Disabled Books

You would think an author would know that it is Down Sydrome-not Down's Syndrome. It kind of discredits her intelligence.

the cover of this book is actually pink so when you hear people talk about the pink book - this is it. it is an absolute must have for anyone with a DS child trying to get them in a mainstream classroom. it has all the concrete evidence needed to force the issue with the school as well as a ton of practical suggestions and examples of what needs to be done to make it work. i take this book to every IEP meeting we have.

This is a good book about including students with Down syndrome in regular classes. There are references to research. It covers both common problems and solutions. Even though the book is British, I think it's very useful for me in Sweden.

I like the format of this book. It's organized by 2 and 4 year colleges that offer structured programs, which require your student to meet on a regular basis with support personnel, and decentralized programs which offer support, but your child must initiate meetings with the support personnel. It provides information on the # students receiving services and the qualifications of support personnel. When looking at colleges, I was initially confused because many colleges have disability/ADD support, but it required some investigating to understand the quality and depth of their programs. If your child needs more support than just editing papers, which most colleges now provide, this book offers insight into the schools that are able to offer more dedicated support.

If you are considering buying this book then you are likely a parent with a child with a learning disability. I am a parent of a child with a learning disability. I have found that I MUST advocate for my child. Entering College as a Freshman is another life transition. These life transitions can be so very difficult for these students. What makes this book valuable is that the book organizes those schools that have "Structured/Proactive Programs". It lists detailed information such as number of staff supporting the program, number of students enrolled, orientation, diagnostic testing, tutoring, written policies. I did not find this kind of organization or these details on the college internet sites. These "Structured/Proactive Programs" are programs that students with IEPs will need. "Services" will simply not be enough because "Services" require the student to seek them out. Many students with learning disabilities entering college have not yet developed the maturity to be an advocate for themselves. Hence, the need for a "Program". These programs have additional fees indicating that they provide additional services not provided for students without a disability.

As other reviewers have correctly noted, some students with disabilities have not yet gained the maturity to self-advocate for themselves and receipt of their necessary accommodations in college.

College will be a challenge for any student, disability or not, who is not responsible enough to look after and then take care of our own own personal affairs. As a person with a learning disability, who HAS successfully completed her college degrees, I honestly vouch that self-advocacy IS required at any college you are accepted to and enroll at.

In addition to falsely implying that people with disabilities can only enroll at a limited number of campuses, these guides 'forget' that students are legally required to advocate for their accomodations at any college campus they are ultimately accepted to and enroll at.

It has nothing to do with intended major or extra curricular hobbies. The self-advocacy is what ultimately allows us to receive the same accommodations which we need to successfully complete class assignments and then graduate. It also provides us with the accomodations (where also required) for on-campus living/student life...etc. College students MUST understand that their campus is legally covered by a different set of disability laws than had existed in the k-12 environment.

Now, ANY college campus only has to provide 'reasonable accommodation' to a student with disabilities. It is not under any circumstances obligated to retain every one of us wanting to earn a degree no matter how 'nice' or `hard-working' we are. We must instead prove that we can do the `regular' work at a `regular' speed'.

Nor is it required to deal with the concerns of our parents, irrespective of how concerned they are that we be able to complete that desired degree. If they haven't already, the last years of high school are a prime opportunity for a person with disabilities to develop their own self advocacy skills, especially in exercise at our own annual IEP meetings. We need to be the ones ourselves who are meeting with college officials. If we do not advocate for accommodations, nobody else legally can at the college environment. College administrators simply do not have to meet--or listen to parents guardians--even while taking tuition money!

Instead of these books, I strongly recommend "Self-Advocacy Skills for Students With Learning Disabilities: Making It Happen in College and Beyond". Henry B. Reiff explains in depth the points which I have briefly covered above, instead advocating that colleges are picked based on the institutions nationally-recognized academic credentials and your degree focus/intended degree focus so that college education will actually be worth something when you do graduate. Wanting people with disabilities ourselves knowing how to properly perform the college application and enrollment processes which will be expected, his book provides a much more realistic perspective than this so-called guide and similar con-jobs.

Their books are about as helpful as encouraging somebody to narrow down and then pick a college based on 'Is it located on a round earth?'.

Contested Words, Contested Science presents useful, reasonable evidence of the validity of Facilitated Communication, which serves to highlight the absurdity of the arguments that claim there is no such evidence. The most definitive evidence may be the growing number of individuals who are demonstrating that through FC training they are eventually able to accomplish independent typing. Nonetheless, there are ways of looking at the method that show that those who continue to need support are able to express their own thoughts when facilitated properly.
This book is a must read for anyone who is willing to look carefully and thoughtfully at the possibilities that Facilitated Communication offers those individuals who do not speak or have very limited speech. While, to my knowledge, no one is claiming that FC is the answer for every such person, this book shows that FC can provide many with the ability to express themselves fully, opening up innumerable possibilities for a more satisfying life.

Since Douglas Biklen is one of the foremost and most vocal proponents of FC, and since none of the essays in the book are written by the many scientists, researchers, parents and people with autism who have criticised FC, I wonder whether this book is really the best place to start for anyone genuinely interested in "unravelling the facilitated communication controversy".

Biklen's compilation brings together a collection of double-blind experimental evidence on the reality of facilitated communication that can only be ignored by those people (mainly psychologists) who feel that any positive findings they find unwelcome are automatically suspect. useful for people who want to explore the possibility of taking a new view of the significance of communication handicap in intellectual disability and autism. (I've read the book, by the way: the last (anonymous) reviewer seems to have condemned it unread on the basis of its authorship on the give-a-dog-a-bad-name-and-hang him principle).

This book lacks the depth it seems to promise. Some of the illustrations are lacking. There is not enough meat to help anyone with special needs learners. I would suggest you look elsewhere. I was greatly disappointed since the majority of work by Jensen is wonderful.

A great book for teachers as well as parents. It helps to understand what is or may be happening in the brain. I like the recommendations given on ways we can help alleviate stressful events under given conditions.

Eric Jensen knows the needs of busy teachers and has the gift in helping them to utilize up-to-date knowledge in brain studies. Here it is applied to identifying 10 types of different learners: 1. impulsive ones with ADD, 2. resigned with learned helplessness, 3. challenged reader with dyslexia, 4. argumentative with oppositional disorder, 5. frustrated with learning delayed, 6. hyperactive, 7. with auditory-processing deficits, 8. out of control, 9. the demotivated with chronic threat and distress, and 10. depressed and troubled.

You are given a pre-test and a post-test of 10 unique students to see if you can identify the patterns of symptoms rather than isolated behaviors. There are many color-prints of corresponding brain-images and graphic charts that facilitate learning. Brief summaries of treatment methods, supplementary resources on books, websites and organizations are given on each type. All teachers should acquire such general background knowledge so that the unqiue needs and gifts of students can be respected.

This text is very useful for understanding what one might refer to as the social construction of the category of disability. It is not anti-disability in any sense at all. The reviewer who criticized it as such profoundly misunderstands the volume and reads it in what seems to me a perverse way. Any one who wants to understand a public policy issue would be well advised to make use of this book.

This text is required reading in the Bryn Mawr College Master's program in Social Work. It is articulate, insightful, in depth, and nuanced. Her analysis covers a great deal of ground: it includes historical, political, and sociological analyses of our concept of the disabled as a category of people entitled to benefits.

I do not see her at all as for or against the disabled. She says, "the very essence of society is providing help to those in need." She explains who we see as disabled, why we do so, and how we identify and validate each category within the broad notion of disabled.

What I particularly enjoyed is her ability to identify similar ways that people have thought about aspects of disability across centuries of history.

Highly recommended.

"The Disabled State" was a required text for our English course on Disability Discourses at the University of California, Berkeley.

Two aspects about the text are disturbing, in that they perpetuate ignorance and hostility towards disability, which remain embedded in the minds of American society.

The first problem arises with Ms. Stone's reference to a student with low vision, who helps a completely blind person understand the feel and contour of a statue in a museum: "This is the blind leading the blind." People with low vision are NOT totally blind. Many see well enough to move about with grace, and are quite capable of helping a blind person appreciate the environments of which they encounter.

Secondly, Ms. Stone claims that those living with a disability enjoy a "privileged" station in life, which only exasperates the hatred and intolerance of which the disabled community faces each day.

Disabilityphobic bigots who see the disabled as "targets" will like the author's interpretation. Regan Mason, U C Berkeley, 1999

this is a very simple easy to read book on learning disabilities every parent should have a copy or borrow one from the library. another great one to have on hand is from emotions to advocate by pam and peter wright

I would not be so quick to assume that this book does not have some highly valuable information that would not typically be found in the typical 'disability' book. (Sorry - I was forced to give a rating - so I opted to give it a (5) to average out the above (1). Hope that's okay.)I would think that it would not attempt to cover LD's in the 'in-depth' manner the above reader expected, but rather to concentrate more on the day-to-day issues that most parents wrestle with; at home, at school, with neighbors, with friends and extended family, etc. The issues reach far and wide, and are highly complicated. In reference to the legal aspects, this is only one small part of the overall picture. And regardless of how the law is stated - it still must be carried out, before the child benefits. IDEA 97 is there, in place, ready to use. Do the schools follow it? No. The question then becomes, 'What does a parent do? How should they handle it? How can they fight the system and win - and yet benefit in time and still survive as a family? These are not issues covered under the law - and yet every bit as important in learning to cope with, while finding strategies that either can provide temporary relief, or even just hope for the future. In our experience, it is true that the evaluation process can take (6) months, and there can be many, many legitimate reasons for this. In our experience, it was to our benefit overall, as we wound up with a better evaluation that gave profoundly more accurate, definitive data. This book just may provide some rare, highly insightful information you'd never find elsewhere.

Very disappointing. Perhaps I had the wrong idea of what the book would cover but I had hoped to learn types of learning disabilities and how to deal with them educationally. That is not the scope of this book, despite the title. It does not address LD in depth, test results and their meaning, educational alternatives, etc. My main concern is the misinformation about IDEA federal law and the rights of the learning disabled. Specifically, there is the sentence that states a school evaluation "can take up to six months or longer." (p.27). Federal law under IDEA states that the school has 45 days to complete their evaluation after the parent signs the consent. PLEASE don't wait months to have your child evaluated.! The earlier the intervention, the better the outcome. I would not recommend this book.

I'm a 28 year old disabled woman, and I've found myself wanting to get in touch with those in my community and the issues that affect our lives. This book opened my eyes to thoughts and ideas that had never occured to me, I felt ignorant and ashamed at myself, but glad I've realized where I am lacking. It's a beautiful book written by a curious author who is wonderfully honest about the hard changes he's endured emotionally and physically as he adapts to his blindness. The people he chose to interview excited, angered, enthralled and inspired me. There's so much left to do in the disability community to raise awareness and if it doesn't start with those of us who are living with the disability, it should. I loved this book for teaching me so much about the disability movement and giving me the momentum to search out how I can help those like me more.

Potok seems to discard the valid hope of alleviating the suffering of chronic spinal-cord injury. As a researcher, I know for a fact that these are not "false" hopes! Sure, don't sit and wait for them, live your life to the best of your ability, but research is making progress every single day, so I say to Potok, that's great that you're pressing for the equal rights of the disabled and have moved on and made a fulfilling life for yourself, but don't sit there and discourage other disabled people who have valid reason to look forward to not a all out "cure", but a greatly enhanced quality of life with some lost function restored! I don't feel you got in contact with some of the pioneering researchers abroad and in the US regarding spinal-cord injury therapies.

I surprised myself by liking this book so much. I bristle at any suggestion that because I'm disabled my life needs changing, and gagged at the description of the book as "inspiring" on the dust jacket.

Potok has chapters on some people I was familiar with (through writings) and others not. Among them are Chai Feldblum, Mary Lou Breslin, Ted Henter (creator of JAWS software, Adrienne Asch, Rosemarie Garland Thomson, and others. There's lots of fascinating information, but not the simplistic suggestion that the rest of us could (or should) make equivalent contributions if only we tried hard enough. Potok, a blind painter, and most of his interviewees are too socially conscious for that. They recognize the deep-rooted nature of inequality inside and outside the United States, and that some people are making a difference.
Potok, like us all, is capable of saying things that are wrong (p. 219: "Most of the disabled {in the Third World} use wheelchairs") [Millions with brain damage from malnutrition, and millions with PTSD from natural and human-made disasters haven't had their disabilities diagnosed] and others that make sense, but it's unclear where the information is from (also p. 219: "90 percent of those who need {wheelchairs} don't have them.")

But the book is certain to bring important ideas to a general readership. Potok is brilliant in writing about disability as a component of diversity. His introspection and learning from his interviewees is evident. Readers will have the privilege of learning from his interviewees and from Potok. I know that I did.

I ordered this book and it was so revealing. I am a second grade special education teacher and a few of my students have ADHD. One of my students is just like Nicholas. It caused me to rethink the way I interact with my students and helped me to better understand ADHD. Loved it, thank you

I work at an elementary school, so I was hoping this was something I could share with the kids I see every day. Instead of helpful information, I found this book extremely negative. There is nothing hopeful, or inspiring, or encouraging. It promotes the mind-set that "I can't do that, I'm different, I'm not capable...". I shared the book with our RSP teacher and Psychologist, and they felt the same way.

This is the best book! I was able to share it with a parent in my classroom whose child has ADHD. She said it was so helpful to her family. Her child was able to relate with Nicholas and exclaimed, "That's just how I feel sometimes." Mrs. Byers continue you great work!

Many gardeners are concerned that they will not be able to enjoy their cherished flowers or productive vegetable gardens as they age. Some gardeners have given up gardening because they have become disabled. However, there is an excellent resource for gardeners who want to still garden as they age or when they become disabled. Accessible Gardening by JoAnn Woy is full of simple, useful information that will help gardeners plan new gardens accessible to everyone or to modify old gardens so they can continue to enjoy them.

Chapter one of the book discusses what you will need to think about as you plan and lay out your new garden. Chapter two discusses garden construction, including handrails and gates that are easily operated by someone who is confined to a wheelchair.

Chapter three talks about raised beds and containers, while chapters four through six discuss how to care for a new garden.

Chapter seven reviews different options for ergonomic garden tools. I was fascinated by the options available.

Lawn care and accessible landscapes are covered in chapters eight to nine. The tools that help make lawn care easier and the suggested lawn alternatives are some of the most useful chapters.

Chapter ten talks about accessories that make your gardening experience even better, such as a wheelchair accessable picnic table.

Finally, chapter eleven talks about how professionals use gardens as patient therapy. I really thought this was interesting.

Even one good idea would have made this book well worth the purchase price, but it is crammed with genuinely useful information. If you are considering giving up your gardening hobby because of physical limitations, you may be able to reconsider after implementing some of the ideas in this book.

Woy's book is a readable presentation of tips, techniques, tables and diagrams that enable the reader/gardener to clearly see what she is writing about. Some of her more complicated container, beds, arched trellis over raised bed etc. could use more detailed descriptions as to how to build them. It is a good overview of accessible gardening and her plant charts are useful and well placed; not like the encyclopedia approach that takes up most other books.Vertical gardening section needs to be beefed up.

I have only started the book, but it seems to live up to its advertising

As an instructional aide in an adult transition class, so often parents ask me my opinions or suggestions on their child's options after they leave the school system. Now I have something to offer them. I would highly recommend this wonderful, well-thoughtout resource highlighting so many wonderful areas and ideas. This tool offers and opens up so many doors of opportunity. What I love best is that it concentrates so much on the individual's strengths, interests and abilities while also considering the individuals challenges. The resource guide is so full of worksheets, skills assessments, goals, actions plans, etc., that it offers a wide variety ways to map out a path for a person with ASD...from those who can be completely independent to those who can find independence through community and family supports. I also love the personal touches of Dr. Marquette as well as her son's (Trent's)colorful illustration for the cover. Joanna Keating-Velasco, Author, A Is for Autism F Is for Friend: A Kid's Book for Making Friends with a Child Who Has Autism