This textbook focuses upon understanding the importance of building an identity of capability as a means of growth, giving, and living a rich and satisfying personal and interpersonal life for people with complex learning disorders. Through this book, teachers will gain a greater understanding of the emotional world of these students and will be able to ‘tune in’ and build trust.
The volume presents tools for facilitating ‘empowered teaching’ which supports teachers to create a learning climate that will enable students with complex learning disorders to build trust, gain understanding, and promote development. Establishing an identity of capability will enable students in general, and adults with complex learning disabilities in particular, to identify their true strongpoints, to conceptualize them, and to place them at the forefront of their self-image.
The text provides many lively examples for empowering teaching and for implementing the principles of intervention and teaching to students with complex learning disorders as presented in the book. It offers a revision of the teacher’s role and tools for creating an accepting climate within the class that will enhance learning processes.
Author(s): Benjamin Hozmi
Series: Springer Texts in Education
Publisher: Springer
Year: 2022
Language: English
Pages: 166
City: Cham
Acknowledgements
Introduction
Contents
I The Emotional World of Adults with Complex Learning Disabilities
1 Complex Learning Disabilities: A Systematic Perspective
What Are Complex Learning Disabilities?
The Family and Complex Learning Disabilities
2 The Emotional World of Adults with Complex Learning Disabilities
What Does It Feel Like to Have a Complex Learning Disability?
From Adolescence to Adulthood—A Never Ending Story
Loneliness and Complex Learning Disabilities
Rigidity and Anxiety
Social Anxiety and Complex Learning Disabilities
II Identity of Capability
3 Identity and Complex Learning Disabilities
4 Identity of Capability
5 Paradigms that Promote and Detain Building an Identity of Capability
III The Three-Step Approach to Building an Identity of Capability
6 Increasing Self-love
Converting Detaining Paradigms to Growth Paradigms
Desensitization to Dealing with Disabilities
Understanding the Process of Building Self-worth
Constructing an Identity Card of Capability
7 The Second Step—Increasing Love for Others
Interpersonal Interaction and Its Repercussions Upon an Identity of Capability
Social Integration and Social Skills
Developing the Ability of Assertive Communication
8 The Third Step—Vision, Happiness, and Fulfillment
Human Happiness and Positive Psychology
Intimate Relationships and Complex Learning Disabilities
The Working World and Complex Learning Disabilities
Decision-Making Processes
IV The Working Model for Groups in “Identity of Capability–Introduction to Practical Psychology”
9 Integration and Striving for Equality in Academic Studies
The Study Tracks
10 What is Cognitive Accessibility in the Academia?
The Principles of Cognitive Accessibility
Findings of the Program Evaluation
11 The Power of the Group in Building an Identity of Capability
The Group
Models for Group Work
Psychoeducational Groups
12 The Introductory Discussion with Candidates for the Program
V Empowering Teaching—Meaningful Learning in an Inclusive Climate
13 What is Empowering Teaching?
Person—Centered Teaching
Teachers’ Personal Characteristics—Between Parenting and Teaching
Pedagogical Characteristics—The Pentagon of Empowering Teaching
Teachers’ Perception of Students–Teachers as Service Providers
Creating a Safe Classroom Climate
The Use of Humor in Teaching
Epilogue
Bibliography (Hebrew Sources) from Alberti and on - All the Sources are Originally in English
