Teaching of students with different educational needs Books

Book SynopsisMathematics plays an important part in every person's life, so why isn't everyone good at it? The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties brings together commissioned pieces by a range of hand-picked influential, international authors from a variety of disciplines, all of whom share a high public profile. More than fifty experts write about mathematics learning difficulties and disabilities from a range of perspectives and answer questions such as: What are mathematics learning difficulties and disabilities? What are the key skills and concepts for learning mathematics? How will IT help, now and in the future? What is the role of language and vocabulary? How should we teach mathematics? By posing notoriously difficult questions such as these and studying the answers The Routledge International Handbook of Dyscalculia and MaTrade Review"I am convinced that most chapters of The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties will serve as far more than a didactic summary of current knowledge in the field. Each chapter is sure to fascinate readers with its wide range of perspectives and leave behind important ideas applicable to the myriad issues in the learning and teaching of mathematics."-Woong Lim, University of New Mexico, Mathematical Association of AmericaTable of ContentsThe International Handbook on Dyscalculia and Mathematics Learning Difficulties: An overview Steve Chinn 1.How can cognitive developmental neuroscience constrain our understanding of developmental dyscalculia? Stephanie Bugden and Daniel Ansari 2.Number Difficulties in Young Children: Deficits in Core Number? Robert A. Reeve; Sarah Gray 3. Sets and digits: How are they processed by children with typical and atypical numerical cognition? Evidence from brain and behaviour Vivian Reigosa-Crespo; Danilka Castro 4. When and why numerosity processing is associated with developmental dyscalculia Xinlin Zhou; Dazhi Cheng 5. Predictive indicators for mathematical learning disabilities/dyscalculia in kindergarten children Annemie Desoete 6. The link between mathematics and logical reasoning: Implications for research and education Denes Szucs; Kinga Morsanyi 7.How specific is the specific disorder of arithmetic skills? Karin Landerl 8. Arithmetic Difficulties of Children with Hearing Impairment Gowramma, I.P. 9. Arithmetic Difficulties among Socially Disadvantaged Children and Children with Dyscalculia Ramaa S 10. Meeting the needs of the ‘bottom eighty per cent’ – Towards an inclusive mathematics curriculum in Uganda Tandi Clausen-May 11. Dyscalculia in Arabic speaking children: Assessment and intervention practices John Everatt; Abdessatar Mahfoudhi; Mowafak Al-Manabri; Gad Elbeheri 12. Mathematics Learning and Its Difficulties among Chinese Children in Hong Kong Connie Suk-Han Ho; Terry Tin-Yau Wong; Winnie Wai Lan Chan 13. The Acquisition of Mathematics Skills of Filipino Children with Learning Difficulties: Issues and Challenges Sherlynmay Hamak; Jai Astilla Hazelle; P. Preclaro 14. The Enigma of Dyscalculia Jane Emerson 15. Deep Diagnosis, Focused Instruction, and Expanded Math Horizons R B Ashlock 16. Preschool Children’s Quantitative Knowledge and Long-Term Risk for Functional Innumeracy David C. Geary 17. Learning Disabilities: Mathematics Characteristics and Instructional Exemplars Diane Pedrotty Bryant; Brian R. Bryant; Mikyung Shin; Kathleen Hughes Pfannenstiel; 18. Targeted interventions for children with difficulties in learning mathematics Ann Dowker; Peter Morris 19. Focused MLD intervention based on the classification of MLD subtypes Giannis N. Karagiannakis; G. N.; Cooreman, A. 20. Numbersense: A Window into Dyscalculia and other Mathematics Difficulties Mahesh C. Sharma 21. The Center for Improving Learning of Fractions: A Progress Report Robert Siegler; Lynn Fuchs; Nancy Jordan; Russell Gersten; Rob Ochsendorf 22. Lights and Shadows of Mental Arithmetic: Analysis of cognitive processes in typical and atypical development Sara Caviola; Daniela Lucangeli 23. Teacher Training : Solving the problem Judy Hornigold 24. Mathematics Anxiety, Working Memory, and Mathematical Performance: The Triple Task Effect and the Affective Drop in Performance Alex M. Moore; Amy J. McAuley; Gabriel A. Allred; Mark H. Ashcraft 25. Mathematical resilience: What is it and why is it important? Clare Lee; Sue Johnston-Wilder 26. Linguistic factors in the development of basic calculation Chris Donlan 27. Promoting Word Problem Solving Performance Amongst Students With Mathematics Difficulties: The Role of Strategy instruction that Primes the Problem Structure Asha K. Jitendra; Danielle N. Dupuis; Amy E. Lein 28. Mathematical Storyteller Kings and Queens: an alternative pedagogical choice to facilitate mathematical thinking and understand children’s mathematical capabilities Caroline McGrath 29. The Effects of Computer Technology on Primary School Students’ Mathematics Achievement: a Meta-analysis Egbert Harskamp 30. Representing, Acting, and Engaging: UDL and Mathematics Elizabeth Murray; Garron Hillaire; Mindy Johnson; Gabrielle Rappolt-Schlichtmann 31. Dyscalculia in Higher Education: systems, support and student strategies Clare Trott

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Book SynopsisWhy is it that more people can't read and write? Why are there still so many vastly different methods of teaching literacy? Why do people still argue about it?Reading for Life examines these three questions, addressing the less evidence supported ideas about teaching reading and writing which are still alive and well in schools all over the world. This accessible guide bridges the gap between research and practice, translating academic findings into practical suggestions and ready-to-use techniques.Written in an approachable style and with informative graphics, vignettes and interviews woven throughout, this book covers: the components of literacy, including phonics, vocabulary and fluency the history of approaches to literacy teaching and an overview of the key figures government-level inquiries into the provision of reading and writing teaching the mindset which leads to acceptance of poor practice Trade Review"With the author's characteristic sharpness and wit, this book pulls together the academic, psychological and ideological threads of the enormous literature on reading instruction, drawing on research, personal experience and a broad sampling of the best that has been thought and said on the matter." – Dr Jennifer Buckingham, Director of FIVE from FIVE reading project "‘Of making many books there is no end’ – that certainly applies to books on the teaching of reading. However, there is always room at the top, which is where this book belongs. Lyn Stone has assembled a highly valuable picture of what it takes learn to read, how best to support struggling readers, and teach reading to best effect. She has also captured the context of the ‘tedious debate’ about teaching reading and, in so-doing, exposed the fake opposites, which have muddied the waters in this territory for far too long." – Sir Jim Rose, C.B.E., FRSA "This is a book that should be read everywhere we require people to read. The tragedy is that anything in this should be contentious or controversial to anyone, given the enormous evidence bases that inform its conclusions, or the precision and care Stone invests in unpacking not just the methodology, but the assumptions and axioms of language transmission. There is a war going on between those who mean well, but promote inefficient methods of reading instruction, and those who also mean well and commit to using the best and most evidenced methods. Stone's book is a fabulous example of the latter, and it is not only a powerful addition to the oeuvre of evidence informed education, but a readable and accessible one too. Read it twice, then pass it on to someone else." – Tom Bennett, Director of researchED "On the whole, I see Reading for Life as a useful addition to my bookshelf. In particular, the “cheat sheet” of major players in the reading wars (p. 50-63) is a great idea, and the author’s perspective on dyslexia (p. 128-137) is well expressed. The frequent references to metaphors and the blog-style length and tone of each chapter also make this book a quick and easy reference guide for a variety of topics." - Nicola Bell, Nomanis Table of ContentsNotation Guide Foreword Preface Acknowledgements Secion 1: More than just talk Chapter 1. A Simple View Chapter 2. Oral Language Development Chapter 3. Phonological Awareness Chapter 4. Phonics Chapter 5. Fluency Chapter 6. Vocabulary Chapter 7. Comprehension Chapter 8. Underlying Processes for Reading Chapter 9. The Consequences of Low Literacy Section 2: The reading wars Chapter 10. The Major Players Chapter 11. Children Left Behind Chapter 12. Rose to the Occasion Chapter 13. The Land of Oz Chapter 14. The Current Scene Section 3:The arc of pedagogy is long, but it bends towards evidence Chapter 15. Why Changing Your Mind Is Good For You Chapter 16. Cults and Catchphrases Chapter 17. Won't Get Fooled Again: Logical Fallacy Chapter 18. Fooling Ourselves: Cognitive Bias Chapter 19. Snake Oil: The Disappointing Truth Chapter 20. Diagnosis: Dyslexia Section 4: Teaching reading and writing Chapter 21. Teaching Reading and Writing: Overview Chapter 22. Teaching Handwriting Chapter 23. Teaching the Alphabet Chapter 24. Teaching Phonological Awareness Chapter 25. Teaching Phonics Chapter 26. Teaching Fluency Chapter 27. Teaching Vocabulary Chapter 28. Teaching Comprehension Glossary

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Book SynopsisDr Michael Sinclair is a Consultant Counselling Psychologist and the Clinical Director of City Psychology Group (CPG) in London, UK. He is an Associate Fellow of the British Psychological Society, a Registered Practitioner Psychologist with the Health and Care Professions Council as well as a Chartered Scientist, registered with the Science Council, UK. He has provided the highest quality psychological interventions, including therapy and coaching, to individuals, couples, families, groups and teams for over 16 years. He acts as the consultant to a growing number of corporate human resources and occupational health departments based in the City of London as well as internationally, assisting with employees' stress management and productivity, and provides corporate training to leadership teams and key executives working across a range of industries within both the private and public sector. With his approach firmly rooted in contextual behavioural science, he has expertise inTrade Review'Working with Mindfulness is an engaging and practical guide to reducing stress, transcending setbacks and enhancing performance at work. With more than 50 mindfulness exercises, it’s a perfect introduction to a more fulfilling way of working.’ Arianna Huffington, Editor-in-Chief of The Huffington Post and author of The Sleep Revolution 'Working with Mindfulness is a practical guide for working people about how to reduce individual stress by doing a number of simple exercises while at work. It is well written, simple to follow and can make a difference to you and your colleagues to cope with pressures of the modern workplace.” Professor Sir Cary Cooper, Manchester Business School, University of Manchester 'Mindfulness and compassion can help us create better lives and more creative and collaborative workplaces. This fun and intensely pragmatic book shows us how.' Russell Kolts, Ph.D. Professor of Psychology, Eastern Washington University and Author of Living with an Open Heart 'Excellent book with extensive information and practical guidance to help you clearly learn and understand how to use mindfulness at work.' JP Dallmann, International Banker and Author, Specialist in Business and People Transformation, Leadership and Innovation, VCC UK 'The delightfully accessible style of this book reveals profound and transformative truths. It will guide you in direct mindfulness practices, while also skilfully addressing important areas such as ethics at work and scientific evidence for mindfulness. Michael and Josie manage to inspire without intimidating, and to teach without preaching, in their guide for waking up at work.' Martin Aylward, Founding Teacher, MindfulnessTrainingInstitute.com 'Practical, engaging, and fun to read, this book is a comprehensive guide to the benefits of mindfulness at work.' Ruth Baer, Professor of Psychology, University of Kentucky 'Working with Mindfulness is a wonderfully pragmatic book full of down-to-earth-easy-to-use ways to bring the power of mindfulness into the workplace. If every business got this book and used it, the world would be a much better place.' Kevin L. Polk, Ph.D., Clinical Psychologist and ACT Matrix Trainer, The Psychological Flexibility Group 'An excellent practical guide to managing stress in the workplace and beyond.' Martin Zetter, former Senior Economist, Macfarlanes 'Perfectly shows how busy workers can easily use mindfulness skills, in order to improve their health and productivity. Mindfulness can sometimes seem otherworldly, but this book shows how people can easily use and apply these key skills without interrupting the demands of their daily lives’. Frank W. Bond, Ph.D., Professor of Psychology and Management, Director of the Institute of Management Studies, Goldsmiths, University of London 'Full of fresh, no-nonsense advice. If you care about the health, wellbeing and happiness of your team and are passionate about increasing their loyalty, confidence and success you can’t afford to not to read this book. I learnt so much.’ Gina Ritchie, Buying Director, Liberty Ltd ‘Combining the burgeoning evidence base from mindfulness research with cutting edge insights from contextual behavioural science, (ACT) this book will convince both boardroom strategist and beleaguered workplace warrior - especially when they engage with the copious suggestions for personal practice - that mindfulness at work addresses both boTable of Contents Chapter 1 - Using Mindfulness at Work Chapter 2 - Improve Focus and Productivity Chapter 3 - Boost Confidence Chapter 4 - Get Creative Chapter 5 - Succeed in Teams Chapter 6 - Maintain Peak Performance Chapter 7 - Build a Healthier Business Chapter 8 - Mindfulness Here and Now Notes and references Recommended Reading Further Useful Resources Index

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Book SynopsisSpecial Educational Needs and Disabilities in Schools is an essential resource designed to support you during and beyond your teaching training to understand, assess and address special and/or additional educational needs and disabilities (SEND). In addition to the expected updates throughout to the latest research and legislation, new developments include: - expanded discussions of key topics such as bullying, social, emotional and mental health - detailed coverage of planning for transition across the age ranges - suggestions of hardware and software for day-to-day use and use in exam conditions - increased focus on the importance of positive and supportive relationshipsDrawing on her wealth of experience, close contact with schools, families and students as well as relevant research, Janice Wearmouth explores a wide range of approaches to assess and address the most common forms of SEND. These include difficulties in communication and cognition, behavioural concerns related tTrade ReviewThere is much useful material for educators across the UK educational system and different establishments. * InTuition *This second edition of Janice Wearmouth’s book updates the first edition to cover legislative changes across the UK and including research and current issues relevant to the impact of the Covid pandemic. There is a continuing need for this very engaging and critical perspective on the field. It combines a breadth of coverage of the range of special educational needs while providing in-depth discussion of the social and political context and of the key issues. The opportunity for reflective activities with an expanded website to support learning makes this a very helpful resource to those starting out in the field, as well as those preparing to become SEN Coordinators. * Brahm Norwich, Professor of Educational Psychology and Special Educational Needs, University of Exeter, UK *This is a comprehensive introduction to an important topic, and one that provides a key and helpful resource to both students and practitioners alike. All chapters are clearly structured, ask key and detailed questions, and provide useful reflective activities for the reader. There is both breadth and depth to the coverage, written in an insightful and engaging style. * Stephen Dixon, Senior Lecturer in Education, Newman University, UK *This text offers a clear, coherent and detailed study on the purpose and role of SEND education, providing an in-depth consideration of how education can benefit children and young people with a range of learning differences and disabilities. I would recommend this text for students of education and practitioners. * Clare Woolhouse, Reader in Education, Edge Hill University, UK *This book is an accessible and comprehensive analysis of SEND in schools, which debates underpinning values as well as offering useful enabling strategies. It will be invaluable to students, teachers and other practitioners such as SENCos. * Catherine Lamond, Senior Lecturer in Special Educational Needs, Disability and Inclusion Studies, University of Wolverhampton, UK *A comprehensive text covering a range of essential and relevant topics within the area of SEND. Theory is clarified through the use of practical examples. Accessible material with a highly readable layout Essential reading for those intending to work with SEND. * Dominique Powell, Lecturer in the School of Life Sciences and Education, Staffordshire University, UK *Wearmouth’s timely new book makes an insightful and very accessible contribution to the development of trainee teachers’ awareness of key issues, policies and practices in the area of special educational needs and disability support. This essential resource for teacher training programmes takes a holistic approach encompassing student, teacher and parents, while showing the clear links between policy setting and the development of codes of practice. * Mario Moya, Programme Leader for the MA in English Language Teaching, University of East London, UK, of the first edition *This new book from Janice Wearmouth is both comprehensive and insightful. As in her other books, the author digs deep and provides answers to crucial questions - extremely comforting in times of change and uncertainty. The book provides a blueprint of how to deal with the changes and the challenges in today’s schools through informative chapters discussing a host of key issues facing teachers and educators in all sectors of education. Without doubt this will emerge as a key text in teacher training. * Gavin Reid, independent educational psychologist, UK, of the first edition *A helpful introductory book that will be useful for students who are new to the area of Special Educational Needs. It is clearly structured and the reflective activities are useful to help the students engage with the material on a deeper level. * Sian Templeton, University of Gloucestershire, UK, of the first edition *Table of ContentsList of Figures List of Tables Preface How to Use This Book 1. Issues Related To ‘Needs’ In Education across the UK 2. Understanding Learning and Behaviour 3. A Historical Perspective and the Current Legal Position 4. Assessment of Barriers to Learning, and Planning for Addressing Needs 5. Understanding Difficulties and Addressing Needs in Communication, Interaction, Cognition and Learning 6. Understanding and Addressing Difficulties in Social, Emotional and Mental Health 7. Focus on Behaviour in Schools and Colleges 8. Focus on Reading Difficulties 9. Focus on Writing Difficulties 10. Focus on Numeracy Difficulties 11. Focus on Behaviour in Settings, Schools and Colleges 12. Uses of Technology to Support Learning Needs 13. Professional Relationships with Others 14. Including young people: Moving Forward References Index

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Book SynopsisBuilding foundational whole-number knowledge can help put K-5 students on the path to academic success and career readiness. Filling a gap for school practitioners, this book presents step-by-step guidelines for designing and implementing classwide, small-group, and individual interventions for mathematics difficulties. Effective procedures for screening, assessment, intervention selection, and progress monitoring are described and illustrated with detailed case vignettes. In a convenient large-size format, the book includes 20 reproducible handouts and forms. Purchasers get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.Trade Review"A practical and useful intervention guidebook for school-based professionals. The book provides clear forms and scripts for many aspects of the intervention process and also serves as a strong introduction to mathematical concepts. The authors emphasize the importance of high-quality core instruction--which is overlooked surprisingly often by many intervention models--and include methods to understand and address student motivation. This is an excellent resource for preservice learners and for practicing professionals engaged in response to intervention for mathematics."--Matthew K. Burns, PhD, Department of Special Education, University of Missouri–Columbia "This book offers a fantastic synthesis of empirically supported practices that can improve K-5 mathematics instruction. From screening and progress monitoring to layers of instruction and intervention, each procedure is presented in a systematic way. The reader gets an understanding of what math skills and content students must learn and how to ensure they reach mastery. The book is filled with case examples, implementation checklists, and tables summarizing the evidence for specific tactics. For any educator or school practitioner who wants to bring precise instructional design into the classroom to benefit the learning of all students, this book is a powerful addition to the toolkit."--Amanda M. VanDerHeyden, PhD, Education Research and Consulting, Fairhope, Alabama "There are very few works available that cover the content that our preservice teachers in mathematics need in such an extensive manner. From general curriculum to embedded principles of MTSS models like tiered intervention and assessment, this book provides key knowledge for educators working with students at risk in mathematics. The book is full of case study examples, checklists, rubrics, and intervention ideas. Having all of the resources in one place is invaluable, as many of us have had to ‘piece together’ this information for our courses and professional development."--Erica S. Lembke, PhD, Department of Special Education, University of Missouri–Columbia "Essential reading for both general and special educators who teach mathematics. The book provides a comprehensive overview of concepts central to evidence-based math instruction and intervention. The material is brought to life through unique case studies, practitioner-friendly reproducible forms, steps for implementing interventions, and rubrics to guide progress monitoring. Of special note, the authors include a variety of evidence-based assessments/interventions addressing the critical role of motivation in achievement. In an area with a dearth of accessible, research-based resources, this is sure to become a go-to book for school-based practitioners and administrators who strive to maximize math achievement for all students."--Ravit R. Stein, PhD, BCBA-D, Director of Psychological and Behavioral Consultation Services, EASTCONN Regional Education Service Center, Connecticut -Table of Contents1. Introduction 2. Effective Core Math Curriculum and Instruction 3. Math Screening and Determining Student Groups 4. Classwide Math Interventions 5. Computer-Assisted Math Instruction in Schools, with Genevieve Krebs 6. Motivation and Math 7. Core Features of Tiers 2 and 3 Math Interventions 8. Early Numeracy Interventions 9. Basic and Complex Computation Interventions 10. Word-Problem Solving 11. Evaluating Student Progress and Making Intervention Adjustments 12. Conclusion References Index

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Book SynopsisA definitive reference--now extensively revised with 70% new material--this book presents cutting-edge knowledge on how learning disorders develop and how to diagnose and treat them effectively. In addition to dyslexia and mathematics disabilities, the book covers speech and language disorders, attention-deficit/hyperactivity disorder, autism spectrum disorder, and intellectual disability. Accessibly written, it is grounded in genetics, neuroscience, and developmental neuropsychology. Clinicians and educators are guided to make sense of children's impairments and strengths and make sound diagnostic decisions. Best practices in intervention are reviewed. User-friendly features include case examples and summary tables in each disorder-specific chapter. New to This Edition *Revised throughout to reflect major theoretical, empirical, and technological advances. *Chapters on etiology, brain development, and comorbidity. *Chapters on DSM-5 diagnosis of specific learninTrade Review"In this third edition, Pennington has done it again, distilling vast clinical experience and encyclopedic knowledge to synthesize and clarify the often confusing literature on learning disorders. This substantially updated volume is a 'must read' for educators, students, and researchers. It presents state-of-the-art findings in a range of areas and discusses their clinical implications, including which current beliefs and practices they might call into question. Readers will benefit from the multiple perspectives on each disorder and the linkages to diagnosis and treatment, complete with very pertinent case presentations."--Sally E. Shaywitz, MD, Audrey G. Ratner Professor in Learning Development and Co-Director, Yale Center for Dyslexia and Creativity, Yale University "I have had earlier editions of this book on my shelf for over 25 years--and have recommended it as essential reading more times than I can count. Several new chapters and extensive updates of the rest make the third edition almost entirely new. Recent advances in the genetics and neuroscience of learning disorders are translated into clear clinical recommendations on history taking, behavioral observation, evaluation methods, diagnosis, and treatment. The volume has been updated with DSM-5 formulations and the most current assessment techniques. This is the authoritative reference for practitioners who evaluate and treat children with learning disorders, and should be mandatory reading for all trainees. You will want to keep this book close at hand!"--Sally Ozonoff, PhD, Endowed Professor and Vice Chair for Research, Department of Psychiatry and Behavioral Sciences, MIND Institute, University of California, Davis "This is a dream book that will satisfy anyone interested in learning disorders. It teaches us how to look at, think about, and provide support to children with these conditions. While the reader can skip around to read sections of interest, the sections also build on each other. The third edition brings together the latest advances in genetics, brain mechanisms, and developmental neuropsychology. Rather than being an incremental update, it is nearly completely new. There are new chapters on comorbidity, evidence-based assessment, DSM-5 diagnosis, and more. This is one of those rare books on learning disorders that is comprehensive and unbiased. I will recommend this third edition to researchers, practitioners, and students, and I will certainly use it in my teaching. I am confident that this work will continue to be a 'bible' in the field."--Fumiko Hoeft, MD, PhD, Professor of Psychological Sciences and Director, Brain Imaging Research Center, University of Connecticut; Adjunct Professor, Dyslexia Center, University of California, San Francisco "Pennington and colleagues have delivered just what the field needs--here is a scholarly and comprehensive yet clear and accessible account of major learning disabilities and common neurodevelopmental conditions. The third edition will be a vital resource for students and clinicians interested in current diagnostic knowledge and clinical best practices pertaining to learning disorders."--Joel T. Nigg, PhD, Professor of Psychiatry and Behavioral Neuroscience, Oregon Health and Science University "This book is a 'must have' for any professional who assesses children for learning disorders. This third edition features several new chapters and has been extensively updated to include the most current scientific methods and DSM-5 diagnostic information. The information in this book is a valuable resource that practitioners will want to return to every time they evaluate a child."--Michelle K. Hosp, PhD, Special Education Program, University of Massachusetts Amherst -This book provides a thorough review of current neuropsychological research for various forms of learning disorders....The book would fit well in a university classroom setting to prepare practitioners with a solid base of research to support accurate differential diagnosis work in the schools. (on the second edition)--NASP Communiqué, 10/20/2010ƒƒPennington's book is not only highly recommended to anyone working with children having disabilities, but also highly recommended for students in training. The book covers a broad range of issues that are of essential importance in effective practice....Pennington's delicate balance of covering a large number of topics and disorders with sufficient breadth and depth, with appeal to both researchers and practitioners, makes [this] one of the most valuable books available on the topic. (on the second edition)--Archives of Clinical Neuropsychology, 03/10/2009ƒƒCompelling because of the author's major contributions and long active presence in the field. His experience uniquely enables him to integrate the past with present research findings and practice....I recommend this for the intended audience (practitioners, researchers, and students), and also for already informed parents who wish to learn more about their child's condition. (on the second edition)--Journal of Autism and Developmental Disorders, 09/15/2010Table of ContentsI. Scientific Foundations 1. How Learning Disorders Develop 2. Etiology of Learning Disorders 3. Brain Mechanisms of Learning Disorders 4. Neuropsychological Constructs 5. Comorbidity 6. Specific Learning Disorder: DSM-5 and Beyond 7. Evidence-Based Practice in Assessment 8. Understanding Achievement Gaps II. Reviews of Disorders 9. Speech and Language Disorders 10. Reading Disability (Dyslexia) 11. Mathematics Disorder 12. Attention-Deficit/Hyperactivity Disorder 13. Autism Spectrum Disorder 14. Intellectual Disability Conclusions References Index

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Book SynopsisSince 2006, international relief organisation Friends of Waldorf Education (FWE) has partnered with Steiner-Waldorf doctors, psychologists and therapists to carry out emergency education crisis interventions around the world. They've worked with traumatised children and young people in war zones and disaster areas in many countries, including Lebanon, China, the Gaza Strip, Indonesia, Haiti, Kyrgyzstan and most recently Japan, following the tsunami and nuclear disaster there.In this important book, FWE head Bernd Ruf explains what the organisation does, and how the principles of Rudolf Steiner's anthroposophy are put into practice in such challenging situations. He focuses especially on their work in Japan, exploring processes and experiences, including the anthroposophical understanding of trauma itself.Educating Traumatized Children offers much-needed insight into their little-known area of education and healing for traumatised children. This book will be valuable not only for those working in disaster and conflict areas, but for any teacher or parent who is caring for a traumatised child.

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Book SynopsisWhat does it mean to be a successful person? What traits and characteristics define successful people? Why do gifted children, in particular, need a strong affective curricula in order to maximize their potential? These questions and more are explored in this guide to helping gifted children in grades 4-7 as they navigate the complicated social and emotional aspects of their lives. This curriculum is designed to help gifted children explore their giftedness, develop resiliency, manage their intensities, face adversities and tough situations, and cultivate their talents and passions. Including lesson plans, worksheets, and connections to Common Core State Standards, I''m Not Just Gifted is the practical guide necessary for anyone serving and working with gifted children.Grades 4-7

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Book SynopsisGrounded in decades of research, the Schoolwide Enrichment Model (SEM) has been successfully implemented at hundreds of schools across the world. Now, The Schoolwide Enrichment Model in Science: A Hands-on Approach for Engaging Young Scientists takes high-engagement learning one step further by applying SEM teaching strategies to the science curriculum. In this book, teachers learn how to engage students and to teach the skills needed to complete meaningful, in-depth investigations in science. Activities are connected to the Next Generation Science Standards (NGSS) and current policy recommendations calling for the meaningful integration of technology and promoting thinking and doing like young scientists over rote memorization. Easy to read and use, the book incorporates many practical suggestions, as well as reproducible student and teacher handouts.Trade ReviewThis book, The Schoolwide Enrichment Model in Science, by Heilbronner and Renzulli, is an important addition to the literature of methods in developing creative student achievement. The Schoolwide Enrichment Model evolved from Renzulli's Three Ring Concept of giftedness, which focused on gifted behaviors rather than gifted individuals. This was a breakthrough concept in the field of gifted education. Years of refinement and adaptation have led to the Schoolwide Enrichment Model (SEM). This book is the first to focus the Model from more general use to a specific curricular area: Science.This is where the SEM Science book is most practical; it keeps the science investigation on track even amidst enticing distractions. How? It provides guidance to the teacher in understanding SEM, and his/her role in guiding and supporting his/her students. There are numerous planning sheets, inventories, and sample letters to focus students' direction. Included are data-collecting instruments, all down-to-earth and practical, reflecting real field testing and refining. Websites, apps, and other technology resources are given as learning aids or tools to enhance students' learning. For progressively sharpening the methods of inquiry, this book is a solid piece of work.,Richard Bothmer, MEd, 3/8/16Table of ContentsChapter 1Understanding the Gifted Learner: Theoretical and Research Background Underlying the Schoolwide Enrichment Model in Science Chapter 2 The Schoolwide Enrichment Model Chapter 3 The Total Talent Portfolio in Science Chapter 4 Engaging Students Through Type I Activities in Science Chapter 5 Developing Type II Skills in Science Chapter 6 Type III Activities—Developing Meaningful Investigations in Science Chapter 7 Additional Components in Science—Beyond Triad Chapter 8 Keeping Up With Technology Chapter 9 Conclusion: Blending Standards With Opportunities for Creative Teaching References Appendix A Table Cross-Referencing Standards With Activities Appendix B Internships, Apprenticeships, and Mentorships for Students in Science Appendix C Guidelines for Brainstorming About the Authors

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Book SynopsisThis book is intended to support educators in the design and implementation of comprehensive gifted education plans. From planning to actual implementation, this book takes the reader from goals and purpose to assessing student needs and program design. The authors begin with a broad overview of best practices in programming and services, highlighting connections to student needs, programming standards, and state laws. Their recommendations include philosophical, cultural, and practical considerations and data-based decision making. In this book, Peters and Brulles guide the reader through the process of determining the most optimal programming methods for schools to take based on their individual needs and circumstances. With this book, schools will be able to design and develop programs and/or services that lay the foundation necessary to ensure all students are appropriately challenged.

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Book SynopsisFaced with budget challenges, many districts cannot afford to hire an outside consultant to conduct a formal evaluation of their gifted programs. Districts may wish to conduct their own in-house program evaluation. The second edition of Gifted Program Evaluation: A Handbook for Administrators and Coordinators is designed to assist administrators in designing, conducting, and reporting on an evaluation of their gifted programs. Written with the busy administrator in mind, this handbook includes an overview of evaluating programs to ensure that (1) the program structure is based on best practice, (2) students are achieving at levels commensurate with their abilities, and (3) the program develops skills that gifted students will need to be meaningful contributors in society, including higher level thinking, communication, and affective skills. The book provides all of the tools to assist evaluators, including an in-depth description of how to conduct a program evaluation, the mechanics of collecting and analyzing a variety of different data sources, and how to organize, write, and share the findings. It also features reproducibles, including interview and survey question banks, classroom observation tools, professional development forms, and program element checklists.

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Book SynopsisAchieving Equity in Gifted Programming offers practical, research-based programming implementations to increase equity in gifted education. Calling on research on talent development as an instructional intervention, cultural awareness, and social justice in education, this book represents an intersection of theory and practice.

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Book SynopsisMulticultural Education for Learners with Special Needs in the Twenty-First Century provides general and special educators innovative information that address the road blocks to effective practice such that diverse learners will be appropriately; identified, assessed, categorized, placed and instructed. The book provides those who instruct diverse learners comprehensive, creative and best practice chapters by scholars in the area of multicultural education.This book is an important addition to the education of multicultural learners with special needs as it provides much needed direction for the effective instructional practices for today’s diverse students. This book can be used as current best practices for special and general educators as well as school administrators.

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Book SynopsisResearch Methods in Special Education equips readers with the knowledge needed to make a difference with data. Authors Drs. Brittany L. Hott, Frederick J. Brigham, and Corey Peltier provide access to cutting edge methodologies and related skills researchers need to successfully carry out projects in applied settings. Dedicated chapters focusing on quantitative research synthesis (e.g., meta-analysis, meta-synthesis), single case design, and program evaluation methods allow readers deeply invested in the field of special education to develop a firm foundation, enabling them to ask and answer their socially significant research questions.Written for students in special education teacher prep programs, early career faculty, school administrators, and curriculum specialists, this text includes numerous features that set it apart from other available resources: Dedicated chapters on ethics, establishing effective research partnerships, and evidence-based practice. Cutting-edge program evaluation methods and reporting. Comprehensive coverage of methods commonly used in special education. Detailed information on securing special education funding. Case studies, exemplars, resources, and recommendations for additional reading. Faculty materials including practice problems and activities available at www.efacultylounge.com YouTube videos featuring interviews with authors. The up-to-date research practices in this text are a valuable addition for educators and researchers serving students with disabilities who have a responsibility to support in-school and post-school outcomes. Research Methods in Special Education gives educators the tools to facilitate a deeper understanding of the research process and evidence-based practice.Table of Contents Dedication Acknowledgments About the Authors Contributing Authors Preface Chapter 1 Evidence-Based Practice in Special Education:Constructing an Operational Definition With contributions from Tracy E. Sinclair, PhD, BCBA, LBA Chapter 2Introduction to Special Education Research With contributions from Andrew R. Scheef, PhD;Aleksandra Hollingshead, EdD;and Rachel N. Freedman, MA, MS, BCBA, LABA Chapter 3 Conducting Research in Applied Settings:Practical Strategies for Forming Effective Partnerships With contributions from Reesha Adamson, PhD; Felicity Post, EdD;and Jessica Nelson, EdD, BCBA, LBA Chapter 4Ethical Considerations in Special Education Research With contributions from R. Nicolle Carr, PhD, BCBA-D Chapter 5 Identifying, Locating, and Evaluating Educational Research With contributions from Kathleen M. Randolph, EdD, BCBA-D;Beth A. Jones, PhD; and Lynn E. Gates, MLIS Chapter 6 Systematic Literature Reviews With contributions from John William McKenna, PhD Chapter 7 Correlational Designs With contributions from Sharon Sullivan, PhD Chapter 8 Experimental Designs With contributions from Wilhelmina van Dijk, PhD Chapter 9 Quasi-Experimental Designs Jason C. Chow, PhD Chapter 10 Single Case Research Designs With contributions from Art Dowdy, PhD, BCBA-D and Joshua Jessel, PhD, BCBA-D, LBA Chapter 11 Survey Research With contributions from Nathan A. Stevenson, PhDand Andrew L. Wiley, PhD Chapter 12 Qualitative Research With contributions from Delia E. Racines, PhD Chapter 13 Mixed-Methods Research With contributions from Melissa C. Jenkins, PhD Chapter 14 Program Evaluation With contributions from Maeghan N. Hennessey, PhD;Jason P. Herron, PhD; and Reginald B. Snoddy, MS Chapter 15 Translating Special Education Research to Practice With contributions from Maria B. Peterson-Ahmad, PhD;Randa Keeley, PhD; and Kimberly Floyd, PhD Financial Disclosures Index

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Book SynopsisSupporting Paraeducators in Special Education and Inclusive Settings provides an in-depth look at the role of pre- and in-service teachers as supervisors of paraeducators within inclusive and special education settings. The latest entry within the Evidence-Based Instruction in Special Education series, Supporting Paraeducators in Special Education and Inclusive Settings serves as an instructional tool for pre-service teachers and educators within higher education coursework, as well as a resource for in-service teachers. This text supports teachers in strengthening their knowledge and supervisory skills necessary to supervise and manage paraeducators in educational environments. Through objectives, scenarios, content, and chapter questions, Drs. Sobeck, Douglas, and Uitto provide a thorough and applicable overview of working with and supervising paraeducators. In this text the roles and responsibilities of paraeducators, teachers, and school administrators relative to paraeducator training and supervision will be detailed, as well as tips for collaboration. School leaders and IHE faculty can visit www.efacultylounge.com for materials to support pre-service training within teacher preparation programs and professional development for in-service teachers.Supporting Paraeducators in Special Education and Inclusive Settings fills an important need in the field and is a vital resource for current and future teachers when working with paraeducators.Table of Contents Contents Dedication Acknowledgments About the Authors Preface Introduction Chapter 1: Roles and Responsibilities of Team Members in Relation to Paraeducators Chapter 2: Establishing Effective Communication and Collaboration With Paraeducators Chapter 3: Introduction to Paraeducator Supervision Chapter 4: Supervision Responsibilities of Team Members Chapter 5: Paraeducator Training Chapter 6: Common Challenges and Areas for Growth Appendix A: Initial Practice-Based Professional Preparation Standards for Special Educators (K-12) Appendix B: Initial Practice-Based Professional Preparation Standards for Early Interventionists/Early Childhood Special Educators Appendix C: Standards for Professional Practice Appendix D: Core Competencies for Special Education Paraeducators Glossary Index

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a huge range and FREE tracked UK delivery on ALL orders.

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Book SynopsisOne of the key messages of the Special Educational Needs and Disability Code of Practice, first introduced in 2014, is that every teacher is responsible and accountable for every pupil in their class, including those with SEN. So what does this mean in practice for you as a class or subject teacher? Essentially, it requires you to understand every individual's needs, have a range of relevant knowledge and skills and have the confidence to try out some new approaches. This book is your essential guide to meeting these requirements. The Teacher's Guide to SEN details the areas of need teachers are most likely to encounter, including: speech, language and communication needs (SLCN); autism (or ASD); moderate learning difficulties (MLD); specific learning difficulties (SpLD), including dyslexia, dyspraxia and dyscalculia; social, emotional and mental health needs; and physical needs, including visual impairment (VI), hearing impairment (HI) and physical disability. It also provides a useful overview of the many potentially unfamiliar acronyms used in SEN. Special educational needs and disability (SEND) is an umbrella terms which covers a varied array of different needs. They may impact upon learning and cognition, behaviour, social interactions, or an individual's ability to access the curriculum and certain activities in the same way as their peers. With the appropriate support, these needs need not be a barrier to learning, as this book demonstrates. The Teacher's Guide to SEN offers practical hands-on strategies to ensure high-quality teaching for all, together with key facts, real-life case studies and questions for reflection. The comprehensive advice includes: defining special educational needs; understanding your responsibilities; identifying pupils with SEN and putting support in place as part of the graduated approach; contributing to SEN reviews and education, health and care plans (EHC plans); making reasonable adjustments in the classroom; delivering inclusive, high-quality teaching for all; raising expectations; classroom strategies, focused on feedback, planning, questioning, modelling and scaffolding learning; developing relationships with pupils and their families; effective partnership working with teaching assistants, parents and outside agencies; and tracking and reviewing progress and provision. Relevant to all primary and secondary practitioners, this is an essential point of reference for busy teachers, including trainees, NQTs or indeed any practitioner who would like to refresh their knowledge or gather some new ideas to try in the classroom.

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Book SynopsisAs of 2016 the Department for Education (DfE) want to ensure all trainee teachers have an understanding of emotional development and attachment, and so this book presents the key concepts that are essential for training in this area to ensure all teachers are up to date. Attachment issues and mental health have a huge impact on pupils' performance and so an understanding of young people's emotional development is crucial for any teacher. Increasing teachers understanding and skills around emotional development can prevent many long term mental health difficulties in our schools and in our communities. Key topics such as attachment theory, emotion coaching, tackling disruptive behaviour and the trauma continuum are introduced and explained, with advice and tips for a classroom setting offered throughout. The experiences of practitioners in the field are presented alongside those of researchers, offering a range of diverse perspectives including education, psychology and health. This is an essential text for trainee and practising teachers.Trade ReviewThis is an important book. David Colley and Paul Cooper have brought together an important and highly engaging set of contributions to the topic of attachment and emotional development in the classroom. The text grounds recent research in the reality of classroom activity and it will make a very important contribution to the development of practice in schools and the reflections of those who are preparing for professional engagement with some of the most vulnerable young people in our society. -- Professor Harry Daniels, Department of Education, Oxford UniversityColley and Cooper's new book is very timely. With teachers facing ever-mounting pressures to deliver results, the understanding of the barriers to learning has never been more important. Covering both evidence and impact, this book is desired reading for teaching staff who want to know more about the children in their classrooms and how they learn. -- Kevin Kibble, Chief Executive of The Nurture Group NetworkAn informative, thought-provoking book seamlessly linking theory to practice. A must have for any newly qualified teacher during their first experiences with their very own class to help them to bridge gaps in the understanding of children with complex needs and guide their development more effectively. -- Verity Tamhne, NQTTable of ContentsForeword by Professor Barry Carpenter; Introduction - David Colley (Oxford Brookes University) and Paul Cooper (Brunel University); 1. Models of Emotional Development - David Colley and Paul Cooper; 2. Attachment Behaviour and Learning - Heather Geddes (Caspari, UK); 3. Neuroscience and Emotional Development: the basics explained - Maisie Satchwell-Hirst (Oxford University); 4. Attachment Aware Schools - Janet Rose (Norland College) and Louise Gilbert (Bath Spa University); 5. Emotion Coaching - Licette Gus and Felicia Wood (Kate Cairns Associates); 6. Promoting Resilience in Schools: The importance of both training and reflection for teachers and school staff - Mike Solomon (Tavistock Clinic, London); 7. Emotional Development and Missed Early Experiences: The Nurture Group Appraoch - David Colley; 8. Understanding the Impact of Trauma on Children in the Classroom - Betsy de Thierry (Trauma Recovery); 9. People meet in a classroom and say 'hello': a psychoanalytic perspective on the emotional relationship between the teacher and student - Peter Wilson (Place2Be); 10. A Psychoanalytic Understanding of Change and Transition in Education - Biddy Youell (Tavistock Clinic, London); 11. Supporting children and young people with social, emotional and mental health difficulties: working in a multi-agency team - Kathy Evans and Erica Pavord (University of South Wales); 12. Emotional Development and Children in Care: the Virtual School perspective - Tony Clifford and Anne-Marie McBlain (Virtual Schools Team, Stoke on Trent); 13. Social Pedagogy in the Classroom: supporting children and young people in care - Emma Black, (South Tyneside Educational Psychology Service), Michael Bettencourt, (Virtual School Head, South Tyneside) and Claire Cameron, (University College London); 14. Including Children with Disorganised Attachment in Mainstream Primary Schools - Maggie Swarbrick (Treatment Foster Care Oregon, Oxford, UK); 15. The importance of professional supervision for all staff in schools - Dave Roberts (Mulberry Bush School, Oxfordshire); 16. Emotional Development and approaches to Classroom Management - Jon Reid (Oxford Brookes University); 17. Disruptive Behaviour and Unsolved Problems - Poppy Nash (York University); 18. Classroom behaviour: finding what works for you - John Visser (Northampton University); 19. Supporting the Emotional Development of Teenagers - Janice Cahill (Pendlebury Centre PRU); 20. Conclusion: Drawing Together the Threads - David Colley and Paul Cooper; Author biographies; Subject index; Author index

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Book SynopsisChildren with SEND (special educational needs and disabilities), especially those in special schools, often experience grief at a much younger age than others, as some of their peers are more likely to have life-limiting medical conditions. Yet many adults do not know the best way to support a grieving child with SEND. This book provides all the resources that educational professionals need to ensure their community is fully prepared to acknowledge and support pupil bereavement and loss.Issues covered include bereavement and loss policies and procedures, an appropriate curriculum (including the issues of life, death and loss), how to inform the school community of the death, how to support pupils and staff with the loss, common signs of grieving and how grief affects children at different ages and developmental stages, plus activities and resources to support pupils with their grief. There is also an extensive appendix with template documents for schools to use such as draft letters, policies, procedures, curriculum and lesson ideas.Trade ReviewA comprehensive "one-stop-shop" on how to support pupils, staff, families and the school community through bereavement, offering simple practical guidance, easily integrated into the school day. Essential reading to instil confidence amongst those caring for children with SEND to address issues of death and bereavement within the school environment. -- Dr. Katie Koehler, Child Bereavement UKWith a wealth of practical advice and inspiration that can be used in moments when thinking feels impossible, this book shows you how you can promote happiness, health and resilience in children with special needs through the darkest of times. I will certainly be buying it for the special school I work in! -- Jill Owen, Head Teacher at Montacute School, PooleSarah's guidance on writing a policy, how to support pupils, families and staff and how to report to the wider community is very clear and well-thought out. An essential book for every school. -- Kitty Eve, SENCO at Chandag Junior SchoolTable of ContentsAcknowledgements; Notes; PART ONE Introduction; 1. Who is this book for?; 2. Why is there a need for this book?; 3. The importance of acknowledging grief; 4. The school; 5. An overview of school policies and procedures; PART TWO A death occurs; 6. How to inform staff; 7. How to tell pupils; 8. How to let parents, families and the wider community know; PART THREE Pupils; 9. How grief affects children at different ages and developmental stages; 10. Common signs of grieving in children; 11. Common behaviours of grieving children; 12. Ways to support grieving children; 13. Advice for supporting children with Autistic Spectrum Disorders (ASD); 14. Talking about funerals, cremations and burials; 15. All forms of grief and loss; 16. Traumatic losses; 17. When to refer children to other professionals; PART FOUR Staff; 18. How to support staff; 19. Staff emotions and the school day; 20. Staff dos and don'ts; PART FIVE Mind, Body & Spirit; 21. How emotions affect the body and the breath; 22. Holistic support; 23. Special assemblies and memorials; 24. Remembering; PART FIVE The environment; 25. How to manage the school environment following a death of a member of the school community; 26. How to manage the classroom environment following the death of a pupil; PART SIX Families; 27. How to support families; PART SEVEN Special days; 28. Anniversaries; 29. Holding an annual event - Friendship Day; PART EIGHT School management; 30. School bereavement and loss policy; 31. School bereavement and loss procedures; 32. The curriculum; 33. Staff training; Appendices; Statistics; References; Index

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Book SynopsisThera-Build' is a LEGO®-based therapeutic approach for improving children's emotional well-being. Participation in Thera-Build groups can help to boost self-esteem, address common issues such as anxiety and anger, support social development and build positive attachments.This inspiring and user-friendly guide explores the power of play, introduces the basics of brain plasticity and attachment theory, and shows exactly how to set up and run an effective Thera-Build group. A wide range of imaginative games and activities is included.Trade ReviewThis book is accessible, creative, fun, imaginative, informative, sensitive, and so much more! It takes an item that so many children love and find familiar and non-threatening; and provides the reader with a whole range of fantastic and therapeutic ways of using lego and expanding on lego play. It combines using lego in a playful way, but also in a way that supports children to express themselves, to regulate, to trust, and to develop key life and relational skills. A wonderful contribution to the direct-working world. -- Dr Karen Treisman, Clinical Psychologist, trainer, and author of 'A Therapeutic Treasure Box for Working with Developmental Trauma', 'Working with Relational and Developmental Trauma', and 'A Treasure Deck of Sentence-Completion and Feelings Cards'.An easy-to-read, practical book, presenting everything needed to facilitate a valuable therapeutic resource for vulnerable children. A great guide to use for interventions in the primary school. -- Dawn James, Inclusion Lead and SENCo.This is a refreshing book for this moment in education. Through the medium of bricks, Alyson Thomsen explores the developmental and emotional realities of the child with compassion and sensitivity. The structure of the book brings theory and practical ideas together seamlessly. A must-read for reflective and playful educators and parents who want to understand the motivations behind great learning. A gem! -- Sue Egersdorff - Founder and Director of International Early YearsThis book helpfully demonstrates the power of Lego to inspire, engage and energise pupils. Aly has a wealth of experience of working with pupils and this is evident in the advice and suggestions shared. Each chapter helps to build up a picture to enable the reader to successfully implement the Thera-Build process. This book will undoubtedly be of great benefit to schools, parents and mostly importantly our pupils. -- Stephen Dean, Headteacher at Highnam C of E Primary Academy & Lego BuilderThera-Build is a truly wonderful therapeutic approach in supporting children's needs. This book is an easy-to-read guide to help practitioners facilitate activities using the medium of LEGO®, specifically targeting areas of need and providing an overall understanding to enable professionals to help stimulate children's imaginations in a playful way in order to reach their true potential. -- Adriana Sklenar, Pastoral Support Team, Hester’s Way Primary SchoolAlyson provides a perfect route in to playing with purpose. Drawing both on her experience as a practitioner and the growing evidence-base around therapeutic play, Alyson has developed a deceptively simple, safe approach that has the potential to impact children deeply. -- Dr Pooky Knightsmith, Vice Chair of the Children and Young People’s Mental Health CoalitionThis book will definitely have a central place on my bookshelf. As an avid LEGO® builder and child therapist I am forever seeking ways to combine one of my favourite activities with my vocation. Thera-Build successfully supplied me with a primer full of new ideas and techniques. The book is easy to read and clearly set out. The author assists novice and experienced clinicians, teachers and others working with children to understand the challenges children face. It demonstrates how to build a child's resilience, provide them with a safe and respectful environment, and support them. -- Elsa Struwig, social workerI can honestly say this book is my Lego Bible!From not knowing where to start the sessions, this book takes you through how to deliver playful, fun and postive experiences for the children using a therapeutic approach.Aly is a brilliant trainer with so much passion for Lego you can not help but love it too. * Hazel Obee, Learning Support Worker at The Milestone School in Gloucester *Table of Contents1. Thera-Build: Introduction and Fundamentals. 2. Why LEGO®? and The Importance of Play. 3. The Brain Science Behind Thera-Build. 4. Thera-Build, Early Childhood Trauma, and Attachment. 5. Creating a Secure Alliance with Thera-Build. 6. Using LEGO® to Self-Regulate and Self-Soothe. 7. Meeting Developmental Needs and Listening Skills. 8. The Practicalities of Resourcing, Hygiene and Organisation. 9. Thera-Build and Simple CBT. 10. LEGO® Activities. Final Thoughts. Final Checklist. Appendix. Biography/References.

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Book SynopsisThe self-control super hero is back! This time, they've come prepared with simple strategies to tackle the difficult emotions and challenges of everyday life. From the morning routine to making friends at recess, paying attention in class and getting a good night's sleep, this guide will help children stay on track and save the day!Focussing on specific times of the day that present particular challenges, the book uses illustrations and simple language to describe breathing exercises, stretching, and visualization techniques to help children aged 4-7 keep calm and in control. Suitable for all children, but especially those with sensory and emotional regulation difficulties, this is an accessible guide with extra tips and resources for parents, educators or therapists.Trade ReviewSelf-Control to the Rescue is certain to help kids have fewer tough times, and more of the success and happiness that are rights of childhood. -- Alex Doman, founder & CEO Advanced Brain Technologies, bestselling co-author Healing at the Speed of SoundLauren Brukner once again delivers child-friendly learning activities, great illustrations and authoritative advice in a package that children will certainly enjoy and parents and professionals will find immediately applicable. -- Joel Shaul, Licensed Clinical Social Worker and author of The Green Zone Conversation BookPractical methods that children can easily understand and use. -- Dr. Temple Grandin, author of The Way I See It: A Personal Look at Autism & Asperger’s and Thinking in Pictures: And Other Reports from My Life with AutismEmpowers kids with practical, fun strategies for challenges like waking up, making friends, keeping calm, paying attention, and handling situations like lunch and recess. A supercharged, super powerful book! -- Lindsey Biel, M.A., OTR/L, Occupational Therapist, Author of Sensory Processing Challenges: Effective Clinical Work with Kids & Teens, www.sensorysmarts.comHere at last is a book for parents and therapists to use with children to help them develop self-regulation! This book is for people everywhere who want to create a regulated place within themselves and the children with whom they live or love. -- Lucy Jane Miller, Ph.D, OTR, Founder of STAR Institute for SPDTable of ContentsAcknowledgements. PART ONE: FOR KIDS. Introduction. The Real Super-Powers of Self-Control. How This Book Works. 1. Getting Ready in the Morning. 2. Paying Attention. 3. Recess and Lunch. 4. Friendship Tips. 5. Bedtime. PART TWO: FOR ADULTS. For Parents. For Educators and Therapist. Reminder Bracelets. Self-Control Certificate. Self-Control Diploma. Self-Control Gold Coin Reward Chart. Desk Strip/Table Strip Reminders. Morning Routines. Homework Routines. Bedtime Routines.

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Book SynopsisPacked with photocopiable lesson plans and tried and tested strategies, this illustrated guide is the ideal companion for teachers and therapists wishing to help kindergarten and elementary school children to self-regulate. It contains everything you need to integrate the successful, research-based 'Awesome and In Control' program, which focuses on empowering children to regulate their own emotions and senses and helping them to develop excellent coping strategies.Explaining how the popular, universal 'Awesome and In Control' program works, the guide enables you to help children to keep calm and in control during everyday tasks including reading, writing and paying attention to others.Trade ReviewSimple Stuff to Get Kids Self-Regulating in School is a wonderful little book that talks in everyday language about one of the most important issues that occupational therapists and other developmental professionals working in schools should be focused on, for children with and without disabilities. At STAR Institute, we use Lauren's ideas whenever we consult in the schools. Bravo Lauren for your addition to our ability to help our clients! -- Lucy Jane Miller, Founder, STAR Institute for SPDThe MANY ideas contained in this gem of a book are designed to enable kids to identify and label their physical and emotional state. The ideas and guidance are simple and straight-forward allowing both learners and teachers to get stuck in and start benefitting right away. -- Dr Pooky Knightsmith, Author and Child and Adolescent Mental Health SpecialistTable of Contents1. Hello, and WELCOME! 2. The BACKGROUND. 3. Basic Building Blocks of This Curriculum. 4. The WHY-: All About Self-Regulation and Sensory Processing. 5. The WHERE. 6. The HOW-Intro. 7. The WHAT: Introducing the Awesome and in Control Curriculum! Appendix.

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Book SynopsisDoes your hand ache when you write? Packed with fun and simple ideas to help kids feel good about writing, this handwriting book with a difference helps children embed the strength and skills they need to get the most out of their written work, at home and school!From different kinds of cushions, hand warm-ups, and cool eye scan exercises, and pencil grips to yoga balls in cardboard boxes, personalized activity binders, playdough, lego, and Velcro on pencils, this book is filled with fun stuff to help kids focus, get stronger, and be in control of their writing. The strategies in the book are accompanied by cartoon-style illustrations, and the author includes useful tips for parents and teachers as well as handy visual charts, a quiz to identify areas of most difficulty, and checklists for children to track their own progress.Armed with the strategies and exercises in this book, kids will be well on their way to writing with greater ease, and the positive self-esteem that goes along with that. Suitable for children with writing difficulties aged approximately 7 to 12.Trade ReviewLots of practical tips to help kids have better writing skills. When I was eight, I was the last student in my class to have good handwriting. I would have loved all the pencil grips that you showed in your book. Another tip that I completely agree with is heaving a soft pencil. -- Temple Grandin, Author Thinking in Pictures, The Autistic BrainKnow any kids struggling with writing? Lauren Brukner's empathic writing style is straight-forward, empowering and kid-friendly. Using her do-able strategies, students feel prepared to overcome resistance or anxiety, organize ideas and details, and tackle grade-level written assignments. Read this book with your students. You'll learn something, too!! -- Beverly H. Moskowitz, DOT MS OTR/L FAOTAThe real value of the book is its uncomplicatedness and relevance to the world, in which children hold tablets as often as pencils. No child struggling with writing should be considered at risk of poor achievement before they have tried Lauren's tricks of the Occupational Therapy trade. The visual-motor coordination strategies feel natural and unpretentious, and that's why they work. -- Lidia Stanton – dyslexia specialist and psychologistTable of ContentsPART ONE: FOR KIDS; Hey Kids, Let Me Tell You a Little About Me and this Book!; Quiz: What's Your Writing-Learning-Style?; 1: Let's Learn Some Writing Strategies for Big Body Stuff; 2: Let's Learn Some Writing Strategies to Help Your Eyes Out; 3: Let's Learn Some Writing Strategies When Your Hands Just Feel Tired; 4: Let's Learn Some Writing Strategies for When it's Hard to Focus; 5: Let's Learn Some Writing Strategies When All Your Body's Feelings and Sense Get Too Much (or too Little); PART TWO - FOR GROWN-UPS; The Importance of Implementing Writing Routines at Home and School; APPENDICES; Appendix 1: At A Glance Desk Strip Reminders; Handwriting Bookmarks; Binder Workbook Sample Sheets for Laminating; Recommended Reading

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Book SynopsisThis evidence-based programme is designed to help young people on the autism spectrum to cope with the many challenges of adolescence. It encourages them to explore their identity, develop their friendships and to begin to think more about adult relationships, tackling the important related issues of puberty, sexuality, gender identity, body image, dress codes, self-care, safety and conventions for touching along the way. Designed to be used either as a 30-consecutive-session programme or to be dipped into as particular issues arise, it contains engaging lesson plans, supplementary activities, take-home tasks, group discussion points and over 200 downloadable and printable flash cards.This is a vital teaching resource for educators, SENCOs, educational psychologists and other professionals working with children aged 11+ with ASDs in SEN and mainstream settings.

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Book SynopsisMind Mechanics is a comprehensive resource to support schools in teaching pupils about mental health. Drawing on a wide range of therapeutic interventions, including CBT, Behavioural Activation and Compassion-Focussed Therapy, it provides activities and lesson plans to empower children with the skills they need to manage their mental health throughout life.The book contains lesson plans, games and activities, assessment tools and information on risk factors and specific issues that might impact children. It also features photocopiable and downloadable worksheets, making the provision of mental health teaching simple. Mind Mechanics can be used flexibly as a full programme as part of the school's Personal, Social, Health and Citizenship curriculum, as a targeted intervention for a group or individual, or as a resource bank of individual activities to use as and when needed.Trade ReviewA cornucopia of flexible, fun, evidence-based activities suitable for small group intervention, or as a whole school approach to emotional literacy and skills building. The clear plans and ready-to-go resources, mean you have everything you need to get started right away. Enjoy! -- Dr. Pooky Knightsmith, Child and Adolescent Mental Health ExpertWhat makes Mind Mechanics so remarkable, is how it supports a non-specialist to deliver an intervention which is underpinned by research and effective practice. It uses a practical, creative approach to support children and young people to develop independent, problem-solving strategies in the face of emotional challenges. -- Donna Lewis, Headteacher, and Kate Jones, SENCoThis book is so well placed to be every DMHL's (Designated mental health leads) support book for interventions. We know we need to be preemptive and proactive however when it comes to actual interventions we also want to make sure they are evidenced based.Often we are unsure about what interventions we should use as we are not mental health clinicians. Mind mechanics by Sarah Rawsthorn can be used to fill this gap in knowledge and offer DMHL's the confidence to use her book as a targeted resource for those children identified as being vulnerable or with mild to moderate levels of mental health problems . The DMHL has the choice to select particular activities to be used in the school's mental health curriculum or as interventions to meet specific needs.What I really like about this book and the interventions they offer is the pre and post-intervention assessment tools at the first and last sessions. This enables the school's DMHL to measure the progress of individual children and use these assessments to target further intervention or it provides the evidence needed when making referrals to specialist mental health services. -- Clare Erasmus, author of The Mental Health and Wellbeing Handbook for Schools

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Book SynopsisAre you looking for effective strategies for cooperating with your 'difficult' students? Are you struggling to find motivational tools for students that appear to be angry, rude, cruel, erratic, or stubborn?This book is an essential guide for school staff supporting students with Oppositional Defiant Disorder (ODD). Written by the author of The Parent's Guide to Oppositional Defiant Disorder: Your Questions Answered, this book debunks myths about ODD by providing psychiatric context, strength-based approaches and exploring the disorder through a holistic lens. Supporting teachers in building and maintaining healthy relationships with ODD students, the book equips educators with the skillset to understand their students, identify and avoid common obstacles and prepare their students to thrive in and outside of the classroom. Packed with easy-to-use handouts, questionnaires and printable exercises, this guide is perfect for teacher training and group activities.Trade ReviewAmelia Bowler is changing the paradigm of how we understand Oppositional Defiant Disorder. By recognizing that a diagnosis of ODD is what we observe and not the cause of behavior, Amelia gives permission to see the whole child and find new ways to support them. With practical ideas and relevant case studies, this book is one every teacher needs on their shelf. -- Emily Kircher-Morris, LPC, Author of Teaching Twice-Exceptional Learners in Today's Classroom and host of The Neurodiversity PodcastA critical book for teachers, paraprofessionals, principals, parents, therapists, and child psychiatrists alike. It's clear, concise, and evidence-based. Vitally important, the section on cultural competence underscores the complexity and beauty of every child's unique story and journey. -- Mark W. Wilson, MD, Child and Adult PsychiatristBowler's deft research summaries and relatable examples peel back the ODD mask, revealing determined, courageous students from often-unkind backgrounds. Her stories and strategies illustrate how curiosity and trust can nurture motivation and competence, supplanting those exhausting attempts to control behavior. Bowler delivers hope, plus generous, immediately useful resources. -- Dr. Camille Kolu, Ph.D., BCBA-D, Trauma-informed behavior analysis consultantTable of ContentsIntroductionPart I: Changing the way you see Oppositional Defiant DisorderChapter 1: Oppositional Defiant Disorder: the view from the outsideChapter 2: Struggles linked with Oppositional Defiant DisorderChapter 3: Cultural competence, misunderstandings and biasChapter 4: Managing Your Frustrations and ExpectationsPart II Changing the way the student sees youChapter 5: Control and AutonomyChapter 6 Leadership without coercionChapter 7: Building trust and connectionChapter 8: Responding to students in distressPART III Understanding your students' goals and needsChapter 9: Looking for the WHY of behaviourChapter 10: Common Classroom Struggles: Invisible DisabilitiesChapter 11: Skills that improve cooperation in the classroomChapter 12: Preparing to write an Individualized Behaviour PlanPART IV: Worksheets

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Book SynopsisThrough an ethnographic study that took place in highly diverse primary school classrooms in London and the East of England, this book engages with teachers' perspectives and children's descriptions of their plurilingual experiences, as it explores what constitutes, hinders and potentially facilitates teachers' agency in multilingual pedagogies.

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Book SynopsisThe EHCP Handbook: How to Make an Effective Education Health and Care Plan: A Guide for Parents and Carers is an accessible, illustrated handbook for parents and carers but is also relevant to professionals in education and social care. The book acts as a guide through all the stages of making an ECHP.

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Book SynopsisIt is challenging to understand the complexity and multiple causes of school violence. Given the apparent rise in many forms of violence in schools, and the dire consequences to those impacted by violence, it is vital to better support children and youth in both preventing violence and responding appropriately. Issues Around Violence in Schools explores a number of topics related to violence that occurs in schools or with school-aged children and youth. Authors address the nature and extent of violence in schools – including mass shootings but also other forms of violence – and the relationships and intersections among mental health, special education, and school violence in general. They consider positive approaches to mental health, behavior, and overall climate in schools, analysing both disciplinary practices and interventions and supports and their relationship to school violence. Key insights are presented regarding bullying, positive approaches to behavioral and social/emotional concerns, and the promise of threat assessment for mitigating violence and connecting students to needed supports. This volume provides an overview of key areas of promise for improved research and practice, such that schools are better positioned to mitigate violence, and to respond in positive, supportive ways to those who may be impacted by violence.Table of ContentsChapter 1. Issues Around Violence in Schools: Considerations and Introduction to The Volume; Timothy J. Landrum, Lauren W. Collins, And Bryan G. Cook Chapter 2. Bullying and Youth with Disabilities: Understanding The Complexity of Involvement; Katherine A. Graves, Lindsey Mirielli,And Chad A. Rose Chapter 3. The Duality of Online Socialization: Examining The Juxtaposition between Cyberbullying and Online Friendships; Chad A. Rose, Madison H. Imler, And Jessica Cowley Chapter 4. Bullying of Students with Disabilities: An Update of Litigation Trends; Diane M. Holben and Perry A. Zirkel Chapter 5. Bio-Psycho-Social-Cultural: Four Domains of Factors Contributing to School Shootings; Peter Langman Chapter 6. Behavioral Threat Assessment in Schools; Dewey Cornell Chapter 7. Zero Tolerance for Zero Tolerance: Implications and Alternatives for Students with Disabilities; Lauren W. Collins, Timothy J. Landrum, And Chris A. Sweigart Chapter 8. Whole School, Whole Community, Whole Child: Sustainable and Comprehensive Change with Foundational Social and Emotional Supports; Gregory J. Benner, Sean Slade, Lisa Strycker, And Erica O. Lee Chapter 9. Prepare School Crisis Prevention and Intervention; Amanda B. Nickerson, Stephen E. Brock, And Katherine V. Margiotta Chapter 10. A Collaborative Approach to School Safety: Merging Student Voice with School Personnel’s Use of Restorative Practices for Effective Prevention; Claudia G. Vincent, Hill Walker, Dorothy Espelage, And Brion Marquez Chapter 11. Trauma-Informed Care to Prevent and Mitigate Effects of School Violence; Jessica B. Koslouski, Kristabel Stark, And Sandra M. Chafouleas

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Book SynopsisKnowing when children and young people are struggling, and identifying the best ways of supporting them is vital. This is all the more important when working with children with varying learning difficulties who may not always be able to communicate their feelings.By demystifying terms such as mental health, wellbeing, learning difficulties and the sensitivities surrounding labels, this practical and evidence-based guide helps you achieve an in-depth understanding of the children and young people you work with. It provides you with skills and knowledge for supporting their mental health and wellbeing in educational settings - from nursery to secondary school in both mainstream and specialist environments with talking and non-verbal communication approaches to accommodate varying needs. Most importantly its holistic approach explores the interaction between the child's learning difficulties and the psychological, social and environmental factors which influence how they manage their ups and downs in life. This lets you think beyond the child and the classroom.Trade ReviewAn easy read with something for everyone. Child-centred, with easy language, practical ideas and examples, help to inspire and challenge you. It's a must have handbook to dip into and go back to time and again. -- Sue Hewitt, Principal Beacon Hill Academy, Chair Federation of Leaders in Special EducationI highly recommend this outstanding book. It is thorough, clear and accessible so that parents, teachers and other professionals can easily find vital information, activities and essential case studies. -- Andrew Colley, former senior lecturer in special education at the University of East London and author of a number of books and articles supporting the wellbeing of young peopleA lucid, comprehensive and much needed exploration of this important subject. The combination of theory, case studies and practical 'toolbox' ideas makes this is an extremely valuable resource for professional development and reflection. -- Mike Sissons, Independent SEN consultant & author of ‘Mapping and Assessing Personal Progress (MAPP)’A much-needed text for school psychologists and special educators. Readers will appreciate the explicit guidance on how to conceptualise academic difficulties, use data to inform the selection of evidence-based interventions and monitor progress. Useful tools and case studies are available in each chapter. A particularly compelling feature of this text is the elegant yet simple approach to direct academic assessment using evidence-based techniques that align with intervention selection. -- Kathleen Tait, Associate Professor, Severe and complex disabilities, Macquarie University, AustraliaAn excellent coverage in assessment of wellbeing for children with learning difficulties. Taking an Educational Psychologist's perspective, this engaging book offers an evidence-informed, theoretically-driven approach with case studies and reflections points. -- Dr Tracey Colville, registered teacher and Lecturer in Educational Psychology, University of DundeeThis is a superb, readable, treasure chest of a book. Kirstie writes with all the authority, integrity and compassion gained from considerable experience in the field, producing an indispensable resource. -- Dr Phil Stringer, Educational Psychologist & Programme Co-Director, Educational Psychology Group, University College London.

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Book SynopsisThink about our senses being like cups and everything we see, hear, feel, smell, touch, and taste as we move about is like water going into our cups. Some of our cups might be big and some might be small. Whether big or small, we like it best when our cup is filled enough so that it''s just right for us! We are all different. We need just the right amount of information to feel good! Help your child aged 7+ think about, explore and develop ways to manage sensory overload and feeling under stimulated with quirky cartoons that visually illustrate the approach. Sections on each of the eight senses (including your internal ''body signals'' like hunger) feature noticing and knowledge-building activities to help kids get their own, unique, senses cups feeling ''just right'' for them. Get going on some sensory experiments!

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Book SynopsisThe world expects the impossible from teachers, with so many young people in our care - all with unique needs. How do we help everyone to thrive?Imagine a classroom where there is no ''normal'' - where all brains are expected and welcomed. Students are taught about neurodiversity, metacognition, and self-advocacy alongside the curriculum and are encouraged to identify their own needs. Learning tools are taught and available to everyone!This thoughtful guide breaks down the learning process. It''s brimming with practical tips, brain-based strategies, and illustrative examples that teachers can implement in the classroom. Stories of real teachers and neurodivergent students help educators envision how to apply neurodiversity-affirming approaches. This book invites a compassionate lens for teachers and students alike. It''s the how-to of forging partnerships with students - our best resources in collaboratively problem-solving pressing classroom concerns and invisible learning needs. Everyone benefits when we plan with accessibility in mind!

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Book SynopsisChildren with autistic spectrum disorders (ASD) often have sensory processing difficulties. They may be very sensitive to particular sounds or materials, or unresponsive to injuries most children would find painful. This practical book offers a six-step approach to developing a successful programme to help children cope with sensory input they find overwhelming, and to identify activities they may find relaxing or rewarding.Sue Larkey draws on her experience of working with children with autism to offer more than 30 activities using touch, sound, taste, vision and movement, and gives advice on how to use these activities as opportunities to improve children's communication skills. She provides detailed photocopiable checklists to assess children's sensory reactions, sleep patterns, sense of movement and use of eye contact. Parents, occupational therapists and educational professionals will find this workbook to be a rich source of fun ideas for improving sensory processing in autism, and easily adaptable for children with other special needs.Trade ReviewThis practical book offers a six-step approach to developing a successful programme to help children cope with sensory input they find overwhelming, and to identify activities they may find relaxing or rewarding. Parents, occupational therapists and educational professionals will find this workbook to be a rich source of fun ideas for improving sensory processing in autism, and easily adaptable for children with other special needs. -- In the pictureThis easy to read and practical guide, written by a specialist autism teacher, is aimed at parents, occupational therapists and educational professionals. SLTs working with children with ASD and other special needs will find it useful.This would be a useful addition to any department as so many of the children we work with have sensory difficulties. -- Royal College of Speech & Language TherapistsThis practical guide for educators and parents describes a six-step approach they can use to design programs that help children with autism spectrum disorders learn to cope with sensory input. Consultant Larkey developed the activities while working in a specialist autism spectrum disorder school, but they may be applied in a variety of settings. Photocopiable checklists aid in the assessment of children's sensory reactions, sleep patterns, sense of movement, and use of eye contact. -- www.booknews.comThis book's strength is in its jargon-free, and easy to use format, crammed full of practical suggestions and strategies. Professionals can pick up and use this immediately and know that they are addressing an important area of need. This is a godsend of a book for busy practitioners. SO much so, that the staff have already asked me to order more copies. What better recommendation? -- Good Autism PracticeA highly effective way of working with people with autistic spectrum disorder is sensory integration therapy. In Sue Larkey's recently published Practical sensory programmes for students with autism spectrum disorder and other special needs, she has demystifies sensory integration and makes clear some of the mystifying behaviours associated with autism. This practical book encourages every person to use sensory integration as a meaningful way of understanding and helping the person with sensory issues. Parents and frontline staff will find this workbook a rich source of fun ideas for improving sensory processing in autistic spectrum disorder with techniques that are easily adaptable for people with other special needs. -- The Frontline of Learning Disabilitythis book is a very useful tool that could help parents and carers to move from seeing their children's behaviour as "difficult" to seeing it as explicable in terms of sensory processing differences.We feel this book will give parents and carers the confidence that they can support that they can support and help their child following a diagnosis of autism spectrum disorder and other special needs. -- RostrumA book by an experienced practitioner with children who have ASD which offers over 30 activities using all the senses and movement to improve communication, but also to provide occupation which is relaxing, enjoyable and rewarding to the child. -- British Institute of Learning DisabilitiesI found Sue Larkey's book to be a useful practical resource for those educating children with autism spectrum disorder. In a wider context, many of the strategies that she describes can also be adapted for students with other special educational needs. -- Pastoral CareTable of ContentsIntroduction. Part 1 Getting Started. Part 2 The Six Steps to a Successful Sensory Programme. Step 1: Assessment - The Sensory Checklist. Step 2: Specific Sensory Aims and Strategies. Step 3: General Sensory Programme Activities. Steps 4, 5 and 6 Programming, Evaluation and Reassessment. Part 3 Positive Behaviour Support. Useful Resources.

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Book SynopsisThe characteristics of autism spectrum disorders (ASD) present unique challenges, not only to people themselves affected, but also to counselling professionals. This manual provides counselling techniques that work not only for professionals, but also for individuals either coping with being on the spectrum themselves, or living with someone who has an ASD.Regardless of intellectual and linguistic ability, people on the autism spectrum often have significant impairments in emotional expression, regulation, and recognition, and they are known to have higher rates of depression and anxiety than the general population. This comprehensive book shows how to develop the tools necessary to help people on the spectrum cope with their emotions, anxieties, and confusion about the often overwhelming world that surrounds them. Illustrated with useful case studies, it covers a range situations where counselling may be helpful for individuals with ASD, both children and adults, families where a member is on the spectrum, and couples where a partner has ASD. It also addresses specific issues, including depression, anxiety, emotional regulation, social skills, and stress, with effective strategies for dealing with each issue.As well as being indispensable for counsellors, this book provides valuable information and advice for anyone working with people and families affected by ASDs.Trade ReviewThe authors of Counselling People on the Autistic Spectrum have accurately subtitled it as 'a practical manual'. For experienced counsellors, this book provides a detailed description of ways they can adapt their practice to fit the special needs and characteristics of people on the autistic spectrum. For newer practitioners, it also offers an overview of basic concepts about autism. The section of the text more accessible and lively... Paxton and Estay present numerous novel strategiews for use in counselling sessions or as part of individual support programmes, including employing simple graphics that make CBT principles more accessible to visual learners and non-verbal people. There are also some autism-specific ideas for working on emotional understanding... Several good suggestions about using special interests as a tool for enhancing emotional literacy are on offer, along with a creative section on coping strategies for adult relationship problems. The authors maintain a respectful attitude towards people with ASDs throughout, using what is known about their differences to explain why some typical therapeutic practices may not be helpful, and to suggest viable alternatives...The authors' emphasis on video modelling and scripting techniques, such as social stories, is especially welcome...counsellors will definitely welcome this book's enhancement of their arsenal of strategies, and some of these techniques could also be successfully employed in the home or classroom. -- Autism, The InternationalJournal of Research and PracticeI strongly recommend this book for EPs as it offers an excellent introduction to what is autism in addition to demonstrating the practical cognitive behavioural approach as a useful tool in couselling children with ASD and developing coping and life skills. -- DebateThis excellent, short (c.200 pages) volume lives up to its subtitle A Practical Manual... What also shines through is the author's obvious fascination with and enthusiasm for her work; the book will have more than done its job if it entices more practicioners beyond their hesitation to work with a most fascinating group where the challenges are more than matched by the rewards. -- Counselling and Psychotherapy ResearchI highly recommend this text to any practitioner working with Autistic Spectrum Disorders especially in education; mental health teams offering support strategies; and other young people/adult settings. -- Counselling Children and Young PeopleAs an introduction to the subject and a guide to work with certain aspects of autism, this is a superb book. -- Therapy TodayThis book sets out to show how to develop the tools necessary to help people with autistic spectrum disorders (ASD) cope with their emotions, anxieties and confusion about the often overwhelming world that surrounds them. Illustrated with case histories, it covers a range of situations where counseling may be helpful for children and adults with ASD, families where a member is on the spectrum and couples where a partner has ASD. -- Human GivensCounselling People on the Autism Spectrum is full of useful tips, such as using special interests as a metaphor in therapy, arranging the room and seating to suit clients' needs, checking for meaning and understanding, avoiding or explaining figures of speech, and a short section on stress and relaxation. I will be recommending this book and lending my copy to counsellors and support workers. -- Healthcare Counselling and Psychotherapy JournalRegardless of intellectual and linguistic ability, people on the autism spectrum often have significant impairments in emotional expression, regulation and recognition, and they are known to have higher rates of depression and anxiety than the general population.Illustrated with useful case studies, it covers a range of situations where counseling may be helpful for both children and adults with ASD, or families where a member is on the spectrum or couples where a partner has ASD. -- Autism UsThis manual provides counseling techniques that work not only for professionals, but also for individuals either coping with being on the spectrum themselves, or living with someone who has ASD. -- Special Families Guide NewsletterA book which identifies where counseling may be helpful to people with autism, and which describes how to develop the necessary tools and strategies. -- Current Awareness ServiceTable of ContentsIntroduction.1. Autism: An Overview. 2. Autistic Thinking and Autistic Logic. 3. General Strategies and Modifications for Cognitive Behavioural Therapy. 4. Depression and Treatment Approaches. 5. Anxiety, OCD, and Treatment Approaches. 6. Relationships and Social Skills. 7. Stress and Relaxation. 8. Emotional Expression, Identification, and Regulation. 9. Some Final Words and Suggestions. References. Index.

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Book SynopsisPraise for the author:'Deborah Plummer uses imagination and empowerment to move children and adults from discouragement to success.'- The Canadian Child and Adolescent Psychiatry Review'Deborah Plummer shows a fundamental respect for a child's integrity whilst making sure her language and ideas accessible to a wide range of people.'- Afasic NewsThis practical handbook helps adults to understand, manage and reflect constructively on children's anger. Featuring a wealth of familiar and easy-to-learn games, it is designed to foster successful anger management strategies for children aged 5-12.The book covers the theory behind the games in accessible language, and includes a broad range of enjoyable activities: active and passive, verbal and non-verbal, and for different sized groups. The games address issues that might arise in age-specific situations such as sharing a toy or facing peer pressure. They also encourage children to approach their emotions as a way to facilitate personal growth and healthy relationships.This is an ideal resource for teachers, parents, carers and all those working with anger management in children.Trade ReviewAnger Management Games for Children is a practical guide with clear and explicit theoretical underpinnings that would be useful for all those supporting the emotional development of primary school aged children... As a psychologist it was refreshing to see a solution-focused approach being used to anger management, with an emphasis on facilitators reflecting on their practice and their own emotional needs... This is an incredibly useful and practical resource for those setting out to successfully use games in anger management work with children. -- DebateAdults are encouraged to use the games mindfully, making sure they are aware of the possible effects exploring sensitive issues with vulnerable children. Ideas for reflection after each activity prompt children to make sense of the feelings generated by the game they have played. The games are simple to play and clearly explained, with symbols indicating the time required and the recommended age. The games range from five to 60 minutes' duration, and mostly require no extra resources, which make them an invaluable resource for any adult who works with children aged 5-12. -- The SignThere are many good ideas here that can be dipped in and out or added to your current repertoire ideas. -- NASEN SpecialThis handbooks is designed to help adults understand and manage children's anger. It includes games and activities that encourage children aged between five and 12 to express their emotions in a healthy way. -- Children and Young People NowDeborah M Plummer's practical guide is packed full of easy-to-learn games that will help teachers to understand and manage children's anger. -- Junior Education Education PlusThis book is divided into two parts. The first explores the theory around anger, with chapters on understanding anger: why games are used to support healthy anger management; structuring the emotional environment when a child is already angry, and self-reflection and self-care for workers.I really enjoyed the common sense approach the author uses in this section. She explains anger as a normal, healthy human emotion, and clearly describes the chemistry involved in experiencing and expressing anger. -- Children & Young People NowTable of ContentsPart One: Theoretical and Practical Background. 1. Introduction. 2. Understanding Anger 3. Why Use Games to Support Healthy Anger Management? 4. Structuring the Emotional Environment. 5. When a Child is Already Angry. 6. Self-Reflection and Self-Care. Bibliography. References. Part Two: Games for Anger Management. 7. Non-Competitive Ways to Choose Groups and Group Leaders. 8. Warm-Ups and Ice-Breakers. 9. Lighting the Fuse: Exploring Anger and Triggers to Anger. 10. When I'm Angry: Responses and Consequences. 11. You and Me: Empathy. 12. You and Me Together: Respect, Cooperation and Negotiation. 13. In the Driving Seat: Being in Control, Managing Stress and Tolerating Frustration. 14. Got It! Solving Problems. 15. Off We Go: Setting Goals and Being Prepared. 16. Wind-Downs and Celebrations. Useful Resources. Subject Index. Author Index. Acknowledgements.

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Book SynopsisAs children and teens are exposed to more and more pressure at school, exam stress comes hand in hand. This workbook, a fun and interactive resource aimed at children aged 10 and over, offers teachers, other professionals and parents proven techniques to support young people's wellbeing through revision and exams.Applying a cognitive behavioural framework, it helps pupils to consider academic stress in terms of thoughts, feeling, body sensations and behaviour. Strategies encompass managing a child's lifestyle, exercise and diet as well as tried-and-tested CBT techniques including relaxation, positive self-talk and mindfulness. Chapters look at the day of the exam itself, evaluate stress in children with special educational needs and provide practical advice for parents as to how they can successfully support their child.In a fully photocopiable format and suitable for either individual use or group work, Helping Kids and Teens with Exam Stress in Schools will guide parents, teachers, therapists and support staff to conquer students' fears, improve exam performance and, perhaps most important of all, maintain a work-fun balance in young people's lives.Trade Reviewthis is a useful workbook... work such as this would be useful for many children who, although they do not have the ADHD label, do experience problems with many of the areas dealt with in the workbook. -- Nasen SpecialThe topics covered demosntrate that the authors have a secure knowledge of the problems those with ADHD experience. Chapters deal with self-esteem, attention and concentration, keeping cool and calm, organisation, friendships and managing homework... I think it is also true to say that work such as this would be useful for many children who, although without the ADHD label, do experience problems with many of the areas dealt with in the workbook. -- Emotional and Behavioural Difficulties JournalThe workbook is a tool that can be used to effectively develop and deliver an individualised package of care. This is achieved through the clever use of chapters which target key areas in the young person's development such as self-esteem, attention, organization, stayign calm and friendships. The authors have used an informative and tool-based approach, which provides the user with a vast array of tools and frameworks that assist the professional and young person in identifying areas for development. -- British Journal of School NursingHelping Kids and Teens with ADHD in School: A Workbook for Classroom Support and Managing Transitions should be in every educator's library: it provides chapters that focus on different key issues affecting children with ADHD around the time of school transition from organization to friendships, and it provides tested strategies and tips in a photocopiable workbook format designed to help adults work collaboratively with youngsters. A 'must' for any serious educator's library. -- The Midwest Book ReviewHighly recommended for anyone working with ADHD kids. -- The Midwest Book ReviewTable of ContentsAcknowledgements. Chapter 1. Welcome. Chapter 2. Getting Started. Chapter 3. Feeling Great! Self Esteem. Chapter 4. Don't Miss a Thing! Chapter 5. Attention and Concentration. Chapter 6. Keeping Cool and Calm. Chapter 7. Getting Sorted: Organisation. Chapter 8. Friends and Mates. Chapter 9. Surviving Homework. Chapter 10. The Future and Beyond. References. Index.

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Book SynopsisFighting, biting, screaming and other behaviours that challenge the people dealing with them are often triggered by unsuitable surroundings or unrealistic demands. In this fresh and effective approach, Bo Hejlskov Elvén shows how identifying and adapting these problem areas can dramatically improve behaviour in people with autism and other developmental disabilities.This practical book explains how to reassess difficult situations and offers easy and effective strategies for eliciting positive responses without resorting to restraint and punishment. Based on the successful low-arousal approach, it is a proven method of stepping away from distress and towards calm, improving the quality of life of everyone involved. Helpful examples covering a wide range of developmental disabilities from autism to Down's Syndrome illustrate the positive changes that can be achieved. This empowering book will be invaluable to anyone attempting to deal with unproductive behaviour in individuals with developmental disabilities, whether at home or in a professional environment.Trade ReviewThis useful book for managing and adjusting difficult behaviors offers a fresh perspective on methods for working with people with Autism and other developmental disabilities.... The use of methods addressed in this very readable book can positively affect the lives of t hsoe with Autism and other developmental disabilities. -- Virginia Child Protection NewsletterElven writes with the compassion and clarity that come from years of working with service-users and their caregivers. He knows his subject very well and can communicate both the theory behind his ideas and their practical application. Examples are plentiful, and include not only stories about service-users but more subtle ones that center on people without developmental difficulties. Elven often uses himself as an example of how healthy people can still react badly to adverse conditions. We all have ways in which we struggle, and when the parallels are pointed out between people who do and who do not have developmental disabilities; it's easier to reach understanding and to maintain professional compassion. Life with a service-user sometimes seems like an endless confrontation. Elven shows that with a few changes and a different way of understanding, a better quality of life may be obtained for all. -- Foreword reviewsBo Hejlskov Elven's NO FIGHTING, NO BITING, NO SCREAMING offers a fine survey of behaviors that are triggered by environment, showing how to change these problems with alternative strategies to evoke positive responses. Examples cover a range of developmental disabilities that use these behavior patterns and offer concrete ideas for changing them, making this key for health and education collections alike. -- The Midwest Book ReviewThe author clearly has vast experience in this field and short case studies are used throughout. These are often encouraging, demonstrating examples of solutions for what the book term "unproductive behaviour". ' -- British Journal of Occupational TherapyTable of ContentsIntroduction. 1. Challenging Behaviours: Definitions and Theories. What is challenging behaviour? Dangerous behaviour? Or just difficut? Throwing the blame on somebody else. History: Theories and therapies. A new outlook. Background to our conceptions. Summary. 2. Conceptions and Misconceptions. The importance of self-control. Methods for changing behaviour. Consequence and structure. Conceptions of the causes of behaviour. Summary. 3. Adjustment of Demands. Methods of adjusting demands. Ability to respond to demands. Summary. 4. Stress Factors: A Model for Explaining Chaos. The effects of stress. Basic stress factors. Situational stress factors. Warning signs. Signs of chaos. Protective or calming factors. Summary. 5. When Conflict Happens: Keeping it Calm. Theories of affect and emotion contagion. The low-arousal approach. Creating diversions. Confrontation or intervention? Conflict -seeking service-users. Summary. 6. Looking to the Future. Fundamental principles. Leaving the past behind. References. Index.

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Book SynopsisWhat is Autism Spectrum Disorder? What does a diagnosis of ASD mean for the child and for you? How can you learn to fully understand behaviours common to ASD and help the child grow and prosper?This short introduction is an ideal starting point for anyone encountering ASD for the first time. The book covers all of the essential information needed to ground an understanding of the condition and offers effective practical strategies for assisting children who are living with ASD. It advocates putting aside conventional thinking and considering things from a different perspective – the way that the child with ASD sees the world.This concise and straight-talking guide to ASD will ensure parents, carers, teachers and other professionals feel confident, informed and able to cope with the road ahead.Trade ReviewA Beginner's Guide to Autism Spectrum Disorders: Essential Information for Parents and Professionals is an excellent short book to start with when someone knows nothing about ASD but needs a quick and brief introduction to it... What is unique about this book is that the author has managed to touch on and explains aspects of the condition in simple terms, avoiding scientific jargon that might put people off... It will be a useful guide to parents who have just received a diagnosis for their child and need some quick answers and top tips, and it will be beneficial to professionals who have come across an individual with ASD for the first time and want to find out more about them. -- The Hoffmann FoundationThis book is handy, easy to read and gives a good understanding of ASDs. It gives a good idea of how someone with an ASD behaves and the reasons for doing so and therefore would be a good book for anyone new to the conditions...The chapter on Punishment was really good as was the chapter about Specific Intervention Programmes That Have No Proof They Work. The part about the MMR vaccination was important and something that needs publicising more widely and Paul has made a very good start in getting the message across. -- OAASISTeachers, parents, and others associated with someone with ASD will undoubtedly value this guide. Those with ASD will, in turn, profit from their community's understanding of their challenges, thus aiding stress, aggression, and transition management. -- Fore Word ReviewsWhilst concise, this book provides an up – to – date commentary as well as practical advice on numerous aspects of diagnosing and coping with autism. I would highly recommend this book to anyone who wants to better their understanding of autism. -- Families OnlineTable of ContentsAcknowledgements. Introduction. 1. Nuts and Bolts. 2. Diagnosis. 3. The Pervasive Developmental Disorders are Hard Wired. 4. How to Recognise the Person who has ASD. 5. How People with ASD See the World. 6. Stress and Anxiety. 7. And Now for the Good News. 8. Rules of Engagement; So What are We Going to Do About It? Appendix: DSM-IV Criteria for the Diagnosis of Autism Spectrum Disorder.

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Book SynopsisDyscalculia is a specific learning difficulty that affects the acquisition of numerical skills. A far larger number of pupils, while not dyscalculic, fail to acquire the basic numerical skills required for everyday life. Whatever the cause of poor numeracy it is essential that these difficulties are identified and addressed. This book looks at how adults can help identify each child's specific areas of difficulty and describes a multi-sensory approach that can be adapted for the needs of each student to help them better understand numbers and apply that understanding to solve problems. It covers the origins of number sense and how the brain deals with numbers, assessment, planning intervention, what to teach and how to teach it, and how parents can help their children. This straightforward guide will be essential reading for any parent, teacher or education professional working with a child with dyscalculia or numeracy difficulties.Trade ReviewThis is a comprehensive and accessible overview of the many factors involved in understanding dyscalculia, from definitions to legislation to intervention. -- Professor Steve Chinn, PhD, FRSA, editor of 'The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties'What a great book! Divided into two clear sections, the first half gives a very accessible and useful overview and explanation of a range of difficulties impacting on numeracy. The second half of the book then focuses on 'how to teach it' in an easy-to-understand, step-by-step layout using verbal, visual, and multisensory strategies useful for so many learners. It also includes a really useful chapter for parents and carers on how to support their children at home. I would be happy to recommend it to my colleagues in school. -- Jane Trapmore, Cornwall Dyslexia ServiceBabtie and Emerson have made their way through a thicket of jargon-dense research and come out the other side with a one-stop shop for understanding dyscalculia. The title is too modest. Understanding Dyscalculia and Numeracy Difficulties does so much more than make sense of this little understood condition, it provides practical advice for working through it that in our modern, math-filled world has the power to make all the difference in your student's life. -- Hunter Maats, educator and author of 'The Straight-A Conspiracy'Table of ContentsPart I. Overview of Numeracy Learning and Assessment. 1. Dyscalculia, Numeracy Difficulties and Specific Learning Difficulties. 2. How Pupils Learn. 3. What is Numeracy?. 4. The Causes of Dyscalculia and Numeracy Difficulties. 5. Assessment. 6. Identifying Dyscalculia and Numeracy Difficulties. Part II. Teaching. 7. Planning and Assessment for Teaching. 8. What to Teach. 9. How to Teach. 10. How Parents Can Help. Useful Organizations. Bibliography. Index.

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Book SynopsisBringing together the latest research and understanding on selective mutism, this edited book gives essential information on the various treatment and therapy options. Experts in the fields of speech and language therapy, psychology, music therapy education and communication offer a wide range of professional perspectives on the condition, while case studies from people with selective mutism, past sufferers and parents reveal the personal impact. The book also clarifies what support a person with selective mutism is likely to need at home, school and in social situations.This definitive volume on selective mutism will be key reading for professionals such as speech and language therapists, educational psychologists, child psychiatrists, child and adolescent mental health workers, teachers, SENCOs and anyone working with selective mutism in therapeutic and educational settings, as well as family members wanting a closer understanding of what selective mutism is and how they can help.Trade ReviewTackling Selective Mutism highlights the need for multi-disciplinary treatment and delivers the structure for successful collaborations and interventions. Providing many different perspectives on the diagnosis, treatment, and experience of those with selective mutism, this is a must-read for parents and professionals! -- Aimee Kotrba, PhD, clinical psychologist, President of the Selective Mutism Group, USA and Owner of Thriving Minds Behavioral HealthThis book provides a wise and thoughtful account of the numerous practical challenges involved in the provision of services for individuals with selective mutism, as well as helpful guides on how these challenges may be best met. -- Professor Sir Michael Rutter, Professor of Developmental Psychopathology at the Institute of Psychiatry, King’s College LondonTackling Selective Mutism is a comprehensive and holistic guide for professionals and parents with valuable contributions by professionals, practitioners families and their children... A case study approach is crafted across chapters, giving authenticity and voices that come alive... Four part of the book reflect current understandings of mutism and communication difficulties, support, intervention strategies and future developments. -- Dr Stasia Cwenar, educational consultant, academic and teacher educator * Education Today *A very powerful perspective is offered by the personal accounts from children, young adults and their families highlighting the impact of SM, their journey to gain appropriate support and the positive accounts of those who have overcome SM... The book offers an international perspective on treatment approaches as well as offering information about effective care pathways and the importance of multi-agency approaches to assessment and intervention... This book provides a wealth of information about SM and is an insightful read for professionals and families. -- Judith Saunders, Principal SLT, Cwm Taf University Health Board * Afasic News *There are not many books that can be recommended to families and professionals alike but this book would be useful to both as it gives insight from the child's perspective... This book therefore provides a well rounded view of the effects of SM and the factors which may inadvertently reinforce the continuation of the selective mutism... The book is a wealth of useful information around the topic and pulls together a range of research and influential people in the field. It would be useful to both parents and professionals alike. -- NAPLIC MattersThis book is edited by two experts who have brought together research and practice in a manner that can be useful to anyone who has dealings with a child who in certain situations (often at school) is persistently mute but uses spoken language in other situations ... Many voices - those of children and young people, their families and professionals (speech and language therapists, psychologists, psychiatrists, educators, music therapists)- are included and offer a variety of perspectives... The book also includes an extensive list of references and a useful resource list. All in all, this is an important book that brings together much that is of interest to anyone who works with children and young people with SM -- Jill R Bennett * Red Reading Hub blog *This book is a useful resource on a number of levels. It highlights the need to recognise SM earlier, to raise awareness of the condition in nursery and primary school staff, and to provide early and appropriate intervention and support... Chapters are written by different professional including educational professionals and psychologists, speech and language therapists, social workers, and youth and play workers... the authors also highlight the long-term impact of SM on social experiences of making friends, building up experiences of the subtle art of social interaction, and the influence and impact of this throughout adolescence and on to successful adult relationships...range of approaches are described and highlighted with insightful case studies... It also offers some really useful and creative ideas together with structures and sensitive approaches for working with children and young people with anxiety... Non-verbal play, role-play and interaction are used to elicit communication in a playful way... It provides thought-provoking chapters as to how we might approach our work with children with SM and what music therapy could offer them and their families, as well as the teams and institutions that we work within. -- Kirsten Halliday, MT and AT team co-ordinator, Blossom House School * British Journal of Music Therapy *Table of ContentsAcknowledgements. Foreword. Jean Gross, CBE, Government's Former Communication Champion for Children. 1. Introducing Selective Mutism and an Overview of Approaches. Alice Sluckin, OBE, Chair and Founder of SMIRA, Retired Senior Psychiatric Social Worker and Benita Rae Smith, Retired Speech and Language Therapist and Senior Lecturer in Speech Pathology and Therapy. Part I: Current Understanding of Selective Mutism. 2. Selective Mutism in Children: Changing Perspectives Over Half a Century. Tony Cline, Co-Director of the CPD Doctorate in Educational Psychology, University College London, Visiting Professor, University of Bedfordshire & Patron of SMIRA. 3. Silent Voices: Listening to Some Young People with Selective Mutism and Their Parents. Victoria Roe, Vice-Chair of SMIRA, Retired Teacher and SENCO. 4. Setting up a Support Network: Selective Mutism Information & Research Association (SMIRA) – A Brief History. Alice Sluckin, OBE, Chair and Founder of SMIRA, Retired Senior Psychiatric Social Worker, Lindsay Whittington, Co-Founder and Co-Ordinator of SMIRA and Benita Rae Smith, Retired Speech and Language Therapist and Senior Lecturer in Speech Pathology and Therapy. Part II: Related and Co-morbid Conditions. 5. Selective Mutism and Communication Disorders: Exploring Co-morbidity. Hilary Cleator, Specialist Speech Pathologist working in Australia. 6. Exploring the Relationship of Selective Mutism to Autism Spectrum Disorder. Alison Wintgens, Retired Consultant Speech and Language Therapist, Advisor on Selective Mutism to the Royal College of Speech and Language Therapists and SMIRA. 7. Selective Mutism and Stammering: Similarities and Differences. Jenny Packer, Highly Specialist Speech and Language Therapist, South Essex Partnership University NHS Foundation Trust. Part III: Interventions, Strategies and Supports. 8. Is Medication Helpful in Selective Mutism? One Family's Experience and a Clinical Overview. Geoffrey Gibson, Lecturer, University of Hull and SM Supporter and Dr David Bramble, Consultant Child and Adolescent Learning Disability Psychiatrist, Shropshire Community Health Services NHS Trust. 9. Successful Approaches to Selective Mutism in School and Community Settings. Jyoti Sharma, Play Interaction Specialist and Autism Outreach Worker, Leicester City Council, Jane Kay, Targeted Support Youth Advisor, Youth and Family Support Service, Children, Family and Adult Services, East Riding of Yorkshire Council, Susan Johnson, SENCO, Leicestershire and Benita Rae Smith, Retired Speech and Language Therapist and Senior Lecturer in Speech Pathology and Therapy. 10. Successful Combined Home and School Approaches to Selective Mutism. Alice Sluckin, OBE, Chair and Founder of SMIRA, Retired Senior Psychiatric Social Worker and SMIRA Parents. 11. Effective Care Pathways for Selective Mutism. Maggie Johnson, Specialist Speech and Language Therapist and Educational Consultant, Advisor on Selective Mutism to the Royal College of Speech and Language Therapists and SMIRA, Kent, Miriam Jemmett, Highly Specialist Speech and Language Therapist, East Kent Hospitals University NHS Foundation Trust and Charlotte Firth, Advanced Clinical Specialist SLT, for Specific Language Impairment and Selective Mutism, York Teaching Hospital NHS Foundation Trust. 12. Approaches to Selective Mutism in Other Languages. Alice Sluckin, OBE, Chair and Founder of SMIRA, Retired Senior Psychiatric Social Worker, Benita Rae Smith, Retired Speech and Language Therapist and Senior Lecturer in Speech Pathology and Therapy, Nitza Katz-Bernstein, Visiting Professor, Tel-Aviv University, Department of Communication Disorders, Israel and Krems-Donau University, Austria and Keiko Kakuta, Clinical Psychologist, Sanda Municipal Hospital, Hygo, Japan. 13. Music Therapy and the Path into Speech. Kate Jones, Chief Music Therapist and Researcher, Music Therapy Lambeth. 14. Teaching Confidence to Teenagers. Rosemary Sage, Professor of Education, Dean of Academic Affairs, College of Teachers, Institute of Education, University College London. 15. Legal Issues in Selective Mutism: What Support is a Child Entitled to?. Denise Lanes, Retired Specialist Teacher and Benita Rae Smith, Retired Speech and Language Therapist and Senior Lecturer in Speech Pathology and Therapy. Part IV. Conclusion. 16. Recovery from Selective Mutism: Testimonies from Families No Longer Affected by Selective Mutism. Alice Sluckin, OBE, Chair and Founder of SMIRA, Retired Senior Psychiatric Social Worker, Katie Herbert, Mina Clark and a SMIRA parent. 17. Summary and Recommendations for the Future. Alice Sluckin, OBE, Chair and Founder of SMIRA, Retired Senior Psychiatric Social Worker and Benita Rae Smith, Retired Speech and Language Therapist and Senior Lecturer in Speech Pathology and Therapy. Appendix. Selective Mutism in Adults. Carl Sutton, PhD, Co-ordinator of ispeak.org.uk Support Network. References. Resources. Index.

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Book SynopsisMeet Max - a boy with Tourette syndrome (TS). Max invites readers to learn about Tourette's from his perspective, helping them to understand what tics and triggers are and what it feels like to have TS. He explains how living with TS can sometimes be difficult, and how people around him can help him to feel happy and accepted. This illustrated book is ideal for young people aged 7 upwards, as well as parents, friends, teachers and other professionals working with children with TS. It is also an excellent starting point for family and classroom discussions.Trade ReviewAs an adult who knows comparatively little about Tourette syndrome and has never taught a child with a diagnosis of TS, I found this book extremely useful and informative. I have no hesitation in recommending it. A copy should be in every staffroom library and another in every primary school library for children to read. -- Jill Bennett * Red Reading Hub blog *This book fills a huge gap in the market as many parents and teachers tell us that there is nothing to help them talk to younger children about their Tourette Syndrome. TS is a complex, difficult to understand condition which can baffle teachers and families and indeed those who actually have TS.I was particularly taken by the sentence where Max says that his parents and teachers 'were on the same page'. This is the absolute key to making school successful and of course the 'page' that they were on was making school not only an excellent experience but one in which Max can reach his full potential without being defined by TS. We will certainly be adding it to our reading list. -- Suzanne Dobson, Chief Executive, Tourettes ActionThis book is a perfect introduction to Tourette syndrome for parents and children. It presents all the facts accurately but in an easy-to-read and engaging style. It would be invaluable as a resource for teachers and other children at primary schools who have a child with Tourette syndrome in their class. I will definitely recommend this book to teachers. -- Jane Fowlie, Research and Liaison Nurse for Tourette syndrome Projects, School of Psychology, University of NottinghamCan I tell you about Tourette Syndrome? is an engaging and practical read for children with Tourette syndrome, their families, friends, teachers and health professionals. The book will help develop a better awareness of the journey that many children with Tourette syndrome experience and an understanding of how those that care for them can support this process. -- Dr Tara Murphy, Consultant Clinical and Paediatric Neuropsychologist, Great Ormond Street Hospital NHS Foundation Trust, LondonBy adopting a child's perspective, the author helps children, parents and teachers to understand what it means to live with Tourette syndrome. -- Professor Andrea E. Cavanna MD PhD, Consultant in Behavioural Neurology, BSMHFT, BirminghamI would like to see a copy of this book in the library of every school in the UK. It will help teachers to gain a greater understanding, and Max's story would be ideal for peer group awareness in schools. -- From the foreword by Julie Collier, Groups Manager, Tourettes ActionTable of ContentsAcknowledgements. Foreword by Julie Collier, Groups Manager, Tourettes Action. Introduction. 1. Introducing Max who has Tourette syndrome (TS). 2. Tics and Tourette's. 3. Playing with other children. 4. TS at home. 5. TS at school. 6. My fidget toy. 7. Finding out I have TS. 8. Our self-help group. 9. What makes me Tic? Triggers and treatments. 10. Dogs and other things. 11. Living with Tourette's; Do's and don'ts. 12. Facts about TS. 13. How teachers can help. 14. How schools can help. 15. Further information for parents and professionals. Recommended reading, organisations and websites.

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Book SynopsisMeet Marco - a boy with dyspraxia, which is sometimes called Developmental Co-ordination Disorder (DCD). Marco invites readers to learn about dyspraxia from his perspective, helping them to understand what it is and what it feels like when he sometimes struggles to control his movement and co-ordination. He talks about the challenges of having dyspraxia and lets readers know how he can be helped and supported.This illustrated book will be an ideal introduction for young people, aged 7+, as well as parents, friends, teachers and professionals working with children with dyspraxia. It is also an excellent starting point for family and classroom discussions.Trade ReviewA wonderfully useful little book! Demystifying, non-patronising, and with loads of practical suggestions for parents, teachers and dyspraxic children themselves. -- Sue Palmer, literacy specialist and author of Toxic ChildhoodThe book is written in an accessible style from the perspective of a teenager who has dyspraxia. It is powerful to read about the main issues for children written in their own voice. Many children as well as their friends and families would find it helpful and reassuring that they are not the only one who faces the difficulties described by Marco. -- Kate Ripley, Senior Specialist Educational Psychologist, author of Inclusion for Children with Dyspraxia/DCD and co-author of Dyspraxia: A Guide for Teachers and ParentsMarco has dyspraxia, and this interesting and well written book explains many of the problems he must deal with... He gives lots of hints about how to help him - and things he does to help himself... We are given some facts about dyspraxia - and about verbal dyspraxia - and at the end of the book there are lists of ways parents, teachers and friends can help. There is also an excellent list of useful organisations, many of them international. There really should be a copy of this book in every school. -- Healthy Books blogMarco talks frankly about what it's like to have dyspraxia or Developmental Coordination Disorder (DCD), a condition more common in boys... We are told about the early signs of dyspraxia: sound sensitivity, lateness in getting to one's feet and restless nights are possible indicators, as is difficulty sitting in one place... In addition to Marco's narrative there are several lists outlining how parents, teachers, and other children can help those like him, as well as a bibliography and list of supportive organisations. Written by an ex headteacher of a school for physically challenged children, this little book provides a straightforward, reassuring outline of DCD and ways in which others can be supportive. -- Jill Bennett * Red Reading Hub blog *This book provides young people with an opportunity to learn about dyspraxia. It is written from the perspective of a boy called Marco who has dyspraxia... Marco provides the reader with clear information about what dyspraxia is, what it is like to live with dyspraxia and what support might be needed to help... This book is aimed at children and young people aged over eight years old. It is clearly written and full of practical strategies and interventions. It will be useful for children with dyspraxia, their friends, their peers, their families, their school staff and other practitioners. -- Sonia Murray * BAPT - Play Therapy *Table of ContentsIntroduction. 1. What it's like to have dyspraxia. 2. Getting dressed and changed. 3. Going to secondary school. 4. Before I went to school. 5. Early signs of dyspraxia. 6. Difficulties at primary school. 7. Going for an assessment. 8. Therapy groups. 9. Handwriting and fine motor skills. 10. Getting organised for school. 11. Sport. 12. Maths and Science. 13. Some facts about Dyspraxia. 14. How parents can help. 15. How teachers can help. 16. How other children can help. Recommended reading, websites and useful organisations.

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Book SynopsisRestorative Practice (RP) is an effective approach to discipline that has the potential to transform behaviour by focusing on building and restoring relationships. This practical guide explains how to implement restorative approaches with young people with special needs in educational or residential settings. The book explores how RP is being used in general terms and through a number of case studies looks at how RP needs to be adapted for those with additional needs including Autism Spectrum Disorder, ADHD, Foetal Alcohol Spectrum Disorder, Intellectual Disability and communication difficulties. It includes guidance on particular issues such as staff facing crises, the issue of physical restraint and additional support parents require. The book will be of interest to restorative practitioners, educational professionals including headteachers, teachers and SENCOs in both special education and mainstream schools and residential care leaders and staff.Trade ReviewWhen students with special needs get in trouble in school, they are often punished for behavior they can barely control. In this highly readable, incisive book from two pioneers of Restorative Justice, Burnett and Thorsborne craft a tailored response that offers these students both accountability and much-needed support. -- David R. Karp, PhD, Professor of Sociology, Skidmore College, NYThis is an important book at an important point in the development of Restorative Practices. With its commitment to restorative ideas of accountability, responsibility and healing, it will help all those working with children with special needs to develop new, deeply inclusive ways of working that bring benefit to children and teachers. -- Dr Gillean McCluskey, Moray House School of Education, University of EdinburghRestorative Practice in education settings has become an important way of addressing a range of social challenges presented by students. This is especially so in Special Needs Education, where it has become acknowledged as an intervention of choice for an increasing number and range of students. This is therefore a timely book. It gives professionals at all levels and others supporting them a necessary insight into this approach, offering practical ways in which restorative approaches can result in better teaching, better learning and more socially inclusive schools. -- Prof Philip Garner, Professor of Education, University of NorthamptonEvery now and again two worlds collide in the happiest of ways. This book is such a phenomenon. By melding theory, research and practice in restorative approaches to addressing special needs, Burnett and Thorsborne have effectively provided a tour de force: a rigorous but compelling read that will make a positive difference in learning outcomes for students and those who engage with them. I especially liked the grounded and sequential approach supported by relevant sources and vignettes. A first rate book in a complex area. -- Michael Arthur-Kelly, Assistant Dean in Special Education, University of NewcastleI cannot recommend this book highly enough without resorting to clichés. We have needed this book for many years and it answers so many of the questions I have heard asked, and yet not felt confident or experienced enough in this field myself to answer. It really IS a book every school and local education authority must have, not tucked away on a shelf but open, and well thumbed, on everyone's desk. It really MUST be required reading for every educator, support teacher and psychologist working with young people who have special needs and their caregivers. This book is set to become the 'Bible' in this field. Thank you and well done Marg, Nick and the inspirational folk who contributed their helpful case studies. -- Belinda Hopkins, Founder and Director of Transforming Conflict, the National Centre for Restorative Approaches in Youth SettingsTable of ContentsForeword by Nancy Riestenberg. Introduction. Part I: Restorative Practice. 1. Restorative Practice - The Basics. 2. Restorative Process and the Continuum of Practice. 3. Developing Social and Emotional Competence and Restorative Problem-Solving Skills. Part II: Special Needs and Adaptations. 4. Restorative Practice and Special Needs - Challenges, Implications and Possible Adaptations. 5. Case Studies Part III: Additional Issues to Consider. 6. Restorative Practice After Physical Restraint. 7. Working with Families and Staff. 8. Managing Organisational Change: Developing a Whole Organisation Approach to Restorative Problem-Solving. Appendix. Glossary of Terms. Helpful Resources. References. Index.

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