse-sobriety (no 11 of 11): \"Common adverse effects\" -- 6: Victim Dynamic -- Why do you pick up crying babies? -- Victimized by victims -- Reversing the dual theory of frailty -- How victims are created -- 7: Creating Bullies -- Blustering, browbeating person -- Bullies, aggression, and the search for self-esteem -- \"Who are you looking at!?\" -- Huh? What? -- 8: Relational Aggression -- You can\'t come to my birthday party\" -- What do you mean \"We?\" -- 9: Frustration To Resentment To Aggression -- Lost self-esteem -- Bullies with learning disabilities -- Bullies with ADHD -- 10: Arrogance And Entitlement -- Bullies with Asperger syndrome -- Bullies with gifted abilities -- 11: Motivation and survival -- Adult stress, frustration, failure (and suffering) -- Or else what? -- Internalized motivation -- Cultural characteristics of children with challenges -- Conclusion: Ninety-second-a-day self-esteem prescription plan -- Last thought -- References -- Index.<\/span>\"@en<\/a> ;\u00A0\u00A0\u00A0schema:description<\/a> \"From the Back Cover: Help students with special needs develop skills for meeting the challenges of bullying! Children with challenges can encounter difficulties in navigating their journeys within inclusive classrooms. This book focuses on the vulnerabilities of youngsters to be bullied, especially those with learning disabilities, attention deficit hyperactivity disorder, Asperger syndrome, and gifted abilities, and also discusses why these children sometimes become bullies themselves. Getting Beyond Bullying and Exclusion, PreK-5 deepens teachers\' understanding of common challenges and provides an intimate and realistic view of how children with special needs can become easy targets for bullies. The book also shows how adults can inadvertently facilitate development of victim behavior in children or contribute to the development of bully personalities. With an abundance of tried-and-true techniques for helping children manage emotions and build on their strengths, this book examines helping children manage emotions and build on their strengths, this book examines: Bullying styles, including classic male and female models; How teachers can prevent and stop bullying; Methods for intervening early before a negative dynamic progresses into middle or high school; Strategies for working with overprotective parents; Ninety-Second-a-Day Self-Esteem Prescription Plan to improve children\'s self-views. 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