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Growth and Development in Adulthood among Persons with Intellectual Disability
This volume advocates an optimistic new conceptual and practical approach to adulthood, aging, and education for individuals with intellectual disability (ID) across the lifespan. The compensation age theory (CAT) at the heart of this book suggests that the adulthood period in populations with ID may be characterized by processes of cognitive development, growth, and neural sprouting, rather than stagnation or even decline. Empirical findings indicate the contribution of chronological age, maturity, and accumulating life experiences to adults’ continued cognitive growth and intelligence, as a result of direct mediation, cognitive intervention, and academic learning as well as exposure to i...
The Dynamic Assessment of Retarded Performers
Seul document donnant l'information sur le LPAD, ce livre décrit la théorie, les instruments et les techniques de cet instrument qui s'adresse aux adolescent ayant une déficience légère.
Learning and Cognition in the Mentally Retarded
First published in 1984. Routledge is an imprint of Taylor & Francis, an informa company.
Changing Minds and Brains—The Legacy of Reuven Feuerstein
Decades before educators began to draw teaching and learning implications from neuroscientists’ groundbreaking findings on brain plasticiy, Reuven Feuerstein had already theorized it and developed practices for teaching and developing higher level cognition and learning for all students, even those with Down syndrome and other learning disabilities. His mediated learning, enrichment instruments, and dynamic assessment are used in urban districts in the United States and around the world to raise student achievement, success levels, and self-regulation. In this final work, Feuerstein provides a first-person reflective narrative of the implementation of mediated learning experience (MLE) pas...
Reviewing Research in Special Education
This innovative collection combines research reviews in special education and an exploration of the findings from these reviews from practitioner and policy maker perspectives. It consists of five sets of papers, the first of which in each set presents a summary of a conventional research review, and the second – commonly produced in collaboration with teachers – translates the review findings into classroom and policy making implications. The first four sets of papers derive from work commissioned by the National Council for Special Education in Ireland. They deal with best practice and outcomes in the education of pupils who are deaf, visually impaired, on the autistic spectrum, or hav...
What Learning Looks Like
The authors bring to life the theory of mediated learning. Through numerous examples and scenarios from classrooms and museums, they show how mediated learning helps children to become more effective learners. --from publisher description
Experience of Mediated Learning
In this volume the authors examine the impact of Feuerstein's theory of Mediated Learning Experience (MLE) on our understanding of the learning, instruction and cognitive modifiability of children, adolescents and young adults. The book begins with a historical essay charting the origins of the theory in Feuerstein's work with holocaust survivors and immigrant children, to the current international acceptance and application of his ideas. The authors discuss key issues such as: the relationship between Feuerstein's theory and the changing agenda of psychological research; developments in the fields of learning potential assessment and their contribution to a more culturally equitable evaluation procedure; the influence of MLE theory on the enhancement of the learning potential of students. The discussion concludes with a consideration of the more problematic aspects of Feuerstein's work and an examination of alternative assessment methods.
