Teaching of students with different educational needs Books

Book SynopsisThis inventive colour picture book uses the metaphor of a train to teach basic conventions of conversation to children with autism spectrum disorders (ASDs). Engines are like greetings; they get the train going. Freight wagons are like different speakers' turns; it is good to have at least a few when you are in conversation. A set of points guiding a train from one track to another is like a tactful change in the topic of conversation. When a conversation veers off-topic it is like a derailed train. As well as attractive colour photographs of trains, the book contains engaging photocopiable worksheets and colouring pages to help promote skill generalisation. This highly visual approach to conversation is ideally suited to children with ASDs aged approximately 5-13.Trade ReviewThis is a really clever and helpful book aimed at giving autistic children a better understanding of how everyday conversations work, using the analogy of a steam train... using illustrations of the freight wagons, the author shows how important turn-taking is in conversation... It's very appealingly done, and there are photocopiable worksheets at the back for reinforcement and assessment. This is a very high-quality resource, confidently recommended. -- ACHUKA ReviewsThe Conversation Train: A Visual Approach to Conversation for Children on the Autism Spectrum is a unique, one of a kind book that cleverly uses a train analogy for teaching conversation... at the end of the book there is a section of worksheets for the child to complete that can be copies... I would love to see this book in every library and elementary school class room because so many now do include children with autism. -- Horizons - Autism Society of Michigan Quarterly NewsletterI really enjoyed how the book breaks down each element of a conversation, has several examples and then has visuals to help support the child's own conversations. I can see how practical a book like this would be for a verbal child who is struggling with how to enter, maintain and end a conversation. -- eyes on autism (Australia)This author, an American Clinical Social Worker who specializes in Autistic Spectrum Disorder, uses the metaphor of a train to help children who find conversation difficult to gain control over the conventions... This is an interesting, imaginative and well illustrated guide for anyone seeking to help a young person with ASD to feel more confident when sharing a conversation. -- The School Librarian (SL)Using a steam freight train as a metaphor, this picture book is aimed at helping children on the autistic spectrum learn conversational skills... The book is a simple concept in simple sentences that will be reasonably easily grasped b y children who find holding conversations difficult, and the pictures of the train will hold interest. This is a marvelous tool in the autistic spectrum world, and will provide fun as well as learning. -- Healthy Books blogTable of ContentsIntroduction. Promote Skill Generalization Using the Train Imagery. Using the Worksheets. Section One: The Conversation Train. Part One: Starting a Conversation. Part Two: Taking Turns in Conversation. Part Three: Staying On Track. Part Four: Changing Topics. Part Five: Ending the Conversation. Part Six: Putting it All Together. Section Two: The Conversation Train Worksheets. What Do the Different Parts of the Train Mean? Hello Words, How Are You Words, Switch Track Words and Goodbye Words. Fix the Mixed-Up Conversation. Things You Love Can Make You Go Off Track. People You Know and What They Like Talking About. People You Know and What You Both Like Talking About. The Two-Person, On-Track Worksheet. Choosing the Right Words with Different People. Keeping Track of Staying on Track. Conversation Train Coloring Pages.

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Book SynopsisWho, What, When, Where, Why? Colorcards Understanding Interrogative Pronouns What are interrogative pronouns? Where can I find a set of cards that will help me understand them? The answers can be found in the carefully selected set of cards which will provide endless opportunities to discover, understand and practise interrogative pronouns. While each card is directly concerned with a specific question all the images included provide multiple opportunities to develop this key skill. Examples of card usage include: Who ...works here? ...won the race? What ...happens here? ...can you see? When ...is it time for lunch? ...when will the cake be baked? Where ...is the red shirt? ...is my pen? Why ...has the bus stopped? ...are they laughing? The cards can be used in groups or one-to-one situations and are designed to help the development of key skills of exploring and understanding through language. Age: All ages Contents: 36 A5 cards; accompanying booklet detailing ways to use the cards, boxed.Intended for use in educational settings and/or therapy contexts under the supervision of an adult. This is not a toy.Table of Contents36 A5 cards + booklet Boxed ISBN 978-1-90930-113-9 Order Code D11-001-5948 GBP39.99 +VAT

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Book SynopsisA practical, easy-to-read introduction to the ideas and strategies that can be implemented within the classroom to help autistic children achieve their full potential. With an introduction to autism and its key differences, insights from autistic individuals and case studies drawn from years of experience, this is the definitive resource for busy teachers supporting autistic children within a mainstream or specialist school environment.This book provides guidance on a variety of topics related to teaching autistic children in primary school, including adapting the curriculum, ensuring effective communication with staff and parents, fostering emotional regulation, as well as staff self-care. Each chapter includes easy-to-follow guides and resources, providing solutions, direction and support for teachers to help students on the autism spectrum to thrive.Trade ReviewA welcome 'toolkit' of enlightening guidance and practical strategies valuable to teachers, parents and practitioners across education, health, and social care. This book is divided into easy to find (and read) 'guides' across themes with associated activities and techniques; all anchored in evidence-based practice. Content such as the 'tip's, monologues and frequently asked questions' also illuminate the child's perspective, their needs, as well as their abilities. -- Dr. Áine de Róiste, Psychologist and Senior Lecturer in Social Care in the Department of Applied Social Studies, Munster Technological University, Cork, Ireland.This is a must-read handbook for school staff working with autistic young people. It is written by educators who share their rich and varied experience in a clear and friendly style that is both accessible and informative. Autistic voice and experience informs each section of the book. This is sure to be a much read and recommended resource in schools. -- Claire O’Neill, autism class teacher, teacher-educator and neurodivergent coachA comprehensive and accessible volume that combines theory, practical strategies, checklists, templates and downloadable resources for busy professionals. Just as the authors identify visuals as the 'WD40 of the autism world', this book could be described as the 'WD40 Autism manual' for schools, full of practical and energy saving tips to support ease of learning for staff and pupils alike. I wish it had been around when I was teaching! -- Mary McKenna, teacher, lecturer and early years autism consultant with The Children’s ClinicThe Everyday Autism Handbook for Schools by Claire Droney and Annelies Verbiest is a tour-de-force of practical teaching strategies, contextualised in relevant literature and the in-depth pedagogical experience and expertise of both authors. Clear, accessible guidance is accompanied by short vignettes which bring the book to life. The section on teaching strategies comprises subtitles written from the perspective of the child e.g. Make Everything Visual for Me, Motivate Me, Give Me a Schedule, which forefronts the experience of the learner. Core aspects of learning such as oral language and communication, are examined in-depth with insightful suggestions for teaching approaches to enable learning and progress, The authors explicitly enable the learning of teachers and schools by providing useful suggestions for creating inclusive environments and developing collaborative practices. One entire section is devoted to the effective establishment and use of the special class model of support, an issue which is very pertinent in the Irish context at the moment. The book is supplemented by online materials and resources. The target audience for this book is the staff of primary and special schools. However, I suggest that most of the guidance in this book is relevant to the post-primary sector also even if some elements have to be adapted slightly. It would also be a wonderful resource for parents. This is the first book I have read in a long time that combines theory and practice in a manner accessible to a wide range of readers. I will be adding this book to the reading list for my own student teachers. -- Ann Marie Farrell, Assistant Professor, School of Inclusive and Special Education, Institute of Education, Dublin City UniversityDroney and Verbiest have produced an absolutely essential resource for everyone involved in supporting autistic children and young people in schools. This book is a treasure trove of practical strategies, complemented with real world examples from the classroom. The authors' strength-based and inclusive ethos, their engaging and accessible style, and their commitment to centering autistic voices, render this book a must-read for all involved with autistic children and schools. -- Dr Laura Crane, Centre for Research in Autism and Education (CRAE), UCL Institute of Education, UKIt starts with an impactful visual representing views of autistic students answering the question "what brings you joy"? This is a remarkable opener that reminds us how supporting autistic learners is about using strengths to thrive. It effectively sets the tone for this handbook that is informed movingly in parts by the insights, opinions and commentary from autistic students, families and advocates. This handbook links theory to practice in an accessible way, structured simply in six key parts with each broken into user-friendly guides. The book is accompanied by downloadable appendices which offer concrete resources highly suitable for the busy teacher... This handbook is a clear move away from deficit based and hierarchical structures in autism education, reflecting the centrality of the autistic community in these matters and relating information grounded in research and professional experience in a straightforward way... The insights and tools in this book have the potential to lead to attitudinal and effective change in schools. * REACH journal of Inclusive Education *Table of ContentsIntroduction to Autism Top Autism-Friendly StrategiesMake Everything Visual For Me Give Me a ScheduleMotivate Me Help Me Be More Organised and Independent Teach Me Ways to Cope with Anxiety Teach Me How to Recognise and Cope with My Emotions Give Me a Break Help Me to CommunicateHelp Me to Navigate the Social World at School Being Inclusive The Art of Communication The Special ClassKeep it Positive

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Book SynopsisBuilding and supporting effective special education programs School leaders and special educators are expected to be experts on all levels and types of special education law and services, types of disability, and aspects of academic and functional programming. With the increasing demands of the job and the ever-changing legal and educational climate, many administrators and teachers are overwhelmed, and few feel adequately prepared to meet the demands. Trends and Legal Issues in Special Education helps you build and support timely, legally sound, and effective special education services and programs. Readers will find: the most up-to-date information on how to effectively implement special education programs, processes, and procedures examination of a wide variety of issues, from developing and implementing individual education programs (IEPs) that confer a free appropriate public education, Section 504, least restrictive environment (LRE), and successfully collaborating with parents, to issues regarding accountability, staffing, bullying, early childhood special education, multi-tiered systems of support (MTSS), evidence-based practices, transition, discipline, and the school-to-prison pipeline extensive references and resources Written as a comprehensive reference for all who work with students with disabilities, this book offers the most up-to-date research and field-tested strategies from a range of experts that special education professionals can confidently and immediately apply. Trade Review"This book provides practical, realistic and useful guidance to anyone who supports students with disabilities. It is a great resource for school and special education administrators trying to understand the latest trends in special education. It provides specific points to think about with recommended applications teachers should consider using for each of the topics discussed." -- Nichole Kristensen, M.Ed.,Statewide Special Education Instructional Coordinator, Boise State University"This book is an excellent tool for educators and administrators to understand how to support quality education on behalf of students with disabilities." -- Lisa Graham, NBCT Director of Early Childhood Education (ECE), Douglas County School District, ECE DC Opportunities Center"David Bateman and Mitchell Yell have written a practical, up-to-date book specifically addressing the needs of today’s special educators. This book provides pragmatic advice and tips as well as straightforward content knowledge necessary to be an effective special education leader or teacher." -- Dr. Debi Gartland, Professor of Special Education, Townson University"At such a critical time, with pressing and complex issues facing special education administrators across the country, this book is impressive, as it tackles the multifaceted aspects of the special educator′s roles and dilemmas in a practical, straightforward manner. " -- Marge Terhaar-Yonkers, Professor in the Department of Education, Meredith College"I have been a principal at the middle school level for over 15 years and I thought I had a handle on special education lingo and processes. This book shared information of which I was not aware. The practical presentation of the information makes it one that can be referenced and used by anyone who works with or has children with special needs." -- LaQuita Outlaw, Principal, Bay Shore Middle SchoolTable of ContentsChapter 1: Hot Topics for Litigation - David Bateman, Mitchell Yell Chapter 2: Comprehensive, Integrated, Three-tiered (Ci3T) Models of Prevention: Considerations for the Field - Kathleen Lane , Wendy Oaks, Mark Buckman, Holly Menzies Chapter 3: A Free, Appropriate Public Education - David Bateman, Mitchell Yell Chapter 4: Working with Parents - Meghan Burke , Samantha Goldman Chapter 5: Current Special Education Legal Trends for Transition-Age Youth - Angela Prince, Anthony Plotner, June Gothberg Chapter 6: Discipline and Students with Disabilities - Kelly Carrero, Kimberly Vannest, Courtney Lavadia Chapter 7: The Research-to-Practice Gap in Special Education - Bryan Cook, Cynthia Farley Chapter 8: What Educators Need to Know About Accountability - Jim Shriner, Martha Thurlow Chapter 9: Taking Aim at Current Trends in Early Childhood Special Education - Kate Ascetta Chapter 10: Current Trends in Bully Prevention: Implications for Youth with Disabilities - Chad Rose, Stephanie Hopkins, Gloria McGillen, Jessica Simpson Chapter 11: Innovation in Schools: Expanded School Mental Health - Seth Bernstein , Lauren Young, Ameet Bosmia, Samantha Hartley, Cameron Massey, Mark Weist Chapter 12: Current Trends in Preparing General Education Teachers to Work With Students With Disabilities - David Bateman and Jenifer Cline Chapter 13: The School-to-Prison Pipeline - Christine Christle, Joseph Ryan, Michelle Dunn Chapter 14: Teacher Shortages and Teacher Attrition in Special Education: Issues and Trends - Tim Landrum, Lauren Collins, Chris Sweigart Chapter 15: Preparing Future Leaders and Administrators of Special Education - Mary Lynn Boscardin

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Book SynopsisMusical Bingo is the perfect activity for day centres, residential care homes, clubs, family gatherings, parties and other groups of two or more people. This revised and easily portable version of the ever popular game allows for great flexibility - simply print off the number of game sheets you require, switch on the CD and you're ready to play. When players match the song excerpt they hear with a title on their game sheet they simply mark with a cross as with conventional bingo games. Musical Bingo can be used in many ways: to initiate sing-along sessions, as a musical quiz or as a gentle one-to-one activity. It is sure to spark interesting conversation and reminiscence, raising questions such as "Where did you first hear that song?" and "What memories does the song evoke?" Each excerpt is between 10 and 30 seconds long allowing plenty of time to remember, identify and mark the song sheet. There are 40 songs in the game including: London Bridge is Falling Down; Greensleeves; Silent Night; Auld Lang Syne; I'm Forever Blowing Bubbles; and, Jingle Bells. This Game pack includes 2 CDs containing 40 songs; 20 individual printable game sheets; printable song list and a guidance booklet. It is suitable for 2-20 players.Table of ContentsGame pack includes 2 CDs containing 40 songs; 20 individual game sheets; printable song list and a guidance booklet. Game pack includes 2 CDs containing 40 songs; 20 individual game sheets; printable song list and a guidance booklet.

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Book SynopsisPuberty is a time of huge change in the physical body, in emotional experience and in social relationships. Having an understanding of these developments and learning how to deal with them is essential, and for people with Asperger's syndrome it can be a challenge to get to grips with the social and emotional aspects of puberty, sex and relationships.This book is ideal for those who need clear, detailed explanations and direct answers to the many questions raised by puberty and sexual maturity. Sarah Attwood describes developments in both the male and female body, and explains how to maintain hygiene and personal care, and to promote general good health. She examines emotional changes, including moods and sexual feelings, and provides comprehensive information on sex, sexual health and reproduction. She looks at the nature of friendship, how it changes from childhood to adulthood and its importance as a basis for sexual encounter. She also offers coping strategies for different social experiences, from bullying to dating, and includes essential tips on the politics of mature behaviour, such as knowing the difference between public and personal topics of conversation.Making Sense of Sex is a thorough guide written in unambiguous language with helpful diagrams, explanations and practical advice for young people approaching puberty and beyond.Trade ReviewMaking Sense of Sex is a clear, explicit and informative book that would be of use to young people, parents, teachers, and psychologists; in fact for anyone whose role requires them to deal with the subject of sexuality. Although it is written for teenagers and young adults with Asperger's Syndrome, it would meet the needs of all. It is written in clear, direct and easy to understand language... Making Sense of Sex is the most useful and informative book relating to the area of sexual development that I have come across and it will certainly meet the needs of teenagers and young adults... This book is easy to read and equips the reader with a fund of information. It generates a positive value-based perspective, which instils confidence to deal with sexuality on a personal level and provides the necessary tools to those who are required to support young people who are undergoing the process of sexual development. -- DebateThis guide, with its clear, practical writing; diagrams; and table of sexual terms in their common, scientific, slang, and euphemistic forms, would be a huge help to any teen with AS as well as to his/her loved ones and caretakers. It can be read alone, but it can also - and ideally - inspire discussion between those with AS and the adults in their life. Strongly recommended for academic and public libraries with autism collections... The author, whose husband, Tony Attwood, wrote The Complete Guide to Asperger's Syndrome, is uniquely suited to pen this work - she grew up with a sister who has Asperger's syndrome (AS) and was a sexuality educator in Australia for 15 years. Here, she wisely discusses sexuality within a wider swath of social issues, from conversational skills and friendship to bullying, healthy lifestyle, personal hygiene, dating, sexual practices and health, birth control, and pregnancy. Attwood has a clear handle on the AS mentality: e.g., in discussing personal hygiene (often not a priority among teens with AS), she not only explains the how but she also goes into the whys of its importance. -- Library JournalFor any parent or professional working with children on the autism spectrum, there are ideas within this book that can be adapted to answer questions or challenging situations that often occur without warning. Making Sense of Sex is presented in such a way that makes it easy for the practitioner to source coping strategies for every situation from learning about yourself and how to make healthy choices to understanding emotions and how to development friendships. -- GAP Good Autism GuideSarah's book is an essential resource for all families who have an adolescent with an Autism Spectrum Disorder, such as Asperger's syndrome. The information is detailed and accurate, and addresses just about all the issues relating to the important subject of sexuality, which is all too often distorted and presented in a biased way. Sarah's approach is to explain the facts neutrally and realistically, while acknowledging individual values and respecting personal choice. I will certainly be recommending this book to all my clients. -- Isabelle Hénault PhD. Author of Asperger Syndrome and Sexuality: from Adolescence through AdulthoodSarah's book brings something new to the arena of sexual educational literature. The language she uses is frank and informal and seems perectly natural. She never lingers on a point for too long therefore making it seem awkward yet she covers just about every question a pre-teen/teenager may have. -- Asperger Newsletter East AngliaSarah Attwood has a background as a sexuality educator and has a sister with Asperger's Syndrome, so she clearly has the right credentials to write this much needed book. It was incredibly easy to read and free from any sense of awkwardness that a book on sex can have... I thoroughly recommend it and feel that children and teenagers will get different things from the book depending on their own individual level of development and personal situation. They can easily revisit the sections that are relevant to their own lives. Sarah Attwood has admirably filled a niche in the market. -- Asteens.co.ukTable of ContentsAcknowledgements. Author's Note. Introduction. A Note to Parents and Carers. 1. Your Body. 2. Puberty. 3. Caring for your Body. 4. Making Healthy Choices. 5. Understanding Emotions. 6. Friendships. 7. Sex. 8. Sexual Relationships. 9. Looking after your Sexual Health. 10. Fertilization, Pregnancy and Birth. 11. Sexual Language. Recommended Reading. Websites. Index.

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Book SynopsisThis book is intended to help language teachers to work effectively and successfully with students who have Specific Learning Differences (SpLDs). It enables teachers to gain a thorough understanding of the nature of SpLDs and how these affect both general learning processes and the mechanisms of second language acquisition. In addition, the book explores the particular inclusive methods and techniques of teaching and assessment that foster success in language learning. Language teaching is embedded in a wider social and educational context, and therefore the book also provides an in-depth discussion of general educational issues related to identifying and disclosing disabilities and to making transitions from one institution to the other. The content has been thoroughly updated and revised for the second edition, particularly in the areas of inclusive pedagogies, new evidence-based methods and tools for identifying SpLDs, and new conceptualisations of neurodiversity. The book also includes the latest research on assessment, transition and progression, and the impact of SpLDs on additional language learning.Trade ReviewThis timely and informative book addresses the impact of specific learning differences (SpLDs) on learning additional languages and the knowledge and teaching strategies that teachers need to enhance the language learning of SpLDs. This accessible volume promises to be a useful companion for teacher educators in teacher training and in-service contexts. * Esther Geva, University of Toronto, Canada *This book provides a comprehensive overview of how to teach languages to learners with SpLDs. The practical tips included are immensely beneficial for anyone engaged in language teaching. This is a book that every language teacher should keep as a guide for everyday use, and an extremely valuable resource for teacher education programmes. * Bimali Indrarathne, University of York, UK *I am excited about the second edition of this book, and I am truly looking forward to using it in my teaching! The writing style is very accessible, even for those for whom English is not their L1, and the summary of key points at the end of each chapter will be a useful tool for students. * J. Buendgens-Kosten, Goethe University Frankfurt, Germany *Table of ContentsPreface Chapter 1. Discourses of Disability in Education Chapter 2. What are Specific Learning Differences? Chapter 3. The Impact of SpLDs on Learning Additional Languages Chapter 4. Identification and Disclosure Chapter 5. Inclusive Language Teaching Chapter 6. Techniques for Inclusive Language Teaching Chapter 7. Assessment of the Language Skills of Language Learners with SpLDs Chapter 8. Transition and Progression Appendices References Index

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Book Synopsis* The previous editions of this book have been extremely successful, with nearly 80,000 copies sold to date. * Of the 6-7 million children receiving special education in the U.S. , the clear majority are considered Learning Disabled.Table of ContentsAcknowledgments xv About the Authors xvii About This Book xix 1 An Overview of the Field of Learning Disabilities 1 History of Learning Disabilities 2 Causal Factors 6 Incidence 8 Primary Characteristics of Learning Disabilities 8 Comorbid or Co-occurring Conditions 9 Attention Deficit Hyperactivity Disorder 9 Conduct Disorder 10 Tourette Syndrome 10 Prognosis 10 Programs and Settings for the Learning Disabled 11 Facts About Learning Disabilities 12 Summary 14 List of Major Organizations for the Learning Disabled 14 Periodicals on Learning Disabilities 15 2 Research in the Field of Learning Disabilities 17 Overview of the Brain, Biology, and Behavior 17 Brain Injury 20 Structural Brain Differences 22 Biochemical Influences 25 Research on Memory 27 Research on Metacognition 28 Research on Phonological Processing Problems 42 Research on Maturation and Retention 43 Research on Communication Problems 45 Research on Self-Concept, Self-Esteem, and Self-Efficacy 45 Research on Teachers’ Perceptions 46 Research on Social Competence and Social Skills Training 46 Summary 47 3 Understanding the Laws 48 Parental Rights 50 Parents as Advocates 53 Student Rights 53 Teacher Rights and Obligations 53 Behavioral Goals and Behavioral Improvement Plans 54 Student and Parental Rights Regarding Suspension or Expulsion 56 Summary 57 4 Early Childhood Education for At-Risk Students 58 Special Education Services from Birth Through Age Two 62 Special Education Services for Children Ages Three Through Five 63 Assessment of Young Children 64 The Components of an Effective Early Childhood Education Program 65 Maturation and “Readiness” for Kindergarten 66 Summary 67 5 The Student Study Team Process 68 The Case for Early Intervention 69 Recognizing the Need 69 Talking with Parents 69 Parent and Student Preparation for the Student Study Team (SST) 71 Predictable Parental Feelings and Reactions 74 Initiating a Request for a Student Study Meeting 74 The Student Study Team Process 74 The Roles of the SST Members 76 Digital Classroom Accommodations 83 Sensory Accommodations 85 6 Formal Assessment and Identification of the Student with Learning Disabilities 86 The Multidisciplinary Team Process 86 Roles of the Members of the Multidisciplinary Team 87 Guidelines for Assessment 88 Intellectual Assessment 89 Intelligence Quotient (IQ) 89 Visual Perception 91 Auditory Perception 93 Memory 94 Academic Assessment 94 Commonly Used Tests 95 Classroom and Playground Observations 96 Time-on-Task Assessment 100 Language Assessment 102 Health Assessment 103 Behavioral Assessment 103 Summary 104 7 Planning for the Student with Learning Disabilities 110 Eligibility Issues 111 The Discrepancy Model 113 Exclusionary Criteria 114 Assessment Scores and Their Implication for Learning 115 Eligible or Not Eligible? Developing the Individual Education Plan (IEP) 117 Choosing the Appropriate Educational Setting (“Least Restrictive Environment”) 117 Determining the Number of Hours 118 Writing Appropriate, Measurable Objectives 119 The Purpose of Goals 119 Dissenting Opinions 120 Reviews of the IEP 120 The Annual Review 120 The Triennial Review 120 Special Reviews 120 Due Process 120 8 Classroom Management for Teachers 127 Creating an Attractive and Useful Classroom 127 Planning the First Week’s Activities 128 Behavioral Management Considerations 129 Positive Reinforcement 129 Rules 130 Settling Students After a Recess 132 Projecting a Positive Feeling 132 Finding Better Ways to Talk to Students 133 Preventing Misbehavior 134 Keep the Environment Consistent and Structured 134 Help Students Succeed 134 Use Rewards, Contracts, Tokens, and Reinforcers 135 Rewards 135 Contracts 136 Lotteries 136 Token Economies 136 Handling Misbehavior 138 “Ball in Your Court” Technique 139 Timeout 139 Crisis Management 140 Four Types of Challenging Students 140 Record Keeping 143 Using the Classroom Aide Effectively 144 Twenty Tips for Successful Classroom Management 144 Sample Approaches to Handling Inappropriate Behaviors 146 Summary 149 9 Academic Management Considerations 150 Curriculum, Setting, and Students’ Needs 151 Getting to Know Your Students’ Academic Needs Quickly Through Informal Testing 152 Goal Setting and Effective Lesson Design 152 Planning the School Day 155 Planning for Flexibility 156 Scheduling and Pacing 156 Using a Variety of Activities 156 Grouping Students 156 Allowing Students Some Choice in Assignments and Rewards 156 Transforming Passive Students into Participatory Students 157 Overcoming Failure Syndrome 157 Planning Cooperative Learning Tasks 158 Suggestions for Maximizing Educational Results 159 Improving Lesson Results Through Feedback 160 Improving Learning Through Specific Teaching Techniques 161 Tests That Teach 161 Story Mapping, Advanced Organizers, and Webs 162 Mnemonics 164 Use of Higher-Level Thinking Activities 164 Issues of Grading and Evaluation 165 Tips for Academic Management 166 10 Interventions for Specific Problems 168 Visual Perceptual Deficits 169 Auditory Processing Deficits 172 Spatial Awareness Deficits 174 Conceptual Deficits 175 Memory Deficits 177 Students with Poor Work Habits 180 Interventions for Other Common LD Classroom Problems 182 Students with Poor Social Relationships or Behaviors 185 Students with Dyslexia 191 Sample History Assignment 193 Students with ADD or ADHD 194 Medical Treatment of ADD and ADHD 194 Behavioral Considerations for Students with ADD or ADHD 196 Tips for Classroom Teachers 197 11 Reading and the Student with Learning Disabilities 199 Who Will Have Trouble Learning to Read? 200 Elements of a Balanced Literacy Program 200 Phonemic Awareness 201 Sample Phonemic Awareness Lesson 1: Kindergarten–Grade 1 202 Sample Phonemic Awareness Lesson 2: Kindergarten–Grade 1 203 Sample Phonemic Awareness Lesson 3: Grades 1–2 (Instructional Level) 205 Sample Phonemic Awareness Lesson 4: Any Grade to High School 206 A Step-by-Step Guide for Teaching Reading to Students with Learning Disabilities 207 Letter Recognition and Sound Knowledge 210 Working with the Nonreader 211 Working with the Emergent Reader 216 Materials for Beginning and Emergent Readers 218 Working with the Guided Reader 220 Tips for Teaching Reading 228 12 Writing, Spelling, and Speaking 256 Printing 259 Teaching the Mechanics of Writing 260 Sample Interactive Writing Lesson (Instructional Level 1.3) 262 Sample Writing Lesson (Instructional Level 2.5) 265 Spelling for Young Students with Learning Disabilities 266 Materials 266 Methods 267 Speaking Activities for Young Students with Learning Disabilities 270 Handwriting Skills for Older Students with Learning Disabilities 271 The Mechanics of Writing for Older Students with Learning Disabilities 274 Letter Writing 277 E-mails and Digital Communication 278 Report Writing 278 Journal Writing 279 Spelling Activities for Older Students with Learning Disabilities 280 Speaking Opportunities for Older Students with Learning Disabilities 285 Sample Lesson: Recognizing Nouns 286 Sample Lesson: Recognizing Verbs 288 Writing Activities 290 My Accident 291 Title of My Story 292 13 Teaching Mathematically Challenged Students 297 Diagnosing a Student’s Difficulties 297 Teaching Techniques 299 Levels of Understanding: Concrete, Representational, and Abstract 299 Incorporating Reading into the Math Curriculum 303 Teaching Specific Skills 305 Counting Symbols and One-to-One Correspondence 305 Beginning Addition 306 Counting and Understanding the Numbers 0–100 307 Recognizing and Counting Coins 309 Place Value: Ones and Tens Place 309 Counting by Fives 311 Time—by the Hour 312 Time—by Hour and Minute 312 Beginning Subtraction 314 Doing and Undoing: Plus and Minus 314 Building Numbers 316 Addition and Regrouping 317 More and Less 317 Simple Story Problems 318 Subtraction With and Without Regrouping 318 Rounding Numbers to the Nearest 10 or Nearest 100 320 Recognizing and Spelling Number Words 320 Place Value—Through Thousands 323 Linear Measurement 323 Simple Multiplication Techniques 324 Simple Division Techniques 327 Doing and Undoing (Multiplication and Division) 327 Liquid Measurement 328 Fractions 328 Estimating 331 More Complex Story Problems 331 More Complex Division 332 Relating Fractions to Decimals 332 Making Change 333 Summary 333 14 Adolescents and Adults with Learning Disabilities 335 Understanding the Changing Needs of the Adolescent 335 School Changes 335 Physical Changes 336 Efforts to Engage the Junior High Student in the Educational Process 337 Departmentalization (School Within a School) 337 Personal Efforts of Individual Teachers 338 Curriculum for the Junior High School 339 Basic Skills 340 Strategies to Increase Metacognition and Learning 341 The Art of Counseling Adolescent Students 341 Teaching Students to Be Their Own Advocates 343 Transition IEPs 346 Understanding the Needs of the High School Student with Learning Disabilities 346 Work-Study Program 347 Continuation Schools and Independent Study Programs 348 Life and Social Skills 348 Understanding the Needs of the Young Adult with Learning Disabilities 348 Services Available to Students Going to College 350 Vocational Rehabilitation Services for the Learning Disabled 351 Adult Education Opportunities 351 15 The Role of the Family 352 The Role of Parents—as Parents 352 The Home Environment 353 Providing Worthwhile Activities 354 The Role of Parents—as Teachers 354 Supervision of Homework 354 Helping at School 356 The Role of Parents—as Advocates 356 Tips for Helping Your Child 357 16 Education in the New Millennium 359 Increased Mainstreaming 359 Increased Use of Technology 360 Class Size 361 Teacher Preparation Trends and Issues 362 Professional Salaries and Working Conditions 362 Conclusion 363 References 365 Further Reading 373 Index 377

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Book SynopsisDyslexic people face many problems in the workplace: difficulties with reading and writing, memory, organisation and time management, and a recent TUC report on dyslexia in the workplace estimates that 3 million people are affected.Dyslexia: How to survive and succeed at work is written by a leading expert in the field for people of all backgrounds and abilities and will help you to master complex organisational skills, deal with a large workload and cope with the demands of deadlines. It also shows how to improve confidence, deal with stress, and build on the creative talent that many dyslexics possess.Dyslexia: How to survive and succeed at work:- Explains what dyslexic and dyspraxic difficulties are- Describes how they affect workplace efficiency- Offers strategies to manage dyslexic difficulties and reduce their adverse effect on work efficiency- Provides information about ways in which employers can help dyslexic employeesTrade Reviewa comprehensive exploration of ways to improve skills...written in an accessible, informal style * Dyslexia Review *a gem of a book, just what was needed -- Katherine Kindersley * Dyslexia Teaching Centre *This most affordable guide fills a gap we have long been waiting for and is highly recommended, not only for use by adult dyslexics/dyspraxics, but also their employers, line managers, colleagues, tutors, family and friends. In fact, all those who are dealing with dyslexic/dyspraxic adults on a daily basis * Eleanor May-Brenneker, Dyslexia Consultant *...provides good advice, tips and strategies to compensate for literacy, organisational, emotional, and communication difficulties in the workplace * Dyslexia Contact *a particularly thorough guide * Library Journal *

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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

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Book SynopsisSue Hadfield taught English in comprehensive schools for twenty years and has spent the last ten years teaching adults assertiveness, career and personal development skills at the University of Sussex and for community groups.   Gill Hasson works with people from diverse backgrounds and situations teaching community development, career and personal development, critical thinking and academic skills. She has written for Psychologies magazine and for the Open University.Trade Review “Practical, empowering and thought-provoking.” Heather Buckley, Co-Founder and Director of Silicon Beach Training “This book will help everyone understand that a few small changes can add up to big changes in our happiness and success.” Vicki Saunders, serial entrepreneur & CEO, ZazengoTable of Contents Part 1 What it means to be assertive 1 What does it mean to be assertive? 2 Feel good about yourself and make others feel good too 3 Say what you want and what you don’t want 4 How to deal with other people’s expectations and demands Part 2 Putting it into practice 5 How to be assertive with your family 6 How to be assertive with your friends 7 How to be assertive at work 8 How to get good service 9 How to be assertive at interviews 10 How to be assertive in meetings 11 Help others to be assertive 12 How to deal with difficult people 13 How to make assertive decisions Conclusion Appendix 1 Useful assertive phrases and quick responses Appendix 2 Courses and websites Index

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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

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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

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Book SynopsisThis practical resource helps school staff to reframe behaviour as a means of communicating a need, ensuring they can sensitively and effectively support children with a range of Social, Emotional and Mental Health (SEMH) needs and Special Educational Needs and Disabilities (SEND).With case studies and examples woven throughout, the book focuses on relational and strength-based approaches to improve mental health and wellbeing, self-esteem, sense of safety and, in turn, behaviour and educational outcomes. All advice is carefully designed to have the maximum positive impact on the child and minimum impact on teacher time and resources.Key features include:? Accessible explorations of a range of difficulties and their effects on school life? A variety of supportive strategies, tips and advice, designed to be easy to implement effectively within a busy classroom? A focus on building and maintaining positive relationships, making the classroom a safe lTrade Review"From the very first pages, I could imagine what a huge impact that this book could have on the lives of the children and young people lucky enough to be supported by a practitioner who reads it and lives it. Rachel has been so generous in her curation and sharing of ideas and has done tremendous work to translate research into practice, to test out that practice, and to refine her ideas into a wide range of simple strategies that we can all build into our day-today to help us better understand and respond to the behavioural needs of children, and in turn to help them better understand and respond to those needs themselves, too […] It’s fantastic, I love it, I’ll live it. I hope you will too." – Dr Pooky Knightsmith, Specialist in Child and Adolescent Mental Health, Keynote Speaker, Lecturer, Trainer and AuthorTable of ContentsForeword by Pooky Knightsmith Acknowledgements Introduction Behaviour is Communication Self-Regulation ACES, Trauma and Attachment-Aware Approaches Anxiety Attention Deficit Hyperactivity Disorder (ADHD) Autism Bereavement, Grief and Loss Fetal Alcohol Spectrum Disorders (FASD) Oppositional Defiant Disorder (ODD) Pathological Demand Avoidance (PDA) Sensory Processing Disorder (SPD) Tourette Syndrome (TS) and Tic Disorders Appendices

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Book SynopsisThis book is a practical guide to implementing the Intensive Interaction Approach in a school setting and provides essential technical support to teachers and practitioners from nursery to Post-16 who want to embed it into their classroom practice. Geared mainly towards supporting children with communication and social-communication difficulties arising from autism or learning difficulties, the principles apply equally to students of all levels of cognitive ability who struggle with social situations and emotional or sensory regulation.The Intensive Interaction Classroom Guide brings together contributions from experienced teachers, teaching assistants, and headteachers, who reflect on their practice and share practical tips to facilitate social-communication development within a nurturing classroom environment. Offering practical advice on curriculum and pedagogy and drawing on case studies, authors address key themes on a practical level, while grounding theirTrade Review"Embedding Intensive Interaction at the heart of a school’s educational, pastoral and care provision should be seen as a vital element in meeting our children’s special educational needs. This book offers reflective, insightful and practically useful perspectives and resources that can significantly help in this process. Setting each individual child at the very centre of their own social and communicative development is what Intensive Interaction undoubtedly delivers; this book will help schools and teaching staff alike to more effectively meet that challenge." - Graham Firth, Intensive Interaction Institute Team Leader and Founding Director"Intensive Interaction IS communication, and this book illustrates this very clearly. In the 70s, when I started in SEN, we quickly realised behaviour modification was not right for our students. We began using music and dance, symbols and timetables, plus social stories. We also began to realise how much our students – and their families – could teach us! Maybe this was the beginning of II…which has now been refined to the professional standard illustrated by the many contributors to this book. Importantly, it has not lost any of its spontaneity or its child-centred emphasis." - Ruth Buchan, former Headteacher Freemantle School"It has been a long time since Kellett and Nind’s ‘Implementing Intensive Interaction in Schools’ did "what it said on the box" and became every I.I. Coordinator’s go-to reference, so it is great to see the arrival of 'The Intensive Interaction Classroom Guide' which gives a range of contexts to the experiences of practitioners now using Intensive Interaction in classrooms. It contains some especially helpful and current references to EYFS, ECHPs and Ofsted that both lone practitioners and coordinators in schools will find reassuring and useful." - Dr Mark Barber, Consultant in Profound Intellectual Disability and Severe Communication Impairment in Australia"This practical guide provides support for teachers working from nursery to Post-16 with a wide range of students, not only those with autism or learning differences." - Mary Mountstephen, SEN MagazineTable of Contents1. Introduction 2. The Story of Intensive Interaction 3. What Do Students with Autism and Learning Disabilities Need to Learn? 4. Intensive Interaction as a Teaching and Learning Approach 5. My Journey to Intensive Interaction in the Early Years Foundation Stage 6. Developing a Whole-school Approach to Using Intensive Interaction to Promote Social Communication and Well-being 7. Intensive Interaction within the General Communication Curriculum 8. Intensive Interaction within our Holistic and Child-centred Approach at Brøndagerskolen 9. Developing the Fundamentals of Communication Through Free-flow Play 10. Intensive Interaction and Birth Process Central Curriculum Access 11. Touch: The Cement that Binds Us 12. Management Issues: Ensuring a School is Intensive Interaction Friendly 13. Ensuring Access to Intensive Interaction through Education Health and Care Plans 14 Getting It Right with Recording Intensive Interaction

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Book SynopsisBig Gay Adventures in Education is a collection of true stories by 'out' teachers, and students of 'out' teachers, all about their experiences in schools. The book aims to empower LGBT+ teachers to be the role models they needed when they were in school and help all teachers and school leaders to promote LGBT+ visibility and inclusion. The contributors range from trainee teachers to experienced school leaders and leading figures from the community across the LGBT+ spectrum, as well as LGBT+ students whose lives were improved by having an openly LGBT+ teacher. Each story is accompanied by an editorâs note reflecting on the contributorâs experience and the practical implications for schools and teachers in supporting LGBT+ young people and ensuring they feel safe and included in their school communities.Compiled by the co-founder and director of LGBTed, the inspiring stories in this book are essential reading for LGBT+ teachers and allies. Letâs be the role models we needed when we were at school and show our students that they can be successful and happy as an LGBT+ person. Trade Review"Big Gay Adventures in Education is a must-read for LGBT+ educators, allies, and those seeking to learn more about LGBT+ educator experiences given the opportunity to learn directly from LGBT+ educators. The authors’ recount of their experience presents an anthem of motivation in calling us to be present and out for our LGBT+ students. Thanks to the shared stories, advice, and calls to action in Big Gay Adventures in Education, readers are left feeling invigorated and motivated to take active steps in supporting their LGBT+ students." - Sarah Kiperman, Teachers College RecordTable of ContentsForeword Andrew Moffatt MBE1 Why this book existsDaniel Tomlinson-Gray2 To be out or not to be outSue Sanders3 It’s OK: A school assemblyDavid Lowbridge-Ellis4 Miss, are you a lesbian? Becoming bisexualAdele Bates5 Out from the outsetKip Webb-Heller6 Permission Chris Mattley7 A story in two halves Catherine Halliwell and Cerian Craske8 Intersections of Identity: Being an ‘out’ Jewish bisexual teacherAllison Zionts9 You can’t win on culture alone, but you sure can lose on it James Bennett10 Bi bi biMolly Luscombe11 That assemblyBecca Adson12 Simple acts of kindness and loveCallum Richardson13 Add a little bit of glitterFaye Cutting14 'Miss, I’m part of LGBT too'Amy Ridler15 The cupboard without a rainbow flagHadley Stewart16 I want the world to know Alison Riley17 The best you can be is yourselfZoe Defoe18 You’ve gotta give ’em hope Michael Williams19 The invisible girlJennifer Heaton20 The moderately successful lesbian Nicola Sharp21 The rainbow armadilloDarrell Chart-Boyles22 Being the role model I wish I hadPam Stallard23 Changing the narrative: Why being ‘out’ at school is so importantWill Goldsmith24 Being your authentic self at work Hannah Jepson

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Book SynopsisThis second edition of The Teaching Assistantâs Guide to Effective Interaction is the definitive guide to teaching assistant-pupil interaction, fully updated with examples from schools that have implemented techniques from the first edition. An invaluable professional development tool for classroom support staff and the teachers who work with them, this new edition answers the need for specific, practical guidance on the role of the teaching assistant.This practical and accessible guide sets out a role for teaching assistants that focuses on developing pupilsâ independence and ownership of learning, with key learning points now summarised in each chapter. Based on a classroom-tested framework and covering the main contexts in which teaching assistants work, it includes a range of strategies and reflective activities to help improve the support provided to pupils in everyday settings. This book sets out successful strategies for: Responding to additTrade Review"An impressive and important book … I urge colleagues to read and treasure this as a means of building a rich resource of pedagogical support within the classroom. If you have support staff on your team, this book is an essential read." - Professor Dame Alison Peacock, Chief Executive, Chartered College of Teaching "An essential read for all educators but especially Teaching Assistants. Packed with theory, practical strategies and reflective activities. This research informed guide should frame and guide professional development for supporting and educating all children, everywhere." - Aimee Durning, The University of Cambridge Primary School "A really practical guide to help teaching assistants improve their practice … a must read for headteachers, teachers and teaching assistants." - Sue Cowley, author and teacher trainer "An awe inspiring must read if you play any role in a child’s educational journey." - Tracy Alcon, Teaching Assistant, Baynards Primary School, Essex "This accessible, interesting and well-informed book offers teaching assistants the opportunity to understand, review and plan their interactions with students, so they can offer them the best help with their learning." - Neil Mercer, Professor of Education, University of Cambridge "This evidence-based book is a constant point of reference for TAs and teachers. The scaffolding framework is a game-changer; how TA-pupil interactions, often so intuitive, impact on independence and learning. Embedded in Lincolnshire schools, this practice is now simply ‘what we do’." - Vanessa Hopkinson, Mobilise TA Project Lead, KYRA Teaching School, Lincolnshire "This easy-to-read book combines practical everyday examples with clear explanations of current research. It has implications for how TAs can support children to become more independent." - Heather Lacey, Headteacher and Local Leader of Education, Shirley Manor Primary Academy, Bradford Table of Contents1. The teaching assistant as scaffolder 2. The value of planning the right task and pupils taking an active role in interactions 3. The principles of scaffolding 4. Scaffolding strategies 5. Assessment for learning: Providing feedback for teachers and pupils 6. Promoting effective group working 7. Delivering intervention programmes

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Book SynopsisWritten in conjunction with expert authors including Dee Reid and Rose Griffiths, this guide supports schools in raising attainment. It includes assessments and aids for helping schools track and log raised attainment. Schools that use Rapid materials can treble the rate of their pupils' progress.

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Book SynopsisA resource of fun games for parents or teachers to help young children learn social and motor skills Barbara Sher, an expert occupational therapist and teacher, has written a handy resource filled with games to play with young children who have Autistic Spectrum Disorder (ASD) or other sensory processing disorders (SPD).Table of ContentsPreface xiii Acknowledgments xv Introduction 1 CHAPTER 1 Understanding Sensory Processing Issues 9 CHAPTER 2 How the Games Help Sensory Processing Challenges 19 CHAPTER 3 Social Gross Motor Games 51 A Kid Sandwich 51 Are You My Mummy? 54 Balloon Baseball 55 Blanket Ride 57 Boat Ride 59 Box Ride 61 Going Through the Tunnel of Legs 63 Hammock Swing 65 Hit the Homemade Piñata 67 “I’m Here!” 69 Jump to Colors 71 Leap the Shoes 73 Massages 75 Name Game 77 Obstacle Course 79 Races 82 Rolling Children 83 RurRurRurRurRUN! 85 Sausage Roll (or Sushi Wrap, Hot Dog,Burrito . . . ) 86 Scarf Toss 89 Shape Targets 90 Stack the Cans 92 Stop and Go 94 Target Games 96 Throw the Balls into the Box 98 Throwing into the Tubes 101 Throwing Through the Tube 103 Tug-of-War 105 Walk with Rhythm 106 We Are Rocking 109 Who Is This? 111 Who’s in the Box? 112 Wiggling Snake 114 CHAPTER 4 Social Fine Motor Games 117 Bingo Game 117 Bubble Blowing 119 Cereal Box Puzzles 121 Cereal Necklace 123 Colored Slots 125 Drawing Faces 127 Dump and Fill 128 Eyedropper Squirts 130 Feather Blowing 132 Listening Game 134 Lost in Rice 135 Penny Flick 137 Point to the Cup 139 Pudding Party 141 Secret Message 142 Sink the Boat 144 Smelling Game 146 Sound Makers 147 Straw Sucking 149 Styrofoam Hammering 151 Tile Painting 153 Toothpick Treats 155 What’s in the Sock? 156 Yes-No Game 158 CHAPTER 5 Water Games 161 Blow Bubbles and Hum 162 Boogie Board Ride 164 Bury the Body 165 Catch a Fish 167 Choo-Choo Train 169 Fill the Bucket 171 Floating on Your Back 174 Gecko Walking 176 In and Out Crash 178 Into the Hole 179 The Kids in the Water Go Splashy Clap 182 The Little Dutch Boy 185 Little Jumps, Big Jumps 186 London Bridge 188 Make a Pond 190 Monkey Walking 192 One, Two, Three—Change 194 Parallel Swim 196 Ping-Pong Play 198 Ready? Set. Jump! 200 Riding the Horse Noodles 202 Ring-Around-a-Rosy 203 Save Your Life 205 Shark Attack 207 The Sponge Pass 209 The Squirting Game 212 Tug the Tube 214 Wa-Wa-Wa-Water! 215 Appendix I Index of Games by Sensory System or Skill Stimulated 219 Appendix II Additional Resources 227 The Author 231 Bibliography 233

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Book SynopsisThe Big Book of Blob Feelings uses questions linked to specially selected, photocopiable pictures to help you explore feelings with those who struggle to communicate about their emotions. Tried, tested and loved internationally, this inspirational resource includes a wealth of material around: Blob Theory - the feelosophy, our open-question approach and the importance of allowing people to express their choices freely; Emotions - every day we all experience a wide range of feelings, a broad selection of which have been illustrated to kick-start discussions; Developmental issues - the objective of each of the sheets is to see people of all ages grow in their awareness of who they are, their uniqueness, and how they can develop those gifts further as they share with others. Each picture is accompanied by ideas and questions to kick-start class, group or one-to-one discussion so that everything in the book is relevant to your needs in your setting. The complete book is also included electTrade Review"I was a formal teacher once and turned to Social worker working with the most vulnerable, previously homeless, mentally ill and chemically dependent humans in a residential setting.I find this book and the blob illustrations to be incredibly helpful in communicating with my clients/tenants.Blob feelings book I came across recently and after reviewing the pages I thought it will be an incredible book for people from all walks of life and profession.I bought this to give this as a Christmas gift to my aunt and uncle who were both teachers.I personally have used blob illustrations successfully with hard to reach clients and tenants who are homeless to express their thoughts, emotions and feeling successfully.I have also successfully using this tool in group setting while working with teens, young adults and all age group respective of gender, religion, caste, nationality, etc.Hope you will find this book helpful too.The authors have done a great job in explaining how to use this blob tools in our line of work or our community groups. We can also use this for self-reflection." — Vinod Richard-Webber, Social workerTable of ContentsIntroduction Blob Theory Blob Emotions Blob Issues Blob Drawing the Line Blob Cards

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Book SynopsisA detailed account of Rudolf Steiner's view of children, and the role education must play in their successful development.

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Book SynopsisA Wibble Called Bipley is story for children who have hardened their hearts or become bullies. Bipley is a warm cuddly creature, but someone has broken his heart. He feels so hurt that he decides it is just too painful to ever love again. When he meets some big tough Honks in the wood, they teach him how to harden his heart so that he doesn't have to feel hurt any more. Luckily Bipley meets some creatures who teach him how he can protect himself without hardening his heart.Trade Review"Sunderland's whole series is excellent. I find I recommend each one... Good writing, wonderful artwork, a real impetus to use the material." — Adoption Today"A vital resource for all parents and child professionals." — Families Magazine"Margot's books are digestible teaching aids for anyone working with children - a resource that would be beneficial in every school both for qualified and non-qualified staff." — Special ChildrenTable of ContentsA Wibble Called Bipley (and a few Honks) A4 (297 x 210mm) 40pp, illustrated Paperback ISBN 978-0-86388-494-8 ORDER CODE D11-0025060 GBP11.25

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Book SynopsisThis is a story for children who are anxious or obsessional. Willy is an anxious boy who experiences the world as a very unsafe, wobbly place where anything awful might happen at any time. Joe, the boy next door, is too ordered and tidy to be able to ever really enjoy life. Follow their adventures with the Puddle People who help them break out of their fixed patterns and find far richer ways of living in the world.Trade Review"Sunderland's whole series is excellent. I find I recommend each one... Good writing, wonderful artwork, a real impetus to use the material" — Adoption Today"A vital resource for all parents and child professionals" — Families Magazine"Margot's books are digestible teaching aids for anyone working with children - a resource that would be beneficial inevery school both for qualified and non-qualified staff." — Special Children "Beautifully illustrated, the story is simple and the characters likeable, if sad... The author presents clear descriptions of what it is like to be an anxious and obsessive child. She offers precis after precis of how such children may present, with illustrations from children showing how they perceive their worlds, and quotes very usefully from US and UK research... This is an impressive book, and I will purchase it because I thought the guidebook itself very useful indeed." — Adoption Today"The accompanying guide book will be a vital resource...offers photocopiable creative and imaginative exercises." — Social SpectrumTable of ContentsAge: 4-12 A4 (297 x 210mm) 40pp, illustrated Paperback ISBN 978-0-86388-494-8 ORDER CODE D11-002-5058 GBP11.25

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Book SynopsisThis book presents a card game to enable people to become more aware of their feelings. For adults and children; With individuals or in small groups, home, school (eg circle time, learning support), therapy; Adaptable: 5 min ice breaker to 6 separate workshop sessions; and it can be played with a dice Covers a range of feelings, for example angry, jealous, calm, disappointed, overwhelmed, proud, frustrated. The cards are in 6 sections: 1. Give an example of when you felt? 2. Situation cards. How would you feel if.? 3. You are feeling...How would you show it? 4. Dealing with different emotions. 5. Helping friends to deal with different feelings. 6. Other people''s feelings.Intended for use in educational settings and/or therapy contexts under the supervision of an adult. This is not a toy.Table of ContentsLet s Talk: Feelings is a card game to enable people to become more aware of their feelings.It is an adaptable resource, designed for use as a 5-minute ice breaker, in a one-hour discussion, or in a series of more detailed workshop sessions.It covers a range of feelings, for example: angry, jealous, calm, disappointed, overwhelmed, proud, nervous, frustrated, uncomfortable, curious, left out, loving. The cards are presented in 6 sections: Give an example of when you felt...? How would you feel if...? (for example, if all your friends were invited to a party and you weren t, or if you get the blame for something you did not do) You are feeling...? How would you show it? Dealing with different emotions Helping friends to deal with different feelings Other people s feelings (e.g. You boast about your achievements. How might the other person feel?; You ask for help from a friend even though you know they are busy. How might they feel?). Let s Talk: Feelings can be used: With adults and children With individuals or in small groups At home, school (e.g. circle time, learning support), in therapy settings

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Book SynopsisLet''s Talk: Assertiveness is a card game to improve communication and confidence. It is an adaptable resource, designed for use as a 5 min ice breaker, in a one hour discussion, or in a series of more detailed workshop sessions. It includes information on assertiveness, including how to say no, making requests, making complaints, resolving conflict and receiving compliments. The cards are presented in 6 sections: Is this assertive, passive or aggressive? (this section provides examples of behaviour and responses to help people understand the 3 definitions) Give an example of...(this section encourages participants to reflect on their own experiences in order to explore assertiveness issues). Changing passive and aggressive body language, and responses to assertive ones Discussion cards (this section is about the benefits of being assertive; about why people might act passively or aggressively; about saying ''no''; about difficult situations). Assertiveness strategies (such as tone of Table of ContentsLet s Talk: Assertiveness is a card game to improve communication and confidence. It is an adaptable resource, designed for use as a 5 min ice breaker, in a one hour discussion, or in a series of more detailed workshop sessions.It includes information on assertiveness, including how to say no, making requests, making complaints, resolving conflict and receiving compliments.The cards are presented in 6 sections: Is this assertive, passive or aggressive? (this section provides examples of behaviour and responses to help people understand the 3 definitions) Give an example of... (this section encourages participants to reflect on their own experiences in order to explore assertiveness issues) Changing passive and aggressive body language, and responses to assertive ones Discussion cards (this section is about the benefits of being assertive; about why people might act passively or aggressively; about saying no ; about difficult situations) Assertiveness strategies (such as tone of voice; body language; I feel... when you ; asking for more time; setting clear boundaries) Situation cards (these cards ask for ideas of an assertive response in different scenarios) Let s Talk: Assertiveness can be used: With all ages With individuals or in small groups At home, school (e.g. PSHE, learning support), in youth work settings

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Book SynopsisThis collection of 20 games designed to help group cohesion can be used to enhance a social skills activity or as warm up and finishing games. Fun, quick, easy to play and use the familiar Talkabout drawings for visual cues. Contents include: 20 group games. Each game card includes instructions for playing the game and colour coding to show which cards are best to use. A lot of the activities can be made easier or harder by increasing or decreasing the number of cards. 50 illustrated cards. These include 10 pictures in each category: animals, food, objects, actions and emotions and these have been colour coded for easy recognition.Intended for use in educational settings and/or therapy contexts under the supervision of an adult. This is not a toy.Table of Contents50 Cards 82 x 126mm + booklet Boxed ISBN 978-0-86388-899-1 ORDER CODE D11-003-5768 GBP25.75 + VAT

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Book SynopsisThis book introduces Parental Friendship Coaching (PFC), an intervention that parents can use to support peer relationships in their elementary school-aged children with ADHD. In the PFC program, clinicians work with parents to coach their children with ADHD in friendship behaviors that help develop and maintain high-quality relationships. Featuring 10 research-based clinical sessions, the book provides detailed, step-by-step instructions for clinicians about intervention provision. Each session includes skills teaching devoted to supporting children's peer relationships, activities to practice the skills in session, problem-solving about difficulties carrying out the skills, and homework to try the skills at home. This book also includes handouts for parents and clinicians, tips for clinicians about addressing common parent difficulties, and suggestions for progress monitoring. Intended for mental health professionals working with families of children with ADHD aTrade Review"The authors have crafted what I consider to be the best program currently available for working with children with ADHD and their parents on improving the children’s peer relationships that are impaired in the majority of such children. Why? Other social skills programs that predate this one were not designed expressly for the social difficulties evident in children with ADHD. This one was, given that it is based on all that research has taught us about what is going wrong in those peer relationships. The others were based on children with other conditions, usually social anxiety, whereas this one is directly focused on ADHD. The other programs are based on a faulty premise - that children with ADHD are ignorant of social skills and, because they don’t know them, must be trained in them. This program gets it right — ADHD creates more of a problem with using the knowledge and skills a child has in everyday social relationships, and not regarding ignorance of knowledge. Furthermore, other programs train children in artificial circumstances, such as clinics, usually involving other children the child does not normally encounter in their daily life — so they don’t generalize much if at all to natural social settings, if they work at all. For all these and other reasons there is no better source than this one for working with families of children with ADHD. Every discipline interested in doing so will benefit greatly from making this program available." — Russell A. Barkley, PhD, clinical professor of psychiatry, School of Medicine, Virginia Commonwealth University; editor, Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment (4th ed.)"This guide is a wonderful gift to clinicians, filling the enormous need for resources to improve the peer relationships of children with ADHD. Based on years of rigorous research, the Parental Friendship Coaching program uses a behavioral parent training approach to improve social interactions. This comprehensive, practical guide is an essential resource for mental health clinicians in school, primary care, and clinical settings, as well as graduate students preparing to be clinicians and researchers." — Thomas J. Power, PhD, ABPP, distinguished endowed chair in the Department of Pediatrics; director, Center for Management of ADHD, Children’s Hospital of Philadelphia, University of Pennsylvania; co-author, Homework Success for Children with ADHD: A Family-School Intervention Program"Problems with acquiring and maintaining high-quality friendships are a major source of distress for children with ADHD. Parental Friendship Coaching is a unique and innovative program that addresses this. The manual for teaching parents how to support their children with peer relations is rich with strategies based on clinical experience and research. Clinicians who work with children with ADHD should have Parental Friendship Coaching in their intervention repertoire."— Judith Wiener, PhD, CPsych, professor emerita, Department of Applied Psychology and Human Development, OISE/University of Toronto. co-author, Psychological Assessment of Culturally and Linguistically Diverse Children and Adolescents: A Practitioner’s Guide"Mikami and Normand present a very authoritative manual for a parent-mediated intervention to help children with ADHD experiencing difficulties in relationships with friends. At least half of the population of children with ADHD need help in this area and could benefit from this timely book. The program described is for parents working under the guidance of a helping professional, whether in a parent-group format or as a family. Although the material distributed to parents is specific enough to stand on its own, the clinician’s judgment provides for personalization and flexibility. The manual contains the details needed for the program to be implemented with integrity, maintaining focus on the behaviors needed to form and make friends. The language used is specific and accessible but not excessively simplistic. The emphasis on empirical evidence is a distinct strength of the program. Materials are provided to evaluate each implementation in a systematic way. The time needed for the evaluation is flexible and by no means excessive. The authors are candid about the empirical foundation of the program: It has been shown to improve the behaviors associated with positive friendship, which is impressive. The program’s effect on the subjective aspects of friendship quality has yet to be proven. Thus, the program can be seen as bringing the child with ADHD into a position where the natural processes of attraction between friends may take over and bring rewarding, close relationships." — Barry H. Schneider, PhD, professor emeritus, School of Psychology, University of Ottawa; senior lecturer, Department of Psychology and Neuroscience, Boston College; author, Childhood Friendships and Peer Relations: Friends and EnemiesTable of ContentsSession 1. Understanding Your Child’s Social Behaviors Session 2. Giving Effective Feedback to Your Child about Social Behaviors Session 3. Helping Your Child to Choose the Right Friends Session 4. Preparing for a Playdate as a Host, Part 1 Session 5. Teaching Your Child Social Skills, Part 1 Session 6. Preparing for a Playdate as a Host, Part 2 Session 7. Teaching Your Child Social Skills, Part 2 Session 8. Preparing for a Playdate as a GuestSession 9. Meeting New Peers Session 10. Getting Ready for the Future Appendix A. Intervention Fidelity Checklists Appendix B. Parent Handouts

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Book SynopsisThis volume offers foundational information and research-based strategies for meeting theneeds of deaf and hard of hearing learners with disabilities. The disabilities covered in thisvolume include developmental delays, autism spectrum disorder, intellectual and learningdisabilities, deafblindness, emotional and behavioral disorders, attention deficit hyperactivitydisorder, and a variety of high incidence syndromes. Contributors examine the literaturewithin each disability category, share best practices, and consider demographics/characteristics,intervention/identification, placement, communication/language, psychosocial issues,assistive technologies/accommodations, assessments, and transition/post-secondary outcomes.Each chapter begins with learning objectives and concludes with discussion questions anda resource list.Deaf and Hard of Hearing Learners with Disabilitiesis an essential bookfor courses at the undergraduate and graduate level, and in workshops and webinarTable of Contents1. Approaches and Frameworks That Support Students Who Are d/Deaf or Hard of Hearing With Disabilities 2. Infants and Toddlers Who Are d/Deaf or Hard of Hearing With a Developmental Delay or Are at Risk for Developmental Delays 3. Learners Who Are Deaf or Hard of Hearing With Autism Spectrum Disorders 4. Understanding the Needs of Children Who Are d/Deaf or Hard of Hearing With Disabilities Due to Genetic Causes 5. Deaf and Hard of Hearing Learners With Intellectual Disabilities: Current Understandings and Remaining Challenges 6. Future Directions in the Field of Deafblindness 7. Learners Who Are d/Deaf and Hard of Hearing With a Learning Disability 8. Assessment and Strategies for Learners Who Are d/Deaf or Hard of Hearing With Emotional and Behavioral Challenges 9. Supporting Students Who Are Deaf and Hard of Hearing and Have Attention Deficit Hyperactivity Disorder: Strategies for Success 10. Cycles of Support and Tenets of Effective Practice for Learners Who Are d/Deaf or Hard of Hearing With Disabilities

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Book SynopsisAll About Dyscalculia is an accessible and informative guide for primary school teachers, designed to increase their knowledge and understanding of dyscalculia and provide practical strategies and advice to build the self-esteem and motivation of learners in their care.The book explores the indicators of dyscalculia, before detailing a range of teaching strategies that will support dyscalculic children and help them to develop their mathematical understanding and resilience. Throughout the book, there is an emphasis on creating an empathetic learning ethos in the classroom and school that will minimise maths anxiety and lead to a more positive outcome for all learners. All About Dyscalculia includes: A comprehensive introduction to dyscalculia and steps to help teachers identify children with dyscalculia in their classrooms. Practical strategies for building specific maths abilities, as well as broader problem-solving skills.Trade Review"When working with dyscalculia the questions from teaching staff and parents are commonly – ‘how do we know?’ ‘what’s the difference between maths anxiety and dyscalculia?’ and ‘what do we do?’ As we learn more with regard to assisting dyscalculic learners to achieve their goals, the demand for a text of this type increases dramatically. Judy’s book is definitely not a ‘shelf sitter’, the text is written in an easy to read, progressive and practical manner. The descriptions and expansions of terms and phrases are fantastic, the ‘how to’ chapters on learning environments and resources can be seamlessly incorporated into lessons. A section on useful websites and publications has real value in highlighting respected information sources." – Gary Sharpe, Learning challenges with numbers, Dyscalculia – New Zealand "The book’s greatest strength may be its clear overview of dyscalculia as a core number sense deficit, distinguishing it from difficulties in mathematics in general. The authors provide essential advice, practical guide and updated recourses to experts, school teachers and parents on dealing with dyscalculia in terms of early identification, diagnosis and intervention." – Giannis Karagiannakis, Fellow researcher, University of Athens "All About Dyscalculia is an invaluable practical and comprehensive guide for all those working with early years and primary age pupils who struggle with numeracy. It explains thoroughly the meaning and implications of dyscalculia in the classroom, when those with this condition have neuro- atypical brains that work differently. Practical guidance is extensive, about appropriate multisensory methods of assisting pupils’ development of ‘number sense’, that is, common sense about the quantities of number values and how they can perform calculations with understanding. Pupils in difficulty can come to understand number work, rather than just being ‘taught’ and this is clearly explained. This information-packed book is also suitable for more experienced practitioners, with discussion and extensive referencing, for further study of this little-known specific condition. I thoroughly recommend it and learnt more about luminaries in this field too, such as the Hungarian mathematician George Polya, known as ‘The Father of Problem Solving’." – Jane Emerson, Speech and Language Therapist, Specialist Literacy and Numeracy Teacher, and founder of Emerson House Learning Centre, London. "Dyscalculia is a developmental disability that is present from the early years, but this may not be immediately apparent to parents and educators. How can we identify dyscalculic learners early, and how can we best support them? This book answers these burning questions and more. Readers will not only learn about the typical milestones of mathematics development, and the early warning signs of dyscalculia, but they will also receive essential practical guidance on how to proceed from there. The book also addresses many other important topics, including how to best explain dyscalculia to parents, and how to prepare struggling learners to transition to secondary school. From debunking the myths around dyscalculia to improving the mathematical vocabulary of learners, this well-researched and insightful book provides highly practical guidance to educators who want to offer the best possible support to struggling learners." – Kinga Morsanyi, Senior Lecturer in Mathematical Cognition, Department of Mathematics Education, Loughborough University Table of Contents1. Introduction to Dyscalculia 2. Maths Anxiety 3. Indicators of Dyscalculia 4. Debunking the Myths 5. The Typical Developmental Stages of Maths in Primary School 6. General Good Practice 7. Specific Strategies for Early Years and Key Stage 1 8. Specific Strategies for Key Stage 2 9. Working with Parents and Support Learners at Home 10. Planning for Transition from Primary to Secondary

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Book SynopsisThis essential book is packed full of comprehensive guidelines and practical resources for running wellbeing intervention sessions for children aged 7 to 11, drawing from the scientifically grounded Six Ways to Wellbeing and the DNA-V model. Each chapter focuses on one of the Six Ways to Wellbeing, six patterns of action known to correlate highly with aspects of positive mental health and wellbeing. These principles have been translated into 36 step-by-step sessions to develop children's wellbeing and psychological flexibility and support those struggling with aspects of their mental health. The sessions can be delivered by educators with the whole class, with small groups as targeted wellbeing interventions or easily adapted to fit one-to-one contexts.The Six Ways to Wellbeing sessions include: Be Active: Staying physically active and exercising regularly. Self-Care: Engaging in good quality self-care behaviours. Trade Review"This book gives you a systemic foundation. You’ll be able to support an individual child’s cognitions, affect and behaviour so they grow into flexibility. You’ll be able to build cooperative class groups that function as a team. You’ll have a solid foundation to expand the sessions with your ideas and initiatives. I am confident the opportunity within this book will reward your efforts. It gives you an evidence-informed path so that you can help children grow well, maximise their individual abilities, and be together in supportive classrooms. The way forward is together." – Louise Hayes, Clinical Psychologist, La Trobe University, Melbourne Australia"If you care deeply about promoting the wellbeing of children aged 7 – 11 years, this is most definitely the book for you. The authors write with their years of experience held lightly, but their absolute love of DNAV and psychological flexibility shining through. This joyous resource offers children and adults an insight into their discoverer, noticer and advisor skills and values. These skills are explored through embracing the evidence-informed six ways to wellbeing, which will appeal to children and adults alike! This is not just a book, but a framework to develop connectedness, wellbeing and resilience across the whole school community. I will be sharing far and wide." – Sarah Sivers, Child and Educational Psychologist, Liminal Space Psychology Service"The authors draw upon their expertise in psychology to describe the DNA-V theory in an accessible style, creating a book that is easy-to-read, engaging, and filled with examples and exercises that can be used with children across a range of ages. The activities and exercises in Chapters 2-7 are based on the latest wellbeing research, and the authors offer a clear framework for measuring progress towards values-based outcomes. Practical and effective strategies are shared that can be used by teachers, teaching assistants, learning mentors, ELSAs, psychologists… anyone who has a role in supporting the wellbeing of children and young people!" – Will Shield, Child and Educational Psychologist, Senior Lecturer and Programme Director on the Doctorate in Educational, Child and Community Psychology, University of Exeter"I have been working in school systems for more than 20 years. A great deal of my energy is spent on treating pathology and firefighting psychological distress rather than promoting psychological well-being. Imagine what it would be like if we could engineer this to be different? Well, this revolutionary book is proposing just that. And I've been breathing a sigh of relief with every chapter I read because this is the book that has been missing from my shelf for the past 20 years. The authors have managed to bring evidence based and informed practices right where we need them-- to the classroom. Teachers and educators and other frontline staff are working with children on a daily basis who are experiencing distress in their lives. They often know their students well and have both immediate access and trusting relationships. However, without effective skills, training and tools, they may not be able to treat that distress effectively. Many of these young people might not make it to the clinic for therapeutic support so it makes perfect sense to deliver interventions right there in their classrooms amidst their peer group in naturalistic settings. If they do make it to those settings, they may not feel comfortable disclosing what is happening for them to a stranger. Imagine instead if psychological wellbeing was part of the fabric of their curriculum every single day. This book outlines a revolutionary and developmentally sensitive approach to how our school systems and larger health systems should be treating mental health in children. It condenses the scientific literature on third wave behaviour therapeutic approaches and maps it on to what we have learned in more recent times about the science of wellbeing. By putting this science into schools in pre-emptive ways, we could spend way less time treating pathology later in life and increase the coping skills of a vast array of school children for when life's stressors arise. The authors have done an incredible job of teaching us just how to do that in this masterful book. This book will be a wonderful addition to every classroom for children within the ages of 7-11." – Sarah Cassidy, Founder and Director at The Smithsfield Clinic, Chartered Psychologist, Peer-Reviewed ACT Trainer"The Science of Wellbeing and Resilience brings current scientific knowledge and expertise to perhaps the most important challenge and priority of our time, positive mental health and wellbeing of young people. This book offers highly accessible, creative and tangible guidance for cultivating school environments that support young people's wellbeing through a comprehensive set of group session plans. This book is a must-read for school-based practitioners who want to see kids thrive!" – Jess Kingston, Senior Lecturer in Clinical Psychology on the Doctorate in Clinical Psychology, Department of Psychology, Royal Holloway, University of London"Mental health problems among children and youth are on the rise globally. From research, we know well what kind of interventions works to help children and adolescents deal with mental health challenges and thrive. Delivering effective interventions through schools has many advantages, as children spend a lot of time there and there are professionals in schools who have established relationships with them and can learn to deliver such interventions. From my 30 years of experience working in schools as a teacher, and later as a psychologist and researcher, I have seen how difficult it is for teachers and student health professionals to navigate and find good interventions (based on evidence) that are easily available and easy and straightforward to implement. This book offers help with those challenges by laying out a comprehensive, step-by-step guide for working with effective interventions for children in school settings. The sessions presented in the book are easy to choose from to match the needs of the children and use in school settings. Highly recommended!" – Fredrik Livheim, Clinical Psychologist, peer-reviewed ACT-trainer and author of The Mindfulness and Acceptance Workbook for Stress ReductionTable of ContentsForeword1. The Six Ways to Wellbeing2. Be active3. Self-Care4. Connect with Others5. Give to Others6. Challenge Yourself7. Embrace the Moment8. Developing Outcomes and Date Informed Practice9. Closing ReflectionsAfterwordIndex

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Book SynopsisThis accessible book is full of play-based activities to support child development. Grounded in evidence-based practice, it inspires and informs readers to understand play, and offers ideas and practical activities to use with the children in their care (ages 0-8).Drawing from the holistic and inclusive model of Developmental Play, which includes sensory play, creative-explorative play, meaning-making play and higher play, the activities focus on supporting aspects of social, emotional, physical and cognitive development. Each activity follows the helpful structure: you'll need, your child will learn and top tips, and shows how play can be used to enhance children's development in five key areas: To build emotional wellbeing To build social skills To build school readiness To build physical skills To develop sensory processing skills. Playfulness is fundamental to healthy holistic development and this book shows you why pTable of ContentsAcknowledgments Chapter One – The Developmental Play Model Chapter Two - 20 Ideas for Developmental Play Pyramid Level 1Sensory-Body Play and Attachment-Safety PlayChapter Three - 20 Ideas for Developmental Play Pyramid Level 2Creative-Explorative PlayChapter Four - 20 Ideas for Developmental Play Pyramid Level 3Meaning-Making PlayChapter Five - 20 Ideas for Developmental Play Pyramid Level 4Higher PlayChapter Six - 20 Ideas for Nature PlayChapter Seven - The Power of Messy Play (CreateCATT’s Favourite Play Activity)Messy PlayChapter Eight - How to Scaffold Climbing up the Pyramid and Circles of PlayChapter Nine - BibliographyNature Resources Links to Play Practice and ResearchYouTube CreateCATT Animations

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Book SynopsisThis beautifully illustrated and sensitive fairy tale has been created for children experiencing feelings of loneliness and social isolation. With engaging and gentle illustrations to help prompt conversation, it tells the story of a young girl encouraged by an animal-guide to feel more confident in herself, using nature as a support. This book is available to buy as part of the Therapeutic Fairy Tales, Volume 2 set, which includes The Waves and Into The Forest.Therapeutic Fairy Tales Volume 1 (2021) and V olume 2 are both a series of short, modern tales dedicated to exploring challenging feelings and life situations that might be faced by young children. Each fairy tale is designed to be used by parents, caregivers and professionals as they use stories therapeutically to support children's mental and emotional health.Other books in the series include:? The Waves: For Children Living With OCD? Into The FTrade Review"Told with delicate sensitivity, The Sky Fox is a profoundly relatable story about the magic of the imagination and the infinite comfort that can be found in the natural world, when we look close enough. Through the use of colourful, vibrant imagery, illustrating the beauty that surrounds us, Pia and Sarah take us on an unforgettable journey." – Melanie Hering, Community Arts Facilitator"The Sky Fox is a beautiful story, sensitive and gentle, with wonderful illustrations. It guides us through a reconnection with our instinctual selves, so we can feel part of the world." – Molly Wolfe, Art Psychotherapist, Sandplay Specialist"Learning to be calm and ‘in the moment’ when experiencing difficult feelings such as loneliness, sadness, worry or fear is a really important core life skill that helps us cope with everyday ups and downs as well as with more stressful situations. This set of three therapeutic fairy stories cleverly explains how we can learn to do this through connecting with nature. A truly wonderful set of resources – of value to us all and in particular to those with emotional or mental health difficulties." – Sarah Temple, GP and author www.allemotionsareok.co.uk

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Book SynopsisThis beautifully illustrated and sensitive fairy tale has been created for children experiencing feelings of anxiety. With engaging and gentle illustrations to help prompt conversation, it tells the story of a boy who is taught by an animal-guide how to live in the present rather than fear the future. This book is also available to buy as part of the Therapeutic Fairy Tales, Volume 2 set, which includes The Waves and The Sky Fox.Therapeutic Fairy Tales Volume 1 (2021) and Volume 2 are both a series of short, modern tales dedicated to exploring challenging feelings and life situations that might be faced by young children. Each fairy tale is designed to be used by parents, caregivers, and professionals as they use stories therapeutically to support children's mental and emotional health.Other books in the series include:? The Waves: For Children Living With OCD? The Sky Fox: For Children With Feelings Of LonelinTrade Review"Into The Forest is a charming way to spark important discussions with children about anxiety and an engaging way to share creative, nature-focused strategies to support wellbeing." – Marina Lewis-King, Programme Manager, A New Direction (award-winning not-for-profit organisation generating opportunities for children and young people to develop their creativity)"Into The Forest is a precious story, therapeutic gold, as it weaves in the means of becoming more fully embodied through instinctual and sensory connection. The illustrations are fabulous, as we witness the transformation of the forest through the main character." – Molly Wolfe, Art Psychotherapist, Sandplay Specialist"Learning to be calm and ‘in the moment’ when experiencing difficult feelings such as loneliness, sadness, worry or fear is a really important core life skill that helps us cope with everyday ups and downs as well as with more stressful situations. This set of 3 therapeutic fairy stories cleverly explains how we can learn to do this through connecting with nature. A truly wonderful set of resources – of value to us all and in particular to those with emotional or mental health difficulties." – Sarah Temple, GP and author www.allemotionsareok.co.uk

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Book SynopsisThis essential and urgent book presents research-based understandings about Asian American early childhood, bringing to light the battle Asian Americans face against American nativism from their early years' experiences. The first of its kind in academic literature, the book addresses the well-known issue of underrepresentation of Asian Americans in early childhood education research and practice, and in American society in general. Using the intersectionality and multiple identities perspectives, the authors explore a myriad of inaccurate cultural perceptions and misrepresentations, centering within-group differences among Asian American children and giving particular attention to disempowered groups among them. Issues related to socioeconomic status, gender, dis/abilities, linguistic backgrounds, and minority groups among Asian American populations are addressed, with implications for researchers and educators as well as context for examining the policies that cause inequities among

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Book SynopsisEducators with a vision for more equitable, caring schools often struggle with where to begin. I'm just one teacher, where can I start to make change? Is it even possible? How do I do this within current constraints? In this new book, bestselling author Alex Shevrin Venet empowers everyday changemakers by showing how equity-centered trauma-informed practices can guide our approach to school change. Unlike other books on social justice, this powerful resource doesn't tell you which changes to implement; instead, it focuses on helping you develop the skills, strategies, and tools for making change meaningful and effective.Topics include change opportunities and why trauma makes change harder; skills for navigating the change journey such as building relationships, working from strengths, and navigating many streams of information; and sustainable structures for lasting change. Throughout, there are reflection questions to use as conversation-start

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Book SynopsisNeurodivergent students of color are often overlooked, as research and teaching strategies predominantly focus on white males in the classroom. How can we help teachers reach all students to honor their full humanity, and to understand how ableism neuronormativity in particular and racism intersect on our bodies and brains? JPB Gerald's fascinating book offers a blend of narrative and interviews to show what would help neurodivergent students of color feel more supported and cared for in schools, and to demonstrate how much better their lives could be when they feel that love. Each chapter covers a common trait among neurodivergent students, and concludes with takeaways and approaches for supporting our youth in the classroom. Turning from a deficit-based look to a strength-based one, JPB helps us see how NDSOC students think and learn differently, and how we can do right by them, supporting them more effectively in the classroom and beyond.

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Book SynopsisThis thought-provoking textbook explores how special education became distinct from general education over time, through changes in teacher education, research funding, teacher licensure, school organization, and student stratification. Each chapter offers key ideas and discussion questions that invite readers to examine the construct of disability and how it came to merit an established, distinct position within education in light of our improving understanding of the learning needs of each individual child in the classroom and community. The book challenges current models of segregated placement, curriculum, and behavior management and poses alternatives that recognize the tremendous, rich diversity found in classrooms, acknowledging overlapping opportunities to address the needs of students in a more comprehensive, integrated way. Challenging the Singularity of Special Education is key reading for graduate and undergraduate students in issues- or special topics-oriented co

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Book SynopsisA practical guide for parents and special educators to help enrich the lives of children with special needs In The Creative Outlet Method Book of Creativity: At-Home Activities for Children with Special Needs, certified special education educator Joshua Levy delivers practical and effective resources for conducting over 30 enriching theater arts and improvisational activities. The included exercises will allow children with disabilities to demonstrate creativity, increase self-confidence, and build social skills. Special needs children will benefit from the innovative approaches included in The Creative Outlet Method and experience creative energy from the comfort of home. The book also offers: Opportunities for children with special needs to achieve their academic, social, and behavioral goals Activities that enrich the lives of special needs students, their parents, and other caregivers A 10-step framework to improving the learninTable of ContentsForeword, ix Acknowledgments, xiii Preface, xvii Introduction, xxi The Creative Outlet Method, 1 Sample Activities for a One-Hour Session, 23 Activities, 25 Setting Up the Welcome Circle, 26 HIPPP Rules, 28 Audience Types, 31 Ferris Wheel Round of Applause, 34 Name Game, 35 Eye Contact Clap, 37 Pass the Sound, 39 Warm-Ups, 41 Sourdough Talk Show, 46 Animals Alive: Walk, Talk, and Use Chalk, 49 Follow the Leader, 52 Magical Rocks, 55 Character Creation, 58 Hey, Hey What?!, 61 Object Transformations, 64 Comic Strip, 67 Categories, 70 Statues in the Park, 73 Juice, 76 Pizza, 83 Mashed-Up Monologues, 87 Monologues, 90 Yes, And, 93 Alien Interview, 96 Scenes for Two, 99 Imagination Circle, 102 Freeze, 105 Guests at a Party, 108 What’s on TV?, 111 Fortunately, Unfortunately, 114 What’s for Dinner?, 118 Create a Story, 121 My Message for You, 127 Contact Information, 129 About the Author, 131 References 133 Index, 135

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Book SynopsisMany pupils with dyslexia have poor spelling and handwriting, even when their reading is adequate. This practical yet evidence-based book shows teachers who work with pupils with dyslexia how they can effectively address these areas of weakness. Diane Montgomery introduces her popular Cognitive Process Strategies for Spelling (CPSS) and provides guidance on how this direct action can be successfully used in both primary and secondary contexts. The book describes dyslexia-friendly approaches in Logographic, Alphabetic and Orthographic phases the three faces' of dyslexia. Best literacy practice for all children is illustrated in a developmental reading and spelling approach, handwriting as a support to literacy teaching is explained and strategies for overcoming handwriting difficulties are detailed from Reception onwards.Dyslexia-friendly Strategies for Reading, Spelling and Handwriting is full of new research, case examples and practical methods Table of ContentsPreface Introduction to dyslexia, dysgraphia and underachievement 1. Dyslexia-friendly teaching of reading 2. Identifying and remediating dyslexia in the logographic phase 3. How to assess and use handwriting samples to diagnose difficulties across the age ranges 4. The contribution of handwriting to literacy development and how handwriting difficulties can be overcome 5. Remediating dyslexia in the alphabetic phase 6. Remediating dyslexia in the orthographic phase 7. Teaching dictionary skills and the 'spelling detective’ dictionary References Index

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Book SynopsisPositive Peace in Schools offers a fresh and challenging perspective on the question of conflict, violence and peace in schools. Drawing on the most up-to-date theory and research from the field of peace and conflict studies, this book provides readers with a strong understanding of the concept of positive peace, and how the dimensions of peace-keeping, peace-making and peace-building can be robustly applied in schools. This accessible book challenges educators everywhere to reconsider the nature of direct and indirect violence in schools, and the structural and cultural factors that sustain it. It engages with global traditions of harmony and balance that are often neglected in Western notions of liberal securitised peace, in order to suggest a model for schools that integrates inner and outer peace. The book also includes practical sections that outline restorative approaches to discipline, peer mediation, circle learning, and classroom activities to promote mindfTrade Review‘The early part of this well researched book addresses the complex issues around the many forms of violence perpetrated in and by schools. This must be understood if we want to achieve real culture change. A restorative approach to problem-solving assumes that there is something to restore to. This is addressed thoroughly through promoting an understanding of and differences between peace-building, peace-keeping and peace-making. From the perspective of a restorative practitioner and trainer, I think it is a must read for schools who are serious about culture change and who believe in a relational approach to school life in general.’ - Margaret Thorsborne, Restorative pioneer, practitioner, author and trainer'Positive Peace in Schools takes up the challenge of engaging with the concepts and practices for peace education in the 21st century. Beautifully written, this book invites facilitators to comprehend that peace education is not only a subject, but a way of relating to students, colleagues and staff, moving beyond ‘doing peace education’ towards ‘being peace educators’ in the classroom and beyond. The iPEACE Model is of great help to translate the keywords of inclusion, humility and solidarity into working concepts in learning environments. I admire the clarity and depth with which Cremin and Bevington take readers from the surface to the epicenter of conflict transformation in an elicitive and safe way. This valuable and stimulating book is a must-read for anyone wanting to engage with current debates on peace education and those committed to embodying it in a holistic way.' - Josefina Echavarría Álvarez, MA Program in Peace Studies. University of Innsbruck, Austria.‘Positive Peace in Schools is a rich resource for building inclusive, dynamic, sustainable peace in ordinary school communities. Its specific examples and guidelines for creating inclusive relationships, skills, and practices for handling issues and welcoming difference are well-grounded in scholarship and experience, organized through a clear, persuasive conceptual framework. The central idea—educating through positive peace—is critically idealistic, yet down-to-earth, justice-minded and demonstrably doable. Highlights include multi-faceted learning activities and the cases of five schools that have successfully implemented such cultural changes, equipping educators and students alike to make a better world.’ - Kathy Bickmore, Professor, Ontario Institute for Studies in Education, University of Toronto, Canada‘The early part of this well researched book addresses the complex issues around the many forms of violence perpetrated in and by schools. This must be understood if we want to achieve real culture change. A restorative approach to problem-solving assumes that there is something to restore to. This is addressed thoroughly through promoting an understanding of and differences between peace-building, peace-keeping and peace-making. From the perspective of a restorative practitioner and trainer, I think it is a must read for schools who are serious about culture change and who believe in a relational approach to school life in general.’ - Margaret Thorsborne, Restorative pioneer, practitioner, author and trainer'Positive Peace in Schools takes up the challenge of engaging with the concepts and practices for peace education in the 21st century. Beautifully written, this book invites facilitators to comprehend that peace education is not only a subject, but a way of relating to students, colleagues and staff, moving beyond ‘doing peace education’ towards ‘being peace educators’ in the classroom and beyond. The iPEACE Model is of great help to translate the keywords of inclusion, humility and solidarity into working concepts in learning environments. I admire the clarity and depth with which Cremin and Bevington take readers from the surface to the epicenter of conflict transformation in an elicitive and safe way. This valuable and stimulating book is a must-read for anyone wanting to engage with current debates on peace education and those committed to embodying it in a holistic way.' - Josefina Echavarría Álvarez, MA Program in Peace Studies. University of Innsbruck, Austria.‘Positive Peace in Schools is a rich resource for building inclusive, dynamic, sustainable peace in ordinary school communities. Its specific examples and guidelines for creating inclusive relationships, skills, and practices for handling issues and welcoming difference are well-grounded in scholarship and experience, organized through a clear, persuasive conceptual framework. The central idea—educating through positive peace—is critically idealistic, yet down-to-earth, justice-minded and demonstrably doable. Highlights include multi-faceted learning activities and the cases of five schools that have successfully implemented such cultural changes, equipping educators and students alike to make a better world.’ - Kathy Bickmore, Professor, Ontario Institute for Studies in Education, University of Toronto, CanadaTable of ContentsIntroduction Part I: Violence in schools 1. School violence 2. Schooling as violence? 3. School improvement as violence Part II: Peace in schools 4. Peace education 5. iPEACE education Part III: Peace-keeping, -making and -building 6. Education for peace-keeping 7. Education for peace-making 8. Education for peace-building Part IV: The praxis of positive peace 9. Considering research 10. Case studies 11. Curricular activities Concluding comments

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Book SynopsisUnderstanding Inclusion is a rich, comprehensive exploration of inclusion in education, challenging us to think about being inclusive' in its broadest sense. It unpicks a wide range of complex themes and issues that impact on educational practice, supporting educational professionals in helping teachers and learners understand difference as the norm, and not the exception.Underpinned by the latest research, discussion is brought to life through vignettes of real experiences and examples of practice from a range of settings and across continents. Chapters consider crucial aspects of inclusion: Social inclusion and social class Global perspectives on culture and identity Aspirations and social mobility Relationships and sexual behaviours Gender equality and diversity Perceptions of ability and disability Barriers to learning MultilinguaTrade Review "It's a book to realy make the reader think about their own practice, with reflective questions (pause for thought) and selected reading designed to support further study. Valuable reading for students on Education Studies and related course, and pre- and in-service teachers."—Parents in Touch Table of ContentsAcknowledgements Introduction 1. Social Inclusion 2. Global Dimension 3. Learners and Learning 4. Identity 5. Religion and Belief 6. Disability 7. Gender 8. Nurturing and Mentoring 9. Lifelong Learning 10. Leadership for Inclusion 11. Sexual Behaviours and Development 12. Inclusion and Teaching Assistants (tbc) Conclusion

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Book SynopsisOffering a wealth of photocopiable resources for use with individual children or small groups, Special Learners in School provides a step-by-step programme to help practitioners support children with a range of special educational needs, and develop the skills which are fundamental to their learning in the mainstream classroom.Competencies including active listening and observation skills, memory, comprehension of pattern and sequencing, positional and expressive language, body awareness and emotional intelligence are all key to ensuring a child's access to the school curriculum. Recognising that these can be particular areas of difficulty for pupils with SEND, this book provides a range of activities designed to engage and gradually develop children's use of auditory and visual memory, pragmatic and sensory skills. Easily accessible and differentiated for children at lower and upper levels of ability, practical examples and activities can be used Table of ContentsIntroduction PART 1: LEVEL 1 ACTIVITIES Section 1: Auditory memory, Auditory programme Level 1 Section 2: Visual memory, Visual programme Level 1 Section 3: Pragmatics, Pragmatics programme Level 1 Section Four: Sensory perception, Sensory programme Level 1 PART 2: LEVEL 2 ACTIVITIES Section 1: Auditory memory, Auditory programme Level 2 Section 2: Visual memory, Visual programme Level 2 Section 3: Pragmatics, Pragmatics programme Level 2 PART 3: ADDITIONAL IDEAS FOR WORKING WITH PUPILS

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Book SynopsisUniversal Access Through Inclusive Instructional Design explores the ways that educators around the world reduce barriers for students with disabilities and other challenges by planning and implementing accessible, equitable, high-quality curricula. Incorporating key frameworks such as Universal Design for Learning, these dynamic contributions highlight essential supports for flexibility in student engagement, representation of content, and learner action and expression. This comprehensive resourceârich with coverage of foundations, policies, technology applications, accessibility challenges, case studies, and moreâleads the way to design and delivery of instruction that meets the needs of learners in varying contexts, from early childhood through adulthood.Table of ContentsForewordDavid RosePrefaceSusie L. Gronseth and Elizabeth M. DaltonSection 1Foundations of Universal Design for Learning, Accessibility, and Curricular Quality UDL and Connected Laws, Theories, and FrameworksElizabeth M. Dalton Conceptual Frameworks for Design and Accessibility: The Design of an Online Learning SystemNantanoot Suwannawut Snapshot - Intersections of Race, Disability, Class, and Gender in Special/Inclusive Education: The Case of SwedenGirma Berhanu Snapshot - Proactive Design to Ensure AccessibilityLesley Casarez, David Hooks, Gina Shipley, and Dallas Swafford Section 2 Policies and Structures for Reducing Learning Barriers The Prospects of Universal Design for Learning in South Africa to Facilitate the Inclusion of All LearnersMarcia Lyner-Cleophas The Global UDL Virtual Classroom: A Model for International Collaboration and LearningFrances Smith and Serra De Arment Decaffeinated UDL: Chile in Quest of Inclusive EducationBoris Alvarez, Paola Andrea Vergara, and Irma Iglesias Universal Design for Learning in ChinaHaoyue Zhang and George Zhao Snapshot - Reducing Learning Barriers Through the Use of FACE ProgramRadhike Khanna and Elizabeth M. Dalton Snapshot - A District’s Journey to Measure Universal Design for Learning (UDL)Katie Novak and Laura Chesson Section 3Inclusive Classroom Design and Instructional Strategies Access to the Curriculum for Students with Disabilities; Moving Closer to the Promise of UDL in Inclusive U.S. ClassroomsRita Brusca-Vega and Anastasia Trekles Balancing Requirements, Options and Choice in UDL: Smorgasbord or Nutritious Diet?Britt Tatman Ferguson UDL Practices in India: Paving a Path from Equality to Equity in LearningAashna Khurana UDL-Inspired Pedagogical Practices and a Case Study in Regular Japanese ClassesKiyoji Koreeda No-Tech Solutions for Utilizing the UDL Framework in the Inclusive Mathematics ClassroomMarla J. Lohmann, Ruby L. Owiny, Kathleen A. Boothe Snapshot - Science for All Through UDL: Using UDL as a Framework for Science Education for the English LearnerHeather Pacheco-Guffrey, Jeanne Carey Ingle Snapshot - Reconstructing Asynchronous Online Learning with UDLKathryn Nieves Section 4Technology Innovations for Inclusive Learning SAMR Strategies for the Integration of Technology Through UDLDebra K. Bauder, Katherine M. Cooper, and Thomas J. Simmons Engagement, Representation, and Expression in Online Mind Mapping ActivitiesRosa Cendros Araujo and George Gadanidis Handcrafted Customized Content and School Activities with Newly Developed TechnologiesShigeru Ikuta and Yumi Hisatsune Connecting the World in a Disconnected ClassroomVivian B. Intatano Snapshot - Wearable Assistive Technology: An Illuminated Glove Project with Conductive Thread and LilyPad TechnologyCindy L. Anderson and Kevin M. Anderson Snapshot - Aquatic Adventures: Deep Dive Investigation of UDL Through a Pond Keepers ProjectJuliet Boone Section 5Issues in the Design of Accessible Instructional Materials Universal Access in Online Distance Education: A Case Study from the PhilippinesMelinda dela Peña Bandalaria Applying UDL Principles in an Inclusive Design Project Based on MOOCs ReviewsFrancisco Iniesto, Covadonga Rodrigo, and Garron Hillaire General Accessibility Guidelines for Online Course Content CreationKathleen Bastedo and Nancy Swenson Snapshot - Creating UDL Learning and Teaching Strategies to Address the Underrepresentation of Present-Day Indigenous PerspectivesKerry Armstrong, Brenda Boreham, and Terri Mack Snapshot - Using the YouTube Automated Captioning Tool for Video LecturesSandra A. Rogers Snapshot - A Fully Mobile Professional Development Course for Teachers in IsraelShir Boim Shwartz and Eran Adi Cioban Examining the Integration of Digital and Multimodal Resources in Online Courses Using a Universal Design FrameworkPeggy Semingson and Kathryn Pole Section 6Current Research and Evaluation in Inclusive Learning Around the World The Intersection of Chinese Philosophical Traditions and UDL: Exploring Current Practice in Chinese Early Childhood ClassroomsJanet Arndt and Nili Luo Promoting Inclusion Education and Intercultural Competence in an Ecuadorian International Service Learning Project-based CourseMaria DeFreece Lawrence Designing an Online Graduate Orientation Program: Informed by UDL and Studied by Design-Based ResearchJennifer Lock, Carol Johnson, Jane Hanson, Yang Liu, and Alicia Adlington Developing Inclusive Education in Ireland: The Case for UDL in Initial Teacher EducationEllen Reynor Snapshot - Understanding How UDL Can Serve as a Framework for Instructional DecisionsLisa Harris and Lindsay Yearta Snapshot - Importance of Classroom Atmosphere in Elementary Schools to Improve the Inclusive Education System in JapanHonami Okabe and Masayoshi Tsuge Section 7Inclusive Instructional Design Cases Innovative Approach: Using Legos in a Hands-on Activity to Teach Educators the Foundations of UDLAmir Bar and Betty Shrieber Spreading the Word about Assistive Technology and Universal Design for Learning: A Model for Professional Teacher LearningJennifer Edge-Savage and Mike Marotta Universal Design for Learning in Augmented and Virtual Reality TrainingsKatharina Menke, Jennifer Beckmann, and Peter Weber Raising the Bar with UDL: A Case for ChangeLeanne Woodley Snapshot - Designing for Open Educational Environments: Balancing Access, Equity, and EngagementElizabeth Childs and Jo Axe Snapshot - Support for Students with Developmental Disabilities in a Regular Elementary School Class in JapanShintaro Nagayama and Masayoshi Tsuge Section 8Future Directions The Potential Evolution of Universal Design for Learning (UDL) Through the Lens of Technology InnovationDavid Banes and Kirk Behnke Universal Design for Learning and the Landfill of Revolutionary Educational InnovationsDave L. Edyburn Snapshot - The Precarious Promise of Emergent Tech and Universal Design for Learning: A Pivotal PointSusan Molnar Snapshot - A Vision for Pre-Service and In-Service Learner-Centered Teaching Through the ArtsSusan Trostle Brand and Laurie J. DeRosa Epilogue: Learning from Diverse Perspectives on Inclusive Instructional Design and Next StepsSusie L. Gronseth Author BiographiesIndex

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Book SynopsisCurrently, many children are unable to access emotional support services, and other members of a child's support network are required to provide this emotional guidance and support. This resource book has been written to support children when they have experienced a loss or bereavement. It is intended to be used as a guide by families and friends, school staff, and all other adults supporting children through their grief, to help them to provide this emotional guidance.Guide to Supporting Children through Bereavement and Loss offers information, education and guidance about how to understand grief, ways to support the process and emotions of grief, and to help children to express themselves and make sense of their changed world. It covers the stages of grief', and holds many practical ideas and activities designed to help children to process and understand their grief, as well as to express and explore their emotions. There is a section on undertaking group work for beTrade ReviewThe resource pack is a must have, sharing a wide range of ideas to support children through tough times. It’s invaluable!Charlotte Kerr, Behaviour Practitioner Due to increased waiting times and lack of outside agency support, pressure is being placed on schools to help children cope with what can be an upsetting and stressful world. Supporting with mental health is an area teachers often lack confidence in. These books and resources offer the starting point needed and enable teachers and teaching assistants to feel like this is an area they can support with. Beautifully illustrated and a pleasure to read. After years of searching I know there is nothing quite as good as this out there! Corrin Watson, Assistant Head Teacher and SENCOThese wonderful stories are so easy for children to relate to, and understand the feelings and meanings shared. The resource books are ideal for helping children to explore their emotions, and for parents, carers and school staff to feel equipped to help them to do so. Gemma Oliver, Learning MentorThis book helps to explains loss in a beautiful way that children will be able to understand. A lovely read for such a hard subject. It removes the stigma and the recourse guide aids parents, carers and professionals from all areas to be able to tackle this and enable children to work through their pain. I can't recommend these books enough. Rosie Cottam, Child PsychotherapistTable of ContentsIntroduction Considerations 1. Grief2. Listening3. My First Aid Kit4. Anxiety5. Helping Children to Express Emotions6. Memories and Special Times7. Breathing8. Relaxation 9. Mindfulness10. Other Activities11. Group Work12. Additional Support

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Book SynopsisAdjectives, 2nd Edition is designed to help develop comprehension and expression of adjectives. Comprising 48 fully-updated colour flash cards typically shown with the adjective opposite in meaning where it exists the cards assist with building pre-language concepts, practising the use of newly-learned skills, developing verbal comprehension and extending vocabulary.Developed with experienced Speech and Language Therapists, this second edition of our bestselling resource contains the concepts and vocabulary shown relate to common experiences, and have been selected for use with a range of ages, interests and abilities.This 2nd edition is a valuable intervention to support SLTs, SENCOs and teachers develop pupils'' comprehension and expression of adjectives. The included instructions are available in nine languages - English, Dutch, French, German, Italian, Janapese, Portuguese, Spanish and Swedish.Intended for use in educatiTable of Contents48 large (A5) colour flashcards, with guidance on application. Includes instructions in English, Dutch, French, German, Italian, Japanese, Portuguese, Spanish and Swedish.

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