The Implementation Guide to Student Learning Supports in the Classroom and Schoolwide: New Directions for Addressing Barriers to Learning

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9781412914536: The Implementation Guide to Student Learning Supports in the Classroom and Schoolwide: New Directions for Addressing Barriers to Learning

An innovative guide to procedures, resources, and tools for closing the gap between the learning supports students need and what they are receiving now.

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About the Author:

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.

Review:

“Offers in-depth understanding for a wide variety of barriers to student learning as well as a learned synthesis of the best thinking about student motivation and healthy development. Adelman and Taylor’s book provides a perspective that helps practitioners understand all students who enter the classroom.” (Linda Miller, Consultant)

“As psychologists and support staff we read innumerable journal articles regarding responses to intervention, learning disabilities, differentiated instruction, and the like. The authors here effectively address the total child and offer research-based suggestions on how to help all children.” (Sandra Screen, Ph.D., Director)

“Very well focused on building the teacher’s capacity to understand and design supports to address both the student’s problems and the inadequacies of the learning environment.” (Jane Belmore, Assistant Superintendent)

"Written in an engaging and informative way, the book includes exhibits and guides throughout that provide a wealth of information and are sure to be useful to readers."

(CHOICE, June 2006 2006-06-01)

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