Inclusive Education, It Might Be Different From What You Imagine / "Dear, You've Worked So Hard" Card / "Nine Fruits" Canvas Tote Bag

First Collaboration between Teacher Luo Feng-Ling and Sen Ri Li Book Set Canvas Tote Bag Set: One Book, "Dear, You've Worked So Hard" Card, "Nine Fruits" Canvas Tote Bag Healing Mug Set: One Book, "Dear, You've Worked So Hard" Card, "Travel" Ceramic Mug Inclusive Education, It Might Be Different From What You Imagine | Don't Let Love Become a Stumbling Block for Each Other; Choose to Walk Together in Imperfect Situations ◎ Teacher Luo Feng-Ling is one of the few, perhaps the only, teacher in Taiwan with a Ph.D. in Special Education, a background in counseling, and nearly thirty years of experience in counseling within regular classrooms. She directly confronts educational realities and refines effective strategies and methods to turn crises into opportunities. ◎ Integrates concrete tools such as "Three Moves to Stabilize a Class" and "Five Strengths of Parents" to transform complex special education theories into a comprehensive practical guide that parents and teachers can readily apply. ◎ Utilizes the unique "Power of Transparency" to guide peers in understanding and dispelling prejudice, successfully transforming individual challenges into educational opportunities and a campus ecosystem that benefits parents, teachers, and students alike. 【When our children are well, society isn't necessarily better, unless all children are well!】 The ideal of inclusive education is beautiful. However, when things happen, such as a special education student losing control, knocking over tables and chairs, or attacking classmates, the questions typically considered in the educational field are not "acceptance" and "respect for differences," but rather: ◎ Can we transfer the student to another class? ◎ Should the parents take the child home? ◎ Will it affect the safety of the other students in the class? The reality of inclusive education is harsh. Currently, nearly 95% of special education students in Taiwan are placed in regular classrooms, meaning almost every child will experience being in the same class as a child with a disability. This signifies: the quality of inclusive education is crucial to the overall effectiveness of education. Wang Han-Yang, Director of the National Education Action Alliance, praised: "Teacher Luo Feng-Ling has condensed years of on-site experience into spoonfuls of actionable recipes. By following them, there's a chance to see a difference." Whether you are a parent of a child with a disability, a parent of a typically developing child, a special education teacher, a regular classroom teacher, a social worker, or a therapist, the practical strategies in this book are worth considering. They can help both typically developing children and children with disabilities become better adults in the challenging landscape of inclusive education. ◎ Distributor: White Elephant Culture About the Author | Luo Feng-Ling Ph.D. in Special Education from National Taiwan Normal University, veteran counselor. Recipient of multiple awards including the Ministry of Education's Outstanding Counselor for Friendly Campus, Outstanding Special Education Teacher, and Outstanding Young Person in Society. She is also a columnist for Future Parent magazine. Author of eight books, including "Bullying Truths Might Be Different From What You Imagine," "Secrets Adults Don't Dare Tell Us," and "The Invisible Classrooms in School," all of which have received accolades such as "Good Books for All Ages," "Annual Best Children's and Young Adult Literature Award," "Excellent Reading Program for Children and Young People," and "Recommended Reading for Elementary and Middle School Students." Fan Page: Counselor Luo Feng-Ling (Feng Ling) Table of Contents | Foreword 1: Building a Bridge for Inclusive Education's Co-Prosperity Between Ideals and Reality Foreword 2: Bringing Ideals into Reality—A Profound and Accessible Martial Arts Manual Foreword 3: In Imperfect Situations, We Choose to Walk Together Foreword 4: When My Child Also Sits in That Classroom Endorsements from Various Parties "One Book," Becoming "The Tenderness of a City" Author's Preface: Olive Oil is Extracted Drop by Drop Only After Being Crushed Part 1: Breaking Frameworks, Dispelling Myths Chapter 01 | Subverting Reality: Several Realities of Inclusive Education Might Be Different From What You Imagine Reality 1: I'd Rather My Classmates Think I'm Just an Inconsiderate Brat Reality 2: Looking at Math Formulas, a Puzzled Expression, as if Listening to Alien Languages Reality 3: Why Are Only Chinese, English, and Math Pulled Out? History, Geography, Physics, and Chemistry Are Also Difficult! Reality 4: Individualized Education Was Originally a Tailored Learning and Growth Plan for Special Education Students Reality 5: The Classroom Environment Is the Same as 30 Years Ago Without Inclusive Education Reality 6: "I Really Don't Discriminate!" I Just Want to Give My Child a Safe Learning Environment Reality 7: Among a Group of Strong Players, the Weak Appear Even Weaker Reality 8: It's Not Just Special Education Students; Actually, Many Typically Developing Students Are Also Seeking Help Chapter 02 | From Labels to Understanding: Before Recognizing Disabilities, First See the Essence of "Human" I. What Constitutes a Disability? What Does "Disability" Mean? II. Why Do Special Education Students Easily Clash with Peers and Find it Difficult to Integrate into the Class? Chapter 03 | Internal Struggles: "Why Me?" Common Parenting Styles of Special Education Parents I. I'd Rather Get Cancer Than Have a Child with a Disability II. Ten Common Parenting Styles of Special Education Parents Part 2: Self-Awareness, Opening the Door to Acceptance Chapter 04 | Letting Go Slowly: Parents' Unconscious Stumbling Blocks on the Inclusive Path I. Common Misconceptions About Inclusive Education Among Parents of Six Types of Children with Special Needs II. Possible Reasons for Conflict Between Parents of Special Education Students and Schools/Society Chapter 05 | Parental Awakening: The Key to Inclusive Success Lies in the Insights of Parents of Special Education Students Core Competency 1: Disability Acceptance Core Competency 2: Social Modeling Core Competency 3: Emotional Coaching Core Competency 4: Coordination and Cooperation Core Competency 5: Resilience and Adaptability Chapter 06 | The Power of Transparency: Daring to Self-Disclose, Opening the Door to Acceptance I. Transparency is Power—The Importance of Self-Disclosure II. The Difference Between Self-Disclosure and Disclosure by Others III. Steps for "Self-Disclosure" IV. "Ability Spectrum"—A Classroom Game to Enhance Self-Disclosure Part 3: Connecting Resources, Stabilizing the Class Chapter 07 | Support Network: Weaving a Protective Web of Professional Support Through Case Conferences I. Why Are "Case Conferences" Necessary? II. What Are the Expected Goals of a "Case Conference"? III. How to Collect Case Information? IV. Five-Dimensional Analysis V. How to Organize an Effective Case Conference? Chapter 08 | Inclusive Bridge: "Class Parent Meeting Within a Meeting" Time, Turning Regular Parents into Strongest Allies I. "Meeting Within a Meeting"—A Good Opportunity to Walk Together II. Key Content of the "Meeting Within a Meeting" III. Forming a Support Group Chapter 09 | Class Stabilization Techniques: Essential "Three Moves to Stabilize a Class" for Homeroom Teachers to Quickly Stabilize the Classroom Move 1: Seek Advice from the Previous Homeroom Teacher Move 2: The Starting Move for Class Stabilization—Carefully Select Job Assignments Move 3: Reassurance Task—Cleaning Work That's Hard to Notice Even If Not Done Perfectly Chapter 10 | Social Survival: "Being Well-Liked" Is Not Just About Personality, But Also About Survival Skills I. Why Is Being Well-Liked Important? II. The Myth and Truth of "Good Grades = More Independence" III. The "Cost" of Spending Too Much Time on Academics IV. Secrets to Raising Children Who Are Well-Liked V. "Angel Dates" Help Special Education Students Be Well-Liked Part 4: Decoding Behavior, Positive Support Chapter 11 | Deconstructing Behavior: Deeply Analyzing the Underlying Causes of Problem Behaviors in Special Education Students I. Common Mismanagement and Consequences II. Eight Questions for Problem Behavior Chapter 12 | Hearing the Voice: Using Five Strategies to Comprehensively Collect and Understand the Full Picture of Behavior Strategy 1: Observation and Recording Method Strategy 2: Peer Interview Method Strategy 3: Student Interview Method Strategy 4: Family Interview Method Strategy 5: In-Class Observation Method Chapter 13 | Positive Turnaround: Transforming "Problem Behavior" into Constructive "Positive Support" I. Analyzing Problem Behavior—What Need Is Being Communicated? II. The Difference Between "Positive Behavior Support" and "Negative Problem-Stopping" III. "Positive Behavior Support" Strategies: Using Classroom Disruptions as an Example IV. Other Common Problem Behaviors and "Positive Behavior Support" Strategies Part 5: Co-Prosperity Between Parents and Teachers, Becoming Super Allies Chapter 14 | Communication Tools: "Growth Report" and "Whisper Echo Box" Turn Obstacles into Love Tool 1: "Growth Report" to Enhance Trust and Cooperation Between School and Parents of Special Education Students Tool 2: "Whisper Echo Box" to Enhance Security and Trust Between School and Parents of Typically Developing Students Chapter 15 | Turning Foes into Friends: From Opposition to Walking Together, Becoming Super Allies with Parents of Special Education Students I. To Avoid Angering Parents, Don't Say These Ten Things II. Teachers Shouldn't Try to Convince Parents III. Seven Steps for Effective Parent-Teacher Communication IV. Phone Communication, Social Media Communication, or Face-to-Face? V. Persuasive Invitation to Get Parents to Come to School Chapter 16 | Earning Trust: How Parents of Special Education Students Can Earn Teachers' Trust and Cooperation I. The Starting Point for Building Relationships: Respect Time and Professionalism II. Building Bridges with Words: Choosing the Right Way to Speak III. Focus Communication on "Behavior," Not "Emotions" IV. Focus on "Hope" for the Future, Not Dwelling on Past "Problems" V. Let Teachers See Your Efforts and Changes VI. Feedback and Gratitude, Promoting Longer-Term Cooperation Afterword: I Have a Dream: Breaking Circles