Teaching of students with different educational needs Books

Book Synopsis

Read more less

Book Synopsis

Read more less

Book SynopsisGordon Gibb, PhD, taught students with disabilities in the public schools for 16 years prior to his appointment at Brigham Young University. As associate professor and director of undergraduate special education, Dr. Gibb prepares teachers to work with students with mild/moderate disabilities and conducts research and instructional improvement activities in several schools. Tina Taylor Dyches, EdD, is professor and Associate Dean in the McKay School of Education at Brigham Young University. Dr. Dyches has worked with individuals with significant disabilities and their families for nearly 30 years as a special educator and professor. Her service and research interests include adaptation of families raising children with disabilities, children's literature that characterizes individuals with disabilities, and provision of appropriate services to individuals with disabilities.Table of ContentsPreface v Introduction: Special Education and the Individualized Education Program 1 Meet Our Students 15 1. Describe the student’s present levels of academic achievement and functional performance 49 2. Write measurable annual goals 61 3. Measure and report student progress 77 4. State the services needed to achieve annual goals 83 5. Explain the extent, if any, to which the student will not participate with nondisabled students in the regular class and in extracurricular and other nonacademic activities 95 6. Explain accommodations necessary to measure academic achievement and functional performance on state and districtwide assessments 99 7. Complete a transition plan for students age 16 and older 109 Appendix Answers to Exercises 113

Read more less

Book SynopsisChildren with autistic spectrum disorders have unique learning styles, or autistic learning disabilities. These pose unique challenges to parents seeking the best educational path for their autistic child, and for educators shaping educational programs for children with autism and related disorders.In Helping Children with Autism Learn, Dr Siegel, a developmental psychologist and director of a large university clinic for autistic children, provides concrete guidance for dealing with these challenges. The book not only enumerates the autistic learning disabilities, but critiques all of the available educational programs for these children, pointing out the strengths and weaknesses of each program and the appropriateness of a program for specific disabilities.Helping Children with Autism Learn is structured so that the parent and teacher can use it as a program planner and can evaluate the success and appropriateness of each strategy, refining the program as necessary. Key areas of conceTrade Review"Besides writing in an accessible and often lighthearted style, Siegel has established an excellent and clearly defined structure for each chapter, providing a concise overview, thorough descriptions, and conclusions that help bridge the gap between readers with different backgrounds and familiarity with ASD."--Library Journal (starred review)"Excels at showing what parents and educators need to do to reach autistic children. She includes a valuable section on having successful individualized educational programs (IEPs), the standard for children with special needs."--Library Journal (Collection Development for Autism)"This book contains an abundance of clearly written, easy to understand information for educating the child with autism."--Temple Gradin, author of Thinking in Pictures"This is a very positive book--sensitive to the dilemmas that children with autism face and positive about their ability to learn and adapt. It focuses on solutions to the challenges that autism presents, solutions that lead to new learning and adapting. Siegel's conversational style of language makes the book highly accessible for parents, teachers, and the various interventionists who serve children with autism. Her description of the matrix of abilities and disabilities--how the core neuropsychological features of autism come together to create patterns of strengths and weaknesses--demystifies some of the puzzle of autism. She draws the outline of the separate pieces and shows how they fit together to form both the familiar pattern of autism that clinicians recognize but also the individual profile that defines each individual person with autism."--Sally Rogers, Professor of Psychiatry and Behavioral Sciences, The M.I.N.D. Institute, University of California Davis Medical Center"Bryna Siegel has made a thoughtful and learned analysis of the unique and perplexing learning strengths and weaknesses exemplified by the autism spectrum. Her book makes a valuable contribution to parents and professionals searching for clarification."--Eric Schopler, Founder and Co-Director, Division TEACCH, University of North Carolina at Chapel Hill"The landscape of educational and treatment options for children with autism spectrum disorders is complex and often overwhelming for parents and professionals. Drawing from her many years of experience, Dr. Siegel provides a helpful guide for making decisions about directions in educational programming."--Barry M. Prizant, Ph.D., CCC-SLP, Director, Childhood Communication Services and Adjunct Professor, Center for the Study of Human Development, Brown UniversityTable of ContentsPART I ; THE FUNDAMENTALS OF AUTISTIC LEARNING STYLES ; PART II ; AUTISTIC LEARNING DISABILITIES AND AUTISTIC LEARNING STYLES: WHAT MAKES THE WORLD OF THE AUTISTIC CHILD DIFFERENT? ; PART III ; METHODS OF TEACHING CHILDREN WITH AUTISM: HOW THEY ADDRESS AUTISTIC LEARNING DISABILITIES AND AUTISTIC LEARNING STYLES

Read more less

Book SynopsisExplores author's misunderstandings and mistakes as she struggles to help the children adjust to school. This title is a gift for parents, teachers, and those who care for children growing up in a new home.Trade Review"This is an important, moving, and beautiful book that shows all of us a unique and powerful method to facilitate young children's self-discovery and growth. Jane Katch writes with a spare, pure poetry as she tells the delightful, hilarious, and at times terribly sad stories of the adopted children in her class, moving us through a range of emotions and understandings. The great artistry of her writing, her self-reflection and humility, and the way she listens deeply to parents who adopt make this a remarkable book-reading it will leave you changed for the better." -Joshua Sparrow, MD, associate director of the Brazelton Touchpoints Center"

Read more less

Book SynopsisAn in-depth examination of the regulatory, entrepreneurial, and organizational factors contributing to the expansion and transformation of China's supplemental education industry. Like many parents in the United States, parents in China, increasingly concerned with their children's academic performance, are turning to for-profit tutoring businesses to help their children get ahead in school. China's supplemental education industry is now the world's largest and most vibrant for-profit education market, and we can see its influence on the US higher education system: more than 70% of Chinese students studying in American universities have taken test preparation classes for overseas standardized tests. The Fruits of Opportunism offers a much-needed thorough investigation into this industry. This book examines how opportunistic organizations thrived in an ambiguous policy environment and how they catalyzed organizational and institutional changes in this industry. A former insider in CTrade Review"Much rhetoric on institutional changes in China portrays a top-down, rational process. Situated in China’s supplemental education sector, The Fruits of Opportunism is one of the best studies that explicate the multifaceted processes and subtle dynamics involved in the transformation of post-Mao China. Theoretically informed and empirically grounded, Le Lin’s book makes a convincing case for the role of opportunism in market formation and institutional changes." -- Xueguang Zhou, Stanford University"More than a study of China’s massive supplemental education industry, The Fruits of Opportunism shows what types of organizations succeed in the public-private ambiguity that marks Chinese enterprise. This groundbreaking book is theoretically sophisticated and empirically rich." -- Elizabeth Popp Berman, University of MichiganTable of ContentsList of Abbreviations Introduction 1 Opportunities for Opportunists: A Theoretical Excursion Part I When Opportunists Produce Changes 2 Kill Your Competitors 3 Be More Aggressive Than Your Employees 4 Not Much English Taught at Our English School Part II How Opportunism Persists amid Changes 5 Kidnapping Kids for Their Own Good 6 There Are No Professional Managers in China 7 Who Cares about Tuition Money Conclusion Appendix: List of All SEOs and Data Source Acknowledgments Notes References Index

Read more less

Book SynopsisAll about bilingualism, in science and in life: the benefits and controversies, the individual experience, and the social significance.Nearly half the world''s people are bilingual, but many have no clear understanding of what?aside from being fluent in more than one language?bilingualism means. This lively introduction by linguist Penelope Gardner-Chloros covers everything a bilingual (or curious monolingual) individual might want to know. The book discusses how bilingualism affects brain development and performance in the young and old, its social and political significance throughout time and around the globe, and how people experience and describe it. Gardner-Chloros looks at how both children and adults, become bilingual, how this affects learning, and what it means to be a bilingual family or family member. Drawing on the latest research, she offers a comprehensive but accessible account of the cognitive effects of bilingualism, and how the bilingual brain differs from the monolingual one. With the help of real examples, she outlines the impact of bilingualism on everyday speech and writing, from formal literature to social media, and lets speakers of various languages and backgrounds describe, in their own words, their experience of bilingualism and its impact on their lives. Informative, engaging, and wide-ranging, Bilingualism is the indispensable resource on a common but little understood phenomenon of far-reaching personal, social, political, and historical significance.

Read more less

Book SynopsisDannie Lu Carris a partner at Impact Factory, a leading consultancy in skills training including assertiveness, leadership, presentation skills and creativity. Her work is centred round empowering the individual or team by looking at everyday matters around confidence, communication and creativity. She has worked with global businesses and is in demand as a speaker for a wide range of organisations. Dannie also works as a writer, director, actor, voiceover artist and acting coach.Table of Contents About the author Acknowledgements Introduction Part 1: What’s It All About? Chapter 1: What does being assertive really mean? Chapter 2: Why we do too much for people Chapter 3: What we’re told to do Chapter 4: So who are you really? Chapter 5: Over-assertiveness and over-compensation Part 2: Taking Charge of It All Chapter 6: Talking the talk Chapter 7: Walking the walk Chapter 8: You are worth it Chapter 9: Working with what you know Chapter 10: Tips 'n' tricks Chapter 11: Changing your assertiveness habits for good in 14 days Conclusion Index

Read more less

Book SynopsisHarry Key is from Australia but currently based in London. He trained as an actor before moving to India where he worked as a Bollywood actor and as a voice artist. He is now a speech and confidence coach, helping people speak with flair and authenticity. He also runs flirting workshops and delivers training programs for a variety of corporate clients, including the BBC Worldwide, GSK and MTV.Table of ContentsIntroduction Part 1: The Voice Why your voice matters Breathe with your belly Be mindful of your voice Perfect a Storyteller’s Voice Physical Confidence Part 2: The Words Go with the flow Good speaking is mostly listening The art of persuasion Storytelling Public speaking Part 3: The Style Reading your audience The provocative style Establish your rules of engagement Sustaining your momentum

Read more less

Book SynopsisRana Conway is a registered public health nutritionist, specialising in healthy eating for pregnancy, infants and young children. She has a PhD for her research into the diets of pregnant women and regularly lectures on diet and nutrition to medical students, midwives and trainee dieticians. Rana is currently the nutrition expert for Practical Parenting magazine and writes for the National Childbirth Trust.Table of ContentsAbout the author Acknowledgements How to have a healthy vegetarian pregnancy Preparing for pregnancy Planning a healthy diet A healthy weight gain for pregnancy Foods and drinks to avoid and those you don’t need to Getting enough iron and avoiding anaemia Other essential vitamins and minerals Omega 3 fatty acids – what’s all the fuss about? Should I take supplements? Common complaints and how to deal with them Breastfeeding – the best diet for you and your baby Resources Index

Read more less

Book SynopsisThis uniquely valuable book arose from the author's work with profoundly disabled children in a special needs school. The sensory impairment of the children meant that they were unable to learn from traditional teaching methods as they were unaware of the world around them.Our very first awareness of our surroundings and ourselves come through our senses of smell, touch, taste, sight, hearing and movement, and without them we are isolated. To benefit from the normal school curriculum, children with sensory impairment must learn to develop each of their senses, individually and in combination - a process the non-handicapped child goes through spontaneously and unconsciously.This book outlines a curriculum for each of the senses in turn, using stimuli that can be varied to suit the age of the child or young person. Demonstrating how these can be combined to create a multisensory experience and how this newly developed awareness can be integrated into the rest of the school curriculum.Thi

Read more less

Book SynopsisOver 2 Million Positive Discipline Books Sold!A Positive Approach To Helping Children With Special Needs Realize Their Potential Every child deserves to lead a happy and fulfilling life. For parents and teachers of children with special needs, helping their child to not only negotiate daily challenges, but to live fulfilling, meaningful lives, can be the most difficult challenge they will face.Over the years, millions of parents and teachers have come to trust Jane Nelsen’s classic Positive Discipline series for its consistent, commonsense approach to childrearing. Now, the bestselling series addresses the specific challenges that parents and teachers of children with special needs face, and offers them straightforward advice for supporting them in positive ways. In these pages are practical solutions to challenges such as:Learning to look beyond diagnostic labels ● Believing in each child's potential regardless of his/her stage

Read more less

Book Synopsis Based on the renowned Renzulli Method, which has been adopted in schools all over the country, Light Up Your Child''s Mind presents a practical program to help children fire up a love of learning to last a lifetime. World-renowned experts Drs. Renzulli and Reis illustrate the crucial role parents can play in their children''s development and address how they can work with teachers to enhance their children''s education. They uncover the hidden potential of daydreamers, rebels, and one-track minds, arguing that gifted behavior -- basic smarts, high levels of task commitment, and creativity -- can be fostered in bright children, even unmotivated ones. Step by step, Light Up Your Child''s Mind will show parents how to set their kids on the path to a rewarding future.

Read more less

Book Synopsis

Read more less

Book Synopsis"I recommend this book as an important contribution to the debate on pedagogy in special education. It is largely well written and informative and rich with ideas and opinions."Educational Review What, if anything, is âspecialâ about teaching children with special or exceptional learning needs? This book addresses this question, looking at pupilsâ special learning needs including low attainment, learning difficulties, language difficulties, emotional and behavioural problems and sensory needs.Some special needs groups (for example dyslexia) have argued strongly for the need for particular specialist approaches. In contrast, many proponents of inclusion have argued that âgood teaching is good teaching for allâ and that all children benefit from similar approaches. Both positions fail to scrutinise this issue rigorously and coherently, and it is this aspect which distinguishes this book. Leading researchers in each special needs field dTable of ContentsCONTENTS Chapter 1How specialised is teaching pupils with disabilities and difficulties? - Brahm Norwich and Ann Lewis Chapter 2Deafness - Sue GregoryChapter 3Visual impairment – Graeme Douglas and Mike McLindenChapter 4Deafblindness - Olga Miller and Liz HodgesChapter 5Severe Learning Difficulties - Jill PorterChapter 6Profound and Multiple Learning Difficulties - Jean WareChapter 7Children with Down’s Syndrome - Jennifer Wishart Chapter 8English as an additional language and children with speech, language and communication needs - Deirdre MartinChapter 9 Autistic spectrum disorders - Rita JordanChapter 10AD/HD - Paul CooperChapter 11Dyslexia - Gavin ReadChapter 12Dyspraxia - Madeleine PortwoodChapter 13Social, emotional and behavioural difficulties - Tim O’BrienChapter 14Moderate Learning Difficulties - Felicity Fletcher-Campbell Chapter 15Low attainment - Alan Dyson and Peter HickChapter 16Overview and discussion: overall conclusions - Ann Lewis and Brahm Norwich

Read more less

Book Synopsis"At a time when many schools are struggling to become more inclusive within a contradictory national policy context, this book provides some helpful practical leads. Its central message is that of the importance of developing an inclusive school culture within which every child really does matter." Professor Mel Ainscow, University of Manchester, UK"It is a most useful resource for both practitioner-researchers and for school-based initiatives. Written in an accessible style and designed in a format that makes it ideal for use in continuing professional development, it is just right for the needs of twenty first century headteachers and their schools. I highly recommend it as a stimulating and supportive springboard for fruitful dialogue."Jenny Corbett, Emeritus Reader, Institute of Education, University of London, UKThis book examines and offers solutions to the challenges faced by schools in ensuring that all students are enjoying, participatTable of ContentsInclusion in actionInclusive self-evaluationUsing data effectively to identify underachievement and vulnerable groupsInclusive interventionsProvision mapping: The strategic whole school development toolEffective target setting for all pupilsFinal thoughts

Read more less

Book SynopsisâœThis book offers a broad and helpful definition of inclusive education â one which centres upon high quality, relevant and evidenced teaching and support.âGraeme Douglas, Professor of Disability and Special Educational Needs, University of Birmingham, UKâœThis book is a must-have for every teacher in primary and secondary schools and should be compulsory literature on all teacher training courses.âMarleen J. Janssen, Ph.D., Professor Inclusive and Special Needs Education, University of Groningen Institute for Deafblindness, The NetherlandsSupporting learners with Multisensory Impairment (MSI) (Deafblindness) requires a range of strategies and this book offers a synthesis of best practice with the latest theory and research. At a time when we are urgently calling for inclusive and equitable quality education and lifelong learning opportunities for all, there are significant gaps in research on educating children and young peoTable of ContentsFOREWORDPREFACECHAPTER ONE: INTRODUCTIONCHAPTER TWO: RESEARCH: REVIEW OF THE LITERATURECHAPTER THREE: THEORY: MSI AND CHILD DEVELOPMENTCHAPTER FOUR: PRACTICE: EDUCATIONAL STRATEGIESCHAPTER FIVE: FUTURE DIRECTIONS IN RESEARCH, THEORY AND PRACTICEAPPENDIX: USEFUL WEBSITES

Read more less

Book SynopsisBen the bear loves to blow bubbles, but what happens when he tries to blow the biggest bubble in the world?This picture book targets the /b/ sound, and is part of Speech Bubbles 1, a series of picture books that target specific speech sounds within the story. The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers.Bright pictures and a fun story create an engaging activity perfect for sound awareness. Please see other titles in the series for stories targeting other speech sounds.Table of ContentsContentsPack ContentsUser GuideDon’t Feed the DogWho Bit My Tail?Ben the Bubble BearPolly’s Pink PaintGus the Gulping GoatCrocodiles Can’t Climb TreesWhere’s Mummy Mouse?A Bunny Called NoodleMuffin the FishSally’s SandcastlesSteven the SnailUser Guide ContentsIntroductionUsesFor Speech Language Therapists/PathologistsFor Parents/Caregivers and TeachersNotes for individual BooksDon’t Feed the Dog - /g/ soundWho Bit My Tail? - /t/ soundBen the Bubble Bear - /b/ soundPolly’s Pink Paint /p/ soundGus the Gulping Goat - /g/ soundCrocodiles Can’t Climb Trees - /k/ soundWhere’s Mummy Mouse? - /m/ soundA Bunny Called Noodle - /n/ sound Muffin the Fish - /f/ soundSally’s Sandcastles - /s/ soundSteven the Snail - /s/ blends

Read more less

Book SynopsisPolly the pig loves pink but her friends do not. Can they work it out?This picture book targets the /p/ sound, and is part of Speech Bubbles 1, a series of picture books that target specific speech sounds within the story. The series can be used for children receiving speech therapy, for children who have a speech sound delay/disorder, or simply as an activity for children's speech sound development and/or phonological awareness. They are ideal for use by parents, teachers or caregivers.Bright pictures and a fun story create an engaging activity perfect for sound awareness. Please see other titles in the series for stories targeting other speech sounds.Table of ContentsContentsPack ContentsUser GuideDon’t Feed the DogWho Bit My Tail?Ben the Bubble BearPolly’s Pink PaintGus the Gulping GoatCrocodiles Can’t Climb TreesWhere’s Mummy Mouse?A Bunny Called NoodleMuffin the FishSally’s SandcastlesSteven the SnailUser Guide ContentsIntroductionUsesFor Speech Language Therapists/PathologistsFor Parents/Caregivers and TeachersNotes for individual BooksDon’t Feed the Dog - /g/ soundWho Bit My Tail? - /t/ soundBen the Bubble Bear - /b/ soundPolly’s Pink Paint /p/ soundGus the Gulping Goat - /g/ soundCrocodiles Can’t Climb Trees - /k/ soundWhere’s Mummy Mouse? - /m/ soundA Bunny Called Noodle - /n/ sound Muffin the Fish - /f/ soundSally’s Sandcastles - /s/ soundSteven the Snail - /s/ blends

Read more less

Book SynopsisEffective Interventions and Strategies for Pupils with SEND offers practical, tried-and-tested strategies for supporting and championing pupils with special educational needs and disabilities. Each strategy has been researched, trialled and reviewed, with the results presented accessibly and the concerns of real teachers a key focus of the discussion.With each chapter written by an experienced and innovative teacher working with children with SEND, this book covers a wide range of strategies for supporting pupils with SEND. These effective strategies include: Using a âdaily runâ to improve concentration and behaviour Creating SEN champions and more effective teaching assistants Embedding anxiety-reducing strategies in the classroom. Written for teachers by teachers, Effective Interventions and Strategies for Pupils with SEND is an indispensable resource for all SENCOs and other educators and staff working with children with special educational needs looking to provide the best learning experiences possible.Table of Contents1. The Impact of Introducing Robust Monitoring of Interventions 2. Does Embedding Anxiety-Reducing Strategies in the Classroom Improve Behavioural and Educational Outcomes for Children in Year 6? 3. A Marked Improvement for Pupils with Special Educational Needs and Disabilities 4. Increasing the Effectiveness of Teaching Assistant Support 5. Becoming SEN ChampionsChapter 6 How Does a Daily Run Affect the Concentration, Attention and Behaviour of Children, Especially Those with ADHD and/or Behavioural Difficulties? 7. Moving Up to ‘Big School’ 8. The Impact of Introducing ‘Key Adults’ to Support Children with Challenging Behaviour 9. Improving the School’s Universal Provision in Accordance with Changes Outlined in the New Special Educational Needs and Disability Code of Practice 10. The Impact of the Special Educational Needs and Disabilities Code of Practice: 0–25 Years on Relationships between SENCOs, Parents and Colleagues

Read more less

Book SynopsisYoung Children's Play: Development, Disabilities, and Diversity is an accessible, comprehensive introduction to play and development from birth to age 8 years that introduces readers to various play types and strategies and helps them determine when intervention might be needed. Skillfully addressing both typically developing children and those with special needs in a single volume, this book covers dramatic play, blocks, games, motor play, artistic play, and non-traditional play forms, such as humor, rough and tumble play, and more. Designed to support contemporary classrooms, this text deliberately interweaves practical strategies for understanding and supporting the play of children with specific disabilities (e.g. autism, Down syndrome, or physically challenging conditions) and those of diverse cultural backgrounds into every chapter. In sections divided by age group, Trawick-Smith explores strategies for engaging children with specific special neeTable of Contents1. What Is Play and Why Is It Important?; 2. Types of Play, Culture, and Disabilities; 3. Social Play: Development and Variations; 4. Adult–Child Play Interactions and Play Intervention; 5. The Play of Infants and Toddlers; 6. The Play of Preschool and Kindergarten Children; 7. The Play of Primary Age Children

Read more less

Educating learners with Down syndrome can seem daunting at first, but this practical guide for teachers and carers to using evidence-based practices shows you how.Taking a unique lifespan, curriculum-based approach, Rhonda M. Faragher promotes the understanding that people with Down syndrome are a diverse group with vast potential and varied learning needs. The book covers core learning areas such as literacy, numeracy, mathematics, science, and the Humanities, and features key points from the research literature, teaching strategies, practitioner vignettes, and personal stories from people with Down syndrome. It considers learning from birth and early intervention, through primary and secondary school, to post-secondary education and into various contexts of adulthood.Drawing on the latest research, this guide for educators is rich with strategies, as well as tips from other parents and teachers, providing an accessible and empowering resource for the delivery of qual

Read more less

Book SynopsisSchool-Based Behavioral Intervention Case Studies translates principles of behavior into best practices for school psychologists, teachers, and other educational professionals, both in training and in practice. Using detailed case studies illustrating evidence-based interventions, each chapter describes all the necessary elements of effective behavior intervention plans including rich descriptions of target behaviors, detailed intervention protocols, data collection and analysis methods, and tips for ensuring social acceptability and treatment integrity. Addressing a wide array of common behavior problems, this unique and invaluable resource offers real-world examples of intervention and assessment strategies. Table of Contents1. Introduction 2. Differential Reinforcement 3. Token Economy 4. Time-Out 5. Premack's Principle and Visual Schedules 6. Video Modeling 7. Behavioral Skills Training and Positive Practice 8. Behavioral Momentum 9. Response Effort and Overcorrection 10. Response Cost Raffle and Mystery Motivator 11. Self-Monitoring 12. Cognitive Behavioral Therapy 13. Exposure Therapy 14. Behavioral Activation 15. Good Behavior Game 16. Timely Transitions Game 17. Positive Peer Reporting 18. Color Wheel 19. Check-In Check-Out/Behavior Report Card 20. Social StoriesTM 21. Functional Analysis

Read more less

Book SynopsisThis practical resource is designed to help the families and professionals who support children who use augmentative and assistive communication (AAC) to interact with the world around them. The research-based Hear Me into Voice protocol, presented at the American Speech-Language-Hearing Association Annual Convention in 2018, the California Speech-Language Hearing Association Annual Convention in 2017, and the International Society for Augmentative and Alternative Communication Conference in 2016, provides communication partners with a functional knowledge of the childâs communication skills and provides a practical intervention plan to carry forward. Through this protocol and intervention plan, communication partners can engage with the childâs personal voice, through their varying multimodal forms of communication; the child is given the space to grow into a competent and confident communicator.Key features include: Photocopiable and downloadableTable of ContentsPART 1: Hear Me into Voice Chapter 1: Beginnings PART II: AAC Intervention Plan with Case Studies Chapter 2: Getting started with social interaction Chapter 3: Building fundamentals with social interaction Chapter 4: Making connections with social interaction Chapter 5: Bridging skills with social interaction Chapter 6: Maximizing participation

Read more less

Book SynopsisThis practical, interactive resource is designed to be used by professionals who work with children and young people who have Social, Emotional and Mental Health needs and Speech, Language and Communication needs. Gaps in language and emotional skills can have a negative impact on behaviour as well as mental health and self-esteem. The Language for Behaviour and Emotions approach provides a systematic approach to developing these skills so that young people can understand and work through social interaction difficulties.Key features include: A focus on specific skills that are linked to behaviour, such as understanding meaning, verbal reasoning and emotional literacy skills. A framework for assessment, as well as a range of downloadable activities, worksheets and resources for supporting students. Sixty illustrated scenarios that can be used flexibly with a wide range of ages and abilities to promote language skiTrade ReviewThe important and complex link between children and young people with SEMH difficulties and those with SLC needs is fully considered in this manual. It provides a comprehensive assessment framework, followed by a wide range of realistic interactive interventions aimed at addressing specific communication needs, and illustrated scenarios that young people can explore to develop the necessary skills for potentially problematic social interactions. LFBE is written by experienced practitioners and provides practical interventions for those professionals who support vulnerable children. Dr Rob Long, Chartered Educational Psychologist, UK I commend this resource to you – it’s informative, compelling, straightforward to understand, makes a strong effort to engage the children/young people in setting their own goals, attractive to look at and enjoyable to use. Kate Bruton, Specialist Teacher for Inclusive Practice, reviewing for NAPLIC Matters, Autumn 2021 Table of ContentsIntroduction Guide to using Language for Behaviour and Emotions Assessment Language for Behaviour and Emotions profile and action plan Scenarios Toolkit

Read more less

Book Synopsis101 Playground Games is a collection of active and engaging school playground games that will encourage active learning and social development among children at playtime, this second edition has been updated to include a wealth of new games from around the world. The school playground plays a crucial role in developing all aspects of childrenâs behaviour and interpersonal learning, and yet there is a growing awareness that children today do not play in the same sociable ways as previous generations. Encouraging children to play games can be hugely beneficial not only for their physical health but also for their social, emotional and mental health. This brilliant resource includes a practical toolkit of photocopiable and downloadable materials along with clear instructions for adults on how to organise a range of different types of games, including: â traditional gamesâ chasing and catching gamesâ singing and dancing gamesâ skipping games and rhymesâ parachute gamesâ quiet gamesâ co-operative gamesIdeal for teachers, lunchtime supervisors, breakfast and after school club leaders as well as group leaders for organisations such as scouts or guides to promote lively and enjoyable games, this book is particularly suited to children aged 5â11 years but can easily be adapted for older children. 101 Playground Games is a book that will make any playtime a richer experience for all.Trade Review"A fantastic resource to pep up the playground with fresh ways to think about play. The children love the games and so do the adults!"Mrs Alexandra Norton, Headteacher, Bilton Church of England Junior School."This is the ultimate playground games bible for educational settings! It is full of fun, enriching and easy to implement activities and expert advice on the benefits of encouraging young children to play. Using this book in my setting has created a positive atmosphere by empowering pupils, boosting self-confidence and inevitably enhancing the health and wellbeing of the school community."Sam Yeomans, Teacher, Hurst Green Primary School."This is a truly amazing book, full of games to engage and inspire the children and lunchtime team to have a happy and enjoyable playtime."John Wilson, Senior Play Leader."I recommend that each school should have a Thérèse Hoyle on its staff, to ensure that children have access to the joy and learning contained in this outstanding book. Reading her superb and comprehensive book about playground games, has awakened my imagination, which has run wild, as I have remembered the pleasures of the playground games experienced during my own childhood. I became an eight-year-old again playing, ‘What’s the time Mr Wolf?’ at Lethbridge Road Primary School in Swindon. Characters from my childhood were remembered, as I saw myself playing ‘stuck in the mud’. Thank you Thérèse! During my long career as an educator, I have had the privilege of visiting what now must amount to thousands of schools in many parts of the world. I have learned much from my visits but most of all I have learned of the importance of play as the foundation of the curriculum in Primary Schools. What I consider to be the best schools, give a range of first-hand experiences to children, which include four golden keys: being immersed in experiencing and understanding nature, leaning about values, realising the importance of developing and maintaining relationships and experiencing the joy of play. These four keys, result is a human being who is truly educated: observant, curious, knowledgeable, altruistic, compassionate, joyful and playful. Not all children live in families and communities that encourage games, perhaps because living conditions are not conducive for outdoor group games. It is therefore so very important that schools provide adequate time and resources for playground games. In some schools, playtime has been reduced to concentrate more on the so-called formal curriculum. This, in my opinion, is a huge educational mistake and an assault on children and their natural development. With the demands of social distancing during social and health crises, such as the COVID-19 pandemic, schools have to be even more imaginative to enable children to experience the richness of playground games. Thérèse’s unique book is a must have book for schools and a wonderful resource for families and community groups working with children."Dr. Neil Hawkes, Founder of Values-based Education."Children’s play is a profoundly important part of their lives – socially, emotionally, culturally and developmentally. If they are given enough space, it also happens to be very good for their physical health and fitness. Play is nowhere more important than at school, where children spend such a large amount of time. The counter-balancing freedom and autonomy after the order and discipline of the classroom, the chance to let off steam, but also the opportunity to explore and develop vital social skills have been a key function of playtime since children have been going to school. Playground games are an important part of this tradition and a give us a fascinating insight into the world of the child. Like children themselves, these games are complex and simple, spontaneous and highly ordered, metaphorical and extremely literal. Most of all they are huge fun. Their decline is a sad indictment of the skewed priorities we place on the modern child. I welcome this book and commend it to parents and teachers everywhere."Adrian Voce, OBE Former Play England Director, advocate for children’s play and author of Policy for Play."This new edition of 101 Playground Games is a brilliant resource! For anyone who works with children, this book provides a plethora of fun playground games, old and new, to teach children, all of which have been tried and tested! The book is broken into categories of games including traditional, tag, skipping, circle, singing and dancing games, and quiet games. As well as clear ‘how to play’ instructions, each game has information on time taken to play, age range, ideal numbers and any equipment needed... An excellent and practical tool for anyone working with nursery and primary-age children." - Stephen Leitch, The School LibrarianTable of ContentsUsing the Online Resource Dedication Acknowledgements Foreword by Dr. Neil Hawkes Introduction Why Encourage Children to Play Games? How to Use this Book 1. Traditional Playground Games 2. Tag Games 3. Chasing and Catching Games 4. Singing and Dancing Games 5. Skipping Games and Rhymes 6. Circle Games 7. Parachute Games 8. Quiet Games 9. Co-operative Games 10. Games from Around the World Appendix

Read more less

Book SynopsisThis valuable and accessible guide navigates school leaders and those in training through a number of key areas of inclusion, providing context and understanding, helpful definitions, examples of leadership in action, and ten essential principles of inclusive leadership. Inclusion: A Principled Guide for School Leaders discusses what a culture of inclusion should look like: in classes, in schools, and in the education sector more widely. Each chapter acts as a think piece to stimulate debate, to reflect upon the purpose of education, and to ask how far we have come in embracing inclusion. The book also offers suggested actions for principled leaders and illustrative case studies to bring the theory to life, taken from a range of schools and spanning a wide number of topics, including: Inclusive Learning Partnerships with Learners and Families Special Educational Needs Disadvantage and Socio-Economic Poverty Culture, Language and Ethnicity This book explores a variety of issues in inclusion, highlighting the implications for school leaders and offering an approach to develop learning for marginal groups through effective strategic leadership. It will be essential reading for SENCOs, middle and senior leaders, but equally of interest to those who aspire to be inclusive leaders of the future.Trade Review"This book is a must read for all school leaders, regardless of role, precisely because the inclusive approach taken means it is written with the needs of all in mind but also for the collective responsibility approach that is promoted. It effectively bridges theory and practice and brings important research evidence into the discussion in an accessible and actionable way."Professor Samantha Twiselton, Director of Sheffield Institute of Education"Timely, astute and honest this book comes at a time when expectations of inclusion and its proponents have never been greater or more diverse. As leading thinkers of inclusion, Crossley and Hewitt have captured the temperature of inclusion across our education system and beyond. The book provides an overview of the roots, development and practice of inclusion which will inspire teachers, leaders and families of pupils who are most in need of being included."Chris Rossiter, CEO of the Driver Youth Trust"This important new book draws on a rich basis of knowledge and research to deliver actionable guidance for the busy education professional. Bridging the divide between theory and practice, this book provides a much needed framework to support the needs of all children, not by seeking to treat them the same way but by recognising and actively accommodating difference. This is a must read for those who aspire to deliver greater inclusion in schools."Fiona Spellman, CEO of SHINE: Support and Help IN EducationTable of Contents1: Introduction 2: Inclusion and Inclusive Values 3: Inclusive Leaders in Schools 4: Leadership and Management for the Inclusion of all Learners 5: Inclusive Learning and Teaching 6: Inclusive Partnerships: Learners, Parents and Families 7: Inclusion and SEND 8: Inclusion and Socio-Economic Disadvantage 9: Inclusion: Culture, Language and Ethnicity 10: Inclusion and the More Able 11: The Way Forward – Principle-Directed Leadership for Inclusion

Read more less

Book SynopsisThis highly practical resource has been designed to support working memory and curriculum success in the Key Stage 1 and Key Stage 2 classroom. Working memory is crucial for success in maths, reading, reading comprehension and problem solving, yet children with poor working memory often struggle to meet the demands of everyday classroom activities.Filled with activities and support for Key Stage 1 and Key Stage 2 Maths and English, this book offers ideas for the practising teacher on how to make the classroom a place to reinforce memory skills, and to ensure that those with working memory difficulties are included and supported.Key features include:â Information on recognising working memory difficultiesâ Practical and specific strategies to support learners in the classroomâ Graduated activities for Maths and English learners based on the national curriculumThe importance of working memory on curriculum success is becoming increasingly evident, with growing emphasis on testing and an ever more demanding curriculum. With photocopiable and downloadable resources, this is an essential book for teachers, teaching assistants and other education staff looking to support working memory with children.Table of ContentsIntroduction KS1 Maths KS1 English KS2 Maths KS2 English

Read more less

Book SynopsisThis comprehensive resource provides a range of perspectives on inclusion, giving Special Educational Needs Co-ordinators (SENCOs) the opportunity to consider the principles and practice that underpin their leadership role. Offering a blend of academic and professional knowledge, each chapter explores different aspects of the role of the SENCO and supports areas that will be considered as part of the National Award for SENCOs. A variety of essential topics are covered, from the importance of SEND provision and multi-disciplinary practice, to the role of the SENCO and leadership. Key features of this book include: Contributions by leaders of the National Award for Special Educational Needs Co-ordinators working with trainee SENCOs across the country A focus on encouraging SENCOs to think deeply about their own individual practice through engagement with cutting-edge research A flexible structure that can be read as a whole, or dipped in and out of as professional learning needs require This book provides an opportunity for readers to engage with a multiplicity of voices and approaches, allowing them to critically explore their role as leaders of SEND provision in schools. It is an invaluable resource both for students and those already within the role of Special Educational Needs Co-ordinator. Trade ReviewThis is a book which if you are a SENCO, or are thinking of becoming one, will re-energise or ignite the passion you have for inclusion, and your belief in the right of every young person to be offered the highest quality education provision possible, whatever their need. The book promotes the professional agency of readers, encourages critical engagement, and provides the evidence and knowledge needed for valid and valuable discussion. Every chapter has been written by either practitioners or academics who have ‘been there,’ and as such there is a feeling of authenticity throughout, with each author sharing their own priorities and views. It is a book which highlights not only the uniqueness of being a SENCO, but also the resilience, knowledge, skills, and commitment that individuals need to fulfil this role. It is an empowering read. Dr Sue Soan, Senior Lecturer in SENI, Canterbury Christ Church University This book provides a unique collection of chapters authored by contributors with a wealth of experience in the field of special educational needs and disability as practitioners, teachers and academics. They bring an authenticity of practice to their texts that is both personal and engaging and will speak to readers interested in making thoughtful, effective provision for learners who face barriers to their learning of various kinds. While focusing on the leadership role of the SENCO in schools in England, the chapters offer the opportunity to engage in reflection on a range of key aspects of the SENCo role from a very thoughtful, well-informed position. This book will provide a very useful resource for those preparing to become SENCos as well as those more experienced in the field.Professor Janice Wearmouth, University of BedfordshireA must-read for SENCOs who lead on inclusion, this book covers a range of timely topics with sensitivity to the experiences of children, young people, their families and the professionals who work with them.Professor Lani Florian, Bell Chair of Education, University of EdinburghTable of ContentsWhy SEND is important Introduction Inclusive relationships – creating the space for each other The Language of SEND: Implications for the SENCO The SENCO as a leader of professional learning for inclusive practice The Future of SEND in England – What next? The leadership role of the SENCO Inclusion and school exclusion – Key Issues for SENCOs in England Inclusion in the Early Years Social Emotional and Mental Health Pupils with Social, Emotional and Mental Health (SEMH) Needs: The role of the Special Educational Needs Coordinator (SENCO) in meeting the Inclusion Challenge Medical Conditions Person-Centred Approaches The SENCO Role: Leading on Assessment Education, Health Care Plans SENCOS’ leadership role in multidisciplinary practice Multi-professional Meetings: SENCOs reflections on the empty chairs at the table Working with Families Working in Partnership with Parents SENCOs and Social Workers: Working together Hearing their Voices: the role of SENCOs in facilitating the participation of all learners Developing SENCO resilience: understanding and meeting the challenge of the role

Read more less

Book SynopsisDrawing on the lessons from one of the worldâs leading research and development efforts involving teaching assistants (TAs), this book is the authorsâ most authoritative text yet on how to design a whole school plan to improve TAsâ deployment, practice and preparedness, and put it into action. The authors use robust theories and original research to explore an innovative and integrated approach to making the most of TAs, and recognising the valuable contributions they make to the classroom and the school.Structured around a unique and empirically sound conceptual framework, this book provides essential principles, practical tools and workable strategies, developed through collaboration with hundreds of UK schools. It focuses on ensuring TAs can thrive in their role, and presents the tools and techniques needed to do so accessibly, and is illustrated with case studies on school and classroom practices.Essential reading for all primary school leaders and SENCOs responsible for training and managing TAs, this book is also a useful resource for teachers and teaching assistants looking to optimise the TAsâ contributions.Used in combination with The Teaching Assistantâs Guide to Effective Interaction, Maximising the Impact of Teaching Assistants in Primary Schools is a comprehensive and unrivalled guide to supporting school workforce improvement.Trade Review"Any leader looking to maximise the impact of teaching assistants in their school should read this book immediately. Reassuringly, there are no ‘silver bullets’ or quick fixes, but instead countless practical strategies underpinned by years of detailed research. Rather than simply providing a list of ‘what works’, the authors go deeper and show how schools have made these changes work. Crucially, they clearly understand schools, and are realistic about how lasting change can be brought about. I have no doubt that this book will quickly be seen as the definitive guide to deploying teaching assistants effectively." - James Bowen, Director of Policy, National Association of Head Teachers (NAHT) and Director of NAHT Edge"Never before has it been more important for senior leaders to strategically and effectively deploy teaching assistants. This excellent book provides an essential and accessible summary of key evidence and research with practical recommendations for busy school leaders. The journey to maximising the impact of TAs lies within!" - Maria Constantinou, Co-Headteacher, St Mary’s CE Primary School, Barnet, London"Rob Webster and the MITA team have had a profound impact on TA deployment and practice across the country. This book will be no less transformative. Drawing on the latest research, with accessible and practical examples throughout, it should be mandatory reading for all primary school leaders." - David Bartram OBE, Director, Prescient Education Ltd"Primary schools invest a huge amount of time and money into teaching assistants, and rightly so. But do schools and school leaders make the most of this investment? This book is the most authoritative review I know of how to harness the talents and potential of this crucial part of our school workforce. Rooted in research and lessons learned from the large scale and respected MITA programme, it draws together key principles for success, offering really helpful examples of these principles being applied in a range of contexts. The authors are at pains to point out it not a manual; rather, it is a set of ideas that school leaders can implement in a way that works in their context. There is a deep acknowledgement running through the book that strong change processes are crucial here: the what and the how both matter. I cannot recommend this rich resource highly enough." - Andy Buck, CEO, Leadership Matters"Based on leading research, Maximising the Impact of Teaching Assistants in Primary Schools is a practical and extremely relatable insight into how schools have successfully developed and embedded the valuable contribution of TAs. This book is the ultimate read for any primary school leader looking to develop a whole school approach to effective TA deployment. Superb!" - Natalie Packer, SEND Consultant and former adviser, SENCO and primary headteacher"As Daniel Willingham says: "Our brains privilege story." This valuable addition to the Maximising the Impact of Teaching Assistants library sees Rob and the MITA team expertly narrate authentic school experiences of leaders, bringing evidence alongside the strategic deployment of TAs in their schools. The insights generated and shared in this great book reflect and tell the real stories of in-school implementation. The journeys continue..!" - Andy Samways, Director of Unity Research SchoolTable of Contents1. The Case for Change: Why Primary School Leaders Need to Rethink the Role and Contribution of TAs 2. Setting Your Vision 3. Implementation Journeys: The Most Important Chapter of this Book 4. Reviewing Current Practice 5. Supplementing, Not Replacing, the Teacher: Deploying TAs Differently 6. TAs’ Interactions with Pupils: Scaffolding for Independence 7. The Preparedness of TAs: Improving their Readiness for the Role 8. Maximising the Impact of Structured Interventions Delivered by TAs 9. Conclusions TA Deployment Summary Teacher-TA Agreement Template

Read more less

Book SynopsisBased on latest research in the field, this book links theory and practice with key agendas and policies on behaviour, children's mental health and well-being. It considers how policy and research influence each other and provides a range of whole-school and individual-teacher actions to support all children, but particularly for those whose behaviour is seen as challenging. Emma Clarke provides guidance on how practitioners can most effectively support children and manage pupils' behaviour and tracks how theory and policy has had a meaningful impact on what we do in the classroom. The book is divided into three distinct parts, each with its own set of reflective activities and thinking points as well as suggestions for further reading. Chapters in Part I include a focus on what informs the actions taken to support and manage behaviour in the classroom. In Part II, the chapters move on to consider specific approaches and delve into the theories and research which underpin theTable of ContentsSection 1 Introduction - Framing the Actions we Take Chapter 1Behaviour and Mental Health Chapter 2Acronyms and AttitudesChapter 3School Policies: Possibilities and Problems ConclusionFraming the Actions we Take Section 2 introduction – Attitudes, beliefs, and Perspectives Chapter 4Theory and the Classroom Chapter 5 Restorative Practice: Reconciliation and Restitution Chapter 6Solution Focused Working: Celebrating Success Conclusion Attitudes, Beliefs and Perspectives Section 3 Introduction – Beyond Strategies to Embedded Ethos Chapter 7Philosophical Inquiry Chapter 8 Verities Revisited Chapter 9 International Perspectives Conclusion Beyond Strategies to Embedded Ethos

Read more less

Book SynopsisAimed at teaching assistants who work closely with children with special educational needs, The Effective Teaching Assistant: A Practical Guide to Supporting Achievement for Pupils with SEND is a practical and accessible resource tailored precisely for teaching assistants' specific needs, which explores both the opportunities and limitations presented by their role.Each chapter provides both training activities and teaching resources designed to assist TAs/HLTAs in reflecting on their own experience while enhancing current practice. The chapters address key topics including SEND and inclusive teaching Multi-sensory teaching Supporting differentiation or adaptive teaching. Supplemented with checklists and useful diagrams, this text is essential reading for teaching assistants, students and practitioners. It is particularly relevant for students working in undergraduate, post graduate and professional developTrade Review"A most helpful text for assistants who so often feel that they carry the responsibility for developing the skills and learning abilities of children with the greatest needs, yet lack the training to do so effectively." - Dr Lindsey Peer, CBE, Peer Gordon Associates"This is a comprehensive, practical must-have book for any teaching assistant working with children with SEND." - Lorraine Petersen, Educational Consultant"Immediately useful therefore and long overdue…I can think of no better recommendation than that it comes from practitioners and for no more deserving group of youngsters. [A]core text for TAs who provide such vital support work for our children." - Dr Elizabeth Sidwell CBE, BSC(Hons), PGCE, FRSA, FRGS, Schools Commissioner for England (DFE 2011-13)Table of ContentsIntroduction1. What Do TAS Need to Know about Special Educational Needs and Disability? 2. The Professional TA3. What Do Teaching Assistants Need to Know about Core Deficits? 4. How Can TAs Support Multi-sensory Teaching? 5. What is the Role for TAs in Supporting Differentiation or Adaptive Teaching? 6. How Can TAs Contribute to the Graduated Approach ~ Assessment, Planning, Monitoring and Review for Pupils with SEND? 7. What Do TAs Need to Know about Identifying Pupils with SEND? The Needs Matrix 8. The Importance of Shared Practice

Read more less

Book SynopsisThis accessible resource contains therapeutic stories and guidance for adults who are supporting young people aged 1014 in foster, adoptive or kinship families. With a solution-focused approach, the stories are designed to address a range of social and emotional problems, covering topics such as bullying, eating disorders, trauma, parents' health, homophobia and racism.Each story is accompanied by relevant context and theory, discussion points and creative activities that will stimulate the young person's problem-solving skills and imagination, empowering them to explore solutions to situations in their own lives.Key features include: 35 therapeutic stories created to help young people make sense of their experiences, illustrating empathetic responses and solutions to social and emotional difficulties. Discussion points and related activities based on the author's extensive practical experience and knowledge. PraTrade ReviewThis book contains a treasure trove of creative ideas and suggestions based on Joan’s extensive experience and knowledge of working firstly as a social worker for many years and then as a dramatherapist and play therapist, supporting adoptive, foster and kinship parents, and placing creative play, drama and storytelling at the centre of her work with children Clive Holmwood, Associate Professor & Dramatherapist, University of Derby Table of ContentsIntroduction Ch.1: Family tensions Ch 2: Trauma, abuse and neglect Ch. 3: The legacy of mental illness Ch 4: Social, emotional and mental health needs Ch 5: Difference and isolation Ch.6: Social media pressures Ch. 7: Practice guidelines and case examples Appendices: Worksheets Bibliography

Read more less