Getting Beyond Bullying and Exclusion, PreK-5: Empowering Children in Inclusive Classrooms

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9781620878781: Getting Beyond Bullying and Exclusion, PreK-5: Empowering Children in Inclusive Classrooms

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 the 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:

· 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

· A “Ninety-Second-a-Day Self-Esteem Prescription Plan” to improve children’s self-image

Ideal for both teachers and counselors, this book increases the sensitivity and expertise that educators need to help children with special needs become more resilient and experience success at school.

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About the Author:

Ronald Mah, an educator and licensed marriage and family therapist, has worked in early childhood education for over sixteen years. An elementary and secondary teacher, he is the author of Difficult Behavior in Early Childhood and The One-Minute Temper Tantrum Solution (2006 and 2008, Corwin). He has been involved in community and high school mental health clinics and severe emotional disturbance, at-risk youth, welfare-to-work, and Head Start programs. Ronald currently resides in San Leandro, California, where he has a psychotherapy practice.

Review:

“This is the first text I′ve read that connected specific disabilities to bullying. The material is informative, relevant, and thought-provoking. A useful tool in understanding the evolution of a bully and the necessity of early, appropriate intervention.” (Karen Thomes, Early Childhood Special Educator 2009-03-11)

“What wonderful insight Mah has into the workings of classrooms. This book applies to all children. This is a valuable read for both parents and teachers. I have been in education for over thirty years and found this book very beneficial. I loved the 90-Second-a-Day Self-Esteem Prescription Plan. Thank you!” (Kathy Gallagher, Kindergarten Teacher 2009-03-11)

"I have been a therapist working primarily with children for more than 20 years, and I′m grateful to see issues about bullying given serious attention. The subtle and often devastating effects of children’s abusive behavior to one another can have enormous ramifications, yet for too long even professional adults have dismissed much of this behavior as being ′normal.′ I am glad to see the research and detail that has gone into this book. All bullying needs to be monitored and addressed so children are able to see how their behavior affects others, learn new strategies to interact with peers, and get their needs met in healthier ways.” (Kim Meinke, Licensed Mental Health Counselor 2009-03-11)

“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 provides benefits but also many hurdles. To be truly inclusive, we have to recognize differences rather than ignore them, while teaching our students to develop better problem-solving and coping skills through strong adult support and reframing their experiences. Whether the victim or bully, all students need a better adult-supported framework for learning to work with their peers." (Michelle Garcia Winner, Speech Language Pathologist and Social Cognitive Specialist 2009-03-17)

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