Library Book Suggestions – October 2015

In recognition of Disability History and Awareness Month (DHAM), we are sharing the following books that are available in our library.  Read more about Disability History and Awareness Month in the Virginia Department of Education’s Superintendent Memo  #233-15.

Characteristics of and Strategies for Teaching Students with Mild Disabilitiescharstrat
Authors: Martin Henley, Roberta S. Ramsey, & Robert F. Algozzine
Call Number:  TT263
This completely up-to-date resource describes the characteristics of students with mild disabilities while clearly explaining the best teaching practices for inclusive education, behavior management, and social skill instruction. The authors provide strategies for modifying classroom instruction for students with mild disabilities, including learning disabilities, mild intellectual disabilities, and emotional disturbance. New information on RTI and how it creates opportunities for general education reading specialists to establish preventive reading programs for at-risk students is also included.

The Disability Studies Readerdisstud
Edited by Lennard J. Davis
Call Number:  DA82
This thorough resource provides the most comprehensive introduction to disability studies. Now in its third edition, it contains a wide range of seminal, cutting-edge, and classic articles in the field. The collection covers cultural studies, identity politics, literary criticism, sociology, philosophy, anthropology, the visual arts, gender, and race studies, as well as memoir, poetry, fiction, and prose non-fiction.

Higher-Level Thinking Questions: Secondary Mathematicshigherlevel
Author: Robyn Silbey
Call Number: CMT143
Mathematics standards call for moving beyond memorization, rote learning, and application of predetermined procedures. The standards call on teachers to work toward a deeper conceptual understanding and to foster mathematical reasoning. How do we foster such a deep understanding of mathematics concepts? With deep-thinking math questions, of course. You’ll find questions for sixteen mathematics topics to promote mathematical thinking and interaction in your secondary classroom.

I Just Am: A Story of Down Syndrome Awareness and Tolerance
Author:  Bryan & Tom Lambkeijustam
Call Number: DA83
This book offers an intimate portrait of a father and son’s determination to live a normal life in the face of Bryan’s Down syndrome through a touching, often humorous glimpse into Bryan’s day-to-day life, struggles, and accomplishments. This joyous celebration of diversity also offers a poignant reminder of the sameness that connects us all. Bryan’s indomitable spirit and determination will be an inspiration to anyone facing the challenges of disability.

The Power of Dyslexic Thinking: How a Learning Disability Shaped Six Successful Careerdyslexias
Author:  Robert W. Langston
Call Number:  DA84
What does it mean to think like a dyslexic? How is it different from the way everyone else thinks, and what can we learn from it? To answer these questions, the author draws on his personal experience with dyslexia, as well as inspirational stories of top business leaders and artists who overcame childhood learning disabilities and achieved great success. This book is designed to help children with learning disabilities (along with their parents and educators) see that a dyslexic mind—though different—is a fine mind to have.

Starting with Their Strengths: Using the Project Approach in Early Childhood Special Education
Authors: Deborah Lickey & Denise Powersstastreng
Call Number: EC4
While focusing on children’s individual strengths, which include their interests, intelligences, and unique styles of learning, this resource demonstrates teaching strategies that address multiple areas of development. Using scenarios from their own practice, the authors examine the process of accessing children’s strengths to facilitate social, emotional, cognitive, and motor development, including concepts and skills. The authors provide tools to determine, organize, and plan with children’s strengths and demonstrate the use of documentation as an authentic assessment of children’s skills and goals. Teachers will use this book to create learning environments that enrich learning for all children.

Reading and Responding in the Middle Grades: Approaches for All Classroomsreadrespond
Authors:  Lee Galda & Michael F. Graves
Call Number:  CRD280
This text focuses on practical, research-based approaches middle-grade teachers can use to help their students hone their reading abilities, learn from what they read, and become increasingly motivated to read and competent in responding to the sophisticated narrative and expository texts they encounter in the middle grades and beyond. This book is unique in that it encompasses learning to read (comprehension), reading to learn (across the curriculum), and adolescent literature and response.

All About ADHD: The Complete Practical Guide for Classroom Teachers
Author: Linda Jo Pfiffneradhd
Call Number: AD9
This revised and updated, best-selling, K-8 guide to teaching students with ADHD in the mainstream classroom, will support you as you support your students with ADHD, so that all students in your classroom can experience success. The author shares research-based, classroom-tested strategies for creating an ADHD-friendly classroom, establishing effective routines, designing lessons that maximize attention, promoting peer acceptance and support, teaching social skills and organizational skills, implementing rules, creating individualized behavior programs, working with parents, and documenting progress.


Educators and parents/families in our service area (Regions 2 & 3) may request books and materials from the T/TAC William & Mary Library. Requested materials will be mailed to you along with a postage-paid envelope to facilitate the return of materials to our library. Two books will be shipped at a time. If the item you are requesting is not immediately available, you will be placed on a waiting list. When it becomes available, it will be shipped to you immediately.