Inclusive Education: It Might Be Different Than You Think / "Dear, You've Worked Hard" Card / Healing Cup - Travel Edition

A collaboration between Teacher Luo Feng-Ling and Mori Nichi-Rei Book Sets Canvas Tote Bag Set: One book, "Dear, You've Worked Hard" card, "Nine Fruits" canvas tote bag Healing Cup Set: One book, "Dear, You've Worked Hard" card, "Travel" mug Inclusive Education: It Might Be Different Than You Think | Don't let love become a stumbling block; choose to walk together in imperfect situations. ◎ Teacher Luo Feng-Ling is one of the very few, possibly the only, teachers in Taiwan with a Ph.D. in Special Education, a background in counseling and guidance, and nearly thirty years of experience working in regular classrooms. She directly confronts the realities of education and distills effective strategies and methods to turn crises into opportunities. ◎ Integrates concrete tools such as "Three Strategies for a Stable Class" and "Five Strengths for Parents," transforming complex special education theories into a comprehensive, practical guide that both parents and teachers can easily implement. ◎ Utilizes the original "Power of Transparency" to guide peers in understanding and resolving prejudice, successfully turning personal obstacles into educational opportunities and a positive campus ecosystem that benefits parents, teachers, and students alike. 【If our children are well, society will not necessarily be well, unless all children are well!】 The ideal of inclusive education is beautiful. However, when real situations arise, such as a student with special needs losing emotional control, knocking over desks and chairs, or attacking classmates, the questions considered on the educational front are usually not about "acceptance" and "respecting differences," but rather: ◎ Can we transfer the student to another class? ◎ Should we ask the parents to take the child home? ◎ Will it affect the safety of the other students in the class? The reality of inclusive education is harsh. Currently, as high as nearly 95% of students with special needs in Taiwan are placed in regular classrooms, meaning almost all children will experience being in the same class as children with disabilities. This implies that the quality of inclusive education is crucial to the overall effectiveness of education. Wang Han-Yang, Chairman of the National Education Action Alliance, praised: "Teacher Luo Feng-Ling has compressed years of on-site experience into spoonfuls of operational recipes. Following them offers a chance to see the difference." Whether you are a parent of a child with disabilities, a parent of a typically developing child, a special education teacher, a regular classroom teacher, a social worker, or a counselor, the practical strategies in this book are worth considering. They can help us, in the challenging field of inclusive education, to guide both typically developing children and children with disabilities to become better adults. ◎ 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 Outstanding Counselor for a Friendly Campus from the Ministry of Education, Outstanding Special Education Teacher, and Outstanding Youth in Society. Also a columnist for Future Parent magazine. Author of eight books including "Bullying Truths: It Might Be Different Than You Think," "Secrets Adults Don't Dare to Tell Us," and "Invisible Classes in School," which have received accolades such as the "Good Books, Everyone Reads" award, the Annual Best Children's and Young Adult Literature Award, the Star Reading Program Excellence Award, and recommendations for outstanding extracurricular reading material for elementary and middle school students. Fan Page / Teacher Luo Feng-Ling (Feng Ling) Counselor Table of Contents | Foreword 1: Building a Bridge of Inclusive 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 is Also in That Classroom Endorsements from Various Parties "One Book," Becoming "The Tenderness of a City" Author's Preface – Just as an olive must be crushed to yield precious oil drop by drop Part 1: Breaking Frameworks, Dispelling Myths Chapter 01 | Subverting Reality: Several Realities of Inclusive Education That Might Be Different Than You Think Reality 1: I'd Rather My Classmates Think I'm Just a Silly Kid Reality 2: Staring at Math Formulas with a Perplexed Look, as if Listening to Alien Languages Reality 3: Why Only Pull-Out for Chinese, English, and Math? History, Geography, Physics, and Chemistry are Difficult Too Reality 4: Individualized Education Plans Were Originally Designed for Special Needs Students' Learning and Growth Reality 5: The Classroom Environment is the Same as 30 Years Ago Before Inclusive Education Reality 6: "I'm Not Discriminatory!" 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 Students with Special Needs; Many Typically Developing Students Are Also Seeking Help Chapter 02 | From Labels to Understanding: Seeing the Essence of a "Person" Before Understanding Disabilities I. What Constitutes a Disability? What Does "Disability" Mean? II. Why Do Students with Special Needs Often Struggle to Fit In with Peers and Integrate into the Class? Chapter 03 | Internal Conflict: "Why Me?" Common Parenting Styles of Parents of Children with Special Needs I. I'd Rather Get Cancer Than Have a Child with a Disability II. Ten Common Parenting Styles of Parents of Students with Special Needs Part 2: Self-Awareness, Embracing Acceptance Chapter 04 | Letting Go Slowly: Parents' Unconscious Stumbling Blocks on the Path to Inclusion I. Common Misconceptions of Parents of Children with Special Needs Regarding Inclusive Education II. Possible Reasons for Confrontation Between Parents of Students with Special Needs and Schools/Society Chapter 05 | Parental Awakening: The Vision of Parents of Students with Special Needs is a Key to Successful Inclusion Core Competency 1: Disability Acceptance Core Competency 2: Social Modeling Core Competency 3: Emotional Coaching Core Competency 4: Coordination and Collaboration Core Competency 5: Resilience and Adaptation Chapter 06 | The Power of Transparency: Daring to Self-Disclose to Open 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 Classroom Chapter 07 | Support Network: Connecting a Protective Network of Multiple Professionals Through Case Conferences I. Why Are "Case Conferences" Necessary? II. What Are the Expected Goals of a "Case Conference"? III. How to Collect Case Data? IV. Five-Dimensional Analysis V. How to Organize an Effective Case Conference? Chapter 08 | Bridging Inclusion: Class-Parent Meeting Time, Turning Regular Parents into the Strongest Allies I. Meeting Within a Meeting—A Good Time to Walk Together II. Key Content of the Meeting Within a Meeting III. Forming a Support Group Chapter 09 | Heart of Stabilizing the Class: Essential "Three Strategies for a Stable Class" for Homeroom Teachers to Quickly Stabilize the Classroom Strategy 1: Consult the Previous Homeroom Teacher Strategy 2: The Starting Move for a Stable Class—Careful Selection of Duty Assignments Strategy 3: Safe Tasks—Cleaning Work That Is Less Likely to Be Noticed Even If Not Done Perfectly Chapter 10 | Social Survival: "Being Well-Liked" is Not Just a Personality Trait, but a Survival Skill 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 Schoolwork IV. Secrets to Raising Children Who Are Well-Liked V. "Angel Dates" Help Students with Special Needs Develop Good Relationships Part 4: Decoding Behavior, Positive Support Chapter 11 | Deconstructing Behavior: In-depth Analysis of the Underlying Causes of Problem Behaviors in Students with Special Needs I. Common Mismanagement and Consequences II. Eight Questions for Problem Behaviors Chapter 12 | Hearing the Voice: Using Five Strategies to Comprehensively Collect and Understand the Full Picture of Behavior Strategy 1: Observational Recording Method Strategy 2: Peer Interview Method Strategy 3: Individual Interview Method Strategy 4: Family Interview Method Strategy 5: In-Class Observation Method Chapter 13 | Positive Turnaround: Transforming "Problem Behaviors" into Constructive "Positive Support" I. Analyzing Problem Behaviors—What Need Are They Trying to Convey? II. The Difference Between "Positive Behavior Support" and "Negative Problem Intervention" III. "Positive Behavior Support" Strategies: Using Classroom Disruptions as an Example IV. Other Common Problem Behaviors and "Positive Behavior Support" Strategies Part 5: Parents and Teachers Prospering Together, Becoming Divine Teammates Chapter 14 | Communication Tools: "Growth Report" and "Whisper Echo Box," Turning Obstacles into Love Tool 1: "Growth Report" to Enhance Trust and Cooperation Between School and Parents of Students with Special Needs Tool 2: "Whisper Echo Box" to Enhance Safety and Trust Between School, Typically Developing Students, and Their Parents Chapter 15 | Turning Foes into Friends: From Opposition to Walking Together, Becoming Divine Teammates with Parents of Students with Special Needs I. Don't Annoy Parents, Avoid Saying These Ten Things II. Teachers Shouldn't Try to Convince Parents III. Seven Steps for Effective Parent-Teacher Communication IV. Phone, Social Media, or Face-to-Face Communication? V. Invitation Scripts to Make Parents Willing to Come to School Chapter 16 | Earning Trust: How Parents of Students with Special Needs Can Earn Teacher Trust and Cooperation I. The Starting Point of Building Relationships: Respecting Time and Expertise II. Building Bridges with Words: Choosing the Right Way to Speak III. Focus Communication on "Behavior," Not "Emotions" IV. Focus on Future "Hopes," Not Dwelling on Past "Problems" V. Let Teachers See Your Efforts and Changes VI. Feedback and Gratitude Promote Long-Term Cooperation Postscript: I Have a Dream: Breaking Circles