Teaching of students with different educational needs Books

Book SynopsisFor many, social thinking is hard-wired at birth and strengthens naturally through experiences. However, for a variety of reasons, some children find it harder to think and develop socially. What's the Buzz? For Early Learners 2e is a fully updated social and emotional literacy foundation programme for children aged 48 years. Following the global popularity of the first edition of the What's the Buzz programme, this revised edition leads children through Archie's adventures over 16 lessons, as he encounters a range of social and emotional dilemmas. Through evidence-based activities, discussion, role-play, games, and explicit social skill instruction, children learn how develop positive problem-solving skills to transfer into their everyday lives. It also focuses on developing an understanding of a diversity of ability and cultural background, helping to teach children how to read' the emotional needs of others, show empathy, and increase self-awareTable of Contents1.Meeting Archie and celebrating diversity. 2.Gently and smoothly joining in to play together. 3.The how and why of sharing and taking turns. 4.Cooperation: the art of working together. 5.Keeping calm and friendly while you wait your turn. 6.Making things better - how to repair friendships when you’ve been upset with each other. 7.Winning and losing – ‘gracefully’. 8.Fact or opinion? Staying kind and friendly over different ideas. 9.Working with feelings. 10.Angry feelings. 11.Wellbeing: Building healthy bodies, happy minds and steady feelings. 12.Honesty – telling the truth. 13.Speaking up (learning to be assertive). 14.Empathy. 15.A worrying moment – knowing how to deal with it. 16.Time to say goodbye.

Read more less

Supporting Disabled Students in Higher Education is a practical and inclusive handbook designed to ensure disabled students are supported in their journey through mainstream higher education. Informed by case studies, this essential guide highlights how this can be achieved through the adoption of practical, reasonable adjustments. Coupled with recommendations for best practice across higher education, this book outlines experiences and barriers to inclusion and provides detailed guidance for inclusive practices including adjustments to accommodation, accessing physical and virtual learning spaces, teaching activities, developing the curriculum and assessment.Written by an experienced dyslexia and disability coordinator within higher education, chapters encourage readers to develop a greater understanding of the impact that disabilities may have on students' academic progress. Areas explored include: Specific learning difficulties (SpLD)

Read more less

Book SynopsisEducators are at a crossroads and the global call for institutions to address their inequitable structures is ringing loudly. For teachers and school leaders who are hearing that call, this book offers knowledge and guidance for becoming a Totally Inclusive school.Each chapter delves into key ideas that are fundamental to addressing the complex challenge of achieving Total Inclusivity one which encompasses and values racial diversity, gender equality, LGBTQ+ inclusivity, neurodiversity and more. Across the three sections, the authors introduce key terms and concepts important to inclusivity, focused on mindsets, behaviours and systems and structures. Explore how interactions contribute to or impede progress, and engage with tools, stories and reflection points to translate knowledge into practice.Written in an accessible style with reflective exercises in every chapter, the book will guide educational professionals along the pathway to becoming advocates for inclTrade ReviewImagine the possibilities when international education becomes truly inclusive. The ability to make connections with people from every corner of the world, embracing new cultures, perspectives, and ideas, is now a fundamental part of life. The authors of 'Becoming a Totally Inclusive School' have turned their personal experiences and views into a source of inspiration for people who strive to make international education more accessible and more effective for all.Jane Larsson, Executive Director, Council of International Schools (CIS)Real-life, accessible, challengingly upfront and honest, 'Becoming a Totally Inclusive School' is essential reading for all educators. In these times where awareness of diversity, equity and inclusion are front and centre for us all, we need resources that support us in facing sometimes uncomfortable truths; where we look at ourselves and our communities and ask, 'is everyone totally included in our school, is our school totally inclusive?' Angeline, Sadie and Stephen have created a book that covers key theoretical models and approaches, alongside practical case studies in action that can be used and implemented in schools throughout the world.Liz Free, Director, International School Rheintal, SwitzerlandA clear and accessible framework for reflection and action for social justice. 'Becoming a Totally Inclusive School,' is a must read for any educator or school leader who is ready and willing to lean into the deep work of cultivating a learning community that is diverse, equitable, and inclusive.Elizabeth Palathra, Primary Teacher, SwitzerlandTable of ContentsSection I: Total Inclusivity and You 1. Introduction 2. Identity, Diversity and Intersectionality 3. Implicit Bias, Stereotypes and Prejudice 4. Power, Positionality and Dismantling Inequities Section II: Total Inclusivity and Us 5. Language and Microaggressions 6. Safeguarding Everyone 7. Wellbeing and Creating Totally Inclusive Spaces 8. Leaders and Leading Section III: Total Inclusivity and Your Institution 9. The Total Inclusivity Continuum for Schools 10. Changing Landscapes – Liberating Schools

Read more less

Book SynopsisWould you be surprised to know, one child in every average class of thirty is Colour Blind?Colour Blindness can be a barrier to learning across the whole curriculum, yet most schools cannot identify all their Colour Blind children, and practitioners often cannot recall teaching a child with it.This essential guide explores Colour Blindness, an often-unrecognised special educational need and disability (SEND). It gives you the tools and confidence to ensure children with Colour Blindness can reach their full potential. It helps you to understand what the condition is so you can easily make your teaching accessible and inclusive to all Colour Blind children, undiagnosed or not. The book:â Offers detailed and practical guidance for identifying Colour Blindness and catering for it from early years through to higher education and beyond.â Focuses on simple and easy-to-implement strategies to ensure Colour Blind children are not disadvantaged, dispelling myths

Read more less

Book SynopsisThe Early Years Intervention Toolkit provides a range of ready-made activities to enable early years practitioners and health visitors to address observed difficulties in a child's development prior to starting school. It includes a checklist of observed behaviours which links to a range of effective and engaging activities to support children's development across the three prime foundational areas of learning: Communication and Language; Physical Development; and Personal, Social and Emotional Development. Activities focus on a variety of crucial skills such as speaking and listening, moving and handling, and forming relationships, making use of materials that are readily available in every early years setting.This toolkit offers: A time-saving approach to interventions, with additional guidance on planning, providing, and recording appropriate interventions Advice and activities to share with parents for them to try at home A framework to Table of ContentsThe Importance of Early Identification and Intervention Making Meaningful Observations Using the Early Years Intervention Toolkit Checklists of Observed Behaviours The Early Years Intervention Activities Parents as Partners Parent Support Activities (PSA)

Read more less

Book SynopsisAre all children treated equally in your class? Are you aware if you are displaying unconscious bias? How might this be playing out in your setting? These conversations need to take place if we are ever to shift systemic racism, for the wellbeing of all children in the early years and beyond.This essential guide addresses diversity and inclusion in a meaningful and constructive way. The holistic approach explores a range of pertinent topics for the early years and demonstrates the positive impact educators can make by developing their knowledge of systemic racism, critically reflecting upon their provision, and embedding anti-racist practice within their settings.This book includes: A framework to embed and sustain anti-racist practice in early years education. Case studies to explore constructions of racism in early childhood and the experiences of black children and their families. Reflective questions to encourage readers to consider theirTrade Review"Dr Valerie Daniel is a shining light for our sector. A must read for all early years professionals and those training to enter into the early years sector. The way in which Valerie has written this book, firstly, speaks from the heart and secondly takes you on a journey, one in which you feel engrossed to continue to read, learn and reflect on why anti racism is an important aspect which truly needs embedding into our practices." – Aaron Bradbury, Principal Lecturer - Early Childhood and Childhood, Nottingham Trent University "Dr Valerie Daniel introduces her book on antiracist practice as ‘a journey we can walk together’ and she delivers. Unafraid to challenge the reader, she does so with compassion. Her warmth, wisdom and passion for equity in educational settings shine through the text creating the safe space needed for anti-racist reflection and action to take place. Dr Valerie draws upon personal insight and diverse sources to create something unique and refreshing in educational theory." – Alice Ndiaye, Local Authority Inclusion Adviser "Dr Daniel presents a real depth of understanding in this book. She opens up her thoughts, skills and experiences as an informative guide, highlighting issues of race and anti-racism. Her animation infused and contextualised approach to the complexity of race and racism within the early years features her proficiency to untangle and decipher a convoluted moment in time. The book engages the reader by balancing the uncomfortable with a rich lived experience. The need to effectively become changemakers is a powerful call for all of us to action as reflective practitioners." – Sharon Curtis, CEO, Emosi – Transcultural Therapeutic Care (TTC) Table of ContentsPreface Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Conclusion Index

Read more less

Book SynopsisAre all children treated equally in your class? Are you aware if you are displaying unconscious bias? How might this be playing out in your setting? These conversations need to take place if we are ever to shift systemic racism, for the wellbeing of all children in the early years and beyond.This essential guide addresses diversity and inclusion in a meaningful and constructive way. The holistic approach explores a range of pertinent topics for the early years and demonstrates the positive impact educators can make by developing their knowledge of systemic racism, critically reflecting upon their provision, and embedding anti-racist practice within their settings.This book includes: A framework to embed and sustain anti-racist practice in early years education. Case studies to explore constructions of racism in early childhood and the experiences of black children and their families. Reflective questions to encourage readers to consider theirTrade Review"Dr Valerie Daniel is a shining light for our sector. A must read for all early years professionals and those training to enter into the early years sector. The way in which Valerie has written this book, firstly, speaks from the heart and secondly takes you on a journey, one in which you feel engrossed to continue to read, learn and reflect on why anti racism is an important aspect which truly needs embedding into our practices." – Aaron Bradbury, Principal Lecturer - Early Childhood and Childhood, Nottingham Trent University "Dr Valerie Daniel introduces her book on antiracist practice as ‘a journey we can walk together’ and she delivers. Unafraid to challenge the reader, she does so with compassion. Her warmth, wisdom and passion for equity in educational settings shine through the text creating the safe space needed for anti-racist reflection and action to take place. Dr Valerie draws upon personal insight and diverse sources to create something unique and refreshing in educational theory." – Alice Ndiaye, Local Authority Inclusion Adviser "Dr Daniel presents a real depth of understanding in this book. She opens up her thoughts, skills and experiences as an informative guide, highlighting issues of race and anti-racism. Her animation infused and contextualised approach to the complexity of race and racism within the early years features her proficiency to untangle and decipher a convoluted moment in time. The book engages the reader by balancing the uncomfortable with a rich lived experience. The need to effectively become changemakers is a powerful call for all of us to action as reflective practitioners." – Sharon Curtis, CEO, Emosi – Transcultural Therapeutic Care (TTC) Table of ContentsPreface Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Conclusion Index

Read more less

The Handbook of Classroom Management, Third Edition, is an authoritative treatment of the latest science and development in the study of classroom management in schools. Evidence-based classroom management practices and programs are essential to enhancing students' academic, behavioral, social-emotional, and motivational outcomes across grade levels. This comprehensive volume collects scholarship and cutting-edge research for graduate students and faculty of psychology, teacher education, curriculum and instruction, special education, and beyond. The book has been thoroughly revised and expanded with updated coverage of foundational topics such as effective instruction, preventative strategies, positive behavior intervention and supports, familyschool relationships, legal issues, and other related topics, while also giving new attention to social justice, students on the autism spectrum, and adaptations across urban, rural, and virtual contexts.

Read more less

Book SynopsisDigital Learning in High-Needs Schools examines the challenges and affordances that arise when high-needs school communities integrate educational technologies into their unique settings. Although remote, blended, and networked learning are ubiquitous today, a number of cultural, economic, and political realitiesfrom the digital divide and digital literacy to poverty and language barriersaffect our most vulnerable and underresourced teachers and students. This book uses critical theory to compassionately scrutinize and unpack the systemic issues that impact high-needs schools' implementation of digital learning tools. Incisive sociocultural analyses across fifteen original chapters explore the intersection of society, technology, people, politics, and education in high-needs school contexts. Informed by real-world cases pertaining to technology infrastructure, formative feedback, Universal Design for Learning, and more, these chapters illuminate how best practices emerge frTrade Review"This extraordinarily practical book is a must-have book for all stakeholders in high-needs schools. The cases and findings would also be beneficial for educators seeking to resolve digital inequity and enhance digital learning, especially in the post-pandemic era."—Jongpil Cheon, Associate Professor of Instructional Technology, College of Education, Texas Tech University, USA"In arguing that digital equity is school equity and analyzing the issue as one that involves both intersectional identities and an undergirding sociopolitical context, Heejung An and David Fuentes, professors and scholars of teacher education with expertise in preparing educators to serve diverse communities, provide a deep and nuanced exploration that broadens understanding. Chapters written by interdisciplinary scholars offer examples of equitable leadership of digital learning in high-needs schools that range from the use of social media in professional development to the role of school librarians to address the needs of all learners. There is something in this text for everyone who works in schools and cares about making needed change to provide children with more equitable learning environments."—Amy Ginsberg, Dean of the College of Education, William Paterson University, USA"Where will education go next? The authors tackle this colossal question to embrace this era of uncertainty. This book covers a diverse array of perspectives and will add great value in high-needs schools."—Keol Lim, Professor, Department of Educational Technology, Konkuk University, South Korea"The COVID-19 pandemic presented unprecedented challenges for K-12 schools, while heightening the effects of unequal access to educational resources, particularly online digital technologies. An and Fuentes have gathered a fine group of experts that consider the complexity of these issues from a variety of angles. Rather than envisioning digital technologies as a panacea, the grounded approach generally shared by the authors focus their concerns on funding and wrap-around resources, with new technologies as pieces of a much larger puzzle. Each chapter is framed with guiding questions and concluded with key takeaways and recommended resources, making it an eminently practical tool for both teachers and researchers."—Lance E. Mason, Associate Professor of Education, Indiana University Kokomo, USA"Grounded in research and real school experiences, this essential and thought-provoking book challenges the reader to rethink and transform PreK-12 classroom teaching, administration, and schools, especially in high-needs communities. An and Fuentes have gathered varied respected individuals with expertise in working in schools in challenging times and communities to share their research, knowings, encounters, and strategies for addressing digital equity and student learning. By defining and examining the intertwined layers that impact student learning in high-needs communities, this book begins by laying a foundation for exploring student, family, and school needs to inform and support educational systems with an equity and digital lens. While inspired by the disruption and impact of the COVID-19 pandemic on schools and learning, the authors provide practical supports and guidance for PreK-12 teachers, administrators, undergraduate and graduate students in teacher preparation and education programs to renovate and reinvigorate student learning and family supports. With a focus on digital learning, equity, and best pedagogical practices, the authors provide guiding questions in each chapter to frame discussion, inspire action, and effect change in the best interests of students and schools. A must-have book with new and engaging information for anyone interested in impacting high-needs communities."—Holly Seplocha, Professor Emeritus in the Department of Teacher Education: PreK-12, College of Education, William Paterson University, USA"This edited book provides a unique collection of critical perspectives, policy analyses, organizational innovations, tools and strategies, and valuable lessons on digital learning in high-needs P-12 schools. A wide range of readers, such as policymakers, educators, administrators, educational researchers, and anyone interested in addressing the digital divide will find extremely relevant insights in this book to achieve accessible and equitable learning in high-needs schools. The contributions from twenty-five authors also demonstrate the vision and commitment of the editors to diversity, inclusion, innovation, and collaboration in this timely and needed publication."—Ke Zhang, Professor of Learning Design and Technology, College of Education, Wayne State University, USATable of ContentsSection I: Understanding the Intersection of Students, Families, and Schooling in High-Needs Communities 1. Understanding the Sociocultural and Sociopolitical Contexts of U.S. High-Needs Public Schools Before, During, and After the COVID-19 Pandemic 2. Ramifications of the Digital Divide on Cognitive Development and School Preparedness 3. Strategies to Help Administrators, Teachers, and Parents to Achieve Equitable Digital Learning in U.S. High-Needs School Communities Section II: Vision and Leadership for Digital Learning in High-Needs Communities 4. Bridging the Digital Divide: An Analysis of Federal, State, and Local Policies in U.S. Schools 5. Twitter for Professional Development and Learning in High-Needs Schools: Considerations for School Leaders 6. Feedback, Evaluation, and Grading: The Unique Considerations Distance Learning Poses to the Evaluation Cycle and the Task of Ensuring Equitable Practices 7. Students’ Informational Needs: Applying the Principles of Universal Design to Address Inequity in High-Needs Schools During Virtual Learning Section III: Pedagogical Strategies and Digital Tools Across the Curriculum 8. Content-Neutral Technologies as a Pedagogical Response in High-Needs Schools and Communities: Design Thinking, Making, and Learning 9. Strategies to Facilitate Digital Learning in Urban High-Needs Social Studies Classrooms 10. Designing a Culturally Responsive Multilingual Arts-Integration Program: Read-Aloud and Book-Inspired Art-Making Videos 11. The Influence of an Online Mathematics Activity on Elementary School Students’ Engagement and Learning in a High-Needs Context 12. Digital Learning for Students With Disabilities 13. Using Bitmoji® and Google Classroom® to Support Remote Literacy Instruction in High-Needs Schools 14. A Whole New World: Virtual Excursions for Learners From Urban Settings 15. Rural Social Studies Teachers’ Postpandemic Use of Technology Tools

Read more less

Book SynopsisThis edited book provides international insights and recommendations around topics of gender and diversity in higher education linking to larger societal goals of improving equality.Within each of the four sections Student recruitment and retention, Student experience, Faculty and staff experiences and culture, and Higher education cultures of teaching and research topics unpack and speak to gender and diversity, equity, inclusion and access, social justice, and leadership and sustainability in higher education institutions (HEIs). Incorporating innovative processes and methods, the researchers address how the experiences of groups who have been subordinated and marginalized can be heard, proposing a re-imagination of empowerment and leadership within higher education and best practices for the benefit of ongoing higher education development.This book is ideal reading for higher education leaders, students on higher education courses, leadership courses, gendeTrade Review"This volume is an important read for all who care about improving gender equality and social justice in higher education. It sheds useful light on the gendered experiences of students, staff, and faculty with various intersecting aspects of identity in particular cultural contexts. Individually and collectively, the chapters amplify the voices of individuals who are too often marginalized or overlooked in higher education and offer useful insights for higher education leaders, policymakers, researchers, and students who seek to better appreciate diverse perspectives and create inclusive environments where all people can thrive."Laura Perna, Vice Provost for Faculty, GSE Centennial Presidential Professor of Education, Executive Director, Penn AHEAD, University of Pennsylvania"A necessary, timely, and indispensable book! The collection fills a crucial gap in research on gender and leadership in higher education by first imparting perceptive and original research across a diverse range of perspectives and disciplines, and then by applying this knowledge to lived contexts to show how gender equity may be achieved in academe. The book is essential reading for university educators and administrators committed to reimagining and leading change to achieve diversity, equity, inclusion and access, social justice, and sustainability in higher education institutions."Andrea O’Reilly, Professor, School of Gender, Sexuality, and Women’s Studies, York University, Canada. Author of Matricentric Feminism: Theory, Activism, Practice (2021)"This is a gem of a book – a huge diversity of scholars tackling the complex issues of inequity of higher education from a range of perspectives and approaches, with intersectionality and post/decolonisation of higher education cultures and practices at the forefront."Barbara Read, Reader, Gender and Social Inequalities School of Education,University of Glasgow"Leading Change in Gender and Diversity in Higher Education From Margins to Mainstream offers a much-needed contribution to the scholarship on gender equity in higher education. Its main strength is the diversity of perspectives and countries represented; from Australia to Cambodia and from Nigeria to India, the chapter authors each consider how gender is reproduced and sometimes resisted in different contexts. In doing so, the authors contribute to the book’s overarching goal: to consider how social justice and gender equity might be furthered in creating space for marginalized groups’ empowerment."Margaret Sallee, Associate Professor, Educational Leadership and Policy, Graduate School of Education, University of Buffalo Table of ContentsIntroductionSection 1: Student Recruitment and Retention1 De/Centring Gender in Higher Education Access Policy – Lived Experiences of Admission Practices in Nigeria Jennifer Jomafuvwe Agbaire2 Marginalized Masculinities in Australian Higher Education: Gendered Subjectivities, Discursive Spaces and First-in-Family Men Being and Becoming at UniversityGarth Stahl and Sarah McDonald3 Gendered Precarity, Intersectionality and Barriers to Higher Education for Women Seeking Asylum in Australia Lisa Hartley, Rebecca Field, Babar, Fatema, Atefeh, Rachel Burke, and Sally BakerIn-Dialogue Editorial: Student Recruitment and Retention – Problematising Student Access and Participation in International Contexts:Intersectional Identities, Capitals, Prejudice and RisksTamsin Hinton-SmithSection 2: Student Experience4 Responding to the Needs of Women Students with Caring Responsibilities in Nigeria Charlotte Morris, Rachel Masika, Chinyere Nwajiuba , Chinwe Victoria Ogunji, and Zibah Nwako5 Resources and Support Services for Students with Albinism in Tanzanian Higher Education Rose Rutagemwa Kiishweko6 Gender and Higher Education in Nursing: Experiences of Male Nursing Trainees in Ghana Isaac Mensah Boafo and Sylvia Esther GyanIn-Dialogue Editorial: Student Experience in Higher Education Fawzia MazanderaniSection 3: Faculty/Staff Experience7 Outsiders Reflecting on Invisible Institutional Gender Norms Nettie Boivin, Judit Háhn, and Shomaila Sadaf8 Gender, Precarity and Marginality in Higher Education Spaces in IndiaNupur Samuel and Umasankar Patra9 Centering Voices of Motherscholars during the COVID-19 Pandemic shows Overwhelming Responsibilities, Ingrained Gender Roles, and Blurred Boundaries Anna CohenMiller and Jessica Leveto10 Decolonising "Those Who Are Not" in Polish Higher Education Institutions (HEIs) Maria Cywińska, Katarzyna Górak-Sosnowska, and Urszula Markowska-ManistaIn-Dialogue Editorial: Responding to Invisibility in Higher Education Institutions with Purposeful Collaboration, Cooperation, and Collegiality to Improve Equity, Inclusion, and Access Anna CohenMillerSection 4: Higher Education Cultures of Teaching and Research11 Making Higher Education Institutions Gender-Sensitive: Visions and Voices from the Indian Education System Debdatta Chowdhury12 Co-Creating Cross-Cultural Approaches to Gender Mainstreaming in Higher Education: Experiences and Challenges in Developing an Interdisciplinary, International Feminist Knowledge-Exchange Research Approach Tamsin Hinton Smith, Fawzia Mazanderani, Nupur Samuel, and Anna CohenMiller13 Improving Gender Diversity in STEM through an Inclusive Professional Framework Stephanie Knezz, Donald L. Gillian-Daniel, Claudia Irene Calderón, April Dukes, Robin Greenler, and Louis Macias14 Feminist Perspectives for the Co-Decolonization of Gender Equality in Cambodian Higher Education Rothsophal Nguon, Samphors Mech, Kimkanika Ung, Kelly Grace and Whitney Szmodis In-Dialogue Editorial: Higher Education Cultures of Teaching and Research Nupur Samuel

Read more less

Book SynopsisBringing together international authors to examine how diversity and inclusion impact assessment in higher education, this book provides educators with the knowledge and understanding required to transform practices so that they are more equitable and inclusive of diverse learners. Table of ContentsIntroduction. Section 1: Macro contexts of assessment for inclusion: societal and cultural perspectives 1. Promoting equity and social justice through assessment for inclusion 2. Reflections on assessment for social justice and assessment for inclusion 3. Why crip assessment? Critical disability studies theories to advance assessment for inclusion 4. Indigenous perspectives on inclusive assessment: Knowledge, knowing and the relational 5. What can decolonisation of curriculum tell us about inclusive assessment? 6. Inclusive assessment, exclusive academy 7. Ontological assessment decisions in teaching and learning Section 2: Meso contexts of assessment for inclusion: institutional and community perspectives 8. Inclusive assessment: Recognising difference through communities of praxis 9. Inclusive assessment and Australian higher education policy 10. Inclusion, cheating and academic integrity: validity as a goal and a mediating concept 11. Student equity in the age of AI-enabled assessment: Towards a politics of inclusion 12. Opportunities and limitations of accommodations and accessibility in higher education assessment 13. More than assessment task design: promoting equity for students from low socio-economic status backgrounds 14. Assessing employability skills: How are current assessment practices ‘fair’ for international students? Section 3: Micro contexts of assessment for inclusion: educators, students and interpersonal perspectives 15. How do we assess for ‘success’? Challenging assumptions of success in the pursuit of inclusive assessment 16. Inclusive and exclusive assessment: Exploring the experiences of mature-aged students in regional and remote Australia 17. Normalising alternative assessment approaches for inclusion 18. Student choice of assessment methods: How can this approach become more mainstream and equitable? 19. "How to look at it differently": negotiating more inclusive assessment design with student partners 20. Addressing inequity: Students’ recommendations on how to make assessment more inclusive End Section Moving forward: mainstreaming assessment for inclusion in curricula

Read more less

Book SynopsisThis accessible and practical guide explores how we can enhance and embed creativity in the early years to support children's wellbeing. The book initially explores the work of Anna Craft, Ken Robinson, and Reggio Emilia to think about creativity with young children, before considering what this means for wellbeing. Five core chapters focus on creative mediums drawing, sculpting and painting; craft; music; dance and drama; and storytelling and poetry and offer a range of practical ideas and activities to use and adapt. This book provides: A wide range of activities accompanied by examples of collaborative arts projects with children. Interviews with artists and practitioners who support children's wellbeing using creative mediums. Recommendations for creative activities using accessible and everyday materials. Case studies showing the positive impact of creativity, from developing children's cultural understanding to soothing and supportinTrade Review"In this absolute gem of a book, Sonia has foregrounded the links between creativity, wellbeing and the education system. She has included tons of resource ideas and links to follow up on, whether you are interested in poetry, drama, art or another area of creativity entirely! But this is more than a simple resource book - the ‘how’ and ‘why’ is also explored, along with real life examples, working with children with SEND and more. The interviews Sonia has included with a diverse range of friends and colleagues adds a fresh dimension to the book, serving both as interesting conversations and inspiration for improvements in pedagogy. The book is woven throughout with Sonia’s own delightful stories, anecdotes, and professional experiences, creating a rich tapestry to draw on for anyone spending time with children, either in a role in school or Early Years setting, or as a parent." – Kathy Brodie, Founder – Early Years TV "This new book is a useful blend of the personal and the practical, richly referenced to encourage further exploration. Using an appropriately broad definition of creativity a wide range of key issues are examined, and strong links are made between creativity and wellbeing for both practitioners and children. As a reader you are engaged by regular focused 'moments of reflection', and direct questions that help to challenge and extend your practice. I recommend this book to all professionals working in early years who are serious about developing creativity in their setting." – Ed Harker, Former nursery teacher and infant school headteacher Table of Contents Introduction Chapter one - Creativity in the early years Chapter two - Wellbeing and creativity Chapter three - Art Chapter four - Craft Chapter five - Music and dance Chapter six - Drama and imaginative play Chapter seven - Word, story telling and poetry Conclusion

Read more less

Book SynopsisCombining literacy lessons with wellbeing, this accessible guide, full of practical lesson plans and photocopiable activities is the ideal resource for the busy primary school teacher.The book is divided into five chapters, each one focused on an area that creates positive foundations for mental health and wellbeing: relationships, emotional literacy, sense of self, skills for learning and understanding how our brain effects our learning and our behaviour. Popular children's books are used to develop a series of lesson plans that link to the literacy curriculum and include activities that focus on wellbeing to compliment the literacy work being undertaken. Using a range of teaching techniques that develop the key areas that impact mental health and wellbeing, this is the perfect resource for KS2 teachers looking to incorporate wellbeing into the literacy curriculum.Table of ContentsChapter 1: Relationships KS2; One by Kathryn Otoshi; Dandylion by Lizzie Finlay; Troofriend by Kirsty Applebaum; Assembly; Phileas’s Fortune by Agnes de Lestrade and Valeria Docampo; Chapter 2: Emotional Literacy KS2; It’s All about Bod by Linda Wheeler and Tom Lawley; What do you do with a Problem by Kobi Yamada; The Worry Tree by Marianne Musgrove; Assembly; The Invisible by Tom Percival; Chapter 3: Understanding Self KS2; Can I Build Another Me by Shinsuke Yoshitake; The Map of Good Memories by Fran Numo; Maybe by Kobi Yamada; Assembly; Your Thoughts Matter by Esther Pia Cordova; Chapter 4: The Brain Learning and Behaviour KS2; A Tale of Two Beasts by Fiona Roberton; Thinking Traps by Jessica Cortez; Silly Limbic by Naomi Harvey; Assembly; A Little Spot of Anxiety by Diane Alber; Chapter 5: Skills for Learning KS2; Inside my Imagination by Marta Arteaga and Zuzanna Celej; The Tale of Two Fishes by Juliette Ttofa; Going Places by Peter and Paul Reynolds; Assembly; What to do with a Chance by Kobi Yamada

Read more less

Book SynopsisThis updated second edition of Addressing Tensions and Dilemmas in Inclusive Education further develops the critical analysis of the initial edition that integrates the interaction between different perspectives and positions in the field of inclusive education. This key resource expands the arguments present in the first edition with clearer implications about how to address tensions and dilemmas in inclusive education, and resolve them through democratic deliberation. Based on contemporary research, theory and policy, as well as responding to current perspectives towards the education of children and young people with learning difficulties and disabilities, Brahm Norwich extends and refines the original core argument of the previous edition the practical realisation of inclusion involves tensions and dilemmas that have to be addressed and resolved. This core analysis focuses on:- identification and classification- current national and international conceTable of Contents1. Setting the agenda 2. Special educational needs, barriers and disability 3. Classification and identification of special educational needs or disability in education 4. Inclusive curriculum issues 5. Inclusive pedagogy 6. Inclusive educational institutions: schools and universities 7. Parents and children: participation, partnerships and preferences 8. Philosophical issues 9. Researching inclusive education 10. Conclusions

Read more less

Book SynopsisApplied Behavior Analysis in Early Childhood Education provides a basic introduction to applied behavior analysis and overviews the highly beneficial role that it can play in early childhood education for both typically developing children and those with special needs.This updated text equips future and current early childhood professionals with the tools they need to positively impact the lives of young children, including how to implement effective techniques for changing behavior, strategies for everyday challenges both in the classroom and at home, and suggestions for how to consult and correspond with parents and caretakers.The book is ideal for professionals preparing foror those already incareers in child development, behavior analysis, early childhood education, developmental therapy, counseling, and special education. A companion website provides further information and resources for students and instructors.Table of Contents1. Introduction to Applied Behavior Analysis: Understanding the Role of the Environment 2. Creating Supportive Environments 3. Supporting Communication in the Early Years 4. Understanding Behavior at the Individual Level 5. Supporting Pre-academic Skills for all Children 6. Multi-tiered Systems of Support 7. Successful Toileting Strategies 8. Working through Common and Uncommon Feeding Issues 9. Teaching Social Skills and Addressing Antisocial Behavior 10. Working with Anxieties and Phobias 11. Creating an ABA Classroom: Working with Assistants 12. Putting It All Together: An Overview of Earlier Chapters with an Emphasis on How to Connect with Parents Across Each Topical Area References

Read more less

Book SynopsisChildren with high learning potential or giftedness have remarkable potential. Despite this, these children can struggle to participate in everyday life because of a range of needs that are sometimes misunderstood, overlooked or not adequately addressed, leading to underachievement and, in turn, low self-esteem. Needs that, in many cases, paediatric occupational therapists are best suited to address.The practical resource offered in the book, the DME-C approach, is a tried-and-tested approach to help children who have challenges relating to their high learning potential, as well as sensory processing differences, unhelpful thought patterns and self-regulation. It draws on the heart of occupational therapy that considers the whole profile of the child, actively caters to the unique profiles of children with dual or multiple exceptionality (DME) or twice exceptionality (2e), and guides therapists towards therapy provision that is strengths-based and achieves favourable outcomesTrade Review"Mariza Ferreira and Rebecca Howell have provided a masterclass in inclusive practice for occupational therapists. Their holistic DME-C approach is endorsed by families for its life-changing impact, particularly for children with ‘spiky profiles’ where it can be difficult to determine the most effective therapeutic interventions. Radiating the spirit of occupational therapy, this book moves beyond labels to focus on practical solutions, such as the Ten Golden Nuggets, helping therapists to identify and support children with DME as a routine part of their professional practice. This book is a must-read for every occupational therapist." - Professor Adam Boddison OBE, Co-author of The School Handbook for DME"An essential handbook for occupational therapists working with or interested in working with children who demonstrate characteristics of DME/2e! Written collaboratively by expert DME/2e practitioners, this comprehensive book guides the therapist through clearly structured chapters with detailed information on the identification of DME/2e with easy to use checklists, and tried and tested intervention techniques. Utilising the 10 Golden Nuggets with the 4 Essential Components of the DME-C therapy approach provides the therapist with skills to deliver holistic therapy that embraces the child as an equal partner in the process. I wish this book had been published before I retired!" - Sue Davis, Retired Independent Paediatric Occupational Therapist"This is a breakthrough book which offers a practical framework and simple steps to both identify Dual and Multiple Exceptionality and to supplement current professional OT practice to address appropriately the specific issues these children and young people face. Not only that, but I believe that every professional across the practice spectrum, parent/carer and teacher should be aware of the approach outlined in this book. Used in the right way, it could have a major impact on issues ranging from school phobia to behavioural issues at home or in the classroom; mental health challenges to issues related to underachievement and beyond." - Denise Yates, Author of Parenting Dual Exceptional Children and co author of The School Handbook for Dual and Multiple ExceptionalityTable of ContentsForeword1. Introduction2. High Learning Potential / Giftedness3. Dual or Multiple Exceptionality (DME) / Twice Exceptionality (2e)4. DME / Twice Exceptionality and Occupational Therapy5. DME / Twice Exceptionality and Sensory Processing Differences6. The DME-C Approach Foundation: The 10 Golden Nuggets7. The DME-C Approach Four Walls: The 4 Essential Components8. Making DME/2e Part of Everyday Occupational Therapy Work9. Case Studies10. Resources for Further HelpGlossaryIndex

Read more less

Book SynopsisWhat if our previous teachings and beliefs regarding processing stimuli, reading emotions, and understanding human behavior is all untrue? In this book, Peter Vermeulen investigates new findings on the predictive brain and what these insights mean for autism and current interventions. Trade Review'Peter Vermeulen makes accessible our understanding of how the brain works. Using vivid examples, he unpacks the theory to better explain the difficulties that autistic people experience in the uncertain and unpredictable world of everyday life. His recommendations for autistic people, parents, and practitioners are startling as well as compelling, a rare match between theory and practice.' — Uta Frith, DBE FRS FBA FmedSci, Emeritus Professor of Cognitive Development, University College London'After reading this book, my first reaction was: what a positively written book. It reflects my opinion and experience as an autistic person. Nowhere is it absolutely stated that people with autism cannot do something at all. This innovative book radiates a lot of strength, hope and optimism.' — Sam Peeters, Autistic Self-Advocate, Author and Blogger, Belgium'Translating cutting-edge research and complex theories into clear and useful information is challenging. Reading Peter’s book is not. It offers opportunity to understand human thinking and behaviour in new and thought-provoking ways. In the context of autism, it provides new insights that can support autistic people, parents and professionals to deal with the everyday challenges of autism.' — Dr. Marita Falkmer, Associate Professor, School of Education and Communication, CHILD, Swedish Institute for Disability Research, Jönköping University, Gjuterigatan, Sweden and Dr. Torbjörn Falkmer, Emeritus Professor, Curtin University, Perth, Australia'Peter Vermeulen does it again! Vermeulen, more than most any other professional in the field of autism, has changed how we understand the autistic neurology. I thought it impossible that he could surpass the brilliance of Context Blindness, but I was wrong. This book on prediction provides new and much needed insights into how individuals on the spectrum react to and understand the world. To say this book is a "must-read" may sound trite, but this book is essential if you want to understand autism!' — Brenda Smith Myles, PhD, Speaker and Author'Peter Vermeulen has written another game-changing work that is sure to fundamentally shift how we understand autism. Just as he did in Autism as Context Blindness, Vermeulen makes an important but complex theory accessible, relatable and even often entertaining to read about. Drawing from the latest findings in neuroscience, he demonstrates the startling differences in how autistic and non-autistic people’s brains respond to predictions and explores the dramatic implications of these findings for better understanding the incredible strengths and also very real challenges for autistic people living in a complex and ambiguous world. Readers are sure to look at social, sensory and communication differences in a whole new light, and will be equipped with autism-friendly approaches of offering greater predictability and certainty to reduce "uncertainty stress" and increase well-being for the autistic people in their lives.' — Aaron Lanou, MSED, Special Educator, Inclusive Education Consultant, and Former Director of ASD Nest at New York University's Steinhardt School, New York City, US'In this fascinating, accessible and fitting sequel to Autism as Context Blindness, Peter Vermeulen discusses how the autistic brain anticipates and processes uncertainty, and how this contributes to the "characteristics" of autism. In juxtaposing established theories of autism, and the psychology of human biases, important questions are raised about the prevailing autism narrative and the way autism is framed. In so doing, Vermeulen challenges many of the common heuristics about what is helpful to autistic people, and even of the nature of autism itself.' — Richard Mills, Associate Consultant & Adviser to the Board, AT-Autism‘This book uses established, innovative research about the human brain and relates it to real world experiences. Peter applies his wealth of knowledge to focus on areas that range from navigating the social landscape to providing insights into sensory issues. If you are a person who wants to learn more about neurological processing and how it relates to the autistic experience, this book will undoubtedly assist you. I wholeheartedly recommend this book as it provides another step towards demystifying autism, and helping us as practitioners, family members and friends to better support the autistic community to thrive.’ –Andrew McDonnell, PhD, Clinical Psychologist and Director of Studio3 Training SystemsTable of ContentsForeword Introduction 1. The predictive brain 2. The predictive brain and autism 3. The predictive brain and sensory processing in autism 4. The predictive brain and navigating in social traffic 5. The predictive brain and communication 6. The predictive brain and autism: what now? Notes References Index

Read more less

Book SynopsisThis new edition of Successfully Launching into Young Adulthood with ADHD provides firsthand guidance for both parents and professionals to help teens prepare for a bright future after high school.Trade Review"This superb guidebook deals with the largely unaddressed topic of helping parents assist their emerging adults into independence. All the issues a parent and their teen/young adults will confront in this transition are here, are well covered, and loaded with sound advice on how to address them. The authors have decades of experience in helping families, teens, and young adults with ADHD through this phase of life and, fortunately they have chosen to share all their wisdom with you here. There is no better book on this topic."Russell A. Barkley, Clinical Professor of Psychiatry, Virginia Commonwealth University Medical School, USA"The topics presented Successfully Launching into Young Adulthood are so on target for teens and adults as they enter the real world, which may not always be understanding of their needs. With excellent guidance and practical strategies to help parents support their adolescence as they navigate to transition, this book describes a multitude of postsecondary options and an accurate assessment of the tools a student needs to be successful. I found the honest experience of two parents who have been there, done that, to be exhilarating, encouraging, and most helpful." Beverly H. Johns, Learning and Behavior Consultant, Former Public School Administrator, Retired Professional Fellow, McMurray College, USA"Finally, a book for parents who need help guiding our kids as they navigate the transition into adulthood and independence. The authors provide excellent information on next steps after high school graduation, including challenges, solutions, and resources. As mothers of sons with ADHD, Dendy and Hughes speak from their rich personal and professional experiences. The authors give us hope for the future of our kids, and assurances that we can survive the struggle. I highly recommend this book."Belynda Gauthier, Past President CHADD National Board of Directors, Louisiana Capital Area CHADD Coordinator, and parent of two young adults with ADHD, USATable of Contents1. A Message of Hope 2. Bumps and Challenges That Lie Ahead 3. Ensure Success at School 4. Nurturing Self-Esteem and Natural Talents 5. Getting Along with Others 6. Managing Anxiety and Depression 7. Navigating the Middle and High School Years 8. Exploring Careers through Firsthand Experiences 9. Helping Teens and Young Adults Find Their Passion 10. Decisions, Decisions: Options after High School Graduation 11. Is College the Right Option for Your Teen (Now)? 12. Creating Your Own Personalized Gap Year Plan 13. What’s the Best College Option for Your Teen? 14. Community College: two-year professional and technical programs 15. Selecting and Applying to a College 16. Helping Your Teen Succeed in College 17. Helping Your Son or Daughter Launch a Career 18. Signs That Trouble May Be Brewing at Work 19. Hitting the Speed Bumps of Life 20. Our Photo Gallery of Hope Appendix Resources

Read more less

Book SynopsisThis beautifully illustrated and sensitive fairy tale has been created for children experiencing OCD (obsessive thoughts/compulsive behaviours). With engaging and gentle illustrations to help prompt conversation, it tells the story of a girl helped by an animal-guide to find ways to manage overwhelming feelings and intrusive thoughts. This book is also available to buy as part of the Therapeutic Fairy Tales, Volume 2 set, which includes The Sky Fox and Into The Forest.Therapeutic Fairy Tales Volume 1 (2021) and Volume 2 are both a series of short, modern tales dedicated to exploring challenging feelings and life situations that might be faced by young children.. Each fairy tale is designed to be used by parents, caregivers and professionals as they use stories therapeutically to support children's mental and emotional health.Other books in the series include: The Sky Fox: For Children Experiencing Loneliness And ITrade Review"The Waves introduces the reader to a powerful story of the Girl who is consumed by her catastrophic thoughts driven by OCD. As someone who has had OCD in the past, The Waves, was sensitive, engaging and beautifully illustrated to try and help others understand the Girl’s internal world. It captures the feeling of being trapped by OCD so very well, and the way it can distance you socially from those around you. It also helps explain to other children why a child might behave in a certain way. But the story is also one of hope, how to help break the cycle of negative and magical thinking so often associated with OCD. This would be a wonderful book to be used in a range of places, from the home to school to therapy offices. I will start by buying it for myself and my own children." – Sarah Johnson, Director, Phoenix Education Consultancy "I loved this book! It was insightful, well-illustrated and had engaging verses. The subject was handled sensitively, but directly which is a strength. It is validating to read and the narrative use of waves to illustrate fears and calm was excellent. I liked the co-regulation that occurred between the child and animal-helper, who guided her through her experiences of OCD and intrusive thoughts. The illustrations are beautiful and bring the story together – lovely images to get lost in. I have not read any other books that write about OCD in this way, and it certainly intrigued me. I can imagine this book being used by parents, schools and therapists." – Kerry Murphy, author and lecturer in early years and SEND, Goldsmiths University "The Waves reminds us of the importance of warmth, connection and flow when suffering difficulties. Weaving together a sensitive story with beautiful images, The Waves shows us how to navigate the big waves of thoughts and feelings." – Molly Wolfe, Art Psychotherapist, Sandplay Specialist "Learning to be calm and ‘in the moment’ when experiencing difficult feelings such as loneliness, sadness, worry or fear is a really important core life skill that helps us cope with everyday ups and downs as well as with more stressful situations. This set of three therapeutic fairy stories cleverly explains how we can learn to do this through connecting with nature. A truly wonderful set of resources – of value to us all and in particular to those with emotional or mental health difficulties." – Sarah Temple, GP and author www.allemotionsareok.co.uk

Read more less

Book SynopsisThe Social Communication Intervention Programme (SCIP) has been developed to support school-aged children (611 years) with social communication, pragmatic, and language needs. SCIP provides a rationale and method for providing specialist level pragmatics and language therapy for these children who have significant social communication differences.The SCIP model is introduced in The Social Communication Intervention Programme Manual, and this book presents the content of the intervention programme itself, using a nested structure of 150 adaptable therapy activities. It contains the complete set of resources required to plan and deliver the interventions set out in the companion book, including forms, activities, and ready-made information sheets. Content can also be downloaded and printed for easy use.Used alongside The Social Communication Intervention Programme Manual, this book offers a truly practical, tried-and-tested model to provide targe

Read more less

Book SynopsisThe SEND Code of Practice (2015) has reinforced the requirement that all teachers must meet the needs of all learners. This topical book provides practical, tried and tested strategies and resources that will support teachers in making music lessons accessible and exciting for all pupils, including those with special needs. The authors draw on a wealth of experience to share their understanding of special educational needs and disabilities and show how the music teacher can reduce or remove any barriers to learning. Offering strategies that are specific to the context of music teaching, this book will enable teachers to: ensure all pupils are able to enjoy and appreciate music; find the appropriate musical instruments to suit the individual learner; develop approaches for teaching composition in mixed ability classrooms; provide opportunities for different types of performance; adapt content, approaches and resoTable of ContentsList of appendices Series authors Foreword A few words from the series editor Acknowledgements Introduction 1. Meeting special educational needs: your responsibility 2. Starting points 3. The inclusive music classroom 4. Instruments 5. Listening, improvising, performing and composing 6. Lesson management 7. Working with teaching asssistants 8. Monitoring and assessment 9. Some last words Appendices References

Read more less

Book SynopsisPhonics for Pupils with Special Educational Needs is a complete, structured, multisensory programme for teaching reading and spelling, making it fun and accessible for all. This fantastic seven-part resource offers a refreshingly simple approach to the teaching of phonics, alongside activities to develop auditory and visual perceptual skills. Specifically designed to meet the needs of pupils of any age with special educational needs, the books break down phonics into manageable core elements and provide a huge wealth of resources to support teachers in teaching reading and spelling. Book 6: Sound by Sound Part 4 focuses on surveying complex sounds and their relationship with letters and letter combinations. Each chapter explores a key sound (s/ l/ b&d/ o/ i/ u-e) as well as looking at consonants in greater detail and contains over 40 engaging activities including sound story, flippies, sound swap, word tech and spelling challenge. Thorough guidance is providedTable of ContentsIntroduction Working through the programme Lesson planner High frequency word list Phoneme frame Blank □ flippies template Poster vowels Poster consonants 1. s 2. l 3. b and d 4. o 5. i 6. u-e 7. Mixed consonants

Read more less

Book SynopsisToys and Play for the Handicapped Child is written by a psychologist who ran the first professionally staffed Toy Library in the UK. Her experience enables her to write in practical detail about the role of toys and play, both in normal development and in the development of handicapped children. It will be found equally useful by parents, teachers and other professionals, and by those concerned to promote productive play in handicapped and non handicapped children.Trade Review`This clearly set out, well-illustrated book offers realistic and practical advice on helping handicapped children play.' - Remedial TherapistTable of ContentsChapter 1. Introduction Chapter 2. Teaching Techniques Chapter 3. Babies (0–12 Months) Chapter 4. Toddlers (1–3 Years): Object Related Play Chapter 5. Toddlers (1–3 Years): Extending the Range of Play Chapter 6. Pre-school and Nursery (3–5 Years) Chapter 7. Children With Special Needs Chapter 8. Choosing and Buying Toys

Read more less

Book SynopsisPacked full of prompts, activities and practical ideas, this accessible and realistic guide provides teachers with a rich portfolio of strategies to ensure inclusion, and promote the learning of Special Educational Needs (SEN) pupils in the mainstream classroom.Unpacking SEN, demystifying jargon, and clarifying policy and good practice, Effective Differentiation encourages its reader to take a proactive approach to developing knowledge and skills in relation to Special Educational Needs Disability (SEND). Chapters address the challenges involved in successfully differentiating teaching to meet the diverse needs of individual children, and translate current research and policy into easy-to-understand concepts, integrating these into a framework for practical application. Taking self-evaluation as a starting point, the reader is invited to think, reflect, understand and finally do!The perfect aid for the busy teacher, each chapter contains checklists and photocopTable of ContentsIntroduction Chapter One: What do I know about Special Educational Needs Disability and inclusive teaching? Chapter Two; What about a baseline? Chapter Three: How do I identify learners with SEND? The Needs Matrix Chapter Four: What are 'core deficits'? Chapter Five: What is multi-sensory teaching? Chapter Six: Who are Dr Gopta and Mr Chuffi? Chapter Seven: How can I work most effectively with Teaching Assistants? Chapter Eight: How do I share good practice? Chapter Nine: How do I implement change? Bibliography Resources

Read more less

Book SynopsisThis book draws on an extensive international literature and policy context, from a wide range of fields of enquiry, to challenge the orthodoxies and systemic issues that serve to marginalise children and young people and lead the way for schools to become more equitable, inclusive and compassionate in their practice.With a particular focus on children with social, emotional and behavioural/mental health needs, it critiques policy and practice as they pertain to behaviour management and school discipline in the UK and the USA, and offers alternative perspectives based on collaborative and relational approaches to promoting positive behaviour and building community. Each chapter features reflection points to provoke discussion as well as offering additional suggested reading, culminating in a discussion of the role of school leaders in leading for social justice.Ultimately, this book will be of benefit to scholars, researchers and students working in the fields of behavTrade Review'This is an important and scholarly book for all those interested in children’s welfare, well-being and successful learning. It offers new insights about creating truly inclusive school communities and offers hope to marginalised young people.' Emerita Professor Pamela Munn, Former Dean, Moray House School of Education, University of Edinburgh, Scotland.'This book offers a compelling alternative perspective to the traditional views of behaviour management in schools. The proposed alternative, focusing on humanistic and relational approaches, is deep and refreshing, a much needed analysis to move towards more inclusive schooling.' Professor Sulochini Pather, Institute of Childhood and Education, Leeds Trinity University, UK'With current policy and guidance in England veering towards zero-tolerance approaches, isolation rooms and punishment in schools, this book offers an empathetic alternative based on social justice, equity and compassion. Never mind Tom Bennett – Joan Mowat should be advising the DFE.' Dr David Colley, Associate Lecturer, Oxford Brookes University'In questioning the nature and purposes that education should serve, Joan Mowat’s focus on meeting the needs of all young people, in and with their communities, gives new insight, hope and courage to all educators that schools can be equitable, inclusive and compassionate, and that authentic and lasting change is possible through strengthening relationships, creating empowering cultures and environments and building community.' Margery McMahon, Professor of Educational Leadership & Head of the School of Education, University of Glasgow. Table of ContentsIntroduction: Making a Difference to the Lives of Children and Young People Part I: Understanding the Drivers for Change within the System: The Policy Context Chapter 1 Understanding the Policy Context: The Macrosytem Chapter 2 Inclusive Education: Challenges, Tensions and Dilemmas Part II: Exploring and Understanding the Problem Chapter 3 Marginalisation, Social Exclusion and the Impact of Poverty on Children and Young People Chapter 4 Schools as Places of Belonging or Exclusion: School Disaffection Chapter 5 Understanding Social, Emotional and Behavioural Needs (SEBN)/Mental Health Needs (SEMHN) Chapter 6 Looking through the Lens of Developmental Theory to Understand Social, Emotional and Behavioural Needs (SEBN)/Mental Health Needs (SEMHN) Part III: Towards New Understandings: Challenging Orthodoxies and Building Community through Relational Approaches Chapter 7 Challenging the Orthodoxies of Behaviour Management through an Examination of Power, Influence and Authority Chapter 8 Challenging the Orthodoxies of Behaviour Management through a Focus on Policy and Practice Chapter 9 Building Community through Nurture and Trauma-Informed Practice Chapter 10 Building Community through Restorative Justice/Practice Part IV: Empowering the School Community Chapter 11 Working Collaboratively Together to Empower the School Community through Pupil Participation and Parental Engagement Chapter 12 Empowering the School Community through Socially Just and Culturally Responsive Leadership

Read more less

Book SynopsisSolution Focused Practice is a change-focused approach to enabling people of all ages to make progress in their lives by emphasising what is wanted in the future, amplifying successes and highlighting the capacities and skills available to support progress. Grounded in the reality of the day-to-day challenges of school life, Solution Focused Practice in Schools: 80 Ideas and Strategies offers dynamic, practical, down-to-earth and jargon-free applications of the Solution Focused (SF) approach that can create energy and movement in even the toughest of situations. From working with individuals to considering organisational developments, this book explores the SF approach using numerous examples and sample questions that can be adapted for any situation and whether the time available is long or short.The reader will gain ideas about how to: move beyond don't know' responses in individual discussions with students to Trade Review'In this marvellous new book, Ajmal and Ratner teach us, in their own words, that "It is only the wearer of the shoe who knows where it is comfortable". Through providing the basics of the solution focused approach and using it with individuals, groups, staff members and teachers, the reader will gain true insight into how schools can work using solution focused practice. The dialogues that are included offer rich, specific examples of how school counsellors, teachers and head teachers can engage and relate to students dealing with a variety of concerns. Educators who often wonder if they can make a difference with a troubled student need to read this book, which will finally provide them with ideas and strategies for asking questions that elicit teacher and student driven solutions, which are always the best kind!' Linda Metcalf, author of Counseling Toward Solutions and Director of Graduate Counseling Programs and School Counseling at Texas Wesleyan University, USA 'This is an invaluable, inspiring and accessible guide for all teachers, from trainee to experienced, in responding effectively to the challenging situations encountered with individual children, groups and whole classes. The book is evidence-based and grounded in practice. It offers practical approaches that go beyond problem solving to enable pupils to recognise, own and sustain their "best selves". The process of co-constructing desired futures and achievable steps is illustrated through numerous case study examples. These studies highlight the impact of open questioning and scaffolded dialogue in building positive attitudes and relationships for learning and for life.' Sue Ellis, Professional Tutor and Senior Teaching Fellow at UCL Institute of Education, UK Table of ContentsForeword; About the Authors; Preface; Acknowledgments; Part 1: Introduction to Solution Focused Practice; 1. What is Solution Focused Practice (SFP)?; 2. A brief background; 3. Summary of practice; 4. Fundamental SF skills; 5. Solution building is not the same as problem solving; 6. Key SF questions; 7. Scales: denoting the progress already made; 8. Dealing with ‘don’t know’; 9. Adapting SFP to work in schools; 10. Summary of SFP in schools; 11. Research and literature on SFP; 12. How to get going … and how to keep going; Part 2: How will we know we are at our best? Conversations with whole classes; 13. Introduction: involving students; 14. Inviting students to step into their ‘best version’; 15. Being specific makes actions more accessible and possible; 16. The perspectives of others; 17. How do you keep students thinking and looking?; 18. Using scales; 19. How do we record these discussions?; 20. Five minute versions; 21. Talking with a whole class when there has been a difficulty; 22. Variations of scales in the classroom; 23. Creating opportunities for appreciation in the classroom; Part 3: Individual work; 24. Introduction: principles; 25. Getting started: building a common direction; 26. Building virtual pathways to success; 27. Resource-based discussions; 28. Using scales; 29. Creative scales; 30. Other ways of moving a conversation in a constructive direction; 31. When there has been a set-back; 32. Confidence; 33. Motivation; 34. Anxiety; 35. Giving advice; 36. The enquiring mind: facilitating peer conversations; 37. Differing 5 minute conversation frameworks around a specific issue; Part 4: Coaching, consultations and meetings; Coaching conversations with staff; 38. Key considerations; 39. Focusing on what is wanted; 40. Amplifying current successes and future opportunities; 41. A 5 minute coaching conversation; 42. How do coaches get better at coaching?; Consultations with groups of staff; 43. Using scales to support consultations over time; 44. Locating what is working and making it stronger; Meetings with parents and other professionals; 45. Basic meeting structure; 46. Establishing the Best Hopes from the meeting; 47. Finding a starting point through parental aspirations; 48. What if the student is not at the meeting?; 49. Clarifying priorities: multiple scaling; 50. When things are tough; 51. Pupil progress meetings and beyond; Meetings around organisational development; 52. Linking visions, policies and practice; 53. Locating and building on strengths; Part 5: Working with groups around specific issues; 54. Introduction: structure of sessions; Group work with students; 55. Mobilising resources and useful qualities; 56. Establishing ‘ground rules’ for the group; 57. Supporting forward-looking conversations; 58. Using a scale; 59. Questions are the best form of advice; 60. Follow up sessions; 61. Points of practice to bear in mind; 62. Group mediation; Parent groups; 63. Starting and finishing from a position of strength; 64. Exploring what parents want; 65. Being at our best; 66. Advice giving; Part 6: The lower primary age; 67. Noticing and naming; 68. Keeping good things going; 69. Co-creating pictures of success: children as experts; 70. Other ideas to help scaffold ‘noticing’ and ‘doing’; 71. Stepping into the world of imagination; 72. One-to-one conversations; Part 7: Case example of individual work: Christiana; 73. Transcript; 74. How are reputations formed, maintained and changed?; Part 8: Solution Focus in Zanzibar: a case study; 75. Stay open to differences!; 76. Where do you position yourself and how do you get started?; 77. Data gathering phase; 78. Final meeting and report; 79. What happened next?; 80. What did we learn?; Index

Read more less

Book SynopsisCurrent estimates indicate that approximately 2.2 million people are incarcerated in federal, state, and local correctional facilities across the United States. There are another 5 million under community correctional supervision. Many of these individuals fall into the classification of special needs or special populations (e.g., women, juveniles, substance abusers, mentally ill, aging, chronically or terminally ill offenders). Medical care and treatment costs represent the largest portion of correctional budgets, and estimates suggest that these costs will continue to rise. In the community, probation and parole officers are responsible for helping special needs offenders find appropriate treatment resources. Therefore, it is important to understand the needs of these special populations and how to effectively care for and address their individual concerns.The Routledge Handbook of Offenders with Special Needs is an in-depth examination of offenders with speciTrade ReviewAt long last—a comprehensive resource for academic and criminal justice professionals that addresses the complex and unique needs of a broad range of offenders in need of special care, treatment, and management across the criminal justice system. Drawing on her special advocacy for her brother, Zack, Kimberly Dodson has assembled research that examines all aspects of special offender needs—from unique barriers specific to each need—to emerging, innovative, and evidence-based programs and approaches that offer support for more humane, proactive, and targeted criminal justice policies and practices.Rosemary L. Gido, Ph.D., Professor Emerita, Department of Criminology, Indiana University of Pennsylvania, Editor, Women’s Mental Health Issues Across the Criminal Justice SystemThe average American inmate is nothing close to "average," as the majority of those incarcerated in our prisons and jails have a litany of special needs. Dodson and colleagues provide a thorough examination of these inmates, providing insight into the troubled and frustrating world of men and women whose needs are often not met and challenging the notion that reintegration should be a seamless transition for the thousands reentering society each year. I look forward to using it in my own classroom.Cathy D. Marcum, Ph.D., Associate Professor, Department of Government and Justice Studies, Appalachian State UniversityThe dispensation of justice in corrections requires individualized treatment. The current movement away from a belief in an ethic of penal harm to an era of penal help among correctional practitioners and scholars also signals the need for compassionate and science-based care for those incarcerated in jails and prisons. In Kimberly Dodson’s edited book, Handbook on Offenders with Special Needs, the authors provide a systematic and valuable delineation of who among these inmates needs specialized care and how it might best be delivered in a manner that is just, appropriate, and befitting a country that professes an evolving sense of decency.Mary K. Stohr, Ph.D., Professor, Department of Criminal Justice and Criminology, Washington State UniversityThe Handbook on Offenders with Special Needs is a must read for those interested in learning about the various challenges and concerns that impact special needs offenders and the people who care for them. Topics include administration and management, special populations, medical and mental health, and treatment in the community.Michael Bush, Ph.D., Associate Professor, Department of Political Science, Criminal Justice, and Organizational Leadership, Northern Kentucky UniversityThis collection of original articles on offenders with special needs covers all the bases—mental health, medical, special populations, community based treatment, and administration. From legal issues and the role of law enforcement to specific recommendations for special populations like the homeless, incarcerated veterans, and other often overlooked and underserved groups, this volume offers a long overdue contribution to both researchers and practitioners. The Handbook on Offenders with Special Needs is both innovative and thorough in helping the reader to better understand special needs offenders as well as offering insights concerning how to more effectively treat and whenever possible, reintegrate them into their respective communities.Michael Braswell, Ph.D., Professor Emeritus, Department of Criminal Justice and Criminology, East Tennessee State UniversityTable of Contents1. Challenges Criminal Justice Practitioners and Treatment Professionals Encounter with Special Needs Offenders Kimberly D. Dodson Part I: Administration and Management Issues 2. Constitutional and Legal Issues: Tracing the Legal Landscape from Entry to Release Kwan-Lamar Blount-Hill and Beverly Blount-Hill 3. Specialty Courts: Funneling Offenders with Special Needs Out of the Criminal Justice System Cassandra A. Atkin-Plunk and Lincoln B.Sloas 4. Special Needs Correctional and Community Facilities: Designing for Inmates with Special Needs John H. Weigel and Sydney M. Kennedy 5. Specialized or Segregated Housing Units: Implementing the Principles of Risk, Needs, and Responsivity Ryan M. Labrecque 6. Administrative and Treatment Issues When Jailing Offenders with Special Needs: Negotiating Limited Resources Jennifer Guriel Myers Part II: Special Populations 7. Women Offenders: Gender-Responsive Treatment During Incarceration and Reentry Lisa M. Carter 8. Parenting Behind Bars: The Experiences of Incarcerated Mothers and Fathers Michael B. Mitchell, Kimberly D. Dodson, and LeAnn N. Cabage 9. Juvenile Offenders: Diverting Youth and Utilizing Evidence-Based Practices Riane M. Bolin 10. Lesbian, Gay, Bisexual, Transgender, and Queer Offenders: Sexual Orientation, Gender Identity, and Incarceration Chris Wakefield and Andrew L. Spivak 11. Incarcerating the Homeless: Risk Factors and Promising Strategies for Reentry Shelley J. Listwan, Laura Barber, and Deborah Koetzle 12. Incarcerated Veterans: Confronting Military Service Struggles through Treatment and Diversion LeAnn N. Cabage 13. Immigrant Prisoners: Conditions of Confinement and Institutional Abuses Jodie M. Lawston 14. Prison Gangs: Identification, Management, and Renunciation Robert D. Hanser 15. Suicidal Prisoners: Identifying Suicide Risk and Implementing Preventative Policies Christine Tartaro 16. Death Row Inmates: Housing and Management Issues Cedric Michel Part III: Medical and Mental Health Issues 17. Prisoners with Mental Illness: Treatment Challenges and Solutions Andrea Cantora and Tiffaney Parkman18. Substance Abuse: Screening, Assessment, Planning, and Treatment Robert D. Hanser 19. Offenders with Co-Occurring Disorders: Mental Health and Substance Abuse Treatment Jerrod Brown, Jeffrey Haun, and Anthony Wartnik 20. Offenders with Physical Disabilities: Experiences Across the Criminal Justice System Margaret E. Leigey and Victoria M. Smiegocki 21. Aging Behind Bars: Assessing the Healthcare Needs of Graying Prisoners Mary E. Harrison Joynt and Alex Bishop 22. Chronic and Terminal Illness: Providing End-of-Life Care to Dying Prisoners Kimberly D. Dodson 23. Offenders with Intellectual and Developmental Disabilities: Contact with the Criminal Justice System James R. Patton and Edward A. Polloway 24. Sex Offenders with Intellectual Disabilities: Deficits and Risk Factors for Sexual Offending Jerrod Brown, Cody Charette, Aaron Trnka, Diane Neal, and Janina Cich 25. Offenders with Learning Disabilities or Special Education Needs: Applying DEAR. and BASE Models Jerrod Brown, Jeffrey Haun, Elizabeth Quinby, and Deborah Eckberg26. Forgotten Populations: Racial, Ethnic, and Gender Health Care Disparities Adam K. Matz Part IV: Treatment in the Community 27. Policing Special Needs Offenders: Implementing Training to Improve Police-Citizen Encounters Bradley D. Edwards and Jennifer Pealer 28. Treating Offenders with Specialized Needs in the Community: Constructing Community and Social Support Systems Aida I. Diaz-La Cilento 29. Reentry and Reintegration of Adult Special Populations: Community Involvement, Police Partnerships, and Reentry Councils Robert D. Hanser 30. Developing and Implementing Evidence-Based Policies and Practices: Improving Offender Treatment Outcomes Kimberly D. Dodson, LeAnn N. Cabage, and Hannah L. Brown

Read more less

Educating Special Students is the definitive guide to evidence based practice and professionally informed approaches to provision for special students. Now in its third edition, the book sets out ideas of best practice relating to different disabilities and disorders, helpfully discussing what might constitute effective provision. This edition has been updated to take account of new ways of classifying disabilities and disorders, and recent developments in research and practice, including the 2014 SEND Code of Practice (England) and the Diagnostic and Statistical Manual of Mental Disorders Fifth Edition DSM-5. A new appendix provides information on basic anatomy and physiology. International in scope, the book explores issues relating to: intellectual disability (profound, moderate to severe, and mild) sensory impairments orthopaedic impairment and motor disorders, health impairments, and traumatic brain injury opposi

Read more less

Book SynopsisThe SEND Code of Practice has reinforced the requirement that all teachers must meet the needs of all learners. This book provides practical, tried and tested strategies and resources that will support teachers in making modern foreign languages accessible, challenging and exciting for all pupils, including those with special needs. The author draws on a wealth of experience to share his understanding of how SEND can affect learning and how the MFL teacher can reduce or remove any barriers to learning. Offering strategies that are specific to the context of MFL teaching, this book will enable teachers to: ensure all pupils are able to participate fully in every lesson; develop pupils' understanding, motivation and enjoyment; adapt content and resources when differentiating materials for pupils with a wide range of learning needs; use formative assessments to measure learning. An invaluable tool for Table of ContentsList of appendicesSeries authorsA few words from the series editorAcknowledgementsIntroduction1. Meeting special educational needs and disabilities: Your responsibility2. The inclusive MFL classroom3. Teaching and learning4. Monitoring and assessment5. Managing supportAppendicesReferences and further information

Read more less

Book Synopsis  The issue of behaviour has, and always will be, a main dilemma facing schools. Encouraging positive relationships whilst preventing disruption, and motivating students to learn, raises concerns for any teacher.This fully updated second edition of Teaching without Disruption in the Primary School offers a comprehensive and constructive approach to developing effective behaviour management. Packed full of tasks, case studies, and research-based guidance, this extremely practical book reflects high quality behaviour management training and is crucially informed by empirical evidence on exactly what works in classrooms and schools. Containing two brand new chapters - one on the importance of theory in developing effective behaviour management, and the other detailing a toolkit for constructing effective classroom management plans - the book presents a model for developing: effective behaviour management at tTrade Review‘Roland’s expertise in managing pupil behaviour, as reflected in Teaching Without Disruption in the Primary School, supports teachers at all stages of their careers, from trainees to experienced senior teachers’ - Amy Arnold, Headteacher, Barnham CEVC Primary School, Suffolk, UK ‘Teaching without Disruption in the Primary School is by far the most comprehensive guide to doing just that. The book not only offers practical advice but also the background as to why the suggestions could be successful. Roland’s simple and comprehensive advice has worked wonders with staff and pupils alike’ - Bernadette White, Assistant Headteacher, Donhead School, Wimbledon, UK Table of ContentsAcknowledgements Preface Introduction Chapter 1 Theory, research and behaviour management Chapter 2 Stress, coping and teacher well-being Chapter 3 Teacher thinking and pupil behaviour Chapter 4 Professional social skills: controlling social communication Chapter 5 Whole school influences on behaviour management Chapter 6 Leadership and positive behaviour Chapter 7 Classroom climate: the physical and socio-psychological environment. Chapter 8 Classroom structures: the role of rules, routines and rituals in behaviour management Chapter 9 Managing Difficult Behaviour Chapter 10 Classroom management planning Bibliography Index

Read more less

Teaching assistants are an integral part of classroom life, yet pioneering research by the authors has shown schools are not making the most of this valued resource. Evidence shows the more support pupils receive from TAs, the less academic progress they made. Yet the reason for this has little to do with TAs. It is decisions made about them by school leaders and teachers that best explain this provocative finding.The fully updated second edition of this book draws on the experiences of schools that have put this guidance into action via the Maximising the Impact of Teaching Assistants programme. Revised to reflect the latest research evidence and changes within education, including the 2014 SEND Code of Practice, this book will help school leaders and teachers in primary and secondary settings to rethink the role, purpose and contribution of TAs, and add real value to what can be achieved in classrooms.Setting out a field-tested process, st

Read more less

Book SynopsisThe bookâs framework is specially designed to advance studentsâ involvement and participation in their lives, not only in the presence of the most severe sensory and intellectual disabilities, but also in the case of multiple disabilities. Unique scenarios not typically seen in other textbooks, such as IEP team disagreements, students with terminal illnesses, students with ill or overworked parents or students living in poverty are also explored.This updated edition also includes: Descriptions of research-based practices to maximize studentsâ self-determination, autonomy, goal setting and ability to have successful life experiences Opportunities to integrate knowledge with practice by providing strategies that relate to the real-life difficulties students and transition planning specialists may encounter Easy-to-replicate communication tools, such as letters to students and parents, as examples to enhance collaboration Methods for teachers to effectively promote and increase student involvement and collaboration by using structured and interactive interviews Guidance aligned with the most up-to-date special education lawA Collaborative Approach to Transition Planning for Students with Disabilities reflects the universal challenges that teachers, families, and finally, the students themselves, face as they progress through school with a disability. For students with disabilities, the key component to successful transition planning is creating a collaborative atmosphere that allows them to be successful. This book promises to serve as an essential resource to all who are dedicated to that goal.

Read more less

Book SynopsisMeeting the Needs of Your Most Able Pupils in Design and Technology provides specific guidance on: recognizing high ability and multiple intelligences planning, differentiation and extension/enrichment in D&T teacher questioning skills support for more able pupils with learning difficulties (dyslexia, ADHD, sensory impairment) homework recording and assessment beyond the classroom: visits, residentials, competitions, summer schools, masterclasses, link with universities, businesses and other organisations. The book features comprehensive appendices and an accompanying downloadable resources with: useful contacts and resources, lesson plans, liaison sheets for Teaching Assistants, homework activities and monitoring sheets.For secondary teachers, subject heads of departments, Gifted and Talented co-ordinators, SENCos and LEA advisers.Table of ContentsForeword, Acknowledgements, Contributors to the series, Contents of the CD, Highlights from the CD, Introduction, 1. Our more able pupils the national scene, 2. Departmental policy and approach, 3. Recognising high ability and potential, 4· Giftedness and learning difficulties, 5· Classroom provision, 6. Support for learning, 7. Beyond the classroom, Appendices, References

Read more less

Book SynopsisMeeting the Needs if Your Most Able Pupils in PE/Sports Studies provides specific guidance on: recognizing high ability and multiple intelligences planning, differentiation and extension/enrichment teacher questioning skills support for more able pupils with learning difficulties homework recording and assessment beyond the classroom: visits, residentials, competitions, summer schools, masterclasses, links with other institutions. The book features comprehensive appendices and downloadable resources with: useful contacts and resources, lesson plans, liaison sheets for teaching assistants, homework activities and monitoring sheets.For secondary teachers, subject heads of departments, Gifted and Talented co-ordinators, SENCos and LEA advisers.Table of ContentsForeword -Peter Frost, Foreword -Ben Tan, Foreword -Deborah Eyre, Acknowledgements, Contributors to the series, Contents of the CD, Highlights from the CD, Introduction, 1. Our more able pupils the national scene, 2. Departmental policy and approach, 3· Recognising talent and potential, 4· Provision, 5· Support for learning, 6. Beyond the curriculum, Appendices, References

Read more less

Book SynopsisThis text is meant as a companion for students in teacher-training, newly-qualified teachers, or for anyone teaching children with autistic spectrum disorders for the first time in a mainstream setting. Using a case-study approach, the authors: help the teacher to identify the meaning behind pupils' actions and reactions; provide suggested responses via practical exercises and curriculum ideas; and provide signposts to other useful literature and list services and organisations which can further help the pupil. No prior knowledge of autistic spectrum disorders is required.Table of ContentsChapter 1 Introduction to Autistic Spectrum Disorders; Chapter 2 Language and Communication – Problems and Strategies; Chapter 3 Developing Social Relationships; Chapter 4 Helping the Children Become More Flexible; Chapter 5 Managing and Preventing Challenging Behaviour; Chapter 6 Working with Parents and Carers; Chapter 7 Working Collaboratively – Whole-School Practice; Chapter 8 Management of Teacher Stress; Conclusion;

Read more less

Book SynopsisFirst Published in 2001. This book is based upon a perspective which suggests that there are no easy answers to achieving the well-managed classroom and to working with pupils with emotional and behavioural difficulties, whether these are ‘mild’ or ‘severe’. Nor are there any ready-made prescriptive ones. Rather there are some underlying principles which can be applied in a variety of ways, to meet the diversity of situations and learning needs to be found in classrooms. This book is a personal perspective based upon the author’s experience in primary, secondary and specialist provision as teacher, researcher and consultant.Table of ContentsChapter 1 Introduction; Chapter 2 Why manage behaviour in classrooms?; Chapter 3 Pupils who challenge; Chapter 4 Pupils with emotional and behavioural difficulties; Chapter 5 Parents, carers and families; Chapter 6 Teachers make a difference; Chapter 7 Understanding behaviour; Chapter 8 Conclusion;

Read more less

Book Synopsis36 full colour A5 discussion cards illustrating a multitude of relationships. Relationships come in many guises, presenting exciting and challenging times in equal measure. This set of cards considers a wide range of different types of relationships that may be encountered and have been grouped so as to help identify associated issues for discussion: family connections; non-family relationships; relationship events; communication in relationships; and Personal identity. The accompanying booklet details how the images could be used within this framework, as well as providing two sample questionnaires and a series of discussion points. Subjects illustrated on the cards include: Parental relationships; Bullying; Jealousy; Lovesickness; Cyber-bullying; and Online dating. The cards can be used for one to one discussions to tackle individual concerns or within PHSE lessons to highlight and inform on specific issues relevant to the curriculum. Age: Secondary. Contents: 36 A5 cards; accompanying booklet detailing ways to use the cards, boxed.Intended for use in educational settings and/or therapy contexts under the supervision of an adult. This is not a toy.Table of Contents36 A5 cards + booklet Boxed ISBN 978-1-9093-0110-8 Order Code D11-001-5945 GBP39.99 + VAT

Read more less

Book SynopsisMore Everyday Objects Featuring well known items recognisable to all ages and abilities. The everyday objects featured in this set of cards includes not only home based items but those that are equally familiar but found outside the home. The cards are arranged in categories for example: Food; Household objects; Personal items; Clothes; and Outside objects. Examples include: Baked potato; Orange; Kettle; Boots; and Bucket and spade. The items are well known to all ages and abilities, and are a valuable resource in individual and group for developing comprehension, encouraging expressive language, improving communication skills as well as vocabulary building. The accompanying booklet provides ideas and activities for use. Age: All ages Contents: 36 A5 cards; accompanying booklet detailing ways to use the cards, boxed.Intended for use in educational settings and/or therapy contexts under the supervision of an adult. This is not a toy.Table of ContentsThe everyday objects featured in this set of cards include not only home based items but those that are equally familiar but found outside the home. The cards are arranged in categories for example, food, household objects, personal items, clothes, outside objects. Features and benefits include: Are well known for all ages and abilities and can be used in groups or one-to-one situations Valuable resource for developing comprehension, encouraging expressive language, improving communication skills as well as vocabulary building Examples include: baked potato, orange, kettle, boots, bucket and spadeThe accompanying booklet provides ideas and activities for use *36x A5 Cards, accompanying booklet detailing ways to use the cards, boxed

Read more less

Book SynopsisThis practical book provides school staff with lots of LEGO activities to use with children of all ages (5-16) to improve communication skills. Whether it is whole class doing group building activities to encourage collaborative working or paired work to target specific communication difficulties, this book is packed full of engaging, fun activities to suit all ages and abilities. LEGO never fails to entertain. Designed to look like play, each activity is structured to target the development of particular skills needed for successful learners, including many that focus on basic literacy and numeracy vocabulary.Trade Review"A great, practical book guaranteed to get children to engage in play based activities to improve their communication skills by using LEGO®/other building blocks. The book is structured into chapters focusing on the different parts of language and communication with fun activities to support the targeted area and suitable for all ages and abilities." Pip St. John, Independent specialist teacher consultant SLCN, Afasic News"I like the fact that the intention is for the book to be very practical. It's exactly what time pressed teachers need. The theory aspect is useful to set the work in context and help non specialists understand why they are doing what they are. Planning underpins successful interventions so the ideas for planning will be invaluable. The included resources will save staff having to invent their own. I think the reference to cross curricular links is useful and I am especially pleased to see that Yes I can see a huge demand for this book. It would be used as a practical resource for teachers and support staff and families. Numeracy skills are included too." - Joanna Clayton, SENCO, Mainstream school"A fantastic resource that will open up the potential for this approach impacting on children’s learning –not just playing with (LEGO®)!!" — Jeni Barnacle, Educational Nurture ConsultantTable of ContentsAbout the author, Acknowledgements, 1 Introduction, 2 Receptive and expressive language activities, 3 Social language and communication activities, 4 Language and literacy activities, 5 Language and numeracy activities, Appendix: Templates and resources

Read more less

Book SynopsisA brain injury can have a dramatic effect on all areas of a person's life. This manual is designed to provide an understanding of some of the effects of a brain injury and how to manage them. It focuses on how brain injury may affect thinking skills (e.g. memory), emotions and other related areas (e.g. sleep, work and driving). This manual provides techniques based on psychological approaches, which have been shown to be effective with people who have experienced a brain injury. As well as being an important resource for mental health professionals, it will also be useful for families who wish to help a person with a brain injury. It has two clear functions: a resource manual for clinicians and carers / families to work through with brain injury survivors; and a self-help resource for clients with a brain injury.Table of ContentsPart 1: Understanding and management 1 Understanding and managing low mood 2 Understanding and managing emotionalism 3 Understanding and managing anger and irritability 4 Understanding and managing anxiety 5 Understanding and managing fatigue 6 Understanding and managing sleep problems 7 Understanding and managing chronic pain 8 Understanding and managing memory problems 9 Understanding and managing problems with attention and concentration 10 Understanding and managing executive skills 11 Understanding and managing visual problems Part 2: Getting back to life 12 Returning to driving 13 Returning to work, Part 3: Appendices

Read more less

Book SynopsisHow Monsters Wish to Feel is a therapeutic story about a journey to develop emotional resilience. Using the analogy of the Japanese art of Kintsugi, whereby broken pottery is restored to wholeness with a golden lacquer, the story alludes to the importance of focusing on the strengths and protective factors in a child's life, rather than the problems and risks, in order to promote emotional resilience. It depicts a tale of how a child’s needs can sometimes become distorted, so that the needs we see expressed through outward behaviour (the monster) mask the true, hidden emotional needs that go unmet. The story also alludes to the importance of focusing on the strengths and protective factors in a child’s life, rather than the problems and risks, in order to promote emotional resilience.This beautifully illustrated storybook will appeal to all children, and can be used by practitioners, educators and parents as a tool to discuss emotional resilience with children.This story can be purchased alongside six other storybooks as part of a set (ISBN: 9781138556478), as well as in a set alongside the guidebook Nurturing Emotional Resilience in Vulnerable Children and Young People and six other storybooks (9781138556454). The guidebook outlines ways to use these beautifully told and visually appealing stories to nurture emotional resilience with children and will be invaluable tools for anyone working to build emotional resilience with children and young people.Table of ContentsFully illustrated storybook

Read more less

Book SynopsisFor teachers and SENCOs in all settings, this invaluable resource will guide you through a simple, systematic process of understanding why challenging behaviour is happening and give you some very practical, easily implemented strategies that all staff can use to help make things easier for the young people in your group. Key features include: a wide selection of different strategies for coping with challenging behaviour so that you can meet the needs of each individual pupil; a flexible framework with templates and tools to help you proactively plan approaches to challenging behaviour so that you and your colleagues can respond consistently and effectively; written by an experienced Educational Psychologist and based on proven strategies developed through years of practice in Special Schools as well as Primary and Secondary mainstream schools. Unlike other books addressing challenging behaviour, this resource offers a psychologically-based framework that can easily be implemented by mainstream teachers and SENCOs. It works!Table of Contents1. Understanding the Challenge 2. Planning for Change 3. The Yellow Phase / "The Proactive Phase" 4. The Green Phase / "The Active Phase" 5. The Red Phase / "The Reactive Phase" 6. The Blue Phase / "The Recovery Phase" 7. Beyond the Coping Plan

Read more less

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

Read more less