Festus E Obiakor – författare

Foreword by Bob AlgozzineAfterword by Robert Rueda

"A distinct contribution to the field. It opens the eyes and minds of educators everywhere. Dr. Obiakor provides many opportunities for self-reflection, discussion, and learning from one another through actual cases, educating and re-educating teachers to be aware and accepting of students, no matter what their cultural, racial, linguistic, or socioeconomic differences."Jill F. Bamber, Middle School Teacher, Special EducatorClayton AcademyClayton, MO

"An eye-opener for all educators, parents, and those concerned with the education of children, addressing issues of cultural diversity in today's classrooms. It provides a road map for success."Eugenia O. Caulcrick-George, Interrelated Special Education TeacherDekalb County School SystemDecatur, GA

"A well-written book that discusses an issue that has become more and more relevant to today's schools. It challenges readers to examine themselves and reflect on their personal practices and beliefs. As an administrator in a culturally diverse school district, I highly recommend this book for use with students in schools of education and in courses with teachers currently teaching."C. Frederick-Stanley, Assistant PrincipalMaryland Avenue SchoolMilwaukee, WI

"I find a lot of strengths in Dr. Obiakor's books . . . strengths that will help teachers and administrators revise and implement school curriculum for maximizing the academic potential of students in multicultural schools."Michael Eskay, TeacherJoyce Kilmer Elementary School Chicago, IL

A road map for responding to cultural diversity in today's classrooms

A "good" school is a learning community that maximizes the potential of all its students, whether they are white, black, Hispanic, Asian, or Native American . . . and a school can't be a "good" school when some of its students are misidentified, misassessed, miscategorized, misplaced, and misinstructed because of cultural differences.

This insightful work offers case studies, observations, and solutions to the challenges presented by cultural diversity—a new approach that can bring excellence to all learners, all teachers, all parents, and all communities, including:

"We cannot and should not define 'good' schools only from the perspective of student performance on standardized tests. A 'good' school should take a holistic approach to education, considering each student's need academically, socially, emotionally, culturally, and globally."

. . . and this is the practical, hard-hitting book that can make it happen.

"Obiakor poignantly bestows upon us the infinite wisdom of culturally diverse peoples that has been passed down from generation to generation. At the same time, he provides interpretations that challenge us to rethink traditional school leadership and teaching styles in ways that lead to transformed educational practices for all learners—adults and children alike—in an age of accountability and reform."—Stanley C. Trent, Associate Professor of Special EducationUniversity of Virginia

Traditional wisdom to inspire and enrich your teaching and leadership!

This thought-provoking book presents wise sayings from different continents, countries, tribes, and religions—proverbs that have had a historical impact on the building of communities and that continue to influence present-day events.

Believing that the complexity of the world's problems calls for new ways of thinking, discussing, sharing, teaching, and learning, the author focuses on the implications that these proverbs have for interpersonal communication and cooperation in today's society. Ideal for teachers and administrators, this illuminating text offers thoughtful reflection about:

Autism Spectrum Disorders (ASD) has received considerable educational, research, medical and media attention the past ten years. Yet the condition was first described more than a hundred years ago. Due to the disorder being confused with childhood schizophrenia, there was a lack of definitive attention by special educators, medical professionals and mental health clinicians to advance parameters related to: causes; prevalence; identification and diagnosis; education and treatment. Positively, this confusion changed starting in the 1980s with the clarification of the differences between these disorders with the 1980 publication of the'' Diagnostic and Statistical Manual of Mental Disorders'' (DSM-III). Soon after, the 1990 federal legislation ''Individuals with Disabilities Education Act'' recognized the disorder as a disability category eligible for special education services. Both of these events lead to an explosion of information related to: finding causes; accurate identification and diagnosis; best educational practices; and social, emotional, and behavioral treatments.

Even with this explosion in the body of knowledge concerned with this disorder, much more needs to be learned and discovered. The successful use of this body of knowledge requires that accurate information be provided to educators, parents, clinicians, medical professionals, and mental health professionals to counter misinformation that exists among the general public, educators and clinical professionals.

This is the primary purpose of ''Autism Spectrum Disorders: Inclusive Community for the 21st Century''. The chapters are written by researchers, clinicians, business professionals, and university professors who have an extensive knowledge of ASD. The contents of the book are an excellent reference for special education teachers, school psychologists, practicing mental health clinicians, and parents and family members of children and adults with ASD.

This book provides a practical focus and framework for establishing insightful leadership that will enhance the learning of students with exceptionalities in the 21st century by discussing critical leadership dimensions and topics by leading academics. Topics discussed include the following: shifting leadership paradigms for all students in general and special education, district leadership strategies for implementing individualized academic and behavioral student interventions, preparing leaders to work with students with diverse learning needs, critical leadership roles for regular classroom teachers in educating learners with special needs, innovative leadership to increase school completion and graduation of general and special education learners, why psychologists need to be a part of the school leadership team, the importance of culturally responsive leadership in general and special education, the role of school leaders in helping learners with physical and health impairments, school leadership for all students in rural schools, the use of technology by leaders to improve special education services, an international example model of leadership in general and special education, and future perspectives of leadership in special education.

Leadership Matters in the Education of Students with Special Needs in the 21st Century is a critically needed addition to the successful education of students with exceptionalities as it provides much needed and innovative leadership perspectives for effective instructional practices for today''s students with special needs. The book can be a model for best practices for school district leadership teams challenged by the multifaceted needs of students with exceptionalities.

Powerful Multicultural Essays for innovative Educators and Leaders is written for this day, age, and time. We need to tear down our walls of hatred to optimize “hearty” conversations. In addition, we need to challenge ourselves and our institutions to do the right things. We must revisit our inner spiritual connectivity--- there are biblical allusions that could buttress our understanding about multiculturalism. For instance, human valuing is the engine behind the Parable of the Good Samaritan and the Parable of the Sower. Should our goal not be to sow good seeds that bloom to be beautiful flowers and even grow to be strong trees? Should our actions be divorced from supporting those who are different from us? Reading this book will help us to answer these questions. As often as possible, we must be action-oriented and practical as we arrive at our central hub and enhance our potential or existential collaboration, consultation, and cooperation at all levels of our human interactions.

This is a book for students of life, which means all of us! We are all learners whether we are students, teachers, community leaders, university professors and leaders, researchers, scholars, politicians, to mention a few. We all need to read this book to optimize conversations, create open and healthy environments, and advance our nations and world. The days for hiding from discourses are over! We can no longer sweep our problems and actions under the rug! And, we cannot divorce ourselves from our own realities. Hopefully, this book will yield remarkable fruitful dividends with regard to human valuing.