Teaching of students with different educational needs Books

Book SynopsisPraise for the First Edition:'A warm feeling of positive reassurance and guidance runs throughout the book. [It] offers practical and emotional help, not only to a child's family, but equally to health and educational workers starting out within this field. This book should have a prominent place in every toy and leisure library as well as within childcare agencies.'- Play Matters'This very useful and readable book provides a wealth of resource ideas to support parents of young children with special needs.'- Downs Syndrome Association (UK)'This is a very practical book, full of common sense and simple ideas. Although intended for parents this book will also be an invaluable resource for anyone working with children with special needs.'- Let's PlayWhen young children are diagnosed with conditions such as Down Syndrome, autism or other forms of developmental delay, there is much that parents can do to help. This new edition of the award-winning Small Steps Forward includes up-to-date research and practice, providing parents and carers with the information they need and a host of ideas to encourage their child's development. The games and activities use toys and materials which most children will already have, and involve no special preparation. They are also fun to play.Sarah Newman divides skills into six areas - cognitive, linguistic, physical, sensory, social and emotional - for convenient reference. She deals with general issues, such as behaviour management, toilet-training and sleep management, which may be encountered by parents of children with any form of disability - physical, learning or sensory. She also provides an outline of child development so that parents can place their child's progress in context, and gives practical advice on coping with stress of having a child with special needs.This book is an essential guide for parents of young children with developmental disabilities and will also be invaluable to anyone who works with children with special needs.Trade ReviewThis book is an accessible resource written by a parent, for parents with children with special needs. It gives a clear and accurate description fo the progression of normal development (without age norms), divided into six areas: cognitive, language, physycal, sensory, social and emotional. Practical activities are described for specific skills in each of these areas - and the activities are easy to carry out, using resources you would find around the home, or linked to everyday routines. The communication ideas are consistent with what speech and language therapist would advise and it gives good summaries of specific approaches such as sighning. The book also includes useful chapters on 'how to survive' coming to terms with having a child with special needs, as well as other issues important to parents of any young child - sleep, toilet-training and bahaviour... I would cerainly recommend this book to parents and newly qualified therapists as a quick, accessible guide to development as well as for practical ideas and an insight into the main concerns of parents. -- Speech & Language Therapy in PracticeWhen young children are diagnosed with autism, there is much that parents can do to help. This new edition of an award-winning book includes up-to-date research and practice, providing parents and carers with the information they need and a host of ideas to encourage their chilld's development. The games and activities use toys and materials which most children will already have and involve no special preparation. Most important of all, they are fun to play. -- CommunicationThis book is a great resource...as it gives an excellent insight into the worries and fears that parents face as well as offering excellent advice. -- Assosciation of Paediatric Chartered PhysiotherapistsFull of suggestions of ways to help your child without specialist therapies and equipment, and lots of practical tips on sleep management, toilet training, dealing with professionals, and coping with the stress of a special child in the family. -- Child CareParents of young children will find this a fine guide for behavior management and cognitive skills as well as social and emotional growth. -- The Midwest Book ReviewThe best bit about this book is the warm feeling of positive reasurance that runs reliably throughout from an author, who you know, has really been there and lived through it. Rings with reassuring authenticity throughout and has some very practical, useful tips and details as a result. -- Early Years EducatorThe book is positive, accessible, easy to dip into and reflects real life... For parents dealing with the initial realization that their child has special needs I feel this book must be 10 out ot 10. -- National Childminding AssociationThis book would make a welcome addition to the bookshelf among the classic books on child development and rearing. It is a "parent power" book to be dipped into, which, coupled with the knowledge the parent or carer has of their own child's vision, and some modification, will offer information and advice to help a child with a visual difficulty take small steps forward along their unique development path. -- InsightTable of ContentsAcknowledgement. Preface. 1. How to Survive. 2. What Everyone Needs to Know. 3. Cognitive Development. 4. Language Development. 5. Physical Development. 6. Sensory Development. 7. Social development. 8. Emotional Development. 9. Everyday Living: Behaviour, Sleep and Toileting. 10. The Support Your Child Should Expect. 11. Resources. Index.

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Book SynopsisHow do teachers and parents of children with autism address a child's social skills? And what do they do about problem behaviors? This book provides possible explanations for these behaviours, and a wealth of practical help for both teachers and parents to address them. Teachers learn how to create environmental supports and how to incorporate specific teaching strategies. Students with autism learn the new skills they might need, and ways of making their behavior more acceptable. This book is full of practical tips on how to tackle different kinds of challenging behaviors both in the classroom and outside it.Trade ReviewI found this to be a useful book. The approach it recommends is based on well-tired principles of positive behaviour management the author's style and obvious personal experience remind the reader to look beyond the challenging or nuisance element of behaviour to consider what that behaviour is trying to communicate, something that is equally applicable for all children - not just those with autistic spectrum disorders. I found this to be a very practical book and believe it would be a useful resource for anyone working with pupils whose behaviour is challenging, but especially those with autistic spectrum disorders. -- NASENMoyes gently guides her reader through the practical aspects of constructing and evaluating an effective behaviour support programme.Teachers working with children with autism will find this book particularly helpful in developing a coherent approach to supporting children in the classroom. -- www.escalate.ac.ukThis book provides an excellent introduction to functional analysis of behaviour. The principles of examining behaviour and devising interventions are set out as realistic targets for the class teacher. The clear explanations and practical examples guide the reader through the steps of how to analyse behaviour and put individually tailored interventions into practice. -- CommunicationTable of ContentsAcknowledgments. Foreword. 1. Traditional approaches. 2. Adopting a team approach to writing a behaviour support plan. 3. What causes misbehavior in children with autism? Forming a hypothesis. 4. Antecedent strategies. 5. Rewards and motivators. 6. Consequential strategies. 7. Evaluation for effectiveness. References. Index.

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Book SynopsisPeople with autism spectrum conditions may often behave in ways that cause difficulties for themselves and those who care for them. People with Autism Behaving Badly offers effective, long-term strategies to help resolve common problem behaviors such as physical aggression, self-injury, verbal abuse, rudeness and property damage.The book is organized around the common messages conveyed by behaviors and some of the underlying issues that drive these messages. Practical ideas for intervention are provided and illustrated by case examples. A range of exercises help to build understanding of the issues and detail appropriate plans. A log book helps to track what has been tried and what has been learned. In addition the author explores the role of relationship `styles' that can help reduce challenging behaviors and encourage positive ones. Realistic information about working together with individuals, families and outside agencies, and about the pros and cons of medication, is also included.This hands-on, practical manual is indispensable for families, carers and anyone involved with autistic people who need help with behavioral or emotional challenges.Trade ReviewThis book could prove a valuable resource for families of children and adults on the autistic spectrum, as well as the professionals working on them. -- www.youthinmind.netPeople on the autistic spectrum can often display challenging behaviour that has a significant impact on them, their family members and the wider community. This book provides readers with ideas of how to reduce the frequency and severity of such behaviour. It emphasises using what is already known about what does and doesn't work for an individual to guide thinking around this, and a number of exercises are included to help readers focus on what they want to do, why and how. -- www.youthinmind.netThis is a thorough and thoughtful book which is designed to be used as a workbook rather than as a shelf text. It even has two appendices filled with exercises and logs that parents and carers can fill out as they trial the various approaches they choose. As the author says when talking about his book "It offers no magic answers or quick fix solutions. It is about the little things that can be done in everyday life to make things better. It is about using the insights and skills that families have, and working away patiently in a spirit of optimism." -- Autism AwarenessThese chapters contain a wealth of information for family members about behavioural assessment and treatment, presented in accessible language. Constructing this kind of bridge from scientific literature to popular, self-help material is an unappreciated art, and Clements has done it capably. -- PsycCritiquesThis is a great book for parents and professional alike, it offers long term practical strategies to deal with those behaviours which are so distressing for young people with asd and their families. Chapter one is entitled "read this chapter" - here every other chapter in the book is summarised enabling the reader to dip into the appropriate sections as required. Clements shows great empathy with families and gives case examples from his vast experience to illustrate each issue addressed. Having a child or young person in the family with challenging behaviours means that sometimes we get so wrapped up in surviving each day fire watching each situation, that we don't feel able to take a step back and look at where changes can be made. This book helps us to do just that. I would recommend that all families living with autism read it. -- Autism MattersWriting primarily for families of individuals living within the autism spectrum, practitioner Clements gives practical ideas to help reduce the frequency and severity of those individual's undesired behaviours both in public and at home. Admitting that there are no magic answers, he advocates using what families have on their side naturally: optimism, insight, coping skills, and a unique understanding on the needs and behaviours of their family member. He describes how to pinpoint the problem, screen underlying causes, developing a systematic and consistent way of responding to the behaviours, getting into the specifics such as behavioural work, underlying issues, and medications. He includes worksheets and questions to research, learning logs, and a model for patient-doctor interactions. -- Book NewsI would recommend this book to families who already know about autistic spectrum disorder, and who want to work towards overcoming difficulties relating to certain behaviours, writes Beth Billington. The language used is accessible and not too jargon-oriented, and the book is clearly laid out. I particularly like guidelines on how to use the book effectively, without having to read every page. The book is practically very useful, with suggestions for prioritising goals, practical ideas and case examples to illustrate concepts. The use of exercises and thinking points enables the reader to give it a go in the real world, in order to foster change. It explains why people with ASD may "behave badly", and each chapter outlines a theme explaining the reasons behind behaviours that, to "neurotypicals" (people not on the autistic spectrum) may seem inexplicable. -- Community CareTable of ContentsAcknowledgements. Part 1. Chapter 1. Read this Chapter. Chapter 2, What's the problem? Chapter 3. Responding to incidents. Part 2. Chapter 4. I can't stand that. Chapter 5. You lost me. Chapter 6. There's something I want from you. Chapter 7. I don't want to say `No'. Chapter 8. I love it when… Chapter 9. I feel terrible. Chapter 10. I'm in charge here. Part 3. Chapter 11. Loss of social connectedness. Chapter 12. Loss of personal well being. Part 4. Chapter 13. Thinking about Drugs Chapter 14. Specific interventions - relationship styles. Chapter 15. Conclusion: Which planet? Appendix 1. Supports that work - what we have learned. Appendix 2. Learning log. Appendix 3. Parent-doctor consultation. Index.

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Book SynopsisMany children, especially those with autism-related problems, struggle with sensory integration. Christian is a 12-year-old who has suffered from over- and under-sensitivity issues since birth. Following his experiences as a young child, Chara and Chara relate Christian's painful reactions to touch and extreme sensitivity to temperature, noise, taste and texture. Through detection, diagnosis, therapy and treatment, this book looks at the battles, frustrations and triumphs familiar to those with (or caring for those with) sensory integration difficulties.Sensory Smarts offers real solutions and hope, such as a sensory sensitivity scale, a behavioural rating chart and a list of helpful organizations. With much of the book written from the perspective of a child, and including rich illustrations, this book encourages children to work with adults in overcoming their sensory difficulties. Based on mainstream psychological theories, this book will be indispensable to those suffering from, or trying to raise awareness of, sensory problems in childhood.Trade ReviewThis book deals with the implications of sensory difficulties. As the parents of children with 'autism-related problems' they have composed a book in which they relate the battles they faced as their son, Christian, struggled with extreme sensitivity to temperature, noise, taste and texture. Many of their experiences will be familiar to those who care for, or have, sensory integration problems. The book has an appealing and attractive cover, with simple black and white drawings throughout Christian's story. -- Good Autism Practice

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Book SynopsisNatural Genius: The Gifts of Asperger's Syndrome is Susan Rubinyi's story of raising her son Ben who has Asperger's Syndrome (AS), and how she has come to view his condition as a blessing. While acknowledging the challenges posed by AS, she emphasizes the extraordinary positives of her son's life and his particular gifts - his photographic memory, perfect pitch and French-English bilingual abilities.Trade ReviewI would strongly recommend this book for its recognition of the extraordinary potential of individuals who are both different and gifted. Throughout the book there are many insights into a strengths-based approach. Thanks are due to Susan Rubinyi, her son Ben Rubinyi and the family for sharing their life so openly. One is richer for knowing one is not alone and there are many doors of achievement for those with natural genius waiting to be opened and walked through. -- Good Autism PracticeA very positive account by the mother of a young man who has Asperger syndrome of his raising and of how she came to regard his condition as a blessing whole acknowledging the challenges it poses to him and others. Rubinyi advocates a strength based approach to bring up a child with AS. -- The British Institute of Learning DisabilitiesNatural Genius: The Gifts of Asperger's Syndrome is Susan Rubinyi's story of raising her son Ben who has Asperger's Syndrome (AS), and how she has come to view his condition as a blessing. While acknowledging the challenges posed by AS, she emphasizes the extraordinary positives of her son's life and his particular gifts - his photographic memory, perfect pitch and French-English bilingual abilities. Her journey with Ben is an enriching and strengthening one of personal transformation. An immensely hopeful and positive book, this should be read by anyone concerned with bringing up a child with Asperger's Syndrome. -- Leicester Review of BooksA scholar of cross-cultural language teaching, women's studies, and science fiction and fantasy, Rubinyi is also the mother of a son with Asperger's Syndrome, and it is the story of raising him that she tells here. She emphasises his particular gifts, including photographic memory, perfect pitch and French-English bilingual abilities. She appends advice for other parents. -- www.booknews.comTable of Contents1. Background.; 2. Berkeley Years.; 3. Residence in France.; 4. Graduate School, Comparative Literature and Women's Lib.; 5. Ben and Cross Cultural Confrontation.; 6. A Bilingual Gifted Child.; 7. Dave and the Beatles Musical Awakening.; 8. Crisis and Returning to LA.; 9. Appreciating LA and its Resources.; 10. Dreams as a Tool in the Re-emergence of the Self.; 11. Life as a Single Parent - A New Beginning.

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Book SynopsisSeeing Through New Eyes offers an accessible introduction to the treatment of visual dysfunction, a significant but neglected problem associated with autism spectrum disorders (ASDs) and other developmental disabilities.Dr. Kaplan identifies common ASD symptoms such as hand-flapping, poor eye contact and tantrums as typical responses to the confusion caused by vision disorder. He also explains the effects of difficulties that people with autism experience with "ambient vision", including a lack of spatial awareness and trouble with coordination. Other chapters give guidance on how to identify the visual deficits of nonverbal children, select prism lenses that will alter the visual field, and create individually tailored programs of therapy in order to retrain the system.This book is essential reading for parents of children with ASDs, and professionals in the fields of autism, optometry and ophthalmology, psychology and education.Trade ReviewKaplan, an optometrist (eye/vision specialist) with extensive experience of working with individuals with development disabilities, shares his enthusiasm and attempts to explain the theory behind his work. -- Community CareKaplan, an optometrist and Director of the center for visual management, believes visual dysfunction to be a significant but neglected problem associated with autism spectrum disorders (ASDs) and other developmental disabilities. He points to some of the behaviours associated with ASD, such as poor eye contact as proof, and promotes identifying and diagnosing visual defects in children so professionals can determine appropriate therapies such as prism lenses. -- Book NewsI've been amazed at how the yoked prism lenses Dr. Kaplan uses can have an immediate impact on a child's behavior. These instant changes can translate, with the help of vision therapy, into long-term changes including better attention, increased speech, enhanced social skills, and better academic performance. They also can result in a happier, less anxious, less tense individual, with more energy to understand and enjoy the world. -- From the Foreword by Stephen M. Edelson, Autism Research Institute, San Diego, CAThis book is a must read for any doctor who wishes to treat and/or perform VT on those with autism or developmental disabilities. It is well organized and has a logical flow. If you chose to incorporate individuals on the autism spectrum in your practice, this book will be a good resource. -- Journal of Behavioural Optometry, 2007Table of ContentsForeword, Stephen Edelson, Autism Research Institute, San Diego Part I: Understanding Visual Dysfunction and the Role of Prism Lenses and Vision Therapy. 1. The Behavior is the Solution. 2. Prism Lenses and Vision Therapy: Overview and Historical Perspective. Part II: The Kaplan Nonverbal Battery: Testing and Interpretation of Results. 3. Special Tests for Special Needs. 4. Analyzing your Test Results: The Art and Science of Knowing your Patient. Part III: Planning a Visual Management Program. 5. The Therapy Process: A Philosophical Overview. 6. Therapy Approaches for Patients with Strabismus. 7. Therapy Approaches for Patients with Orientation Issues. 8. Therapy Approaches for Patients with Spatial Organization Issues. 9. What does Breathing have to do with Vision? 10. The Big Picture: Integrating Vision Therapy into a Comprehensive Treatment Program. Glossary. Index

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Book SynopsisRealizing the College Dream with Autism or Asperger Syndrome is both a practical and a personal account of one ASD student's successful experience of going to college.This accessible book focuses on how to get there and stay there: deciding to go, how to get in and how to get the most out of it. Ann Palmer advises parents and professionals how to prepare the student for the transition from school and home life to a new environment and educational challenge, and how to support them through potential problems such as academic pressure, living away from home, social integration and appropriate levels of participation in college. She offers helpful strategies that will encourage and inspire parents and students and show that college can be a suitable option for students with an autism spectrum disorder, as well as the basis for a successful independent life later.This book is essential reading for any parent considering college as an option for their child, disability service providers in colleges and for ASD students themselves.Trade ReviewThis is a very comprehensive guide to college preparation, selection and success. The real-life, personal accounts of Ann Palmer and her son concerning his own path toward and through college life are a key and unique component to this work. I would buy this book if only for the excellent appendices!... Our international organization will use this book as a reference for years to come. -- Susan J. Moreno, President, MAAP Services for Autism and Asperger SyndromeThey say experience is the best teacher and there can be no better way to learn about coping with life's challenges than first-hand from others. The detailed and comprehensive scope of Ann Palmer's book about her experience of enabling her autistic son, Eric, to progress through school and into college, makes it a valuable resource. -- NewscheckThis is a guide book written (for all 'you fellow autism spectrum club members') to provide advice, reassurance, information and hope in supporting students on the autism spectrum to fulfil their dreams. It is a book both parents and teachers will find equally stimulating and immensely valuable... Ann Palmer tells the story of her son Eric's transition through school, highlighting the difficulties in the education system for children on the autism spectrum. The scope of Realizing the College Dream with Autism or Asperger Syndrome covers diagnosis, parental concerns, school experiences, and the realisation of the college dream. Each chapter deals with a different aspect of Eric's schooling and provides insights into how to access the school system to accommodate the needs of a child on the autism spectrum. -- British Journal of Special EducationThrough "paving the way" and discussing the difficulties encountered at key stages in the education processes, the author clearly provides help and encouragement for parents of a child with Asperger syndrome. The main strength of the book, however, lies in its consideration of preparation for adult life within the further education system. There is clearly a sense of both stepping out, and of letting go, with the author again highlighting key stages in the process for both herself and her son'. -- Teaching Fellows JournalPalmers interweaving of personal experiences (like preparing Eric for college) with general information and resources results in excellent guidance for ASD students in high school or college and their parents. -- Library JournalPalmer describes how parents can help children with autism or Asperger Syndrome attend college, using information, learned from assisting her own son. She details his diagnosis and experiences in elementary through high school, how to decide to go to college; safety, health, and academic issues; self help skills, time management, and orientation; adjustment; support services; self-awareness and self disclosure, the benefits of college; and what to do after college. The appendices contain an annotated list of useful books and websites and a sample self-disclosure form. -- Book NewsRealising the College Dream with Autism or Asperger Syndrome is both a practical and personal account of one ASD students successful experience of going to college. This book focuses on how to get there and stay there: deciding to go, how to get in and how to get the most out of it. Writer Ann Palmer advises parents and professionals how to prepare the student and the transition from school and home life to a new environment and educational challenge, and how to support them through potential problems such as academic pressure, living away from home , social integration and appropriate levels of participation in college. She offers helpful strategies to show that college can be a suitable option for students with an autism spectrum disorder, as well as the basis for a successful independent life later. The book is essential reading for any parent considering college as an option for their child, the disability service provided in colleges and for ASD students themselves'. -- Autism USPalmer relates a humble, gracious story of squiring a high-functioning autistic son to college... She thoroughly addresse[s] questions of self-awareness, disclosure forms, Eric's capacities for self-help, orientation, time management and exploiting resources. There's plenty of practical information in these pages, particularly about the college classroom environment... A story that rings with love and support, and a drive to help Eric achieve his potential through meaningful, appropriate challenges. -- Kirkus ReportsTable of ContentsPreface. Introduction.1. Starting Out: Diagnosis and the Early Years. 2. Strategies for the High School Years. 3. Making the Decision about College. 4. Everything You Need to Know about Life: A Summer of Lessons. 5. Moving Out: The Transition to the Dorm. 6. Supports and Strategies at College. 7. Self-Awareness and the Issue of Self-Disclosure. 8. Positives of the College Experience. 9. What Comes Next? Useful Books and Websites. Sample Self-Disclosure Form. References. Index.

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Book SynopsisAudra Jensen' son began reading when he was only two years old. She shares her experiences - both the challenges and joys - of raising a child with autism and hyperlexia - an early and obsessive interest in the written word associated with social deficits and significant difficulty in understanding verbal language.The author stresses the importance of diagnosis of the condition for successful implementation of effective teaching strategies and encouragement of more typical childhood development. As well as useful advice, this guide provides a comprehensive reading curriculum specially designed for young, challenged children to help promote their reading ability.With practical suggestions on how to modify teaching and therapy programmes to suit a child's individual learning style, this practical guide will prove invaluable for parents of children with autism and hyperlexia.Trade ReviewA variety of methods for connecting a child's knowledge of words with their meanings is demonstrated, as are numerous useful resources like social stories... Many of these examples, especially rewards, are useful for all children with ASD. This book, probably the first of its kind, is strongly recommended for all public libraries and academic libraries with autism or education collections. -- Library JournalThis book is interesting in that it focuses primarily upon hyperlexia- the ability to read at a level beyond age- related norms with associated deficits in verbal communication skills. Many parents and practitioners familiar with autistic spectrum disorder will recognize aspects of this presentation without necessarily knowing this specific label and a discussion of this area is welcome. This is an energetic and practical guide outlining principles and activities that have evidently contributed enormously to the quality of life experienced by the author's son and family. -- Educational ReviewThe book is extremely well written, easy to read and understand and is a moving and insightful account of the difficulties families can face when blessed with a challenging child. A great read (I personally couldn't put it down) for all those interested in either comprehensive learning programmes or just requiring a deeper understanding of Hyperlexia, Asperger Syndrome and Autism. -- The National Association for Gifted ChildrenTable of ContentsForeword. Preface. Acknowledgements. 1. Something About Him. 2. The Walking Paradox. Definitions. Why Does Hyperlexia Fit? Diagram of Hyperlexia. To Diagnose or Not to Diagnose? That is the question. 3. The Case for Teaching Reading. Create a Hyperlexic? Early Brain Development. Making the Case. Teaching Guidelines. What Method? 4. Teaching Babies to Read. Preparation. Level One: Match Word. Level Two: Pointing. Level Three: Match Object. Level Four: Reading. Level Five: Generalization. The Genelect Program. Set One: Familiar names and high-frequency words. Set Two: Facilitating Words. Set Three: First letters. Set Four: First Phonic Words ă (CVC). Set Five: Common high-frequency words. Set Six: Individual interest words. Set Seven: More phonics words ĕ ĭ Šŭ (CVC). Set Eight: Phonics vowel change (CVC). Set Nine: More high-frequency words. Set Ten: Phonics long vowel (CVC-e). Set Eleven: Phonics blends. Set Twelve: More long vowels. Phonemic Conventions. Sight and High-frequency Words. 5. Line of Attack. Home. Outside Therapies. School. Other Environments. Strategies. 6. Learning Early Social Expectations. Reminder Book. Situation Book. Incentive Chart.. 7. Navigating the School System Placement. When You Have to Fight. Process Guidelines. 8. Customizing Behavior Therapy. Pro-Active Responses. Foundation Skills. Social Skills. Academic Skills. 9. Customizing Language Therapy. Receptive Language. Expressive Language. Wh- Questions. Intraverbals. Grammar. Social Language. 10. Theory of Mind. Picture Inferencing. What Comes Next? Guess/Don't Guess. Verbal Inferencing. Thought Bubbles. Role Playing with Figures. 11. Ten Commandments. Appendix A: Special Education La in the United States. Special Education Law Terms. The Special Education Process. Legal Documentation. Appendix B: Some Useful Organizations in the UK. Appendix C: Glossary and Diagnostic Criteria. Glossary. DSM-IV (1994) Diagnostic Criteria. Other Disorders. References. Index.

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Book SynopsisUnderstanding How Asperger Children and Adolescents Think and Learn helps educators appreciate the learning process and improve its effectiveness for students with Asperger Syndrome.The author provides a compelling inside view of how AS pupils perceive and understand what goes on in the classroom, and how they, in turn, are perceived by fellow pupils and teachers. She adopts a pragmatic approach to improving communications in the classroom and offers practical intervention strategies to increase mutual understanding and create a rewarding and supportive learning environment. The book also includes many examples of behavior commonly observed in AS children, and illuminating accounts of specific children's experiences, which help to understand the learning process and avoid misunderstandings.This accessible book is a key resource for educators and parents of AS children and provides invaluable guidance and strategies for professionals who need to understand how AS pupils learn and communicate.Table of ContentsPreface. Part One: Understanding Asperger thinking and communication. 1. Introduction to considering Asperger perspectives. 2. Learning who the child is. 3. The Asperger mind. 4. t Learning the child's perspective. 5. Pragmatic communications and the Asperger mind. Part Two: Addressing and supporting life and learning during school years. 6. An introduction to addressing specific issues. 7. Behaviour. 8. Academics, schoolwork, and the Asperger mind. 9. The education team. 10. Lessons learned from and with Asperger children. 11. Afterward…what lies ahead. Appendix 1. Instructional assistance for an AS child: Discovering the child's perspective. Appendix 2. Educating peers about an Asperger child. Appendix 3. An observation at a specialized school for Asperger students. Index.

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Book SynopsisUnderstanding Sensory Dysfunction is a clear and comprehensive resource to identifying and addressing sensory dysfunction in children, using a range of practical strategies to help them reach their full potential at home, at school and in the community.The authors explain the causes, contributing factors, symptoms and associated behaviors of sensory dysfunction, particularly when found in conditions such as autism spectrum disorders (ASDs), ADHD and bipolar disorder. Focusing on early intervention, they provide a host of tried and tested integration activities, assessment and curricular modifications, treatment options and useful equipment and resources that ultimately aim to limit or prevent the interference of sensory dysfunction with successful learning, socialization and skills development.This accessible and empowering book offers a unique approach to the condition and will help families, teachers and caregivers meet the particular needs of children with sensory dysfunction.Trade ReviewThis book is extremely reader-friendly and would appeal to a wide audience, especially parents, teachers and support staff in mainstream settings and special educational needs placements. It is well organized and it flows from beginning to end, making it difficult to put down. For me this book was highly thought-provoking and I would recommend it, especially to parents and those professionals with limited experience of working with children who present with complex behaviours. -- British Journal of Special EducationThis is a useful, thorough book and easy-to-read book, an asset to any school staffroom or special needs library. -- Good Autism PracticeThis book is a useful supplement to any occupational therapy department. It will be particularly helpful to parents and teachers wishing to know more and to understand the language often associated with SID/sensory issues. It will also help occupational therapy students who are trying to understand the impact that SID can have upon the occupational functioning of children. -- Napot JournalI feel that the book is accessible and easy to understand. When jargon is used it is explained and often supported by a case study or an example to give the reader more information. The case studies are useful and the authors offer practical suggestions throughout. -- NAPLIC NewsletterThis book would make an invaluable resource for families, teachers and caregivers living or working with children with sensory dysfunction. Symptoms, causes, contributing factors and behaviour associated with sensory dysfunction - particularly when occurring in autism spectrum disorders, ADHD and bipolar disorder - are clearly explained. Successful integration activities with assessment and curricular modifications are combined in their innovative approaches. They consider the more common areas of sensory difficulties and follow this with a list of functional, practical suggestions. This is a highly detailed, comprehensive reference/text/handbook for all those who interact professionally or personally with children who have sensory disabilities. -- The Frontline of Learning DisabilityThis very valuable resource book has a number of distinctive features. The authors are two highly qualified educationists working in Special Education in the United States who are mothers of children with sensory integration disorders... this highly detailed, comprehensive reference/ text/ handbook for all those who interact professionally or personally with children who have sensory disabilities. -- Frontline Book ReviewThe authors are both parents and teachers... It is a supportive book for parents, carers and teachers, presenting information and strategies for the reader to enable them to have a greater awareness of the behavior and associated symptoms. The information is rooted in real case studies and practical solutions, which are useful in helping the reader understand the complexities of this condition. -- 0 -19 MagazineA good proportion of this book is devoted to recognizing and understanding the very complex nature of sensory integration and sensory dysfunction writes Janet Baker. It explains the difficulties parents, teachers and children experience, and how sensory dysfunction is often linked to other diagnoses such as ADHD, autism and Aspergers syndrome. The ultimate goal of this book is to help children with sensory dysfunction, and the adults in their lives gain a better understanding of themselves and the world around them. The information is rooted in real case studies and practical solutions, which are useful in helping the reader understand the complexities of this condition. -- 0 -19 MagazineAuthors Polly Godwin Emmons and Liz McKendry Anderson take the mystery out of sensory dysfunction in their new book Understanding Sensory Dysfunction: Learning, Development and Sensory Dysfunction in Autism Spectrum Disorders, ADHD, Learning Disabilities and Bipolar Disorders. Parents and professionals new to sensory dysfunction will find this book helpful in understanding what is sensory integration and sensory dysfunction, how to assess it, and how to help these individuals be at their best both at home and at school. Understanding Sensory Dysfunction: Learning, Development and Sensory Dysfunction in Autism Spectrum Disorders, ADHD, Learning Disabilities and Bipolar Disorders is a quick reference guide for both home and school with accessible information. It provides a great starting point for parents and professionals being introduced to the topic of sensory integration dysfunction. -- The MaapTable of ContentsIntroduction. 1. What is Sensory Integration? 2. What is Sensory Dysfunction? 3. Concomitant Diagnoses. 4. Sensory Dysfunction at School. 5. At Home and at School: Looking at Strategies. 6. More about Asperger's Syndrome. 7. Ellie and Dylan: Ten Years Later. In Conclusion. Appendix 1: Sensory Integration Activities. Appendix 2: Treatment Options. Appendix 3: Resources. Index.

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Book SynopsisReplays addresses the challenging behaviors of children with autism spectrum disorders through interactive symbolic play. It shows parents and professionals how to help children access their emotions, whether the child is verbal or not, cognitively able or impaired, even-tempered or volatile. The chapters introduce and show readers how to implement Replays, and describe ways of adapting this intervention to address specific issues in different settings and circumstances.Levine and Chedd present more than just behavioral management strategies in the context of social, emotional and communication development: they have developed a technique that helps children to re-experience, play through and master the complex emotional response states that often lead to ongoing behavioral challenges.Replays is an easy and fun tool that provides numerous step-by-step examples and illustrations. It enables parents and professionals to guide children with autism spectrum disorders towards mastering, and changing, their emotional and behavioral responses.Trade ReviewWhether you are a parent, carer or professional, at home, in clinic or in mainstream or special school, this book is well worth reading. It is for anyone who is flexible and game enough to engage in role play with the child in their care. I found Replays inspiring: it offers a fresh approach to one of the most challenging aspects of autism. What is more, Levine and Chedd's practical strategies seem so logical and straight forward that I found myself wondering why I had not thought of them. -- Good Autism PracticeThis is a book that should be read by any professional who is working with children with autistic spectrum disorders, whether they're in a nursery or a mainstream secondary classroom.This book is easy to read and well organised, with an excellent index that enables the reader to find the bits they want to read again. -- NASENThis would be a useful book for parents of, and professionals working with children with a variety of difficulties, including Asperger's Syndrome, autism, PDD-NOS, and syndromes such as Prader-Willi. It is easy to dip in and out of, and has lots of clear examples of a variety of challenging situations which can be so disturbing for children and ASD such as hair cuts, parties and visits to the doctor.Although I haven't had a chance to try out a Replay yet, I certainly finished this book feeling inspired to do so! -- NaplicTable of ContentsPart I: Introduction to Replays. 1. Introduction. 2. Understanding Children's Intense Responding and how Replays Helps. 3. How to do Replays. Part II: Tailoring Replays for Children with Specific Problems. 4. Tailoring Replays for Younger or Less Verbal and Symbolic Children. 5. Tailoring Replays for Older, More Verbal Children. 6. Tailoring Replays for Active Children with Short Attention Spans. Part III: Replays for Specific Situations. 7. Replays for Children just Discovering Mischief. 8. Replays for Sensory-related Fears and Anxieties. 9. Replays for Anxiety, including Obsessive Issues, Birthday Party Fears and other Fears or Phobias. Part IV: Adapting Replays across different settings. 10. Replays with Siblings and Peers. 11. Implementing Replays in Educational Settings. 12. Replays and Technology. 13. Frequently Asked Questions. Index.

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Book SynopsisAsperger Syndrome in the Inclusive Classroom offers support and practical techniques for teachers who work with children with Asperger Syndrome (AS).Based on the successful experiences of classroom teachers, and written from a teacher's perspective, this book provides creative and easy-to-apply strategies that support and encourage AS students in the mainstream classroom, from organization and time management techniques to framing classroom instructions to make lessons more accessible for children with AS. The authors' straightforward, practical advice relates to every part of the school day and includes advice for teaching specific subject areas. They give tips on helping students navigate the school environment, how to handle social situations like lunch and breaks, and what to do during unstructured periods.This book is essential reading for teachers and school staff who want to fully include AS students in the classroom.Trade ReviewA goldmine of practical strategies that will be of benefit to teachers with or without experience. This is an extremely readable book which is packed full of practical advice, strategies and opportunities for reflection on managing young people's lives at school, with down to earth text covering such areas as curriculum, transport, discipline, unstructured time and much more. The book enables an individual and whole school approach to facilitate inclusion with an emphasis on learning. -- Elaine Colquhoun, President, NASENAsperger Syndrome in the Inclusive Classroom offers support and practical techniques for teachers who work with children with Aspeger Syndrome (AS). Based on the successful experiences of classroom teachers', and written from a teacher's perspective, this book provides creative and easy-to-apply strategies that support and encourage AS students in the mainstream classroom, from organisation and time management techniques to framing classroom to make lessons more accessible for children with AS. This book is essential reading for teachers and school staff who want to fully include AS students in the classroom. -- Ask AceAsperger Syndrome in the Inclusive Classroom: Advice and Strategies for Teachers will become a 'security blanket' for teachers first experiencing Asperger Syndrome in their classroom. This book is a common-sense approach to working with these children. The book discusses adaptations in the classroom, teaching of academic subjects, special subject classes, unstructured school time, and social and emotional concerns of children with Asperger Syndrome. Teachers who read this book will now say, 'I'm getting a child with Asperger Syndrome; let's work together and make this a positive experience for everyone.'" -- from the Foreword by Peter W. Riffle, 2005 National Veterans of Foreign Wars Citizenship and Education Teacher of the Year 2000 Disney American Teacher Award Special Education HonoreeTable of ContentsA Note on the Book. Foreword by Peter Riffle. Introduction. 1. "Doing" School. 2. Academic Subjects. 3. Special Subjects. 4. Other Periods in the School Day. 5. Social and Emotional Concerns. Conclusion. Appendix A: Daily Homework Checklist. Appendix B: How to Help Your Classmate - Peer Helper Handout. Appendix C: Student Information Form. References. Index.

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Book SynopsisBullying is a serious problem for people with Asperger Syndrome (AS), both at school and in the workplace, and displaying "different" behavior, such as not understanding social rules or hand-flapping, exacerbates the risk of being victimized.Writing in an accessible, informal style, the author describes the bullying behavior he and other individuals have experienced, and the effect this has had on their lives. He outlines the reasons for bullying behavior and the danger of persistent recurrence if it remains unchecked, as well as the critical importance of "involving the bystander". Nick Dubin goes on to provide a range of effective strategies to address bullies and bullying that can be applied by parents, professionals, schools, and individuals being bullied. He stresses the importance of peer intervention, empathetic teachers, and verbal self-defense, and shows how lack of support, condemning of "tale telling," or even blaming the victim reinforces bullying.This book offers individuals with AS who are being bullied the opportunity to see that they are not alone, and it is an invaluable source of advice for parents, teachers, professionals and personnel managers.Trade ReviewThis is a very well presented and readable book. It not only puts a very human perspective on the behaviours, feelings, and thinking of those with Asperger's syndrome, but also gives a very comprehensive account of the statistical, theoretical, and professional aspects of me condition... I found this book difficult to put down once I began to read it. It grounded my theoretical knowledge of Asperger's syndrome and provided me with a level of insight that I did not have previously. There is no doubt thatAsperger's syndrome and Bullying: Strategies and Solutions is a must for the educational psychologist. It contains a wealth of information and a practical toolkit for addressing bullying, and at a very low cost. -- DebateThis is a very well presented and readable book. It not only puts a very human perspective on the behaviours, feelings, and thinking of those with Asperger's syndrome, byt also gives a very comprehensive account of the statistical, theoretical, and professional aspects of me condition.Nick Dubin succeeds in using the insights gained from his experience (he was diagnosed with Aserger's syndrome in 2004) of support and provides greater understanding of the complexity of Asperger's syndrome, while at the same time maintaining the degree of professional detachment necessary to ensure that this book is a useful working document... I found this book difficult to put down once I began to read it. It grounded my theoretical knowledge of Asperger's syndrome and provided me with a level of insight that I did not have previously. There is no doubt that Asperger's syndrome and Bullying: Strategies and Solutions is a must for the educational psychologist. It contains a wealth of information and a practical toolkit for addressing bullying, and at a very low cost. -- British Psychological Society, DebateThis book is exceptional in its call to empower the victims and its challenge to bystanders to intervene, but there is another compelling gem found here. Mr Dubin's abundant stories illustrating how people with AS perceive and experience their environment are a brilliant window into the inner life of children with AS. His perspective is a gift of empathy and understanding that transcends the subject of bullying and would benefit every teacher, parent and professional. -- Autism Asperger's DigestNick Dubins Book on bullying and Asperger Syndrome is an interesting read for therapist with experience of Asperger Syndrome and working with school-aged pupils. It will deepen your understanding and awareness of the issues and provide useful strategies to pass on to teaching staff. Many of Nick's ideas can be incorporated within social skills therapy to develop assertiveness skills and social understanding. Parents may also wish to read the book and will particularly enjoy the sections aimed directly at them. Bullying is an important topic and the book will be a valuable addition to your library. -- Speech & Language Therapy in PracticeThis book offers individuals with AS who are being bullied the opportunity to see that they are not alone, and it is an invaluable source of advice for parents, teachers, professionals and personnel managers. -- Autism UsWritten in an accessible style by someone who has AS and has experienced bullying. Not only for people who have this syndrome, but also all those who support and work with them. -- Current Awareness ServiceCombining personal life experiences and those of others along with the acumen of a researcher, Nick Dubin introduces the reader to how the characteristics of Asperger Syndrome interplay with the social environment that makes these children and adults targets of bullying. In addition to clearly depicting the extent of the irreparable harm caused by bullying, he tells us how easily to recognize and stop this destructive behavior at the individual, in the classroom, and at school wide levels. -- Stephen M. Shore, Board of Directors of the Autism Society of America, the Asperger's Association of New England, and other related organizationsNot only will Asperger Syndrome and Bullying help former victims piece together the "why"s and "how"s of prior trauma, but educational professionals also are served well to read this book. For giving them much to choose from, Dubin meticulously outlines (and provides commentary on) every available community-based strategy and school program designed to combat those atmospheres that condone bullying. His book is a wonderful addition to the growing literature currently investigating the environment of bullying, the culture of bullying, and the myths we once believed about it. Asperger Syndrome and Bullying serves as a great sociological analysis, yes, but readers are provided an added layer - hearing a writer heal before our eyes. -- from the Foreword by Michael John Carley, executive director of GRASP, The Global and Regional Asperger Syndrome PartnershipBullying can be a problem in most schools, even in those with zero tolerance outlook and a good anti-bullying programme. Children with special needs are particularly prone to be targets of bullies, as they are already 'different' from their peers. In this well written. well-researched book, the author's first hand experience, his insight and his common-sense approach to the varied ways in which bullying becomes evident, add up to a volume well worth reading. Dubin lists teachers, administrators, employers and employees as bullies in addition to peer group bullies at school,. He gives clear examples of how child with Asperger's Syndrome finds it difficult to understand social interaction, the intentions of others, the facial expressions. and off hand comments that other children take for granted. This is an excellent starting point for an in-service workshop on bullying, and would be particularly useful in a school practising inclusive education where children on the autistic spectrum are part of the student body. -- School Librarian JournalPower imbalances underlie bullying and this book goes some way to empowering victims, bystanders, parents and schools, thereby helping to redress this balance. The author draws on his personal experience as a youngster with (then undiagnosed) Asperger's Syndrome, as well as his later professional experiences, to write passionately about bullying, its significant and often long-term effects, and what can be done about it. Chapters on why children with Asperger's often present as easy targets for bullying and victimisation, ways in which adults and school staff can be be bullies too and why bullies and bystanders may act as they do increase awareness and understanding of these issues. Strategies that individuals, parents and schools can implement to deal with bullies are also described, and these may apply equally to students with or without Asperger's Syndrome. -- Youth in MindI would recommend this book to anyone working with people with Asperger syndrome and not just where bullying has been identified as a problem. Useful pointers in how to talk and communicate are provided -- Drama TherapyTable of ContentsForeword by Michael John Carley. Introduction. 1. My Own Experiences of Being Bullied. 2. Easy Targets: Children on the Autism Spectrum. 3. Empowering Victims. 4. Empowering Bystanders. 5. Empowering Teachers. 6. Understanding Bullies. 7. Empowering Parents. 8. Empowering Schools. 9. Interview with My Parents. Appendix I: Frequently Asked Questions. Appendix II: Internet Resources. References. Index.

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Book SynopsisWhen Jan Campito first entered the world of special needs, she trusted the experts to tell her what was wrong, and how to proceed to help her children. Here she was, an articulate, well-educated person, usually confident in navigating whatever situations were required, and yet she became passive and trusting when it came to assuming people would tell her what was wrong with her children's development and what to do to help them. As she realized more and more that no one else was stepping into the lead position to obtain appropriate help for her children, she realized that she needed to take on that responsibility.Since then, she has learnt to take an active role in advocating for her children, and helping meet their needs. From procuring evaluations, to understanding what the diagnoses mean, to selecting therapies and therapists, to following through on therapies at home and targeting needs to be addressed, to helping formulate IEPs, and to monitoring and intervening in their school settings, she has become a comprehensive advocate for her children with special needs, and in this book Jan shares with other parents some of her experiences and some of what she has learnt in the process.Trade ReviewMany parents will recognise the situations she describes and will gain good advice and a feeling of solidarity and empathy. -- Community LivingUsefully, she explains for new parents how to leek out for early signs that things aren't quite right, again drawing on her own experiences of seeing her child struggle to sit up well, demanding constant strong swaddling, rolling rather than crawling, and failing to meet certain developmental milestones. Campito reminds us that there is no sudden notification point, instead, special needs emerge over time.There is also useful detail of how to tackle child misbehaviour, moving from interruption of the behaviour, taking on opportunity to consider the consequences, and reflection on patterns of behaviour. -- Child RightCampito writes with a mother's passion and perseverance, recognizing the strains put on the family and on relationships. Her message that, `the special needs are something your child has. They are not the sum total of your child', resonates throughout the book and repeatedly stresses that her children are just `regular children' with some additional needs. She gives practical advice on coping with emotions as a parent and with coming to terms with the implications of the additional needs. Using her own child as an example, she works through the process of learning about different approaches and interventions and her experience of working with different specialists with conflicting opinions. -- SEN The Journal for Special NeedsParents of children with special needs often feel like they have been dropped in the middle of a dark and deep forest with no knowledge of how to find their way to a clearing. Supportive Parenting: Becoming an Advocate for Your Child With Special Needs is the GPS system that will lead them through the woods, around the pitfalls, over the obstacles, and beyond the fear and confusion. Jan Campito serves as an exceptionally competent guide, leading readers to a complete understanding of the intricacies and nuances surrounding the concerns and challenges society presents to our special needs kids. I wish I had had this book 15 years ago! -- Liane Holliday Willey EdD, author of Pretending to be Normal: Living with Asperger's SyndromeSupportive Parenting is a wonderfully comprehensive and down-to-earth, practical resource that will help parents to traverse the rocky ASD `terrain'. Jan Campito is to be commended for writing an even-handed and very helpful book. -- Diane Twachtman-Cullen, Ph.D., CCC-SLP, Editor-in-Chief, Autism Spectrum QuarterlyTable of ContentsPreface. Acknowledgements. 1. Why This Book? 2. Pre-diagnosis: Is it Normal for Everything to Be So Hard? 3. Obtaining a Formal Evaluation. 4. What Next? What Does This Diagnosis Mean? 5. Beginning Therapeutic Interventions for Your Child. 6. Marcus and Asperger's Syndrome: An Example of How the Manifestation of a Disorder (and One's Parenting Role) Can Change Over Time 7. Your Parenting Role, Part I: Promoting Positive Behavior and Reducing Misbehavior in Your Child. 8. Your Parenting Role, Part II: Increasing Your Child's Competence. 9. The Special Education Process: Formulating an Individualized Education or Family Services Plan. 10. Monitoring the Progress of Your Child. 11. Advocating for Your Child: It Never Ends, Does It? References.

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Book SynopsisAuthor Marilyn Martin's daughter Sara was diagnosed with Nonverbal Learning Disability (NLD). Marilyn offers a comprehensive developmental profile of children with NLD and explores the controversies surrounding the condition so parents and professionals can identify learners with NLD and ensure they receive early intervention. Offering practical advice on NLD at home and at school, the book describes step by step interventions for improving a range of skills from penmanship to social acumen.'- Autism Us'Marilyn Martin's book Helping Children with Nonverbal Learning Disorder to Flourish is an exciting and essential new addition to the literature. Martin shines in her ability to match interventions to a broad range of problems and examples abound in every chapter. Clear, concise, and detailed explanations are given so that the interventions can be applied skillfully. Each intervention is presented in a terrifically useful and usable format that includes the problem, strengths available, proposed solution, how the solution can be generalized, the goal of the intervention, and a very up-to-date and helpful listing of relevant resources.'- from the Foreword by Michele Berg, Director, Center for Learning Disorders, Family Service and Guidance'Imagine getting lost in your own home, forgetting where the bathroom is at work, or being unable to operate a simple door knob. These are just some of the myriad challenges faced by individuals with a Nonverbal Learning Disability, or NLD. In Helping Children With Non-Verbal Learning Disabilities to Flourish, Marilyn Martin gives an overview of NLD and strategies for teaching individuals with this disability. Using examples of her struggles to help her daughter, who has NLD, as well as current research, she has written a book helpful for both parents and professionals. In addition to her experiences with her daughter, Martin is a Learning Specialist with more than fifteen years of experience working with students who have dyslexia, NLD, and other learning disorders. This book is a good introduction to NLD and interventions for treating it. As it gains recognition as a distinct learning disorder, interventions and informative books, like this one, will open doors, literally and figuratively, for families and individuals touched by NLD.'- Foreword ReviewsWhen you continuously cannot find the bathroom in your best friend's house, or you cannot print the letter 't' when all your friends are writing volumes, you notice, and you ask questions. So it was for Marilyn Martin's daughter, Sara, who was diagnosed with Nonverbal Learning Disability (NLD).This book skilfully combines a comprehensive guide to NLD with the inspiring story of how Sara transformed herself from that young girl whose existence seemed darkened by learning difficulties into the capable young woman she is today.In Helping Children with Nonverbal Learning Disabilities to Flourish, Marilyn Martin presents a comprehensive developmental profile of children with NLD. She explores the controversies surrounding the disorder so parents and professionals can identify learners with NLD and insure they receive early intervention. Offering practical advice on NLD at home and at school, she describes step-by-step interventions for improving a range of skills from penmanship to social acumen.This book is essential reading for parents and professionals working with children with NLD.Trade ReviewI like the book and it is packed with relevant and useful understandings that can be taken into an educational psychologist's practice when working with schools. -- DebateThis is also a positive, practical and essentially hopeful book. I found the chapter on practical approaches to supporting learning to be useful. Each learning challenge is described in terms of 'problem, strengths,solutions,generalisation, goal and resources'. I imagine that many parents will find the chapter on 'the importance of the family' a real tonic. It is realistic about the challenges families face, but also provides some heartening, straightforward advice.I felt quite inspired and emotional while reading this book. It is hopeful and deep. It is hopeful and deep. It remined me of the lasting effects of schooling, and particularly how a teacher's or therapist's sensiitivity and openess to new ideas can be valuable as in-depth knowledge. Parents or professionals living or working with a child with coordination difficulties will benifit from reading and re-reading this inspirational bppk. It will also be valuable for physiotherapist, occupational therapists and speech and language therapists. This will be a good read for student teachers, and may influence their attitudes, as well as providing practical advice that will benefit many children with learning challenges. A very good book. -- Special ChildrenTable of ContentsForeword by Michele Berg. Acknowledgements. 1. Beginnings: Deciphering the Rosetta Stone. 2. What is a Nonverbal Learning Disability? 3. Side by Side: NLD and Reading Disabilities. 4. How to Recognize the Child with NLD at Different Ages. 5. A Constructive Diagnosis and Remediation Plan. 6. The Importance of the School Environment. 7. The Importance of the Family. 8. Charting Sara's Language. 9. Some Final Thoughts. 10. A Sampler of Interventions. Appendix: Example of How to Combine Strategies to Develop Lessons. References. Subject Index. Author Index.

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Book SynopsisA fascinating collection of real-life personal profiles, The Myriad Gifts of Asperger's Syndrome focuses on the talents, abilities, and achievements of individuals with Asperger's Syndrome (AS).Vaschel has a remarkable connection with animals; Richard can tell the weight of any item he lifts to the nearest tenth of a pound; two-year-old Hannah detected a dangerously faulty electrical circuit in her family home; and eight-year-old Clark became conversant in French after only an evening's study. What connects these individuals? They all have AS. John M. Ortiz celebrates the qualities of individuals with AS he has met through his clinical experience, including their characteristic tenacity, honesty, and attention to detail, and looks also at the wide range of careers they have chosen and in which they flourish.This uplifting book should be read and enjoyed by anyone who knows or works professionally with individuals with AS, and anyone with an interest in the subject.Trade ReviewThis book makes a wonderfully, uplifting read, not only for psychologists, but for anyone interested in this area. I would recommend it to parents, as it allows new positive perception of children and adults with these traits, a creative perspective, rather than a view of Asperger's Syndrome behaviour as an obstacle or limitation. -- DebateJohn Ortiz has captured real-life stories illustrating the remarkable and inspiring abilities found in people with Asperger's Syndrome. The book is filled with short, poignant stories that convey hope, demonstrate strengths and are punctuated with encouraging lessons. -- Autism Asperger's DigestThe Myriad Gifts of Asperger's Syndrome is a fabulous read. John Ortiz is a wonderful storyteller and this reads like a series of captivating and unique short stories of remarkable everyday individuals with the most unusual of gifts. Read it and be intrigued, inspired, uplifted and awestruck. This book is to Asperger's what Sacks' The Man Who Mistook His Wife for a Hat is to neurology. Its relevance extends well beyond the ASD world as it addresses 'outside the box' individuals everywhere and those who wish they were. -- Donna Williams, Dip Ed BA Hons. author of 9 books, including the international bestsellers Nobody Nowhere and Somebody Somewhere.This book is refreshingly positive in a world of negative stereotypes. Through short, real-life stories, Dr. Ortiz shows people with the neurodiversity of AS making important contributions to their communities. He does a great job of focusing on the positive aspects of what can be a very debilitating condition. -- Yvona Fast, author of Employment for Individuals with Asperger Syndrome or Non-Verbal Learning Disability: Stories and StrategiesJohn Ortiz has compiled a book that celebrates Asperger Syndrome. It highlights the fact that this medical condition entails not just deficits in socializing but also areas of strength, especially in attention to detail, in the detection of patterns, and in the pursuit of logic and truth, so essential to certain crafts and intellectual pursuits. This book reminds us that while people with Asperger Syndrome may need support in some areas, in other ways they make a special contribution to humanity. -- Simon Baron-Cohen, Professor of Developmental Psychopathology, Director, Autism Research Centre, Cambridge University, UKA collection of real-life personal profiles which focus on the talents, abilities and achievements of individuals with AS. -- BILD Information ServiceTable of ContentsPreface: The Asperger Dimension. Chapter One: Introduction. Background. The Discovery of Michael. The Box. AS: The No-Box Syndrome. Data Collection. Participants. What This Book Is Not. The Book's Focus. The Book's Tone and Purpose. Chapter Two: The Gifts of Asperger's Syndrome. Magical Mystery Michael. Carlton the Gift Giver. The Death Ray. Suelan's Leaky Link. It Takes a Thief. The Official Reader. The Disciplinarian. Vaschel the Liberator. Evan the Incomparable. The Community Patriot. The Nurturing Toner. No Drain for the Rain. The Rocking Navigators. The Screaming Circuit. The Human Weight Scale. The Auto Salesman. The Two Karenas. Nelson Kicks Bud. The Linguist. The Anti-Smoking Vigilante. Fast as Lightning. Colors. The Symmetrist. The Spelling "Should Have Been" Champ. Kaden: The Metric Machine. Ace: The Inventor Atlas. Griffin's Continuum. The Family "Homonist". Absolutely Quentin. Edan's Adopt-a-Smile. Arif the All-Knowing. The Two Helenas. Royal-Loyal Dalton. Plainly Speaking Donald. Rockin' Hoang. Swen and his "Theory of Mind" Theory. Chris and his Brown Paper Bag. Sandy and Sandee, the Actresses. Nathan, the Computer Geek. Portrait by Helen. Chapter Three: The World of Gainful Employment. Calix: Graphic Artist. Jacqui: Archeologist. Naresh: Engineer. Rachael: Environmentalist. Dennis: Shipping and Receiving Clerk. Garrett: Physics Researcher. Vanna: Librarian. Tom: Agricultural Worker. Jeremy: Landscape Architect. Verne: Proofreader. Norman: Forensic Science Analyst. Dahlia: Medical Transcriptionist. Ollie: Meter Reader. Sabina: FX Artist. Ea: Game Programmer and Developer. Larry: Surveyor. Adam: Stamp and Coin Collector. Jason: Comic Book Store Manager. Dierdra: Paralegal/Legal Assistant. Paolo: Statistician. Bjorn: Military Engineer. Chapter Four: Notable Persons with Asperger's Syndrome Phenotypes. Appendix: Form A: Data Collection. Form B: Data Collection. Recommended Books Written by Authors with Asperger's Syndrome. Recommended Internet Sites: Sites worth Sighting and Citing. References.

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Book SynopsisThe transition from primary to secondary school is a time of great anxiety for most children. For children with an Autistic Spectrum Disorder (ASD) this anxiety can be overwhelming. Fear of the unknown, difficulty coping with monumental changes and the inability to imagine a favourable outcome, can all combine to make this unavoidable step in school life a time of great fear and dread. This book provides guidance for schools and parents on how to make the transfer from primary to secondary as easy as possible for children with ASDs.The book advocates the need for scrupulous preparation of transfer arrangements because children with ASDs struggle to predict the outcome of any new situation. No matter how much discussion has taken place, it is only when the situation has been experienced first hand that they will have a real understanding of it and be able to build up a 'real life memory bank' (RLMB). The authors' advice aims to ensure that any preparations lead to a favourable outcome, in order to build a positive RLMB. The book outlines term by term preparation in the final years of primary school and includes photocopiable resources and a "Moving to Secondary School" booklet. As most children with ASDs are visual learners and think in pictures, the booklet uses symbols to aid understanding.Making the Move provides a wealth of effective strategies and resources that will encourage and inspire greater confidence for pupils with ASDs, parents and schools.Trade ReviewThis is a great resource for parents, teachers and other professionals supporting the transition of pupils on the autistic spectrum in their move from primary into secondary education... It is a resource that I would definitely recommend and one that can be dipped in and out of as necessary, should a child be having particular difficulty in understanding a specific aspect of this very significant phase in his/ her education. -- British Journal School of NursingDeserving of ongoing mention for parents, teachers and educators at all levels... An ongoing, top recommendation. -- The Midwest Book ReviewThe transition from primary to secondary school is a major event for most kids, but MAKING THE MOVE is even more important, offering a guide to transfer for pupils with Autism Spectrum Disorder. Checklists for parents and kids alike make this a recommended pick for parents of such students, as its fill-in workbook format offers many useful resources from blank timetables to homework diaries and more to help parents handle such kids. A specific, top pick for any parent of ASD child moving their child through the education system. -- The Midwest Book ReviewTable of ContentsIntroduction. 1. Planning the Move.2. Term by Term Planning. 3. Summer Break 4. My Moving to Secondary School. 5. Resources. 6. Sample Social Story: My Secondary School. 7. A Word About Siblings. Index.

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Book SynopsisYoung people with Autism Spectrum Disorders (ASDs) can often find the step into adulthood and independence more difficult than their neurotypical peers, particularly where employment is concerned. The authors show, however, that with the right guidance and a positive attitude in schools, young people with ASDs can be every bit as happy and successful as those who are not on the spectrum.The book describes a programme developed over a number of years by teachers at a school for young people with ASDs, which successfully enabled autistic pupils to achieve their full potential. The authors explain in detail the challenges faced by the young people at the school, and show how, encouraged by a culture of optimism and hopefulness, the programme developed their confidence and skills, with the result that many of them are now in employment. The book also provides an in-depth exploration of a multitude of styles and techniques for building relationships. Concluding with a reflection on leadership and organisational culture, the authors demonstrate that if the approach is adopted by an entire school and not just a handful of teachers, it really can work.This inspiring and innovative book will be a must for educators at every level, psychologists, academics, and anybody else interested in a positive educational approach that will enable young people with ASDs to get the most out of life.Trade ReviewSo often books describing an educational method or philosophy can seem divorced from the real world of the schoolroom and the school office, with the day-to-day procedures, staffing difficulties and petty bureaucracy involved. This title comes as an exception to that rule, chronicling the "transformation" experienced by a group of students on the autism spectrum, and the teachers and staff in their special school, as a result of making major changes to their way of working. These changes were based firmly on what the latest research has revealed about learners with autism, but you get a sense of how hard it is to turn around school cultures alongside the engaging descriptions of students and their development. The authors are highly experienced practitioners with a wealth of expertise in understanding and managing behaviour problems and challenges to learning. This shows through in their descriptions of the hard work involved in this process of change... Interestingly, past receipt of speech and language therapy emerged as an importantfactor in later progress, something that should be highlighted in an era of cuts that have affected this already hard-to-access specialty. In sum, educators will find the attitudes, enthusiasm and practices described by these authors worth emulating. -- Educational Review"Transition or Transformation?: Helping Young People With Autistic Spectrum Disorder Set Out on a Hopeful Road Towards Their Adult Lives" reveals a program developed by teachers concerned with helping autistic spectrum kids make the transition into adulthood, and is a 'must' for any health or educator's collection dealing with these kids. It explores styles for building relationships at school, explains how the program fosters social skills that continue into successful employment and social interactions outside the classroom, and addresses the need for a whole-school approach to helping autistic children integrate into the classroom -- The Midwest Book ReviewThrough case studies and descriptions of 'ecological' approaches they show us how to do that difficult thing: link autism 'theory' to practice. Tbook shows in detail how to:* get the 'relationship style' right* build an autism specific curriculum* promote well-being in young people with autism spectrum condition.The book has at its core the belief that people with autism can, and the people who will get most out of this book are those who share that belief. -- Learning Disability todayWithin a school culture of optimism and hope, the program can develop students's confidence and skills in building day-to-day relationships in adulthood. Student stories and staff perspectives accompany techniques for visual support for communication, developing a reflective self, body basics and massage, and reward and punishment. Appendices provide sample staff training materials, and a 25-page paper on the role of educational placement and parents on the school performance of children with ASD. -- Reference & Research Book NewsTable of ContentsAcknowledgements. Introduction. 1. Student Stories. 2. The Staff Perspective. 3. An Understanding of Autism. 4. Ethos, Practice and Curriculum. 5. The Relationship Style. 6. Relationship Techniques - Visual Supports for Communication. 7. Relationship Techniques - Developing a Reflective Self. 8. Relationship Techniques - Body Basics and Massage. 9. Relationship Techniques - Reward, Punishment and a Culture of Celebration. 10. Transition or Transformation? 11. Organisational Supports. Appendix I. Sample Staff Training Materials. Appendix II. The Role of Educational Placement, Education Provision, and Parents on the School Performance of Children with Autism Spectrum Disorders (Phil Reed, Lisa A. Osborne and Emma Waddington, Swansea University).

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Book SynopsisIf you are considering placing a child with special needs at a new school, it can be difficult to know where to begin. Should you choose a special school, or a special unit within a mainstream school? What will be the involvement of therapists? Maybe home schooling would be best? Whether the child has autism, dyslexia or any other special educational, emotional or behavioural difficulty, this book will help you find the school that suits the child best. From drawing up a list of possibilities and setting up a school visit, to asking the right questions and recording your opinions in order to make an informed decision, Choosing a School for a Child with Special Needs will guide you through this complex and stressful process with confidence and ease.Whether you are a parent seeking a special school, a professional researching a school, or a teacher recommending what to look for in a school, this book is a must-have reference for anyone taking school placement seriously.Trade Reviewa significant resource that can help in ensuring that all parties involved in choosing a school for a child with special needs are aware of the questions that need to be asked. -- DebateThere is plenty of information in this book and its methodical approach gives lots of advice to help you choose a school for your child... As most parents see making the right choice of school as fundamental to their child's future life, this book is a very good place to start. -- CerebraThis guide is very thorough and has been impeccably researched by its author, an educational psychologist in independent practice... This would be a very useful guide for parents and parent partnership officers working together. Other educational professionals might also recommend it to parents. -- Naplic MattersRuth Birnbaum's aim to try and make education as accessible as possible for the children who often rely on others to be their advocates, is the key to the success of this book. She places herself firmly with the child and hopes that by alerting parents and professionals to the sort of questions they need to ask and the types of provision which will be suitable, the children will benefit. The result is a book that has in-depth information together with questions and checklists, on just about everything a parent or carer will need to be aware of as they approach the daunting task of selecting the educational provision which will best support their child with special educational needs. This book is a comprehensive survey and guide from an educational psychologist with a wealth of knowledge and experience to share. It will be invaluable to parents and carers and a most useful resource for educational professionals, schools and students.` -- PMLD LinkA comprehensive guide for parents in the selection of a school for their child. It gives detailed information on all aspect os Special Educational Needs (SEN) and the SEN Code of Practice, including the current law, range of educational provision and approaches, as well as the roles of professionals involved in assessment and therapy. She provides useful questions for parents to ask and a checklist to support parents through the selection process, finishing with a handy resources and websites section. This excellent book would also provide students and newly qualified therapists with an overview of the minefield that is SEN provision. It will go straight into our parents' library. -- Speech & Language Therapy in PracticeChoosing a School for a Child With Special Needs offers an outstanding survey telling parents how to place a child with special needs at a new school. From considering special units within mainstream schools to special schools and involving therapists or home schooling, this provides guidelines general enough to apply to a wide range of possibilities and child needs, pinpointing the factors that go into selecting the right institution. Any collection strong in education or special needs concerns will welcome this survey. -- The Midwest Book ReviewParents need access to such an enormous amount of information when they embark on their quest for choosing a school for their child with special educational needs, often at a time when they feel least able to find it. How reassuring to find a book that has everything under one cover! Ruth's book provides a full description of needs, interventions and models of delivery as well as a comprehensive list of questions for parents to ask - all in an extremely clear and 'user-friendly' layout. Her book will empower parents as they weave their way through a system that can often feel challenging and overwhelming. -- Joanna Burgess, Principal, Blossom House SchoolChoosing the right school is key to the development of any child and particularly children with special needs. Without the expert help and assistance of educational psychologists like Ruth, challenging the educational authorities to get the correct placements would be that much harder. Hopefully this book will help parents on this journey. -- Richard Budnyj, Secretary of FOLKSAt a time when it is increasingly difficult to have your special needs child statemented, and therefore gain access to the right school and much needed therapies that make a huge difference in the early years, a book such as this, written by Ruth Birnbaum, who has helped hundreds of desperate parents trying to access the right placement for their child, as I was, will be an enormous help in providing a path through the educational maze. -- Lady Astor of Hever, author and NAS ambassadorTable of ContentsAcknowledgements. Explanatory Terms. Introduction. Part 1 - Looking at Specific Definitions of Special Educational Needs. 1. The Definition of Special Educational Needs. 2. Communication and Interaction. 3. Cognition and Learning. 4. Behaviour, Emotional and Social Development. 5. Sensory and Physical Needs. 6. Complex Needs. 7. Medical Needs and School Trips. 8. The Current Law on Special Educational Needs. Part 2 - Understanding the Background. 9. Understanding the Child's Needs and the Role of Assessment by a Psychologist. 10. How to Draw Up a List of Schools. 11. Getting the Right Documents. Part 3 - Setting Up a Visit. 12. How to Set Up a Visit. 13. Looking at the Physical School Environment in General. 14. Looking at the Classroom Environment. 15. Making a Record of the School Visit. Part 4 - Looking at Specific Provision/Intervention. 16. Teaching for Specific Learning Difficulties. 17. Intervention for Sensory Needs. 18. Autistic Provision. 19. Music Therapy, Drama Therapy, Play Therapy and Psychotherapy. 20. Counselling and Mentoring. 21. Speech and Language Therapy. 22. Occupational Therapy. 23. Physiotherapy. Part 5 - Other Important Issues to Consider. 24. Integration and Inclusion. 25. Religious Beliefs, Co-Education, Small Classes, School Size and Transition. 26. Equality and Discrimination. Part 6 - Different School Models. 27. Mainstream Schools. 28. Special Units in Mainstream Schools. 29. Special Schools. 30. Dual Placements. 31. Pupil Referral Units. 32. Residential Schools. 33. Home Education. 34. Hospital Schools. 35. Studio Schools and Virtual Schools. Part 7 - Summary. 36. Evaluating the Findings. Bibliography. Resources and Useful Organisations. Websites. Index

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Book SynopsisGetting the educational provision you need for your special needs child can feel like an uphill struggle. This book offers clear guidance on how authorities such as Local Education Authorities, schools, the National Health Service and the Government function, what the law entitles your child to, and how you can fight most effectively for the education they need.Basing the book on her own experience of bringing up two sons with special educational needs, Ellen Power describes how she worked with - and in some cases challenged - the authorities to get the right education for her children. Outlining what she did, how she did it, and how you can do the same, she explains clearly the implications of the Special Educational Needs code of practice and the Disability Discrimination Act, as well as giving advice on diagnosis, assessment, and dealing with the authorities. Further sections look at how to address issues such as transition between schools, and bullying. Interweaving real-life experience with practical advice, Guerrilla Mum is essential reading for parents of children with special educational needs and disabilities.Trade ReviewThis book is a personal account by the mother of two sons with special educational needs, which entertainingly interweaves the story of her battle to secure appropriate help for them with information and advice to help others in similar situations... Any parent who reads this book will discover, if they did not know it already, that their child's difficulty has long term implications, that funding considerations affect almost all decisions made about their child, that alarmingly few professionals can be trusted to do the right thing and that, ultimately, it is down to the parents themselves to fight for appropriate support. The sections that deal with bullying and social contacts and activities are particularly good. This is an excellent book and, in my opinion every parent who suspects, or has just discovered, that their child has a speech or language disorder should have a copy. -- Afasic NewsParents, who intend to ask for a statutory assessment, or to make an appeal, will find it a very handy guide. Indeed there are many professionals working with this population of children in schools who will find the factual descriptions of this special educational needs process and related law very useful. I also greatly admire Ellen Power's campaigning work for children with special educational needs as there are so many who do not have parents who are able to advocate on their behalf. -- NAPLIC MattersThis is a very helpful book for parents or carers of a child with special needs. Tips on choosing the right school for your child, advice on how to get a diagnosis, suggestions on how to work with the child's school to deal with bullying, plus lots more. You can jump in at whatever chapter you need at that moment. Ellen shares her own experiences, making the whole "jungle" of special educational needs seem less overwhelming. -- Foster FamiliesGuerrilla Mum is well organised, it is easy to follow and also to refer to if unsure of your child's legal rights. Everything you need to know about education for special needs is here in this guide. This book is one I wish I had written myself, well worth reading and I thoroughly recommend it to any parents or carers of children with additional needs. -- Encephalitis Society, Debbie Mumford, Surrey Regional RepresentativeOver the past decade, UK- based Power has evolved from a mild-mannered mother of two boys into a "guerrilla mum" battling officialdom in local government and the National Health Service. Based on her experiences of raising two sons, aged 13 and 11, with special educational needs, she offers fellow parents in the UK advice and shares tactics that have helped her and her husband succeed in improving the quality of their children's lives. -- Book NewsOutlining what she did, how she did it, and how you can do the same, she explains clearly the implications of the Special Educational Needs code of practice and the Disability Discrimination Act, as well as giving advice on diagnosis, assessment, and dealing with the authorities... Interweaving real-life experience with practical advice, "Guerrilla Mum" is essential reading for parents of children with special educational needs and disabilities... It has many questions in it which people in similar positions want to ask but forget or are scared to ask and takes you through all the processes needed to get the right diagnosis and develop a plan to get the child into education - and most importantly - the right education for them There are tips in each chapter which are highlighted in a text box along with a checklist at the end of each chapter - a useful reminder of what was included in each chapter. There are many subjects included within the book which may be worries of parents of children with special needs - bullying at school, benefits available and where to go to for I found this book to be a very useful resource book, written in plain English... I would recommend it to parents who do have children with special needs but also to students of any education and social care studies for a great overview of the system. -- Sarah's Book ReviewsA very useful resource book, written in plain English. I would recommend it to parents who have children with special needs but also to student of any education and social care studies for a great overview of the system. -- Sarah's Book Review BlogTable of ContentsAuthor's Preface. 1. Identifying Special Needs 2. Assessment and Provision for Special Educational Needs - Getting an Appropriate Mainstream Education for your Special Needs Child 3. The Statutory Assessment Process 4. When 'Things Go Wrong' 5. How to Complain Effectively 6. How to Ensure your Child is Happy and Safe at School and Deal with Bullying 7. Support for Carers 8. Disability Discrimination Act - How is it Relevant to Your Child at School? 9. Conclusions 10. Resources. 11. References. Index.

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Book SynopsisUnderstanding how children think and feel is the key to buiding good relationships in the classroom. This book looks at: underlying causes of emotional conflicts the nature of maladaptive coping mechanisms why boys tend to "act out" and girls ten to "act in" interventions to promote the use of adaptive coping styles. Table of ContentsChapter 1 Introduction; Chapter 2 Tags; Chapter 3 Maladaptive defence mechanisms; Chapter 4 Adaptive coping styles;

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Book SynopsisThe Starfish Brothers, Eel, Crab and Octopus are having a horrid time. The Starfish Brothers' backs are stiff as planks, Eel is in a wheelchair and feels excluded, Crab finds it hard to play with others, and highly-competitive Octopus is on crutches after a pole-vaulting accident. Luckily, Seahorse adapts her Magical Yoga Sun Sequence to suit their individual needs, helping them to be active, included, and much happier!This beautiful picture book teaches four Yoga Sun Sequences in a fun and interactive way. The simple sequences benefit all children, while ensuring that anyone with inflexibility, autism, disability or injury can join in the fun. With specific advice for individual needs, this is an excellent resource for educators, yoga instructors and parents hoping to promote inclusion, positivity and confidence in all children aged 3-11.Trade ReviewMichael Chissick and Sarah Peacock's winning formula produces another super-simple, completely practical and totally inclusive yoga book for children. Seahorse's Magical Sun Sequences is a delightful introduction to the world of sun salutations and how you might adapt them to be a practical, imaginative way of moving into your body and feeling more at one with yourself and your environment. -- Tara Fraser, Director of Yoga Junction and author of 'Yoga for You' and 'The Easy Yoga Workbook'I love the characters that Seahorse meets in this book. With superb illustrations by Sarah Peacock, this will be a valuable teaching aid for teachers who wish to develop movement and yoga in their classes, as well as parents who can learn the sequences alongside their children. It is clear, easy to follow and fun! -- Andrea Kwiatkowski, BWY Diploma Course Tutor, Senior Yoga Alliance Teacher and Advanced Jivamukti TeacherI loved Seahorse's Magical Sun Sequences! Whether you're a crab who doesn't like to move or speak much, an eel in a wheelchair or a child on crutches, Seahorse will have a Magical Sun Sequence for you. Sarah Peacock's vibrant illustrations combine with the measured anticipation and repetition of Michael Chissick's stories to create an irresistible urge to do yoga. It is more than a little bit magical: it is completely spell-binding. -- Wendy Teasdill, Diploma Course Tutor for the British Wheel of Yoga, author of 'Walking to the Mountain' and 'Yoga for Pregnancy'What a delightful way to introduce the benefits of yoga to children of all abilities. Everyone succeeds in this informative and practical book. With a positive repetitive message throughout, there are shades of Kipling's Just So Stories. For anyone considering teaching yoga to children, this book is a must have. -- Bob Insley, British Wheel of Yoga, yoga teacher and teacher trainerThis lovely story, alongside its beautiful illustrations and well-explained diagrams, brings yoga to children of all abilities in a fun, joyful and accessible way. I have been lucky to witness how this exercise can build a child's self-confidence, awareness and language. If you are a teacher or parent interested in yoga for children, this beautiful story will provide an excellent start. -- Jennifer Watson, Teacher (Early Years and Key Stage 1)I love the way that Seahorse celebrates differences and shows ways for everyone to be included in the yoga. I am convinced that this book will encourage children, ranging from Kindergarten to 10/11 year olds, to develop compassion and tolerance for others who may be less able; which in turn will lead to more peaceful relationships. Michael's knowledge of how to engage children in yoga, especially children with Special Needs, shines through; while Sarah Peacock's beautiful illustrations bring the story to life. -- Petra Proßowsky, children’s yoga teacher and trainer, GermanySeahorse's Magical Sun Sequences is a marvellous resource for parents and teachers who want to support every child to access yoga in a fun and engaging way. The charming characters bring the sun sequences richly to life and will appeal to children everywhere. This is a book I will be proud and excited to recommend to schools, parents and colleagues. If you want to instil a lifelong love of yoga in all children, this is the book you have been waiting for. -- Catherine McNerney, Assistant Head, Phoenix School, LondonI liked the repetition in the stories. It makes it predictable for children involved - as they progress to the other stories. I love the bright illustrations throughout the book! They are clear, simple and easy to copy. The story reads well. There is enough background information to ensure you choose the right story for the individual class. There is also an extra info to support children with additional needs.The target audience is wide, but as this is meant to be an introduction to yoga I think it caters quite well! It is great that you can download free copies of the sun sequences - encouraging students to practise more.I think this is a great resource and wish I was still in a classroom environment to try it out! -- Mel Thomsett * Sensory Smart *The basic sequence is very simple, but Michael Chissick writes that children find the pattern very soothing and, as the story shows, just doing these simple moves can help us loosen our bodies and feel more positive about ourselves. -- Juno MagazineWith clear guidance for parents, teachers or yoga instructors, this is a simple introduction that can be used by anyone regardless of their previous yoga experience or lack thereof. -- Pooky Knightsmith * In Our Hands *Using a variety of sea creature characters, yoga teacher Michael Chissick weaves a narrative through which the 'Sun Salutation' sequence is introduced, thus making it highly accessible to all primary aged children. -- Jill Bennett * Red Reading Hub *Table of ContentsGuidance for Teachers, Professionals and Parents. The Story: Seahorse's Yoga Sun Sequences. The Starfish Brothers. Eel. Crab. Octopus. The Starfish Brothers Return. The Sequences in More Detail.

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Book SynopsisCan you touch your toes? Or balance on one leg? Learn to calm your body and put your mind at ease alongside Flo the cat and Mack the monkey as they show you the different yoga poses. Known as asanas, these postures are fun to do on your own, at school or with family, and will help your body feel better and relax your mind!Yoga is a fun practice that offers an abundance of physical and mental benefits to all ages. Children especially find it useful to learn basic poses, which will help them through times of worry, anxiety, chaos and technology overload. With its roots in Ashtanga yoga practice, this guide contains bright, cheerful illustrations accompanied by easy-to-follow instructions for a variety of yoga poses. Designed for children aged 4+, these activities can be used at home or in the classroom, and will especially benefit children with low self-esteem, anxiety and ADHD.Table of ContentsGo Yogi! Grown-up Yogi's Notes. Author bio.

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Book SynopsisThe majority of music therapy work with children takes place in schools. This book documents the wealth and diversity of work that music therapists are doing in educational settings across the UK. It shows how, in recent years, music therapy has changed and grown as a profession, and it provides an insight into the trends that are emerging in this area in the 21st century. Collating the experiences of a range of music therapists from both mainstream and special education backgrounds, Music Therapy in Schools explains the procedures, challenges and benefits of using music therapy in an educational context. These music therapists have worked with children of all ages and abilities from pre-school toddlers in nursery schools to teenagers preparing for further education, and address specific issues and disabilities including working with children with emotional and behavioural problems, and autistic spectrum disorders.This book will be essential reading for music therapists, music therapy students and educational professionals.Trade ReviewThis book explains the procedures, challenges and benefits of using music therapy in an educational setting. It is well written and full of practical applications from multiple contributors from specialist and mainstream school... it would be an invaluable resource both for someone aspiring to be a music therapist and for someone already in the profession. -- Special ChildrenFor teachers who have an interest in music therapy, this will be an interesting resource book, with a number of case studies providing interesting information about the ways in which this form of therapy can address, the needs of individual children... It is an interesting and thought provoking book which offers the reader new insights into music therapy. -- SEN MagazineI can recommend this book wholeheartedly; we can all learn from it - all who are connected with children and young people in education, music, health and social care. -- from the foreword by Dr. Frankie Williams, General Inspector for Music and Culture, Cambridgeshire County Council, UKMusic Therapy in Schools (...) providing a wealth of examples where music therapy exists in the school context, and how effective it has been.... Various professional music therapist contributed to it, detailing their experiences, methods and challenges of conducting music therapy in schools... Most of the chapters are case-study focused... The broad range of examples (...) allow us to see the potential of music therapy working beyond the school setting and being able to impact more lives positively. -- Peiwen Soh, Kin's College London, Music Department * Journal of Mental Health *Table of ContentsForeword by Frankie Williams, General Inspector for Music and Culture, Cambridgeshire County Council, UK. Acknowledgements. Introduction by Amelia Oldfield, Music Therapist, Croft Unit for Child and Family Psychiatry and Senior Lecturer, Anglia Ruskin University, UK. 1. Setting Up and Developing Music Therapy at a Children's Centre, for Pre-school Children and their Parents and Carers. Clare Rosscornes and Emma Davies. 2. Open Doors, Open Minds, Open Music! The Development of Music Therapy Provision in an Assessment Nursery. Nicolette O'Neill. 3. Nordoff-Robbins Music Therapy in a Nursery Setting: Supporting Music Therapy Students on Placement. Chris Achenbach. 4. Multiple Views of Music Therapy. Ann Bruce and Suzie High, Teacher of Special Needs Children, Cumbria, UK. 5. The School Challenge: Combining the Roles of Music Therapist and Music Teacher. Jan Hall. 6. Music Therapy and the Expression of Anger and Aggression; Working with Aggressive Behaviour in Children aged 5-9 who Risk Mainstream School Exclusion. Jane Brackley. 7. Music Therapy in a Special School; Investigating the Role of Imitation and Reflection in the Interaction between Music Therapist and Child. Jo Tomlinson, Music Therapist, Cambridgeshire, UK. 8. 'Music, my Voice' Projects for Children; The Development of one Aspect of a Community Based Music Therapy Service in York and North Yorkshire. Angela Harrison. 9. Music Therapy in Interface Schools in Belfast - A Creative Response to Cumulative Trauma. Karen Diamond, Head Music Therapist, Northern Ireland Music Therapy Trust, UK. 10. Music Therapy in a Special School for Children with Autistic Spectrum Disorders, Focusing Particularly on the Use of the Double Bass. Ian McTier, Association of Professional Music Therapists and Scottish Arts Therapy Forum, UK. 11. 'How Can I Consider Letting my Child Go to School when I Spend all my Time Trying to Keep him Alive?' Links between Music Therapy Services in Schools and a Children's Hospice; Supporting Healthy Attachment and Separation and Helping Facilitate Integration of the Sick and Well Child. Órla Casey. 12. Psychodynamically Informed Music Therapy Groups for Teenagers with Severe Special Needs in a College Setting; Working Jointly with Teaching Assistants. John Strange. 13. 'Yeah I'll Do Music!' Working with Secondary-Aged Students who have Complex Emotional and Behavioural Difficulties. Philippa Derrington., Music Therapist, Cambridgeshire, UK. Appendix 1. Looking Back on the Development of a Service; Personal Reflections of Three Heads of Service of Cambridgeshire Music. Appendix 2. Questionnaire for Parent: Feedback for Community Music Group. Appendix 3. Interview Questions for Teachers. Appendix 4. Assessment and Qualifications Alliance Unit Awards. References. The Contributors.

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Book SynopsisIf a child is not meeting expected milestones it can be a source of great anxiety for parents and teachers. This forthright guide offers practical advice on how to recognize the signs of developmental delay, address difficulties effectively, and help the child to flourish.Mary Mountstephen presents a practical approach to dealing with developmental delay, equipping readers with the knowledge, understanding and tools to tackle problems successfully. By clearly explaining how children develop, drawing on the expertise of a number of specialists in the field and detailing straightforward interventions, the author enables parents and teachers to identify a wide range of problems and empowers them with the information they need to take action. Concise and accessible, this book provides a wealth of useful advice on how to address developmental delay, and will prove invaluable to parents, teachers and other professionals working with children.Trade ReviewA large number of case studies bring the book alive. This book is very much an introductory text and is friendly and non-threatening for parents to use as a resource to provide positive information and help for their children. -- Play for Lifethis is an interesting read and provides a good exposition of the development of learners across pre-school and the primary age. This is integrated with specific learning difficulties, which may not otherwise be understood. -- Patoss BulletinA most welcome book for professionals and parents... It offers practical advice on how to recognize sighs of developmental delay and also gives practical advice on how to access more information and support... I would certainly recommend this book as an invaluable source of information, to both colleagues and parents. -- Afasic NewsEasy to read and understand, this would be a useful tool for parents and teachers of children with a range of developmental difficulties. For a speech and language therapist working within a multidisciplinary team, it gives a helpful framework for some of the work undertaken by colleagues from other disciplines. -- Speech & Language therapy in PracticeFor frustrated parents who suspect that their children may have a developmental delay, there's help - and hope - with this sound guidebook... The author incorporates numerous composites, based on actual students, which allow parents to recognize similar traits in their own children. She also includes extensive charts, checklists, tips, and sample student reports. Addressing the causes in addition to the symptoms of developmental delays, Mountstephen aids parents in tackling their children's concerns with appropriate strategies. She doesn't just want to label children, but help them find success in the world around them. -- ForewordWith helpful tips, simple descriptions and well-structured chapters this book provides all parents and professionals working with children with a better understanding of children's needs and what can actually be done to help. -- Andy Dalziell, Director, The Movement and Learning CentreTable of ContentsNotes from the Author. Introduction. Part 1: Child Development and Signs of Delay. 1. Factors Affecting Early Development. 2. What to Expect in the Early Years. 3. Detecting Special Educational Needs. Part 2: Interventions for Home and School. 4. Movement and Learning. 5. Vision, Visual Processing and Learning. 6. Hearing, Auditory Processing and Learning. 7. How a Psychologist Can Help. Appendix I: Checklist of Initial Observations. Appendix II: Rhymes. Appendix III: Central Auditory Processing Disorders Leaflet. Appendix IV: Useful Resources. References. Index.

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Book SynopsisBullying is a serious and pervasive issue for people with autism and Asperger Syndrome. This photocopiable workbook encourages adults who have been involved with bullying - as either victims or perpetrators - to explore what bullying is, the effects it can have and how it can be tackled successfully. In this accessible and jargon-free book, with a wealth of case studies and summaries, readers are invited to consider the thoughts, feelings and actions associated with bullying and offered helpful strategies for dealing with it. The book comprises a general introduction to bullying, followed by sections that examine the issue from the perspectives of victim and perpetrator. This dual approach is designed to stamp out the problem at its source - the bully - rather than simply supporting the victim. It also recognises that while people on the spectrum are all too often bullied for being 'different', character traits such as difficulty with empathy mean they may unintentionally bully others.This practical book can be worked through independently or with any of the wide range of professionals involved in supporting an adult with autism or Asperger Syndrome and other learning disabilities, to reach a new level of understanding about bullying.Table of ContentsA Note About Language and Content. Why this book was written. How to use this book. Part One: An Introduction to Bullying. 1. Your Experiences of Bullying. 2. What is Bullying? 3. Where Can Bullying Happen? 4. Who Can Be a Bully? 5. Who Might Be the Victim of a Bully? 6. Why Might People with Autism or Asperger Syndrome be at Risk of Bullying? Part Two: An Introduction to feelings, Thoughts and Behaviours. 7. Feelings. 8. Thoughts. 9. Behaviours. 10. Assertiveness: One Way of Behaving. 11. The Relationship Between Feelings, Thoughts and Behaviour. Part Three: For Those Who Are Being Bullied. 12. How Might I Feel When I am Being Bullied? 13. What Might I Think When I Am Being Bullied? 14. How Might I Behave When I Am Being Bullied? 15. Recognising When You Are Not Being Bullied. 16. Why Is It Important to Deal With Bullying? 17. How Can You Deal With Bullying? 18. My Plan to Stay Positive. 19. When Things Go Well. 20. If Nothing Seems To Work. Part Four: For Those Who Are Bullying Others. 21. Why Might People with Autism or Asperger Syndrome Be At Risk of Bullying Other People? 22. How Might I Feel When I Am Bullying Others? 23. What Might I Think When I Am Bullying Others? 24. How Might I Behave When I Am Bullying Others? 25. Why Is It Important Not To Bully Others? 26. How Can I Stop Bullying Others? 27. My Plan To Stay Positive. 28. When Things Go Well. 29. If Nothing Seems To Work... Part Five: Additional Information. 30. Other People's Stories. 31. Information for Family Members, Carers, Employers, Tutors or Others Who Work With Individuals With ASD. 32. Contacts and Resources. References. Index.

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Book SynopsisChildren and young people with autistic spectrum disorders present many challenges to the people who care for them. 'Difficult' or challenging behaviour is often encountered on a daily basis, and it is easy for both parents and professionals to feel completely overwhelmed by its sheer range and complexity. Where do you start? What happens when, in managing one set of problems, another gets worse? Is there some way to tackle difficulties before they get out of hand, or even before they arise? Practical Behaviour Management Solutions for Children and Teens with Autism answers these questions and provides practical solutions that really work. It offers a complete framework for behaviour intervention which has its roots in prevention and good practice, with an emphasis on promoting and encouraging the development of skills and independence, through Profiling, Prioritizing, Problem analysis, Problem solving and Planning. From identifying behaviour and understanding the root causes, through to planning and implementing a comprehensive intervention programme, this book is packed with practical strategies and expert guidance. While clearly defining the steps you need to take, it also allows for flexibility according to need and individual contexts. Designed specifically for parents and teachers, and complete with photocopiable tools, this book will provide structured yet flexible guidance for all parents and professionals supporting a child or young person on the autism spectrum.Trade Reviewthe book is accessible to both parents and professionals. -- COTSS PLDTable of ContentsIntroduction. 1. Autism and Related Disorders - Understanding Behaviour. 2. In the Green Zone - Building the Foundations of Best Practice. 3. Introducing the 5P Approach. 4. Planning for Intervention. 5. Additional Guidance and Supporting Materials. 6. Staying Green - Additional Practical Strategies for Behaviour Intervention. 7. Where Next? References. Index

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Book SynopsisYoung people with behavioural, emotional and social difficulties (BESD - sometimes called 'SEBD' or 'EBD') need effective and consistent support, yet providing this can be highly stressful and demanding for the practitioners involved. Complete with practical intervention strategies based on research, theory and practice, this comprehensive handbook provides practitioners with the information and tools they need to deal with BESD in a way that is of benefit to them as well as to the children they work with. The book begins by expanding the reader's general understanding of BESD in children. The authors examine the underlying causes, explore what can be learned from past experience, and discuss research-based theory. They then offer a range of interventions and therapies for use in and out of school, and encourage practitioners to develop skills such as engaging with parents, identifying special educational needs and setting constructive boundaries. Finally, the needs of practitioners themselves are addressed. The authors advise on how to collaborate productively with other professions and stress the importance of supporting colleagues and developing the personal resilience needed to cope in difficult circumstances.Wide-ranging, accessible and current, this guide will be an invaluable resource for the professional development of teachers and other practitioners working with young people with BESD/SEBD in educational settings.Trade ReviewThis will be a welcome resource as part of professional development for practitioners in both mainstream and special schools working with children with BESD. It will provide a useful audit of practice; perhaps reminding practitioners of what they are doing well. It will serve as an introduction to other interventions that may be new to them. EPs should not hesitate in reading it themselves, or recommending to colleagues in schools, especially those with responsibility with BESD. -- DebateThis is a useful addition to a series of books relating to difficult-to-reach young people published by Jessica Kingsley. The authors have experience in and enthusiasm for a subject that should interest most professionals who work with young people. While the book's title describes children with "complex difficulties", many of the ideas and programmes summarised have relevance to all professionals; as well as being perfect reading for those practitioners newly introduced to the field, it provides an excellent overview of "what's out there" for more experienced professionals. -- Children & Young People NowTed Cole and Barbara Knowles have written a practical volume for teachers...The authors cover patterns of educational provision, child development, whole-school influences, interventions, well-being and mental health, support beyond the work setting and working with parents and carers. -- Nasen SpecialTable of ContentsList of Abbreviations. Foreword. 1. Introduction. Part 1. Understanding BESD. 2. The past, the present and patterns of educational provision. 3. Child development and BESD. 4.Further theory underpinning effective interventions. Part 2. Helpful Interventions .5. Whole-school influences. 6. Helpful group interventions in class and around school. 7. The individual child from an educational perspective. 8. Well-being, mental health and the individual child. 9. Support from beyond your work setting. 10. Working with Parents and Carers. 11. Review and Conclusion. Appendices: 1. Identifying Support from Local Services. 2. The SEBDA Abbreviated Policy on Inclusion and SEBO (BESD). Recommended Resources. References. Index.

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Book Synopsis*Shortlisted for the 2011 NASEN Award 'Book to Promote Professional Development'*Certain classroom behaviours can signify an underlying learning disability. This book will help you recognise potential indicators of Asperger Syndrome, dyslexia, dyspraxia, AD/HD, physical disabilities and speech and language disorders; explores the benefits of different interventions; and offers practical strategies for improving pupils' behaviours, social skills and self-esteem.This book contains:- A simple-to-use screener for initial identification of a pupil's specific learning disability- A practical and simple structure for monitoring classroom behaviours and creating an Individual Behaviour Plan- Tried-and-tested teacher strategies for common areas of concern, such as problems staying on task, inability to work on group tasks and failure to seek help when needed- Key educational theories to help teachers understand and influence classroom behaviours, and further develop classroom management skills for addressing the behaviours of special needs pupils.This practical, accessible book is an essential tool kit for special educational needs coordinators, learning support staff and teachers in both primary and secondary schools.Trade ReviewThe book should form part of the reading of every teacher and teaching assistant as well as be available to any psychologist involved with the detection, remediation or behavioural interventions amongst those with specific learning difficulties. -- DebateSteve Chinn is known as a writer of books on mathematics for dyslexic and dyscalculic pupils, and as an educator who founded and for many years ran a school for dyslexic goys. He brings years of experience and knowledge to this book which is a diagnostic manual of learning disorders that may be indicated by classroom behaviours. The book is a balanced, well-written user-friendly combination of diagnosis, strategies and theory. -- BulletinHe brings years of experience and knowledge to this book... The book is a balanced, well-written user-friendly combination of diagnosis, strategies and theory... Student teachers and teachers new to the profession would find it extremely helpful because it summarises its information so well. It could be used for both primary and secondary learners and classrooms... This is the voice of an experienced educator who appreciates individual differences in children, but who also understands the pressures on teachers to manage behaviour and learning in a sometimes over-populated, but always inclusive, classroom... the advice and strategies are positive about accepting the origins of the behaviour and aim to give the learners aspirational support which acknowledges and uses their different ways of learning... excellent and likeable manual. -- Patoss BulletinWhat a helpful book!... A photocopiable screening test is included which is valuable as an aid to early identification...This highly accessible book provides a practical introduction to the complex needs of a substantial cohort of students for teachers and teaching assistants alike. -- School LibrarianA range of strategies found to be successful by teachers is offered to help overcome the difficulties as well as views from the pupils themselves...This simple-to-use screener, provides a practical structure for identification and monitoring of classroom behaviours. It would be supportive in creating effective and targeted individual behaviour plans. Special needs teachers, co-coordinators, learning support staff, would find this a valuable resource. -- SNIP, Special Needs Information PressTable of ContentsIntroduction. 1. Classroom Behaviours and the Affective Domain. 2. The Characteristics of Six Special Needs. 3. The Classroom Behaviours List (CBL). 4. The Classroom Behaviours List Profiles for Each Special Need. 5. Using the Classroom Behaviours List. 6. Common Behaviours across the Special Needs Categories. 7. Rare Disorders. 8. Eliminate the Obvious. 9. Tried and Tested Strategies. 10. The Benefits of Different Interventions. 11. Pupils' Own Views. 12. Social Skills, Social Competence and Special Needs. 13. Multiple Intelligences. 14. Self-esteem and Self-concept. 15. Transactional Analysis. 15. 16. Attributional Style. Summing Up. Further Reading. Index

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Book SynopsisTo be successful in today's world, all children need to become competent in emotional, social and organisational skills. This book of easy-to-implement strategies will be an invaluable tool for teaching these essential life skills to children of all abilities.Each chapter provides objectives, lesson ideas, activities and photocopiable worksheets, and adopts an engaging theme appealing to a wide range of interests including science, music, cookery and sports. From developing organisational skills by making use of timetables, reports and note-taking, to promoting self-esteem by creating acrostic poems, Set for Success offers a series of structured yet fun-filled exercises that cater for all learning styles and levels of emotional and social proficiency.This practical resource is ideal for children aged 3-10, and the activities can be easily adapted for older children who need extra support in developing emotional, social and organisational skills.Trade ReviewActivities in the book concentrate on being organised, persistent, confident and sociable, as well as being able to regulate one's own emotions, attain more independence and communicate effectively. Each of the chapters in the book provide lesson ideas, aims and objectives. -- SNIPThis book is aimed at primary aged pupils and designed to help improve emotional, social and organisational skills. The philosophy of the book is that success breeds success and so with help, children are more likely to experience positive outcomes if these skills are honed. Activities in the book concentrate on being organised, persistent, confident and sociable, as well as being able to regulate one's own emotions, attain more independence and communicate effectively. Each of the chapters in the book provide lesson ideas, aims and objectives. The requirements for the activities which span many curriculum areas, such as science, technology, music, sport, literacy and numeracy, are all included. Worksheets are photocopiable and the activities cater for a range of learning styles and levels of competency. Although aimed at the primary age group many activities would be suitable for adaptation for older pupils. -- Special Needs Information PressTable of ContentsForeword. 1. Overview. 2. Getting Organised - Science Themed. 3. Being Persistent - Music Themed. 4. Becoming Confident - Numeracy Themed. 5. Sociability - Creative Arts Themed. 6. Regulating Emotions - Sports Themed. 7. Attaining Independence - Literacy Themed. 8. Communicating Effectively - Technology Themed. 9. Relaxing and Energising - Cooking Themed. 10. Rights and Responsibilities - History Themed. Conclusion. References. Puzzle Solutions.

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Book SynopsisIntensive Interaction is a highly effective approach for communicating and developing social interaction and engagement with difficult-to-reach individuals. This easy-to-use guide steers readers through the practical application of the approach, showing how positive results can best be achieved.The authors explain clearly how to prepare for, carry out and reflect on the use of Intensive Interaction with a client or family member. A multitude of key questions are addressed, including finding the right setting, evaluating progress and disengaging effectively at the end of a session. In the final section they consider some of the wider implications of the approach, such as developing confidence as a practitioner and incorporating Intensive Interaction into long-term care or educational planning.This practical and accessible book is a useful resource for speech and language therapists, occupational therapists, special school or further education teachers, social care professionals and anyone else caring for or working with people with social or communicative impairments. It will also be useful to practitioners already using the approach.Trade ReviewThis is a practical, enjoyable, easy-to-read guide, whose title does not do the contents justice. Stepping away from academia, this book is of equal value to those wishing to dip their first toe in as it is to those needing to structure substantial experience into bite sized pieces for training and supporting others... They address key questions of how to start, progress through and evaluate sessions, and finish with discussion of how to develop competencies. -- Speech & Language Therapy in PracticeIt offers a good workmanlike introduction to intensive interaction. It is non-technical and very accessible... It is clear that the writers have a deep knowledge and commitment to intensive interaction and these qualities underpin the worth of the book. This book is of value to those considering using intensive interaction in their work with people with profound and complex intellectual disability and as such may be considered a useful introduction to the subject. -- The Frontline of Learning Disability JournalTable of ContentsPreface. Introduction. What is Intensive Interaction? Who might benefit from Intensive Interaction? Why should you be considering using Intensive Interaction? Who else may you need to talk to about using Intensive Interaction? Chapter 1. What to Do and Think About Before Using Intensive Interaction. Where are you going to try to use Intensive Interaction - is this the best place? What kind of observation have you done with the person - is it enough? What are you going to try to achieve in the first few minutes? What are you hoping to achieve in the whole session? Is this the best time to try and start - does it have to be now? How long have you got - is it going to be long enough? Do you have any necessary resource items available? Chapter 2. What to Do and Think About Whilst Using Intensive Interaction. What can you do to engage someone - what techniques can you use? Thinking back to your observations - what have you learned, and what should you be looking for now? How do you know if the person is ready for Intensive Interaction? Is this the best time to try and start - does it have to be now? How do you approach the person - what do you do first? What should you be looking for as you go along? Do you always have to follow the other person's lead, or are there times when you can lead the activity in some way? Have you achieved what you hoped for so far - what responses have you had, and were these what you were expecting or not? Are you still being sufficiently observant of the person? This particular activity has been going on for quite a long time - should you change what you are doing or just keep going? What are you hoping to achieve in the whole session? How much direct mirroring should you be doing - and how creative can you be with this? What if the person gets bored of repeated routines - how would you recognise this and what could you do about it? Can you try something a little different to see how the person responds - if so, when and how, and what should it be? Do you still have the necessary resource items available? How will you know if you have achieved something worthwhile? How long have you got left - is it going to be long enough? How do you disengage with the person if it is going well and they really want to continue? Should Intensive Interaction be this easy or this hard? Chapter 3. What to Do and Think About After Using Intensive Interaction. What did you do to engage the person - what techniques did you use and what have you learned from this session? How did you know if the person was ready for Intensive Interaction, and was this a good time to start a session? How did you approach the person - what did you do first, and how was this received? What new behaviours did you observe from the person during this session? Did you achieve what you hoped for, and was it worthwhile? Were you sufficiently observant of the person? Did they, or might they have done something you didn't see? Could you use some different resource items to better effect next time? Did you have long enough? How did you disengage with the person? What was easy or hard about the session? Chapter 4. Some Final Issues to Consider When Using Intensive Interaction. Consider what you can do to develop your own competence and confidence as an Intensive Interaction practitioner. Consider how other people can be productively involved and supported in developing successful Intensive Interaction. Consider how Intensive Interaction can be used in the longer term, and how this issue is best addressed and organised. Chapter 5. What You Might Expect to Come From the Use of Intensive Interaction. Further Reading. Glossary. Appendix. References. Index.

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Book SynopsisYoung people with communication difficulties often struggle in social situations, as without adequate inference, narrative and sequencing skills, correctly interpreting and responding to other people can be a real challenge. This fully photocopiable resource has been designed to improve these skills in the way this population can often learn best – visually.This book is brimming with thought-provoking illustrations of different people in different places, all of which are accompanied by a series of questions designed to encourage prediction and inference skills. Participants are asked to consider everything from who the person in the picture is, what they might be doing, and where they might be going, to how they may be feeling and why. Questions can either be completed individually or brainstormed as a group, and there are three types of illustration to work with – single person, picture sequence, or large scenes containing several interactions. The final section teaches important sequencing skills by providing muddled picture narratives that need to be ordered.This book will be a valuable tool for speech and language therapists/pathologists, occupational therapists, special educators, parents and anybody else looking to help young people with communication difficulties to understand and connect with the world around them.Trade ReviewIt is a resource I'd recommend for all teachers, assistants and therapists to use. I would also imagine it would be easy for parents to use at home. -- NAPLIC MattersBeing able to make appropriate inference regarding the thoughts, feelings and intentions of others is a fundamental skill for successful and effective communication... Getting the Picture is a really useful, photocopiable and inexpensive resource book which specifically targets this skill... Getting the Picture certainly serves a very useful purpose as a resource for developing inference and narrative skills... this makes it very good value for money. -- Afasic NewsThis is a really cost-effective resource for anyone working with teenagers in either mainstream or specialist settings. It provides coherent explanations of inference and narrative skills and explains their importance in the context of educational policy.The clear aims for each chapter and differentiation of worksheet levels make this resource useful for inclusion in language programmes set by therapists for young people or for parents / caregivers and other professionals to follow. The illustrations are representative of a variety of daily life situations and age appropriate. -- Speech & Language Therapy in PracticeTable of ContentsIntroduction. 1. Inference from a single picture. 2. Inference from a picture sequence. 3. Inference and Narrative - The Big Picture. 4. Sequencing Skills. References.

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Book SynopsisChildren and young people with social, emotional and behavioural difficulties (SEBD) are far more likely to have communication problems than their peers, yet these problems are under-recognised, under-researched, and most importantly, often unaddressed. Melanie Cross considers the reasons why behavioural and communication difficulties so often occur together, and examines the social, educational and mental health implications of this. She shows that improving the communication skills of children and young people with SEBD can contribute to better outcomes, and that speech and language therapy is an important, yet often absent, service for this group. She provides practical guidelines for assessing communication, as well as useful strategies to help children and young people with SEBD to develop their communication skills. This second edition also contains information on unidentified and unmet communication needs in vulnerable young people, including young offenders and those at risk of social exclusion. This book will be an invaluable resource for speech and language therapists, social workers, teachers and other professionals working with children with emotional, behavioural and communication difficulties.Trade Review(...) would be a great introduction for students working with children who have social, emotional and behavioural difficulties. It is well written and has up to date research throughout. -- Play for LifeThe second updated edition... provides updated research and information perfect for health and education holdings, and considers why communications and behavior difficulties so often occur together. It analyzes mental health and social conditions alike, demonstrating that improving communication skills can lead to better outcomes, and that speech and language therapy that can help is often missing for this group.... A "must" for any collection looking at physical and mental health connections in kids. -- The Midwest Book Reviewthis is an excellent book which draws together the fields of language/communication and socio-emotional development, recognising that no single professional group has all the answers to the problems faced by children with SEBD. As such, it appeals to the disciplines of mental health, speech and language therapy and education, emphasising the need for professional co-working. The book is well worth reading cover to cover, although it would also be useful to dip into specific chapters. -- NAPLIC MattersThe ideas suggested are practical and involve reflecting on accepted practice rather than programme based... a useful resource for educational professionals working with pupils with emotional, behavioural and communication difficulties. -- SNIPOne of the outstanding features of this book is its ability to present a robust level of specialist detail underpinned by abundant, current research in a very straightforward, non-technical way... it offers very practical advice for assessment and intervention, identifying exactly which language skills are priority for EBD. There is something for everyone here, from a beginner to an experienced practitioner, an academic, a parent or a front-line worker. -- Afasic NewsThe chapter about the implications around lack of diagnosis is a fascinating but terrifying read... This chapter should be required reading on the NPQH scheme... This may lead to greater understanding and a more inclusive approach around mainstream behaviour difficulties in some schools.This book is clear, easy to read and extremely interesting...If every mainstream teacher had this appendix in their working file, it would act as an aide memoire ensuring effective differentiation for a range of students. -- Cate Wood , former Senco and director of ECM at a secondary schoolTable of ContentsDedication. Introduction. 1. Are Language and Emotional Development Linked? What Are Language and Communication Skills? Language Development. Emotional Development. Language, Thinking and Emotional Development Intertwined. Conclusion. 2. The Links Between Emotional and Behavioural Difficulties and Communication Problems. Are There Links Between Communication Problems and Social, Emotional and Behavioural Difficulties (SEBD)? Why Do Communication and Emotional Problems Occur Together? Conclusion. 3. Undetected Communication Problems and their Impact. How Many Children Have Communication Problems? Undetected Communication Problems in Children with Social, Emotional and Behavioural Difficulties. Why Are Communication Problems Often Undetected? The Significance of Communication Problems. Conclusion and Implications. 4. Language and Social Disadvantage: Communication Difficulties in Vulnerable Children and Young People. Language and Social Disadvantage. Why is There a Link Between Language and Social Disadvantage. Vulnerable Groups with an Increased Risk of Communication Problems. Conclusion and Implications. 5. The Identification and Assessment of Communication Difficulties in Children with SEBD. What are Communication Problems and how are they Identified? Which Language Skills Should be Assessed in Children with SEBD? A Holistic Approach. Assessing the Communication Skills of Children and Young People with SEBD. Screening/Clinical Markers. Standardised Assessment. Informal Assessment. Conclusion. 6. What Can be Done to Help Young People with Communication and Social, Emotional and Behavioural Problems. What Everyone Can Do to Support Children and Young People with SEBCD. Specific Interventions. Research and Evaluation. Conclusion. Appendix I: Indicators List for Identifying Communication Difficulties. Appendix II: Strategies for Supporting Communication Problems. References. Index.

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Book SynopsisSearching for the right school for a child with an autism spectrum disorder (ASD) opens up a huge and complicated world, and it can be difficult to know where to begin. What should you look out for in a school? What questions should you ask? How do you choose between different educational approaches and programmes? This accessible guide cuts through all of the jargon surrounding special educational needs (SEN) and walks parents and professionals through the entire journey of securing appropriate educational provision for a child with autism spectrum disorder (ASD). The author explains the implications of having, or not having, a diagnosis; how to obtain a Statement of SEN; how to find and secure an appropriate school; and how to work effectively with outside agencies. She provides clear explanations of all of the legal aspects of the process, including SEN law, the SEN Code of Practice and the new guidelines for SEND tribunals. Recognising that mainstream schooling is not the best option in every case, she also shows that independent schools and home-schooling can be viable options in some cases. A multitude of useful resources, websites and other sources of further information are also included. Whether you are the parent or carer of a child with ASD, or a professional working with children with autism, the ideas and information in this book will steer you through the complex maze of issues surrounding how to secure appropriate education provision for children with ASD.Trade ReviewAn informative, thought-provoking publication exploring barriers to educational and associated provision for pupils that can challenge services. -- The TeacherTable of ContentsForeword. Introduction. 1. Jasper's Story. 2. Your Special Child. 3. Diagnosis of an Autism Spectrum Disorder. 4. Practical Strategies to Support Your Child with Autism. 5. Types of Educational Provision. 6. Educational Approaches and Programmes. 7. How to Find an Appropriate Specialist School. 8. How to Work Effectively with Outside Agencies. 9. The SEN Code of Practice. 10. The Process of Securing a Statement of SEN. 11. SEN Law and SEND Tribunals. 12. Transition. 13. Brothers and Sisters. 14. Frequently Asked Questions. Glossary. References. Useful Websites and Suggested Further Reading. Index.

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Book SynopsisIntroducing sandtray play and storying into mainstream and special education classrooms can have an extremely enriching impact on the learning experience. When used effectively, it creates the climate for social, emotional and behavioural growth, incites creativity, and provides a high-interest context for the development of academic skills.Build a world in your sandtray; tell its story; record it; listen to your partner's story - these are the invitations to students in a sandtray play/narrative workshop. The approach gives children a therapeutic means to process inner thoughts and feelings through kinaesthetic play and provides an ideal platform for the development of essential speaking, listening and writing skills as children are taught to share and record the imaginative stories developed in their sandworlds. With detailed case studies, this accessible and classroom-friendly book explains the psychological and educational theory behind the approach and answers all the nuts-and-bolts questions of sandtray/narrative workshop setup, offering a wealth of practical methods that can be applied to a wide spectrum of the student population. This book is an invaluable handbook for teachers and school counselors looking to use play and storying as a way to develop core competencies in children with special educational needs and in the mainstream, and will also be of interest to play therapists, speech and language therapists and educational psychologists.Trade ReviewThere is a sense of treasure emerging through the case studies as the children's voices are allowed to be heard and the sand worlds seen through a child's eyes. -- DramatherapyI really hope this book is widely read and acted upon, not only by teachers working with children with special needs but those teaching over the fives, many of whom feel forced to push children into writing without their having first had appropriate scaffolding opportunities such as those provided by the author. -- Red Reading Hub - Jillrbennett's Reviews of Children's BooksThis is a brilliant resource. The ideas within this book not only meet the educational components of the curriculum, but also help create a therapeutic space for students to express themselves. The approaches allow children to enjoy the school learning experience and provide teachers with a means to unlock their students' potential. -- Sylvia Simonyi-Elmer, Ph.D., psychotherapist, certified sandplay therapist, and senior teacher-supervisor, Kingston, OntarioThis is one of the most exciting and moving educational books I have read in the past 20 years. It emerges out of considerable reflection and hands-on teaching with a wide range of children. The writer takes a developmental perspective that builds on profound symbolic and affective experiences which lead to major advances in the cognitive and social domains. Her approach combines the wisdom of the past with the latest findings from the neurosciences. The methods and suggestions outlined in the book guarantee both excitement and success for pupils and teachers alike. I recommend this book most highly. -- John Allan, PhD., Professor Emeritus, Education, University of British Columbia, Vancouver. Author of Inscapes of the Child's World: Jungian Counselling in Schools and Clinics.In her book Sandtray Play and Storymaking: A Hands-On Approach to Build Academic, Social, and Emotional Skills in Mainstream and Special Education, Sheila Dorothy Smith issues an invitation to all of us who work with children, especially teachers. She gently challenges us to think outside the box and use what is natural, joy-creating, meaning-making and fun-play, stories and symbols, to develop happier, calmer, more receptive and self-disciplined children. Her approach is evidence based, well researched, practical and useful. It makes sense and it works. Try it and you may even have some fun, too! -- Mary Shirley-Thompson, M.A., Manager of Services, Children's Mental Health, Family, Youth and Child Services of MuskokaSandtray Play and Storymaking is remarkable! In the book, Sheila demonstrates the extraordinary results that can be achieved through the inclusion of psychological insight in education. Her method of creating, telling and recording sandtray worlds and stories gives children a means to express their inner thoughts and feelings, allows teachers to gain a better understanding of their students and provides the perfect platform for developing literacy skills. -- Dr Allan Guggenbühl, psychologist, educationalist and Jungian analyst, University of Education of the State of ZurichSandtray Play and Storymaking is an exquisite book. It is a beautiful portrayal of this therapeutic modality where children, at play in their classrooms with their sandtrays and figurines, construct their own world-making stories filled with ideas, dreams and realities. During this process, a child's feelings and memories can emerge, blending fantasy and life experience.Shadows of Sylvia Ashton-Warner, Tolkien, Bettelheim and Jung, drift through the narrative alongside the children's written versions of their creations, encouraging readers to find their own sandtrays and begin again. -- David Booth, Professor Emeritus, OISE, University of Torontothis very readable book on sandtray play and story making, which weaves practical suggestions and academic theory together, along with examples of stories in words and pictures... Sand play is used to develop speaking, listening and writing skills as well as social and emotional skills within the classroom. It is primarily a book about how schools might develop these skills... conclusion, I think this is an interesting read for teachers and therapists who are working in schools. -- Ann Dix, Dramatherapist, Supervisor and Trainer * Dramatherapy *Table of ContentsAcknowledgements. Preface. 1. Roots. 2. The Infrastructure of Nurture and Discipline. 3. Building. 4. Telling. 5. Listening. 6. Writing. 7. Stories from Sandworld Classrooms. Conclusion. References.

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Book SynopsisDisruptive classroom behaviours can prevent effective teaching and create a negative learning environment. This handy directory of behaviours has been written by teachers for teachers, and is bursting with tried and tested techniques to make the classroom a happier and more productive place for everyone.The 'Kit Bag' is a bank of up-to-date ideas that can be dipped into whenever needed, each one intended to get children focused and more engaged and excited by the learning process. The book suggests ways to create a positive learning environment in the classroom and encourages teachers to be proactive at the most vulnerable times of the school day such as at the start and end of lessons. Strategies are included for addressing behaviour hotspots, such as calling out, frequent crying or aggressive behaviour, as well as how to uncover the source of these problems and practical ways to prevent them from reoccurring. The useful Self-Assessment Checklist will also aid in making sure teachers are constructively reinforcing positive behaviour at all times. This widely acclaimed approach will be a must for any teacher who has ever been confronted with challenging behaviour and wants to get the best out of their pupils. It will also be a valuable tool for headteachers and senior leaders who want to revolutionise current school practices.Trade ReviewOne aspect that I felt may be particularly useful was the self-assessment checklist, which teachers can use to explore why certain difficult behaviours are taking place, and to determine whether some basic elements of good behaviour management are present before further steps are takes.This book would be useful for primary school teachers, particularly those who are newly qualified. It would be useful for Educational Psychologists supporting such members of staff, as a resource to refer to. -- DebateIt is always refreshing to read books by motivated and pro-active education staff who are prepared to think outside the box in order to help all children achieve their potential in school and this is one such book. There are a lot of easy to implement strategies and tips for teachers to use in this book making it one which should be in every school. I like the "Five Minute Golden Rule" idea in the first chapter and this tip alone could go a long way to restoring good self esteem in a child. I think if I were a teacher I would be excited about teaching with some of these ideas to promote positive behaviour within the whole class. The ideas in this book are inspirational and refreshing and there seems to be no reason why every teacher shouldn't be implementing some of them on a daily basis. This is wonderful book to dip in and out of for fresh ideas. -- OAASISIn this new book, [the authors] have pooled their expertise to help other primary school professionals manage children's classroom behaviour in a sensible, down-to-earth and practical style. I strongly recommend this useful book as an aid to dealing with those potentially difficult behavioural problems that many primary staff have not been prepared to manage or to overcome. Reading this book and implementing the advice should make primary teachers' daily lives a little easier! -- Professor Ken Reid, OBE, Former Chair of the National Behaviour & Attendance Review in WalesA Kit Bag for Promoting Positive Behaviour in the Classroom is a practical, easy to use and up to date resource that can be picked up and used by any teacher at any stage of their career... It provides long term solutions not just quick fixes! Ideas are simple yet effective and can be put into place immediately! -- Maria Bani, Inclusion Teacher for Behaviour, Warrington[This book offers] a diverse range of approaches and adaptable strategies that have proved effective in both the indoor and outdoor classroom. It champions positive steps to help improve the child's well being and the classroom culture, and shows how, by working together as a team, high expectations can be met. -- Lesley Parratt, Teaching Assistant, NewportPractical, relevant and to the point [...] finally, a no fuss guide to managing behaviour effectively. A must for every teacher's bag of tricks! -- Stephanie Darker, Teacher, CardiffThis exciting new book is the perfect answer to creating a positive climate for learning in your classroom and helping every child succeed. Challenging behaviour will be a thing of the past with this book. [...] A must read for everyone in teaching! -- Dr. Jonathan Doherty, Director, Early Years Matters education consultancy, ManchesterTable of ContentsIntroduction. Part I. Creating a Positive Learning Environment. Tool 1: A Whole School Approach. Tool 2: Positive Approach. Tool 3: Effective Rules. Tool 4: Effective Correctives. Tool 5: Positive Reinforcements. Part II. Positive Classroom Management. Tool 6: Effective Routines. Tool 7: Successfully Entering the Classroom. Tool 8: Lateness. Tool 9: Successful Lessons. Tool 10: Unwanted Behaviour During Assembly. Tool 11: Leaving the Classroom without Permission. Tool 12: Going to the Toilet. Tool 13: Successfully Leaving the Classroom. Part III. Re-focusing. Tool 14: Getting their Attention. Tool 15: Lack of Motivation. Tool 16: Forgetfulness. Tool 17: Attention Seeking Behaviour. Tool 18: Calling out. Tool 19: Making Unwanted Noises. Part IV. Confidence Building. Tool 20: Lack of Self Esteem. Tool 21: Lack of Friends. Tool 22: Lying. Tool 23: Frequent Crying. Part V. Challenging Behaviour. Tool 24: Not Following Direction. Tool 25: Aggressive Behaviour. Tool 26: Spitting. Tool 27: Swearing. Resources. Bibliography.

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Book SynopsisA collaborative therapeutic approach often proves the best way to assess and meet the needs of children experiencing barriers to learning. This book gives a concise overview of drama and family therapy and describes how both therapies can work together to provide essential pieces of the jigsaw of emotional support for troubled children within an educational setting.Drawing on their own extensive experience, the authors give explanations of the models and techniques of their own specialist therapy, before exploring their joint work and innovative inclusion in a cooperative team of multi-disciplinary professionals. The book discusses the principles and protocols of a Multi Agency Support Team and looks at how the pieces come together in practice. Case studies are provided to illustrate the successful outcomes of this way of working, as well as the challenges it can present.This book will be vital reading for all professionals working alongside children, families and schools, who are interested in addressing the needs of the child on a deeper and more sustainable level.Trade ReviewI cannot praise this publication any more highly than Dr Sue Jennings does in her foreword to this passionate book. It is the authors' wealth of experience and working relationship that gives this book a realistic, hand-on, practical feel. -- Dramatherapy Journal of the British Association of DramatherapistsThis book proposes dramatherapy and family therapy as key components of a multi-disciplinary approach to engaging with children's wellbeing and advancing emotional health within education settings. It is therefore to be welcomed as a positive and accessible addition to the practice literature, not just for drama- and family therapists, but crucially for all school and community based professionals seeking innovative ideas to expand their repertoire of support for troubled children and their families. In this regard it engages the reader from the outset with the authors' values i.e. of holism in considering the needs of children, and of partnership in perceiving families as 'experts' holding the solutions to the emotional health of their children. Its focus on sustainable creative solution-focused approaches to emotional support for children, underpinned by these values, is equally welcome... I shall certainly add this book to the reading list for the multi-professional CPD course I deliver on therapeutic working with families, as it constitutes a topical and relevant contribution to practice at this time of austerity; the commitment to creative, flexible and collaborative approaches may help to maintain the necessary support for troubled children and their families despite current pressures within children's services. -- Pastoral Care in EducationThe reader is shown how, together with teachers and other professionals, drama and family specialists can help build an emotionally stable future for children. -- Special MagazineIt is a privilege to be invited to write the foreword to this innovatory and interesting book. The two authors show their passion for their professions and even more passion for how they can interrelate... [This book is] a joyous gift of reality; the reality of something that has been demonstrated in the work place and community with great success. -- From the foreword by Sue Jennings, Ph.D., author, dramatherapist, play therapist, Glastonbury, UKI can recommend this brilliant, easy-to-read, jargon-free, practical book as a useful and sensible guide for any discipline working in education with children and their families. It draws on the vast experiences of both authors by addressing how dramatherapy and family therapy can work within a multi-agency team in an educational setting. It describes to the reader how every piece of the Jigsaw needs to be identified and come together for the wellbeing and benefit of the child, family, school and community. -- Sylvia Wheadon, dramatherapist, psychodramatist/psychotherapist, psychotherapy supervisor, specialist educational trainer (mental health), UKAs an educationist for over 40 years I firmly believe that a multi-agency approach provides a family with the expertise of a therapeutic alliance that understands a family's needs. The therapists can provide the skills and expertise to offer a family sustained change. Having worked internationally in schools as a manager, consultant and inspector I feel this multi-agency approach supports a school staff and together they can offer a more holistic and valuable picture of a child and his/her relationship with the family. I have experienced this approach through my support work with a children's bereavement charity and have seen first-hand what a difference it has made to family members. The key, I believe, to this multi-agency approach is that the therapists facilitate change within the family rather than direct proceedings from the outside. In our increasingly complex society, I feel dramatherapy and family therapy have the potential necessary for healing, ensuring all the pieces of the jigsaw are interwoven. -- Annie Tempest, international educationalist, consultant, manager and inspector, UKThis book is a clear and gentle entry point for professionals who work in either family therapy or in drama therapy, or for those who are curious about learning more about either, to learn about these respective different approaches, and how they might together be useful in doing therapy within a school context... It takes the reader through a concise exposition of the goals of such an approach, while explicating each of the therapies simply and accessibly and showing the links between the two. The use of compelling case studies offers vivid illustrations of this work. This book should stimulate readers to investigate how they might add more strings to their therapeutic bows, in order to do the valuable work highlighted by this book. -- Janet Reibstein, MA, PhD, Registered Psychotherapist and Supervisor, Professor, University of Exeter, UKThe book is written with professionals that work in multi-agency teams in mind... Both authors are trained therapists... Each author outlines their qualifications and experiences, giving explanations of the models and techniques used. The initial focus is on dramatherapy, describing who it is for, the history of dramatherapy, how it works and the skills necessary to implement this sort of therapy... Case studies are used to outline theoretical perspectives, psychological models and to illustrate techniques in context. Following on from this approach the Family Therapy models are discussed... The key skills and therapeutic principles used by the therapists would reflect skills developed and practised as part of the doctoral training for Educational Psychologists. The book would also be relevant to other therapists that work within schools and schools considering the use of these approaches within schools in an age of commissioning. The book illustrates how these therapeutic approaches can feed into and enlighten the process of understanding the world of the child, family functioning and the environments in which they function. Overall, I would advocate the reading of this book as a clear overview of the approaches used in dramatherapy and family therapy. The simplicity of the book structure makes the book easy for busy professionals to 'dip in and out of'. The case studies provide a context to see how these therapeutic approaches could be useful and valid in real-life situations. -- Dr Clare Knowler Educational Psychologist, Luton EPS * Debate - British Psychological Society *Table of ContentsForeword by Sue Jennings. Acknowledgements. First Piece: Introduction. Second Piece: A Dramatherapy Approach. Third Piece: A Family Therapy Approach. Fourth Piece: A Multi-Agency Team in Practice. Fifth Piece: Joint Working. The Whole Picture: Conclusion. References. Subject Index. Author Index.

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Book SynopsisGames and activities are a great way for children with special needs to learn important skills. This book provides inspiration and guidance for special education teachers, teaching assistants, parents and carers on how to use lively and engaging play ideas to foster learning and development.Targeting key skills including listening, self-awareness, movement, creative thinking and relaxation, each game has been developed with the capabilities of children with special needs in mind. The appropriate age group is clearly identified, and possible variations for different abilities are provided. All of the instructions are easy to follow and there are cheerful illustrations throughout. Using music, dance, art, word games and breathing exercises, this book is packed with creative and enjoyable games that make learning fun.This user-friendly activity book will be an ideal resource for use in special education schools, inclusive mainstream classrooms, day-care, residential and respite settings, or at home.Trade ReviewAll games within the book have lead-in information regarding age suitability, materials required and learning objectives, as well as groups for which the game has not been designed. Instructions to play are clear and concise with some including instructions on how to vary the game for specific groups or purposes as well as extra notes for clarity. -- SNIPTable of ContentsAbout the Author. Explanation of Terms. Introduction. Resources Required for Activities. Target Groups. Part I. Developing Listening Skills. 1. The Paper Bag. 2. The Little Dog Lost Its Collar. 3. You're Getting Warmer. 4. Human Obstacle. 5. The Magic Wand. 6. Loud and Soft. 7. Short and Long. 8. The King and the Thief. 9. Cat and Mouse. 10. Musical Rings. 11. How Many Sounds Do You Hear? 12. Do you Recognize Me? 13. What Time Is It? 14. It's My Move. 15. What Is That Strange Sound? 16. The Right Sequence. 17. The Sound Circle. 18. The Key Sound. 19. Confusing the Singer. 20. I'm Going to Catch You. 21. The Musical Dance. 22. Follow the Beat. Part II. Self and Environmental Awareness. 23. I Know My Body. 24. Shadow Dancing. 25. Know Your Instruments. 26. Know Your Musical World. 27. Will You Be My Guide? 28. My Body, the Sound Machine. 29. How Many People Behind Me? 30. What Has Been Changed? 31. It Sounds Like This. 32. I Move Like a(n) ________(animal). 33. A Walk in the Jungle. Part III. Sound and Tone Discrimination. 34. I Know Where It Comes From. 35. Which Instrument Is Missing? 36. Listen to the Clues. 37. Musical Bingo. 38. The Sound Chart. 39. The Secret. 40. High and Low. 41. The Giant and the Boy. 42. Dances of All Colors. 43. Hide and Listen. 44. I'm a Conductor. 45. Who Said That? 46. Listening to the School. 47. Battle of the Musical Instruments. 48. Who Does This Item Belong To? 49. I Can Hear You. 50. Follow the Wanderer. 51. What Is That Sound? 52. You Didn't See Me Move! 53. The Telephone. 54. My Name Is. 55. Playing on My Beat. 56. Relaying the Beat. Part IV. Body Movement Control. 57. You Are My String Puppet. 58. Playing a Role. 59. Different Ways. 60. Which One Is Shorter? 61. Reflex Ball. 62. Follow Hands and Feet. 63. The Tightrope Walker. 64. Mirror Dancing. 65. Slow Motion Movies. 66. Silent Dancing. 67. Accentuation. 68. The Rhythmic Ball. 69. Catch It Before It Falls. Part V. Breathing Control. 70. Feather Racing. 71. The Vacuum Race. 72. Rolling Away. 73. The Paper Ball Race. 74. The Spaceship. Part VI. Creative Thinking. 75. Follow the Instructions. 76. I Remember the Singer. 77. Make Your Own Musical Instrument. 78. Story with Sounds/Story of Sounds. 79. Birth of a Butterfly. 80. Contemporary Music or Drawing Music. 81. Drawing a Dance. 82. Dramatic Expression. 83. What Is the Music Saying? 84. Hold Your Rhythm. 85. Show Me Your Mood. 86. I Won't Laugh. 87. Creatures from Another Planet. 88. I Am a Sculptor. 89. The Alphabet. 90. Create a Music Video. Part VII. Relaxation. 91. Tin Soldier/Rag Doll. 92. Kaboom! 93. Ghosts. 94. Cooking Spaghetti. 95. Sizzling Bacon. 96. The Gingerbread Cookies. 97. The Bomb. 98. The Flying Handkerchief. 99. The Very Little Engine. 100. Scarf Dancing.

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Book SynopsisMusic has always been an essential part of what it is to be human and yet not everyone has access to the music-based opportunities others take for granted. Motivated by the belief that individuals are disabled by society rather than any impairment they might have, Jane Williams sets out to show how someone with learning difficulties can engage with music in as many diverse and fulfilling ways as the rest of their community and generation. This practical guide will equip you with everything you need to know to help empower people with learning difficulties to experience and enjoy music, meaningfully. It sets out activity ideas in the context of existing Occupational Therapy models and offers a host of tips, resources and ready-to-use themed lesson plans to inspire and enrich your practice. There are also many practical examples and real-life success stories that show how to put the theory into practice, including downloadable tracks composed and performed by The LA Buskers, a band Jane works with. Accessible, practical and inspirational, the unique approaches described in this book will be of immeasurable interest to occupational therapists, social care workers responsible for planning and delivering activity programmes as well as community musicians.Trade ReviewThis is an inspiring and practical guide that we're sure would be of real interest to Occupational Therapists, anyone working in day centres, social care settings and community music projects. It also challenges us all to think about the opportunities that people should be able to enjoy around music, whether it's performance or as a member of the audience. -- StayupLate.org... this is a book worthy of a place in an OT department where the emphasis is always on evidence based practice, underpinned by the core principles of our profession. It offers practical examples of how music can be experience by people who are diagnosed with a learning disability. -- International Journal of Developmental DisabilitiesWhat is very evident is the power of music, as well as the author's passion for it, and how this can be harnessed as a positive force for change, and indeed many compelling illustrations aregiven of this. This section of the text, and the example group plans, are a joy to read and will hopefully encourage others to use music as part of their occupational therapy tool kit. -- British Journal of Occupational TherapyMusic is said to be a universal language. But, beyond the confines of "music therapy," disabled people, and particularly those labelled "with learning difficulties," encounter a whole range of barriers when accessing mainstream musical activities. Music and the Social Model provides an innovative and much needed analysis of these issues and how they might be overcome. It is essential reading for everyone working in the disability and related fields and comes highly recommended. -- Professor Colin Barnes, Centre for Disability Studies, School of Sociology and Social Policy, University of LeedsJane has written this book with OTs in mind however the breadth of her approach to the whole subject can be appreciated by a very wide audience. The way she explores, explains and brings to life in accessible language so many aspects of music means that she has created an invaluable and inspirational resource. For those of us who love music and wish to learn more about its complexities, whatever our perspective, this book will open many doors. -- Lindsey Stewart, an aspiring singerJane's use of the Social Model of Disability as a means of realising a disabled person's inclusion/participation in music really resonated with me. By the end of this book I wanted to arrange a couple of sessions with Jane myself so convincing was she that music and the environments in which it exists could be adapted in a way that would enable my access to it. As Jane says "everyone who dreams has music"; this book has given me a roadmap to begin my own journey towards realising my own musical dream. -- Cathy McCormack, deaf occupational therapist, Fulbright Scholar in deaf studies and Gallaudet University graduateThe way this book is laid out is easy for the reader to understand and follow, allowing the educational and theoretical elements to blend in with the reality of using OT in practice, specifically in music. Throughout the book Jane keeps the language theoretical and factual while still understandable, fun and without waffle. The book also helps us, as students, to understand what is actually important to the individual and gives us stepping stones to start to understand that everything is individual; teaching us to not simply follow a model. I think that this is a captivating and spellbinding book, which contains necessary information and facts along with the added creativity and spark needed to inspire as well as teach. -- Evie Faulkner, student of Occupational TherapyTable of ContentsPreface. Introduction: How to Use This Book. Part 1: Theory. 1. What is Music?: An Overview of the Elements of Music. 2. Why Music?: The Relationship Between Music and Human Occupation. 3. Music and The Social Model of Disability. Rachel Purtell. 4. Music and Occupational Therapy. 5. The Occupational Therapy Tool Kit: Paradigms, Frames of Reference and Models of Practice. 6. A Social Model OT Process. 7. Creating an Enabling Environment. Part 2: Practice. 8. Enabling Participation in Music: Activity Analysis and Planning Using an OT Tool Kit. 9. Journeys: Applying a Social Model OT Process. 10. An Introduction to Music Group Sessions. 11. Large Music Group Session Plans. 12. Small Group and One to One Sessions. 13. Reflection. Appendices. References. Further Reading. Index.

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Book SynopsisChallenging the notion that young people with profound and multiple learning difficulties (PMLD) should be taught in a linear, target-driven way, this book presents an innovative model for creating learning opportunities to suit the needs and abilities of each individual student. Focusing on students with PMLD aged 14 and over, and addressing their unique needs as they progress towards adult life, the author explains how to create a truly personalised programme for each individual that recognises their right to autonomy whilst also acknowledging their learning difficulties. Practical strategies for dealing with common areas of difficulty such as communication and behaviour are included, and the book contains useful solutions to practical considerations such as timetabling, staffing, assessments and target-setting, and adapting the physical and sensory environment for students with PMLD. A final section looks at opportunities for students with PMLD post-secondary education. Realistic and accessible, this book is essential reading for teachers, teaching assistants and others involved in educating young people with PMLD.Trade ReviewWhat a lovely common-sense book! [It] is full of forthright opinions and inspiring examples, all of which are based on a deep respect for young people who have a range of complex and idiosyncratic needs... Each person is unique and if we follow their lead, we will be able to design a curriculum that will be right for each one of them. This book is an excellent place to start. Follow Andrew's principles and really personalise their education. -- from the foreword by Dr Penny Lacey, Senior Lecturer in Education at the University of Birmingham and advisor at Castle Wood School, CoventryThis is an intellectual triumph that justifies the presence of teachers in the lives of people who were once defined as 'ineducable'... [It] is a book full of practice wisdom, not a model of how we ought to do it but vibrant examples of how we could do it if only we could work out what is going on in the lives of complicated people. Andrew Colley's rapport with other professionals and the families of his client group demonstrate how much more can be done with thoughtfully coordinated resources. My enduring impression is of a determined professional focused on his task with a respectful sensitivity to tensions in schools and families coping with everyday, ordinary events. This is not a call for change but encouragement to persist within the parameters we set for ourselves when we insist that education is for everybody in the institutions we provide. It is pragmatism at its productive best - unashamedly giving us permission to do whatever works in the case of every individual whose personalised curriculum is the only way forward. -- Robert Orr, author of My Right to Play: A Child with Complex Needs and former head of RNIB Rushton Hall School, Northamptonshire, UKAndrew Colley has managed to write an entirely common-sense, non-academic book about a group of young adults who often defy our pre-conceived notions of common sense. This is an uplifting book based on the everyday experiences of a skilled teacher who clearly loves his job and the young people he works with. I highly recommended it. -- Peter Imray, freelance trainer and advisor on Special Educational NeedsAndrew has written an indispensable guide for teachers and professionals working with and supporting students with profound and multiple learning difficulties. At the start of the book we are introduced to a group of young people. Their likes and dislikes, strengths and needs are described with warmth and respect. Andrew proceeds to take the reader on a journey, as he stands in the young people's shoes and we see the world through their eyes. We are able to fully appreciate that all behaviour has meaning. It is a form of communication and the onus is on us, the professionals, to ascertain what a young person is telling us, so we can respond appropriately and support their learning. Andrew convincingly demonstrates how the learning needs of young people with PMLD can be holistically met through a personalised approach to their education. The aim is to maximise their independence and autonomy, supporting their right to have control over their environment and to enjoy their lives through being engaged in fulfilling activities. Andrew's practical advice and guidance promotes this concept of citizenship, the students being taught and supported to take 'their place' in their school and community and to be valued for their contribution. -- Janet Leach, Head of Service, Joint Service for Disabled Children, London Borough of Enfield (LBE) and Chair of the Short Breaks Network (SBN)Table of ContentsForeword by Dr Penny Lacey. Introduction. 1. Not Just Babysitting. 2. Getting to Know You! 3. Behaviour. 4. Curriculum. 5. Timetable, Staffing and Environment. 6. Assessment and Target Setting. 7. Moving On. 8. Case Study: 'Miles'. References. Index.

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Book SynopsisSharing the personal stories of individuals with disabilities who describe both the challenges and successes of their time in higher education, and with a major section on the findings of broad ranging research into the experiences of such students, the book explores the current situation, what works, and how things can be improved. "You are not college material" or "you don't belong in college" are comments frequently heard by students with disabilities. Despite this, college education is now an expected part of the transition to adulthood for many individuals with disabilities. The book includes practical advice to encourage self-advocacy in students with disabilities, and to support the professionals who are facing the challenges alongside them.Covering cerebral palsy, autism spectrum disorders, intellectual disabilities, and much more, this is vital reading for parents, individuals with disabilities, school teachers, college professors, and professionals working with adults with disabilities.Trade ReviewPavan John Antony and Stephen M. Shore give captivating insight into students with disabilities' college experience. This book will be a valuable source of information for students with disabilities preparing for their transition from high school to college, and also for all those who want to increase their awareness of disability and higher education. -- Cristina Popescu, Ph.D., Associate Researcher, National Higher Institute for Training and Research on Special Needs Education (INS HEA), FranceTable of Contents1. Introduction. Pavan John Antony and Stephen M. Shore. 2. Experiences of Individuals with Cerebral Palsy. Pavan John Antony. 3. Experiences of Individuals with Autism in Higher Education. Stephen M. Shore. 4. Experiences of Individuals with Attention Deficit Hyperactivity Disorder. Francine Conway, Kelsey McLaughlin, Chanelle Tyler Best, and Sonia Minutella. 5. Experiences of Individuals with Intellectual Disability. Karleen M. Haines. 6 Experiences of Individuals with Learning Disability. Anita W. Frey. 7. The Myth of Equal Opportunity: A Personal Perspective. Ehrin McHenry. 8. Bridging the Gap between High School and College. Mitchell Nagler, Diana Damilatis, Ehrin McHenry and Alyssa L. Conigliaro. 9. Struggling with Disability and Dealing with Family. Melissa Mooney. 10. The Oops Baby. Dena L. Gassner, MSW. 11. Best Decision Ever. Patrick Kelty. 12. College Dreams. Kerry Magro. 13. Conclusion. Pavan John Antony and Stephen M. Shore.

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Book SynopsisHelping Foster Children In School explores the challenges that foster children face in schools and offers positive and practical guidance tailored to help the parents, teachers and social workers supporting them. Children in care often perform poorly at school both in terms of their behavior and their academic performance, with many failing to complete their education. They will have often experienced trauma or neglect which can result in a number of developmental delays. By looking at why children in foster care do not perform as well as their counterparts, John DeGarmo, who has fostered more than 40 children, provides easy-to-use strategies to target the problems commonly faced. He emphasizes the importance of an open dialogue between teacher, parent and social worker, to ensure that everyone is working jointly to achieve the best outcome for the child. An invaluable resource for foster parents, social workers and educators alike, this book encourages a unified response to ensure foster children are given the best chance to succeed at school.Trade ReviewTrue to Dr. DeGarmo's authorship, he has written a book that will greatly assist everyone involved in the education of children in foster care. This book includes impressive examples that go a long way in helping the reader become emotionally involved while learning how to best meet the needs of all parties serving children in foster care with their educational needs. This is an easy to read book that will help everyone who reads it. -- Irene Clements, Executive Director of National Foster Parent Association (NFPA), USADr. John DeGarmo's latest book is a must read for parents, educators, and other professionals who work with students who are in foster care. Dr. John provides unique insight into the educational world of foster children from both his personal and professional experiences in the field. Classroom teachers and administrators will gain a much deeper level of understanding into the struggles that foster children face as they transition into our classrooms. Furthermore, Dr. John offers practical and useful strategies to assist educators and foster parents in making educational experiences more positive for the child during the time of difficult transition. -- Mike Newton, Ed. D. Superintendent of Jasper County Schools, Georgia, USAThe latest book for John DeGarmo, Helping Foster Children in School, is a guide for helping foster parents, social workers, teachers and others as they seek to understand the challenges children in foster care face. The book provides a basic understanding of foster care and why children live in the foster care system. With statistics provided, the book highlights the large number of children entering or live in foster care each year. It also makes clear the enormous number of school children who are not only trying to learn every day, but are dealing with the challenges of living away from their biological families in foster care. Helping Foster Children in School presents a number of challenges these children face from inconsistent school attendance during their early school years to multiple moves creating fractures in learning. The book identifies areas where children struggle and need support and gives ideas how the people in their lives can help. Helping Foster Children in School is an important read for educators, social workers and foster parents alike since they all are responsible for helping a child heal and achieve educational success. Each chapter leads with stories shared by former foster youth, foster parents, educators and social workers. These personal pieces help drive home the important role each of these individuals play in a child's success. Because teachers often aren't familiar with foster care and its impact on children, it's difficult for them to understand what a child is going through and how to relate, let alone teach. Helping Foster Children in School can fill in the learning gap for these teachers and provide them with a window into the world of a child. Educators need to understand the difficult experiences of children and how that impacts learning. Helping Foster Children in School is an educational tool that should be used by the people hoping to guide a child to achieve educational success. -- Fostering Families TodayTable of ContentsForeword. Introduction. 1. Foster Care: An Introduction. 2. Placement Disruptions. 3. School Performance, Academics, and Behavior. 4. Aging out of the System. 5. Why Teachers, Foster Parents, and Case Workers Struggle. 6. Expectations of a Foster Child While in School. 7. How Teachers Can Help. 8. How Foster Parents Can Help. 9. How Social Workers Can Help. 10. Creating a Support Team. Appendix A. Appendix B. Appendix C. Resources.

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Book SynopsisConcise and accessible, this plain English guide will help parents and educators to understand and support children with executive function difficulties at home and in the classroom. The author describes the cognitive processes that make up the executive functions, including attention, behavioral inhibition, theory of mind, organizational skills, time management, planning, decision-making, and self-talk. Using real examples, she describes how difficulties in each of these areas may manifest, and offers practical hints, tips, and accommodations for supporting children both in and out of school. Containing a wealth of helpful information as well as tried-and-tested strategies, this is the perfect primer for parents and educators of children with executive function difficulties.Trade ReviewRebecca has the unique ability to blend her experiences as teacher, advocate, and parent to provide straightforward, sensible examples to assist educators and parents alike. Students with executive functioning challenges are usually exasperating to understand and help. This book breaks down the common roadblocks to organization; offers respectful observations as to why the student struggles; and ultimately offers multiple ideas of compassionate alternatives to help the student attain success. -- Mary Limbacher, founder and executive director, Parents in Toto Autism Resource CenterExecutive Function "Dysfunction" is packed with real-world examples of executive functioning deficits and multiple strategies to overcome them. A must-read book for all educators (and parents) who work with students with organizational, attention, and theory of mind difficulties. This book is straight-forward, easy to read, and loaded with specific, relevant strategies that can be used immediately in the classroom or at home. -- Lisabeth Watson, founder and chief executive officer, AEP ConnectionsAn extremely valuable and user-friendly guide for parents and teachers to understand, educate, and best support children with executive function impairments. Rebecca Moyes shares her considerable knowledge and experience in helping students with disabilities to achieve school success. This book clearly describes and illustrates the challenges of executive dysfunction, as well as providing effective strategies, lesson plans and expert advice. -- Sandra F. Rief, M.A., author of How to Reach & Teach Children with ADD/ADHD and The ADD/ADHD Checklist: A Practical Reference for Parents & TeachersTable of Contents1. When Interventions Don't Work. 2. What Are Executive Functions? 3. Behavioral Inhibition. 4. Behavioral Inhibition Continued - Perseveration and Shifting. 5. Theory of Mind. 6. Working Memory. 7. Organizational Skills, Time Management, Planning and Decision-Making. 8. Initiation and Motivation. 9. Self-Talk and Emotional Supports. 10. Attention. Conclusion. References. Index.

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Book SynopsisThis is a practical educational resource to help teach the social rules of touch and personal space to children and teens with Autism Spectrum Disorder with the aim of keeping them safe and helping them to understand what are appropriate interactions in family, educational and community situations.The lessons in the book look at different groups of people that the child is likely to encounter such as close family members, teachers, peers, strangers and medical professionals. Through photocopiable worksheets and activities children are taught about different types of touch and in what settings, where on the body, and for how long touch is appropriate with each group. The book also includes discussion on how best to teach the child to recognise if someone touches them inappropriately and what is appropriate when it comes to self-touch.Trade ReviewEasy to understand and more importantly to implement, Autism and Appropriate Touch will be invaluable to anyone struggling to teach a child on the autism spectrum the hidden curriculum of appropriate touch. -- Davida Hartman, Senior Educational Psychologist and author of Sexuality and Relationship Education for Children and Adolescents with Autism Spectrum DisordersTable of ContentsAcknowledgements. Introduction. How to Use This Book. Part I: Introductory Lessons. Lesson 1: Understanding Traffic-Signal Colors to Represent Stop, Slow Down, and Go. Lesson 2: Identifying and Listing People According to Groups. Lesson 3: Introduction for the Learner to the Topic of Touch. Part II: Learning about Touch with Different People-Groups. Lesson 4: Physicians, Nurses, Medical Technicians, and Emergency-Helpers. Lesson 5: Close Family Members or Adult Friends Who Are Like Family. Lesson 6: Younger Children. Lesson 7: Peers. Lesson 8: Teachers. Lesson 9: More Distant Family Members and Adult Family Friends. Lesson 10: Community Members and Strangers. Part III: Follow-Up Discussions. A. Protection From Abuse. B. Explanation of Urges to Touch Inappropriately. C. Touching Oneself. D. Proximity When Not Touching. E. Accidental Touches. References.

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Book SynopsisChildren with pervasive developmental disorders often do not learn from conventional methods, which can result in social isolation, behavior problems, limitations in communication, and slow academic growth. Greater integration into home and school activities, improved behavior and academic success can be achieved using alternative-augmentative communication (AAC), and this book explains exactly how to make it happen.Exploring the various communication and intervention options available and offering straightforward techniques and strategies for using them effectively, this book clearly explains everything families, teachers, therapists and other professionals need to know in order to improve a child's communication, behavior, social and academic skills. Chapters follow a consistent, user-friendly format, answering the questions Who, What, Why, How, Where and When about every technique.This book will be essential reading for anyone looking to improve social interaction between children with pervasive developmental disorders and those around them.Trade Review"Rising to New Heights of Communication and Learning for Children with autism: The Definitive Guide to Using Alternative-Augmentive Communication" explains the basics of using the new AAC approach to help autistic kids integrate home and school learning and perceptions. Any working with autistic children will find this packed with keys to explore and integrating a child's academic, communication, and social skills, with chapters offering plenty of case history examples of the entire process. Educators and parents alike will find this a fine pick! -- The Midwest Book ReviewThis easy to read book provides practical guidance into visual methods of supporting communication land learning for children with autism. It contains several useful diagrams and the layout is consistent... this is a good value, informative book. It would be a useful introductory resource for speech and language therapists and students, and would also be beneficial for families and other professionals. -- Speech & Language Therapy in PracticeBy providing a thorough overview of augmentative and alternative communication and visual strategies, this book explores the many communication options and possible interventions and provides specific guidance for using them successfully...This book is essential for families, teachers, therapists and professionals who seek to improve communication between children with PDD's and their relatives -- Handicap's InfoCarol Spears and Vicki Turner write clearly and simply and have given the reader a basic introduction to a wide range of possibilities for improving the communication of children on the autistic spectrum... I recommend this book... as it is written in a positive way and encourages everyone working with children with autism to try and use these ideas to improve the child's quality of life. -- Tizard Learning Disability Review.Table of ContentsIntroduction. Part 1: Alternative-Augmentative Communication Methods. Chapter 1. Speech Generating Devices (SGD). Chapter 2. Picture Exchange Communication System (PECS). Chapter 3. Symbolic Language Systems. Part 2: Strategies to Support Learning. Chapter 4. Visual Supports. Chapter 5. Social Stories. Chapter 6. Structured Environments. Part 3: Resources. Chapter 7. Information on Related Topics. Appendix 1: National Organizations. Appendix 2: Goals and Objectives.

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Book SynopsisDrama therapy provides valuable opportunities for children on the autism spectrum to interact and connect with others in a fun, supportive environment. The innovative model of drama therapy described in this book is rooted in neuroscience, and designed specifically to develop social, emotional and expressive language skills in children with autism spectrum disorders (ASD). Lee R. Chasen provides an accessible explanation of the theoretical foundations, concepts and techniques that make up the approach, and describes in detail a thirty-session drama therapy program which uses creative and playful tools such as guided play, sociometry, puppetry, role-play, video modeling and improvisation. Scenarios drawn from his own practice provide useful insights into the practicalities of setting up and running such a program, as well as into how children's social, emotional and expressive language skills deepen through their immersion in this unique approach. This book will be of interest to drama and creative arts therapists, as well as teachers, school psychologists, counsellors and other professionals who work with children with autism spectrum disorders.Trade ReviewLee Chasen brilliantly connects current brain research with the challenges of autism to demonstrate why drama therapy works neurologically and practically as a powerful, motivating therapy for children and youth on the autism spectrum...Pragmatic and playful, Social Skills, Emotional Growth and Drama Therapy is a valuable resource able to be replicated successfully by other clinicians. I know that I will use it! -- Sally Bailey, Past President of the National Association for Drama Therapy and Director of the Drama Therapy Program at Kansas State UniversityTable of ContentsForeword: Mirrors and Bridges. Introduction: Mirror, Mirror on the Wall. Part I-Behind the Scenes: Theoretical Constructs. 1. Dramatic Encounters. Matthew. Jason. Kenny. James. David. Janet. 2. Engaging the Pervasive Developmental Disorders. The diagnoses. Possible causes. Treatment approaches. Developmental considerations. Positive intervention. Back through the looking glass. 3. Drama: Mirroring the Neurological Soul. Reflection for the ages. Drama is therapy. Process reflective enactment. Theatre, drama and PDD children. Part II-Center Stage: Theory in Action. 4. Constructing a Drama Therapy Approach to Social Skills. Space and materials. Roles of leadership. Group protocols and interventions. Process-oriented social skills: Three layers of engagement. Revisiting Aristotle. 5. Recognition: Establishing Roles. Orientation. Session 1:Naming names. Session 2: Greeting others/saying hello. Session 3: Listening and responding to greetings. 6. Unity: Building Ensemble. Session 4: Finding myself. Session 5: Noticing others. 7. Character: Reflecting Goodness and Appropriateness. Session 6: Sharing my world. Session 7: Finding matches. 8. Plot: Organizing Events. Session 8: Working and playing together. Session 9: Lights! Camera! Action! Putting it all together. Session 10: Movie day. 9. Diction and Reasoning: Social Scripting, Facial Cues and Body Language. Session 11: Reunion and reconnection. Session 12: Interpreting and responding to nonverbal cues. Session 13: On the right track-Building conversation. 10. Complication and Resolution: Interactive Language Skills. Session 14: The right words in the right place at the right time. Session 15: Stay to play or walk away? Sessions 16-17: Director's Chair-Asserting social language and solving problems.11. Comedy and Plot: Broadening Perspectives and Constructing Solutions. Session 18: What's so funny? Session 19: Lights! Camera! Action! Putting it all together again. Session 20: Movie day the sequel. 12. Actions and Life: Simulating Events. Session 21: My story. Session 22: How to be a real winner. Session 23: Calling all friends! Session 24: Out to lunch. Session 25: Roll with it. 13. Reversal: Individualized Scripting. Sessions 26-28: Power videos. 14. Episodic Outline: Tools for Reflection and Celebration. Session 29: Yearbooks. Session 30: Sharing memories. 15. Reflections: I See You. References. Index.

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Book SynopsisIntroducing drama to the learning experience is guaranteed to enrich a child's development, and is an especially effective approach for children with special educational needs, including those with autism spectrum disorders. This practical handbook offers teachers an array of simple and easy-to-implement theatrical techniques that will enhance students' learning and encourage artistic expression.The author demonstrates how dramatic play doesn't have to be restricted to drama lessons and can be applied to a diverse range of school subjects and recreational settings. 'The Little Red Hen', for example, covers themes that are relevant to literacy (rhyming and rhythm), maths (counting seeds), science (discussing farming), and art lessons (designing costumes). Step-by-step lesson plans take teachers through every aspect of running fun and engaging story dramas, including warm ups, movement, songs and props. Handy tips throughout suggest ideas for developing the plays further and ways to adapt them according to the needs of the group.This book will be an essential and comprehensive guide for anyone interested in drama as an educational tool in inclusive or special needs settings.Trade ReviewThis is an accessible, essential and highly practical guide for anyone who is interested in using drama as an educational tool to promote inclusion and to enhance practice with special needs settings, in particular. -- eyeStory drama has an essential role in the education of students with disabilities. Jessica Perich Carleton extends its value by presenting techniques that are effective in a variety of settings. This insightful guide empowers teachers to implement story drama in their classrooms and to explore the transformative benefits of the art form. -- Vanessa Young, Executive Director of VSA New Jersey, The State Organization on Arts and DisabilityPerhaps one of the most important considerations in the special needs classroom is the student's ability to make connections between self, text and the curriculum. Drama, as a modality for learning, facilitates these connections in a deep and meaningful way to empower cognitive and social development. Story Drama in the Special Needs Classroom successfully provides teachers with specific tools and procedures for undertaking this most important educational activity. -- Dr. Lee R. Chasen, author of Social Skills, Emotional Growth and Drama TherapyI would recommend this book to all primary school teachers and feel that parents who run small groups or home educate could, under Carleton's gentle and lucid direction, also feel confident in running a story drama workshop. -- AsteensTable of ContentsPreface. 1. What is Theatre/Drama-in-Education?. 2. Getting Started. 3. Teacher Theatrics. 4. The Dramatic Formula. 5. Step-by-Step Story Dramas 1: The Little Red Hen. 6.Step-by-Step Story Dramas 2: We're Going on a Bear Hunt. 7. Further Suggestions for Story Dramas. 8. How to Write Your Own Story Drama. A Note from the Author. Appendix: Words to We're Going on a Bear Hunt by Michael Carleton. Glossary of Drama-in-Education Terminology. References. Index

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