After-School Prevention Programs for At-Risk Students Promoting Enga
After-School Prevention Programs for At-Risk Students offers professionals a detailed framework for developing and enhancing after-school programs. Emphasizing a prevention focus and a group-centered interactive approach, the book's year-long model combin
- PDF / 850,777 Bytes
- 148 Pages / 439.43 x 683.15 pts Page_size
- 99 Downloads / 177 Views
After-School Prevention Programs for At-Risk Students Promoting Engagement and Academic Success
After-School Prevention Programs for At-Risk Students
Elaine Clanton Harpine
After-School Prevention Programs for At-Risk Students Promoting Engagement and Academic Success
Elaine Clanton Harpine University of South Carolina Aiken Aiken, SC, USA
ISBN 978-1-4614-7415-9 ISBN 978-1-4614-7416-6 (eBook) DOI 10.1007/978-1-4614-7416-6 Springer New York Heidelberg Dordrecht London Library of Congress Control Number: 2013939033 © Springer Science+Business Media New York 2013 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
To my loving husband, Bill, for his never-ending support and encouragement.
Preface
Ten years old, he was still classified as a first grader. Labeled “mildly mentally retarded” by the school psychologist, he received special instruction and tutoring through an Individualized Educational Program (IEP). He also attended an afterschool program and worked with a mentor. All the same, he still could not read (not even at the pre-primer level), did not know any vowel or consonant sounds, and, furthermore, had absolutely no desire to learn to read. His mother had told him that he would never be able to read, and he had accepted this to be true. Therefore, h
Data Loading...
