Identity of Capability: The Emotional Aspects of Complex Learning Disorders

Description

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. 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