To Be Gifted and Learning Disabled

Since the first edition was published, author Susan Winebrenner has spent eight years using it with school districts, teachers, parents, and kids across the U.S. and the U.K. this revised, expanded, updated edition reflects her personal experiences and the changes that have taken place in education over the years. Her basic philosophy hasn’t changed, and all of the proven, practical, classroom-tested strategies teachers love are still here. But there’s now an entire chapter on identifying gifted students. The step-by-step how-tos for using the strategies are more detailed and user-friendly. There’s a new chapter especially for parents. And all of the forms in the book are also on CD-ROM (sold separately) so you can print them out and customize them for your classroom.

A unique and comprehensive reference for K-12 teachers that translates what the experts are saying about vocabulary instruction into easy-to-understand language and graphics, and offers practical sample lesson models in a familiar teacher’s guide format. Includes special tips for teaching ELLs, and is aligned with the requirements of both Reading First and Striving Readers.

This book tells the stories of eight people who never stopped trying. From humiliation in school and the anxiety of coping with everyday life unable to read street signs and menus, to shopping, driving, and working, these people lived in a world of dashed hopes and dreams — regardless of outward appearances — until they discovered their learning disability and unlocked their true gifts. Anyone who has ever endured a failure in school will appreciate the heartache of people who knew nothing but failure, yet held great potential.

Called “retarded,” “lazy,” “immature,” “delinquent,” and more, they managed to get by, all the while thinking that deep down they were worthless people—that everything anyone ever said about them was true. Except, as they would discover later in life, it wasn’t. Proceeds from the sale of The Pretenders will be used to further the work of the H.E.L.P. Program.

This book is filled with the strategies, supports, and interventions that have been found to be the most effective in minimizing the problems and optimizing the success of children and teens with ADHD. In addition, the easy-to-use 8 1/2 x 11 lay-flat format is filled with reproducible checklists, forms, tools, and resources.

Written by leading special education researchers with the National Research Center on Learning Disabilities and the University of Kansas, this comprehensive yet accessible reference provides administrators with practical guidelines for launching RTI in their schools. Highlighting the powerful role that RTI can play in prevention, early intervention, and determining eligibility for special services, the authors cover the three tiers of RTI, schoolwide screening, progress monitoring, and changes in school structures and individual staff roles.

This anthology of poetry is organized to show the experience of a person who takes charge of her own life despite difficulties and challenges. Fifty-three poems and three short stories describe the experience of growing up. The author, a women who wrote these poems during her childhood and teenage years, experienced a difference currently called by many names; specific learning disabilities, attention deficit hyperactivity disorder, and dylexia. She was in an ordinary class and received virtually no help for the challenges she experienced due to her handicaps.The poetry was published in journals of poetry, newspapers, and magazines when she was a teenager. Mountain Books asked the author to organize these poems into an anthology because the publisher believed they should be shared with today’s readers. They inspire and emmpower all people who have stuggled to overcome these difficulties. They sensitize parents and teachers who work to help children and adults who struggle. They show personal growth and encourage the reader to take responsibility for their own actions and experiences.