The Alberta Teachers’ Association

We’re here to serve all ATA members

The new year is a great time to explore your ATA Library. Find the library catalogue on the ATA website (www.teachers.ab.ca) and navigate through For Members, Programs and Services, ATA Library. If you need help finding books or articles on a topic, send us an e-mail: library@ata.ab.ca. We send books for free anywhere in Alberta and pay the return shipping costs.

Featured here are useful library resources in keeping with the magazine’s theme of inclusion.

Books

Assessing Students’ Ways of Knowing
Rick Sawa. 2009. Regina, Sask.: Canadian Centre for Policy Alternatives. (371.829 A846)
In Aboriginal cultures, learning is lifelong, spiritually oriented, rooted in culture and a communal activity. Such a perspective on learning means that Aboriginal students bring different gifts to the classroom than non-Aboriginal students. Sawa argues for assessment that is culturally sensitive and considers education more holistically.

Assistive Technology for Young Children: Creating Inclusive Learning Environments
Kathleen C. Sadao and Nancy B. Robinson, 2010. Baltimore, Mass.: Paul H. Brookes. (371.9046 S124)
Children with disabilities who receive assistive technology and knowledgeable support from their teachers can participate fully in inclusive learning environments; however, many teachers do not have a background in the use of assistive technology. This easy-to-read guide to assistive technology for children under six years of age provides teachers with information to choose the appropriate assistive technology to meet students’ needs and to embed that technology into differentiated instruction.

Belonging and Banishment in Canada
Natasha Bakht. 2008. Toronto, Ont.: TSAR. (305.6 B169)
The book provides a thoughtful view of Muslim culture, including Muslim traditions of knowledge and intellectual pursuit, Muslim values and what it’s like to be Muslim in Canada today. This is a great resource for teachers who want to have a better understanding of their Muslim students. 

Creative Interventions with Traumatized Children
Cathy Malchiodi, 2008. New York: Guilford. (618.92 C912)
Malchiodi uses a neurobiological model to explain how trauma affects children’s functioning and why creative therapies can be effective in getting development back on track.

Differentiating Science Instruction and Assessment for Learners with Special Needs, K–8
Kevin Finson, Christine Ormsbee and Mary Jensen. 2011. Thousand Oaks, Calif.: Corwin. (371.9046 F516)
The authors provide ideas for retooling science activities and assessments for students with learning disabilities and behavioural disorders.

Beyond Progress and Marginalization: LGBTQ Youth in Educational Contexts
Sean G. Massey, et al. 2010. New York: Peter Lang. (373.18266 B573)
There are two competing stories in the world of LGBTQ youth: (1) they are victims and (2) things are getting better. The perception of LGBTQ youth as they negotiate both experiences in school and the effect this has on their emerging identities is discussed.

Educators’ Discourses on Student Diversity in Canada: Context, Policy and Practice
Diane Gérin-Lajoie. 2008. Toronto, Ont.: Canadian Scholars’ Press. (370.117 E24)
This resource explains how Canadian schools, faced with an increasingly diverse student population, are being challenged to act as agents of inclusion for students who are not part of the mainstream student body—immigrants, linguistic minorities and disabled students.

Effective Collaboration for Educating the Whole Child
Carol A. Kochhar-Bryant, 2010. Thousand Oaks, Calif.: Corwin. (371.91 K76)
To support an at-risk child’s emotional, physical and academic development requires the successful collaboration of many professionals. Kochhar-Bryant explores how best to coordinate collaboration and discusses why collaboration is central to improving outcomes for these students.

The Extremes of the Bell Curve: Excellent and Poor School Performance and Risk for Severe Mental Disorders
James H. MacCabe. 2010. New York: Psychology. (370.153 M121)
MacCabe discovered that children who earn very high or very low grades are at greater risk of developing mental health disorders, such as psychosis, schizophrenia, schizoaffective disorder and bipolar disorder. The author’s findings are based on Swedish population data.

Gender and Sexual Diversity in Schools: An Introduction
Elizabeth J. Meyer. 2010. New York: Springer. (371.8266 M612)
The author offers tangible resources and advice about creating more equitable learning environments in schools. Topics include working with same-sex parented families in elementary schools; integrating gender and sexual diversity topics into the curriculum; addressing homophobic bullying and sexual harassment; advising gay-straight alliances; and supporting a transgender or gender nonconforming student.

Get that Freak: Homophobia and Transphobia in High Schools
Rebecca Haskell and Brian E. Burtch. 2010. Black Point, Nova Scotia: Fernwood. (371.8266 H349)
Sexual minorities have taken centre stage in discussions about bullying in schools. Haskell and Burtch suggest how teachers can challenge homophobic and transphobic bullying in high school so these students experience the classroom as a safe space in their lives.

Interrogating Heteronormativity in Primary Schools: The Work of the No Outsiders Project
Elizabeth Atkinson. 2009. Trent, UK: Trentham Books. (371.8266 I61)
Heteronormativity is the idea that heterosexuality is the normal sexual orientation and that traditional male/female roles are the normal pattern for any relationship. In the No Outsiders Project, researchers and primary school teachers take issue with the idea that there is only one good model for a family design that rests on stereotypical roles for both genders. Project participants work together to challenge heteronormativity and gender conformity in the classroom.

A Handbook for Inclusion Managers: Steering Your School Towards Inclusion
Ann Sydney. 2010. New York: Routledge. (371.9046 S982)
By examining the strategic roles that administrators play as inclusion managers, Sydney offers practical advice for using data to judge the achievement of different school groups, understanding what inclusive teaching looks like, developing an inclusion strategy and developing a checklist of good practice. 

Inclusion Strategies for Secondary Classrooms: Keys for Struggling Learners—2nd edition
M.C. Gore. 2010.Thousand Oaks, Calif.: Corwin. (371.9046 G666)
Gore provides strategies for working with learning blocks in the classroom: problems with attention, perception and sequencing; difficulties with reasoning, organization and memory; issues with frustration and poor motivation; and struggles with persistence and production. He explains why and how these strategies work to help students.

Inclusive Programming for High School Students with Autism or Asperger's Syndrome: Making Inclusion Work for Everyone
Sheila Wagner. 2009. Arlington, Tex.: Future Horizons. (371.94 W135)
Successful inclusion depends on the flexibility of parents and educators working together for the sake of students. Wagner helps teachers to design the best possible high school experience for students in inclusive settings.

Improving the Context for Inclusion: Personalising Teacher Development Through Collaborative Action Research
Andy Howes and Sue Davies. 2009. New York: Routledge. (371.9046 H589)
The authors discuss how teachers can achieve meaningful collaboration for inclusion and how they can enable change by using existing school resources. 

Multicultural Education in a Pluralistic Society—8th edition
Donna M. Gollnick and Philip C. Chinn. 2009. Boston, Mass.: Pearson Education. (370.117 G626)
The text and accompanying DVD will help teachers understand the diverse cultures they encounter in the classroom—cultures based on race, socioeconomic status, gender, sexual orientation, exceptionality, language, religion, geography and age.

Policy Guidelines on Inclusion in Education
UNESCO. 2009. Paris: United Nations Educational, Scientific and Cultural Organization. (371.9046 P766)
The UNESCO report provides an international perspective on inclusive education. Inclusion is defined as including people with disabilities and those with differences in race, economic status, social class, ethnicity, language, religion, gender and sexual orientation. Inclusive education requires a holistic approach to education reform and changing the way that educational systems tackle exclusion.

RTI Success: Proven Tools and Strategies for Schools and Classrooms
Elizabeth Whitten, Kelli J. Esteves and Alice Woodrow. 2009. Minneapolis, Minn.: Free Spirit. (371.9043 W623)
Response to Intervention (RTI) helps teachers and administrators collaborate to raise student achievement for all students and to address learning difficulties before severe academic and behavioural problems develop. The writers provide teachers with ideas to implement the RTI model.

Teaching Adolescents with Autism: Practical Strategies for the Inclusive Classroom
Walter Kaweski. 2011. Thousand Oaks, Calif.: Corwin. (371.94 K22 2011)
Kaweski, a specialist in autism, offers ideas to help autistic students adjust to middle school and high school and to address the overwhelming changes tied to adolescence. He offers solutions to adolescent behaviour challenges, methods to implement academic and behavioural interventions, and ways to support students in social situations.

Homophobic Bullying: Research and Theoretical Perspectives
Ian Rivers. 2011. New York: Oxford University Press. (371.8266 R622)
Reviewers of this book have suggested that it be required reading for everyone concerned with the welfare of disenfranchised youth. Rivers makes it clear that to make schools a safe space for all young people, there needs to be education about LGBTQ issues across the curriculum.

Teaching Diverse Learners: Principles for Best Practice
Amy Mazur and Patricia Rice Doran. 2010. Thousand Oaks, Calif.: Corwin. (371.9046 M476 2010)
Teachers in diverse classrooms are challenged to improve educational outcomes for all students with little support for the range of learning needs they are presented with. Mazur and Doran address special needs, cultural diversity and general education populations across multiple disciplines to provide teachers with a unique resource for developing lessons that reach a wide range of learners.

Teaching Fairly in an Unfair World
Kathleen Gould Lundy. 2008. Markham, Ont.: Pembroke. (371.252 L962)
It’s a challenge to create inclusive classrooms where students are both safe to explore difficult issues and become aware of fairness for others. Lundy suggests methods to create an inclusive curriculum and ways to empower students to connect with real world social justice issues.

Theorising Social Exclusion
Ann Taket, et al. 2009. New York: Routledge. (302.545 T396)
This innovative book attempts to understand the deprivations and inequities experienced by people that lead to reduced participation, mobility, access, influence and recognition. The book focuses on the often-neglected cultural and social aspects of exclusion and makes a powerful case for inclusive models.

Why Culture Counts: Teaching Children of Poverty
Donna Walker Tileston and Sandra K. Darling. 2008. Bloomington, Ind.: Solution Tree.  (371.826942 T572)
Poverty is not a disability—it’s part of our culture. This easy-to-read book offers a valuable insight into the cultural aspects of poverty and how that culture influences education. Rather than seeing poverty as a deficit, the authors advocate for teachers to see the assets that poor children bring to the classroom.

Widening the Circle: The Power of Inclusive Classrooms
Mara Sapon-Shevin. 2007. Boston, Mass.: Beacon. (371.9046 S241)
This book is a passionate call to change how we think and talk about the differences of our students. Defining inclusion as more than just a disability issue, Sapon-Shevin shows how inclusion can help children to connect on deep levels and come to see themselves as agents of change.

Videos

What Does Normal Mean?
Ben Daitz and Dale Sonneberg. Tijeras Films. 2006. 57 minutes
This compelling documentary follows the inclusion of seven disabled children (ranging from elementary to high school) over the course of one academic year.

Seven Effective Strategies for Secondary Inclusion
Lisa Dieker. Port Chester, NY: National Professional Resources. 2007. 65 minutes
Dieker presents seven strategies for including middle and high school students with mild to moderate disabilities: (1) create an inclusive schoolwide culture, (2) celebrate success of all students, (3) develop interdisciplinary collaboration, (4) implement effective co-teaching, (5) establish active learning, (6) implement effective instruction, and (7) improve student assessments and grading.

Poverty as Social Exclusion: Relational Dimensions of Social Class Stratification
Laura Smith. Toronto, Ont.: Microtraining and Multicultural Development. 2010. 60 minutes
People living in poverty are often excluded from experiences and services in our society. Smith suggests new approaches to serving poor communities that go beyond remediation, sympathy and charity. 

Livres en français

Faciliter l’intégration et l’inclusion des enfants ayant des besoins particuliers
Chantal Thériault, Ps. éd. 2007. Québec, QC : Les éditions Quebecor (371.9046 T399)
Dans cet ouvrage, Chantal Thériault démontre que les interventions pour faciliter l’intégration et l’inclusion des enfants ayant des besoins particuliers doivent avant tout être axées sur la satisfaction des besoins de l’enfant quelle que soit la nature du trouble.
Cet ouvrage s’adresse aussi bien aux intervenants qu’aux parents.

Des modèles de services pour favoriser l’intégration scolaire
Sous la direction de Nathalie S. Trépanier et Mélanie Paré. 2010. Québec, QC : Presses de l’Université du Québec (371.9046 M689)
Cet ouvrage collectif propose un regard perçant sur les différentes formes de service à offrir aux élèves handicapés, en difficulté d’apprentissage ou d’adaptation (HDAA), ou simplement à ceux que l’on considère à risque d’échec scolaire.

La pédagogie de l’inclusion scolaire—Pistes d’action pour apprendre tous ensemble
Sous la direction de Nadia Rousseau. 2010. Québec, QC : Presses de l’Université du Québec (371.9046 P371)
Accueillir tous les enfants dans la classe ordinaire, considérer avant tout ce qui les rassemble plutôt que ce qui les distingue… voilà ce que met de l’avant la deuxième édition de cet ouvrage qui vise à contribuer à l’émergence d’une pratique pédagogique inclusive responsable.
Cet ouvrage restera sans doute très populaire pour la formation initiale et continue en éducation.

Enseigner aux élèves à risque et en difficulté au primaire
Lise Saint-Laurent. 2008. Montréal, QC : Chenelière Éducation (371.9046 S145)
Un outil pour planifier, organiser et différencier son enseignement au primaire!
Unique sur le plan pédagogique, Enseigner aux élèves à risque et en difficulté au primaire recense les plus récentes théories dans le domaine de l’adaptation scolaire. Il propose des outils d’intervention concrets pour réaliser la différenciation pédagogique et l’inclusion en classe régulière, facilitant le suivi auprès des élèves à risque ou en difficulté.

Les élèves en difficulté d’adaptation et d’apprentissage
Georgette Goupil, 2007. Montréal, QC : Chenelière Éducation (371.9 G712)
La 3^e édition de cet ouvrage constitue une précieuse ressource pédagogique. Son contenu exhaustif aide à mieux comprendre et à identifier les élèves aux prises avec des troubles d'adaptation et d'apprentissage ainsi qu'à prévenir leurs difficultés et à être capable d'intervenir efficacement auprès d'eux. Il s’adresse à toutes les personnes qui s’intéressent aux élèves en difficulté ou handicapés ou qui travaillent auprès d’eux.