Teaching of students with learning difficulties or disorders Books

Book SynopsisAll About Dyslexia is an accessible and informative guide for secondary school teachers, designed to increase their understanding of dyslexia and enhance their toolkit with practical, adaptable strategies to support learners with dyslexia and specific literacy difficulties in their setting.The book debunks myths and misconceptions and clearly defines dyslexia, shining a light on a different way of thinking and learning. It then explores metacognition, working memory and dyslexia across the curriculum, with a focus on core subjects and cross-curricular literacy as students transition to secondary school and work towards exams. Drawing on the experience of dyslexic learners themselves, the book equips teachers with strategies for high-quality teaching that will benefit all. All About Dyslexia includes: Chapters that are easy to dip in and out of, with top tips and signposting to further resources and research A wealth of up-to-date, evidence

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Book SynopsisThis book is designed to help parents and professionals respond to the behavioral potential of children and adults diagnosed with autistic spectrum disorder (ASD) through the application of the Feuerstein method, an approach that brings an alternative and innovative treatment modality that uncovers and enhances the learning potential that traditional diagnoses and treatment methods often overlook or discourage.The method is based on Reuven Feuerstein's formulations of cognitive modifiability and has been implemented successfully and confirmed by both research results and the experiences of teachers and parents. This book is a valued resource for treatment, including descriptions of the basic concepts of the method and their application to the assessment and treatment of those functioning within the spectrum. Each chapter is specifically written by members of the Feuerstein Institute clinical and research team. The chapters are interspersed with case studies that illustrat

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Book SynopsisThis important guide offers practical teaching solutions to address the challenges facing RELD students in special education, particularly in high-needs schools where the number of students identified as needing special education exceeds the national average. Written from the perspective of someone with her own lived experience of unique learning needs and marginalization, this book prepares educators to effectively serve our increasingly diverse student population, while also addressing certain special education policy issues and over/underrepresentation of RELD students in special education. Featuring real-life examples and practical strategies to start using in the classroom, this book is key reading for any special educator or school leader striving to ensure special education becomes more equitable and effective.

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Book SynopsisAre you a speech and language therapist (SLT) working independently, within a speech and language therapy team, or in training? Do you, or might you work with autistic or other neurodivergent people? This book will help you understand the changing narrative around how we support neurodivergent individuals, how to sit with complex thoughts and feelings you may have, and how to grow your capacity to unlearn, adapt and shift your values and practice.This essential guide considers what neurodiversity is and what it means to practice in a neurodiversity-affirming way, considering why we should be doing so and, importantly, how to do it. The book moves through the context of neurodiversity in recent times and considers key historical approaches within speech and language therapy. Chapters offer space for reflective practice based on what we know now, for both individual reflection and with colleagues as part of a wider team, before introducing practical strategies to challenge and change how we work with neurodivergent individuals. Throughout, the voices of autistic and ADHD SLTs are included and amplified, sharing their lived experiences and perspectives to further support teams to develop neurodiversity-informed practice.This book offers a safe and supportive space to explore a topic that can be uncomfortable and scary but must be delved into to provide neurodivergent people with access to therapists with knowledge, skills, and advocacy approaches to best meet their needs. It will be crucial reading for all practising and training speech and language therapists.

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Book SynopsisThis valuable book addresses the common problems faced by speech-language pathologists, offering solutions and strategies for more effective service delivery.LoPresti introduces ''The Protocol'', a child development-based approach that merges principles from developmental psychology and speech-language pathology. The book covers a wide range of speech and language issues, including receptive, expressive, pragmatic, feeding, and play development, making it a versatile resource for clinicians. It is designed to be easy to use, with movable elements that adapt to a child''s progress from short to long-term milestones and goals. It emphasizes the concept of the zone of proximal development, ensuring that clinicians work with clients just above their current level of functioning, leading to meaningful progress.Accompanied by downloadable worksheets to assess progress, it will be an essential resource for all speech and language pathologists, particularly those working with

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Book Synopsis Gaining Knowledge and Skills with Dyslexia and other SpLDs is the third book in the series Living Confidently with Specific Learning Disabilities (SpLDs). This book lays the foundation for skilling dyslexic/ SpLD people so that they can be autonomous, confident people, who can use their full potential with minimal disruption from the dyslexia/ SpLD. It is a comprehensive manual for helping dyslexic/ SpLD people, whether the help is given by specialist teachers, subject teachers, professionals of all kinds, family and friends, or general public such as shop keepers. There are lists of the most important ideas for policy-makers and general readers so that they can support best practice for helping dyslexic/ SpLD people. The book advocates changes of attitude that will be good for everyone but which are VITAL for dyslexic/ SpLD people. It is not proposing expensive solutions, though it does recognise that there will be times when accommodation is needed for some effects Trade Review"I’ve often thought that publishing books to help dyslexic people is a bit of a paradox – that is until I read Ginny’s book. Here at last is information that allows for the diversity of its readership’s reading preferences; there’s meaningful use of colour, chunked text, clearly isolated tips and insights, etc. Possibly best of all, there’s an opportunity to guide one’s personal reading interest at will so that interesting bits that appeal individually can be got at without a lot of bother. Awesome! Ginny advises that neurodiverse learners will benefit from "being careful, particularly at the beginning of something new" and this holds true for this book. Take time to orientate yourself in its Preface to learn how the book is set out and then dip in where your fancy takes you. The advice the book offers is based on years of experience and insightful expertise. Ginny is right to thank all her students; working through this book, her readers will thank her back tenfold." -- Tanya Zybutz, Dyslexia Co-ordinator, Royal Central School of Speech & Drama, UK. "Ginny's zen-like understanding of the workings of the human mind have been laid bare in this book, which helped me to achieve far higher than I ever thought was possible in my studies." -- William Darby, MEng, MSc, former student of Ginny Stacey"Having dyslexia/SpLD means thinking, learning and doing things differently. This is exemplified skilfully by the layout of the book. It both appeals to different reading styles and shows others that these styles exist. An expert, Ginny gives information, examples and explanations that are essential for anyone working to enable and support a dyslexic/SpLD individual. It is a comprehensive and practical guide, with skills and strategies that transfer to several contexts (studying, the workplace and everyday life)." - Henrietta Court MSc; OCR DipSpLD; TPC (Patoss)., Adult Dyslexia/SpLD specialist, UK. "Great! This is a book for dyslexic/SpLD people about strategies for gaining knowledge (input, storage), and about accessing and demonstrating knowledge (recall, output). The book allows you to navigate the content in your own way and be rewarded with personally relevant information. It encourages you to develop your "tool bag for living confidently". Exploring the useful preface and glossary guides you around the content of this book and links you to others in the series. I have been using techniques Ginny taught me for many years." - Dr Mary Eld, former SpLD student of Ginny Stacey, UK.‘Unusually, this book allows both for a linear (read it straight through) approach and a ‘move around the book’ and ‘dip in’ approach, with coloured boxes and other signposting features to help readers (especially dyslexic ones) who want a less conventional approach. The book addresses crucial issues: information processing, reading, listening, writing and doing amongst others. The font and background colour is not only dyslexia-friendly (hurrah!) but will make the text easier for most people to read. The mind-map-y illustrations, the stories (in orange boxes), the margin notes and space for one’s own notes, the use of space in the text, bullet points and headings are all helpful ways through the information and ideas – again, for most people. There are questions to answer, too, which can help with metacognition. And who are these ideas for? This book will suit dyslexic/neurodiverse individuals and those working with them in various ways. As the book itself states, it is hoped that the ideas within it will help those involved in public communication, policy making and the media.’ — Sally Daunt, support tutor at the Liverpool Institute for Performing Arts, UK'I’ve often thought that publishing books to help dyslexic people is a bit of a paradox – that is until I read Ginny’s book. Here at last is information that allows for the diversity of its readership’s reading preferences; there’s meaningful use of colour, chunked text, clearly isolated tips and insights, etc. Possibly best of all, there’s an opportunity to guide one’s personal reading interest at will so that interesting bits that appeal individually can be got at without a lot of bother. Awesome! Ginny advises that neurodiverse learners will benefit from "being careful, particularly at the beginning of something new" and this holds true for this book. Take time to orientate yourself in its Preface to learn how the book is set out and then dip in where your fancy takes you. The advice the book offers is based on years of experience and insightful expertise. Ginny is right to thank all her students; working through this book, her readers will thank her back tenfold.' -- Tanya Zybutz, Dyslexia Co-ordinator, Royal Central School of Speech & Drama, UK'Ginny's zen-like understanding of the workings of the human mind have been laid bare in this book, which helped me to achieve far higher than I ever thought was possible in my studies.' -- William Darby, MEng, MSc, former student of Ginny Stacey'Having dyslexia/SpLD means thinking, learning and doing things differently. This is exemplified skilfully by the layout of the book. It both appeals to different reading styles and shows others that these styles exist. An expert, Ginny gives information, examples and explanations that are essential for anyone working to enable and support a dyslexic/SpLD individual. It is a comprehensive and practical guide, with skills and strategies that transfer to several contexts (studying, the workplace and everyday life).' - Henrietta Court MSc; OCR DipSpLD; TPC (Patoss)., Adult Dyslexia/SpLD specialist, UK 'Great! This is a book for dyslexic/SpLD people about strategies for gaining knowledge (input, storage), and about accessing and demonstrating knowledge (recall, output). The book allows you to navigate the content in your own way and be rewarded with personally relevant information. It encourages you to develop your "tool bag for living confidently". Exploring the useful preface and glossary guides you around the content of this book and links you to others in the series. I have been using techniques Ginny taught me for many years.' - Dr Mary Eld, former SpLD student of Ginny Stacey, UK‘Unusually, this book allows both for a linear (read it straight through) approach and a ‘move around the book’ and ‘dip in’ approach, with coloured boxes and other signposting features to help readers (especially dyslexic ones) who want a less conventional approach. The book addresses crucial issues: information processing, reading, listening, writing and doing amongst others. The font and background colour is not only dyslexia-friendly (hurrah!) but will make the text easier for most people to read. The mind-map-y illustrations, the stories (in orange boxes), the margin notes and space for one’s own notes, the use of space in the text, bullet points and headings are all helpful ways through the information and ideas – again, for most people. There are questions to answer, too, which can help with metacognition. And who are these ideas for? This book will suit dyslexic/neurodiverse individuals and those working with them in various ways. As the book itself states, it is hoped that the ideas within it will help those involved in public communication, policy making and the media.’ — Sally Daunt, support tutor at the Liverpool Institute for Performing Arts, UKTable of ContentsUseful Preface1. Imparting Knowledge and Skills2. Foundations for Knowledge and Skills3. Guidance for Non-Linear Readers4. Reading5. Listening6. Doing7. Taking and Making Notes8. Writing9. Talking10. Taking-Action11. Exams12. Group Work: Meetings, Seminars and Debates13. Driving14. Social Examples

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Book SynopsisBlaster is a fun, fast-paced card game to develop childrenâs problem solving skills and social awareness. Players will learn to approach challenging situations with constructive thoughts, communication and actions and are encouraged to consider the consequences of different choices in a safe environment. The game includes examples of everyday situations which might happen in school, at home or with friends, and is a great way to faciliate discussion about appropriate and inappropriate behaviours through friendly competition. The game includes playing cards and over 100 scenario cards, some of which can be customised for different players. Full instructions are provided alongside tips for adults to support, personalise and extend the game, and a players' prompt mat is available for download from www.routledge.com/9781138337053. Easy to learn and play, this game is ideal for secondary aged children with neurodevelopmental disorders including Autism and Aspergerâs Syndrome, as well as children with anxiety, emotional and behavioural difficulties, language difficulties or mild cognitive difficulties. It can be used by teachers, teaching assistants, SENCOs or therapists supporting children.Intended for use in educational settings and/or therapy contexts under the supervision of an adult. This is not a toy.Table of Contents45 playing cards102 scenario cardsInstruction bookletPlayer prompt mat available for download online

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Book SynopsisThis accessible book provides evidence-based guidelines on dyscalculia, offering a thorough explanation of the science behind the disorder. It combines this theoretical framework with practical recommendations, offering interventions for managing the condition at home and school and avoiding potential behavioural consequences. Written in a straightforward style, this book provides a concise summary of relevant research to empower the reader to take an informed and positive approach to dyscalculia and those who live with it. The internationally based team of contributors examine the different models that explain the construct of dyscalculia, looking at definitions and theories alongside signs, symptoms and diagnosis. Chapters also explore how to communicate diagnosis to peers, possible cultural differences and sensitivities when related to mathematics education and dyscalculia and the importance of maintaining a proactive attitude when working with children with dyscalculia. Understanding Dyscalculia is essential reading for parents and practitioners in clinical and educational psychology, education professionals and students and researchers of special educational needs, educational psychology and counselling psychology.Table of ContentsUnderstanding Atypical Development: a book series for parents and practitioners Introduction What Causes the Disorder: Theories and perspectives Developmental Dyscalculia: Signs and symptoms Intervention Programs for Students with Dyscalculia: Living with the condition 5. Interventions for Children with Developmental Dyscalculia: Parents, teachers and neuropsychologists working together6. Understanding the Impact of Diagnosis: Emotional wellbeing, peers and teachers 7. Socio-Cultural Differences and Sensitivities in the Mathematics Classroom8. ConclusionIndex

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This fully revised and updated third edition presents teachers with a range of up-to-date evidence-based strategies they can use to tackle the challenges of inclusive education. An essential resource for the busy educator, this book considers the most diverse and up-to-date research in education, psychology, health and technology.

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Book SynopsisBrain Development and School offers a range of practical classroom strategies to help pupils develop their executive function. Packed with useful tips that are grounded in theory, it examines how to support aspects of children's executive functioning that can affect their school life; including self-control, memory, metacognition, organisation, motivation, self-regulation and focus.Relevant for pupils in the primary and secondary school, the book focuses on ways of improving children's emotional and intellectual development. It includes: Discussion of what executive functioning is and the different factors that might affect a child's executive functioning Ways that executive functioning weaknesses show themselves in school Support strategies for teachers and advice for pupils to improve specific areas of executive functioning Manageable solutions and modifications that can be applied within the maTrade Review"Theory meets practical advice in this book featuring techniques and approaches to enhancing the evolving mind. Packed with useful tips that are grounded in theory, it examines how to support aspects of children’s executive functioning that can affect their school life, including self-control, memory, metacognition, organisation, motivation, self-regulation and focus." - educate Magazine (National Education Union) Table of Contents1. What is Executive Functioning? 2. Who is at risk and why 3. Action: an individual’s ability to monitor and regulate their activity 4. Activation: the organisation of tasks 5. Effort: the pupil’s ability to regulate and sustain their effort and motivation 6. Emotion: managing frustration and modulating feelings 7. Focus: finding, sustaining, and shifting attention as required 8. Memory: using working memory and accessing recall 9. Child development: formal learning, play, risk taking and physical exercise 10. Self-assessment questionnaire

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Book SynopsisBrain Development and School offers a range of practical classroom strategies to help pupils develop their executive function. Packed with useful tips that are grounded in theory, it examines how to support aspects of children's executive functioning that can affect their school life; including self-control, memory, metacognition, organisation, motivation, self-regulation and focus.Relevant for pupils in the primary and secondary school, the book focuses on ways of improving children's emotional and intellectual development. It includes: Discussion of what executive functioning is and the different factors that might affect a child's executive functioning Ways that executive functioning weaknesses show themselves in school Support strategies for teachers and advice for pupils to improve specific areas of executive functioning Manageable solutions and modifications that can be applied within the maTrade Review"Theory meets practical advice in this book featuring techniques and approaches to enhancing the evolving mind. Packed with useful tips that are grounded in theory, it examines how to support aspects of children’s executive functioning that can affect their school life, including self-control, memory, metacognition, organisation, motivation, self-regulation and focus." - educate Magazine (National Education Union) Table of Contents1. What is Executive Functioning? 2. Who is at risk and why 3. Action: an individual’s ability to monitor and regulate their activity 4. Activation: the organisation of tasks 5. Effort: the pupil’s ability to regulate and sustain their effort and motivation 6. Emotion: managing frustration and modulating feelings 7. Focus: finding, sustaining, and shifting attention as required 8. Memory: using working memory and accessing recall 9. Child development: formal learning, play, risk taking and physical exercise 10. Self-assessment questionnaire

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Book SynopsisThe revised second edition of this practical manual is filled with easy-to-follow exercises and activities designed to facilitate creative drama sessions for people with learning difficulties. The activities in this book bring together music, theatre, movement and storytelling to not only develop fun and engaging group sessions, but to build confidence, increase self-esteem, and develop social and emotional awareness in group members. Highly sensitive to the range of learning needs and physical abilities of group members, the activities have been created to be engaging for a broad range of individuals regardless of age and ability, and can be adapted for use in a multitude of sectors such as education, psychology and speech and language therapy. Key features of this edition include: New chapters exploring mindfulness, and the importance of reflection Fully photocopiable resources including a session notes template to evaluate the impact of the creative drama group anTrade ReviewWhether new to running drama groups or an experienced drama professional this book is both useful and practical. It gives a valuable introduction to the challenges of working creatively with people with learning disabilities, followed by a structured series of chapters which provide a wealth of warmup activities, games, drama exercises, improvisations and stories to use on a on-going basis. Anna Chesner brings her many years of practical knowledge, skill and expertise into a highly practical book that can be used by practitioners from a range of backgrounds in all kinds of community settings.Dr Clive Holmwood, Department of Therapeutic Arts, University of Derby. It is very important that this book is available to contemporary teachers, practitioners and parents. The book sparkles with energy and imagination. A gift to us all as we work against cuts and a lack of resources. It is a sustainable book and a beam of light in our practice.Prof.Dr Sue Jennings, Distinguished Scholar University of the Witwatersrand Table of ContentsARRIVALS AND GREETINGS BODY WORK SENSORY WORK VOICE WORK LIFE SKILLS GAMES PUPPETS IMPROVISATION DRAMATISATION FAIRY TALES PERFORMANCE DE-ROLING CLOSURES EVALUATION

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Book SynopsisThe Chatterbugs Manual is a practical resource for all those supporting the development of the foundation communication skills of attention and listening, turn-taking and early vocabulary in children. The Chatterbugs programme has been designed to bridge the gap between education and specialist speech, language and communication provision, specifically with Early Years mainstream settings in mind. It enables school staff to prepare childrenincluding those with delayed communication skills, EAL learners, or children with suspected special education needsfor learning in school by developing their communication skills through the use of robust communication strategies. The Chatterbugs Manual contains: An overview of the programme, including step-by-step instructions on how to plan and deliver a Chatterbugs session Guidance on identifying children likely to benefit from the programme Trade Review"The publication of The Chatterbugs Manual is a golden opportunity for schools everywhere to take advantage of this thoroughly researched and highly successful early language development programme. I’ve seen the Chatterbugs programme in action in several primary schools, and I know that it works. The meticulously maintained progress tracking data that forms an essential component of the approach demonstrates very clearly that almost all the children who complete the 12-week programme make excellent progress in improving their skills of paying attention, listening carefully and taking turns, and that they make great strides in developing their vocabulary. The children I’ve observed in Chatterbugs sessions demonstrated huge enjoyment in their learning, and they were clearly fully engaged in what they were doing. The Chatterbugs Manual will provide schools with an invaluable resource to meet the needs of young children who need extra support in developing their communication skills." – John Dewhurst, School Leadership Consultant"The combination of well-structured and lively activities, good use of song, visual and physical cues and small groups mean that children, including those with English as an additional language, make very good progress." – Cathy Twist, Director, Education and Learning, London Borough of Lambeth"Chatterbugs is a tried and tested Early Years intervention targeted at those children who start school without the language, attention and turn taking skills required. It has been developed and refined over a number of years, with over 1000 children benefitting. Chatterbugs is a no fuss, practical resource. The guidance is very easy to follow, and I expect teaching assistants will be able to run groups and track progress independently once they get going. SENCOs will find this resource extremely useful, as it can built into a school’s graduated response for children with SEND." - Stephen Parsons, Speech and Language Therapist, Author and Trainer, Thinking Talking "As someone who has spent their whole career working with children with SEND, I am aware of the importance of high quality assessment evidence and the value of well pitched early intervention. The Chatterbugs Manual provides a clearly articulated, carefully sequenced framework that will help schools to secure the prerequisite skills necessary for later success in reading. Its systematic use provides an opportunity to understand and address areas for improvement and put in place developmentally appropriate activities in order to maximise impact on pupil progress." - Simon Knight, National SEND Leader, Whole School SEND, UKTable of Contents1. Introduction to Chatterbugs 2. Chatterbugs Programme Structure and Preparation 3. Chatterbugs Programme – Personnel, Participants and Paperwork 4. Chatterbugs Sessions 5. Chatterbugs Outcomes 6. Chatterbugs Frequently Asked Questions 7. Chatterbugs Models of Implementation and Training. Appendix I: Chatterbugs Guidance A. Chatterbugs Targets B. Chatterbugs Activities. Appendix II: Chatterbugs Tracking A. Chatterbugs Baseline and Skills Review B. Chatterbugs Daily Tracking Sheet. Appendix III:Chatterbugs Resources A. Chatterbugs Programme Preparation Checklist B. Chatterbugs Resource Construction C. Chatterbugs Visual Timetable Construction D. Chatterbugs Vocabulary List E. Chatterbugs Resources

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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

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Book SynopsisThis practical resource takes a holistic view of the learning and development of children with autism, taking into account the nature of their social-emotional learning and the transactional nature of difficulty. Using an interdisciplinary approach, this accessible and practical text invites practitioners, pupils and parents to reflect on their understandings, beliefs and values and to make appropriate adjustments in their practice. Split into five chapters, this book covers some of the main issues involved in observation-based teaching and learning, including: educational assessment for pupils with special educational needs and disability points to consider when observing autistic pupils methods for listening within inclusive autism education learning outcomes for autistic pupils in relation to well-being, social participation and communication compiling pupil profiles that are suitable for autistic pupils. Aligning reseTable of ContentsFigures and tables Preface 1. Taking an educational perspective on the autistic pupil 2. Making observations 3. Listening to children 4. Assessment and planning 5. Compiling pupil profiles and evaluating practice References Index

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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;

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Book SynopsisSensory-being: the enveloping of natural presentness and awareness in an unfolding sensory moment. Sensory Beings: people whose experience of the world, and meaning within it, is primarily sensory. Often these are people who do not have access to language.If you support someone who understands the world in a primarily sensory way, for example someone with PMLD or later stage dementia, you will recognise that they often face periods of time in which they are left without an activity they can access. This unique, practical guide helps you to plan and deliver sensory activities that lead people into a calm, focused state. You are even invited to let the person you support lead you into a state of sensory focus. Written by a leading sensory specialist this book will help you to: View the world as the person you support may view it, and identify times when a sensory-being activity may be appropriate. Understand how to select and create the most engaging, low cost, sensory foci to suit the specific needs of the individuals in your care. Effectively facilitate sensory-being sessions from start to finish so that the people you care for receive the full and many benefits of calm, focused time. Tried and tested in a diverse range of settings prior to publication, these techniques and practical tools have already helped many people provide an enriched experience of life for those in their care. Throughout the book you will find numerous case studies and insights from parents, carers, special school practitioners, therapists, research institutions and more so that you can benefit from this broad body of experience.Trade Review"Her years of experience combined with intuition and learning have brought Jo, I think, as close as anyone can, to being able to ‘get’ what the world is like for sensory beings.The book starts with ‘introducing sensory beings’. This is full of theory with explanations pitched at the less scholarly (like me) but without at any point a single note of condescension. There are sublimely mind-opening explanations, such as in chapter 2, taking us through the ’getting wired group’; ‘the ‘search & discover group’; the ‘explore and connect group’ through to the ‘specialising group’. They really make sense and ring true. And she’s managed to slip in a load of real science of how the brain works without frightening me away!She enables (for me anyway) a new and different kind of respect for sensory beings, through describing their world. Her analogies (learning the properties of metal; learning the useful sounds for a language) helped my understanding – and that’s just two from one page! It’s not that I didn’t have respect for sensory beings, but this book has given me a better lens through which to see them.Jo brings many insights into the best practice that should be out there – explaining why I am seeing what I'm seeing when I encounter the very best practice. I got a lot from the ‘practitioner insight’ boxes which are scattered throughout, as well as the many short case studies – some of them so inspiring!She uses wonderful phrases and descriptions which made me stop and think. ‘Parked time’ as an example – something that has long bothered me – but now I have the language for it and more ideas of what to do about it.Along with the glow I felt, reading Jo’s book, the satisfaction of learning and understanding more, there’s also the feeling of being pulled up sharply sometimes. She doesn’t pull her punches when questioning practice. And this is great too. At my school we have ‘The WHY imperative’, and Jo’s book supports this – asking why we are doing what we are doing at every point. Except Jo knows so much more than me about what works and why it does, and there are pearls of (hard-earned) wisdom throughout.Chapters 3 to 8 on stimuli for the senses are just astonishing – so many things to think about! However, Jo has made this digestible with a very clever and perceptive way of laying out all the ideas. (My feeling is that she has used her knowledge of the brain to work out what’s best for her readers!) Her idea works – there is an order – but, and this is close to my heart – it’s ‘not that you should seek to push people forwards’. It is that ‘in locating one experience tht appeals to an individual, you can look nearby in the sequence to find others also likely to appeal’. Typical Jo, common sense but brilliantly well thought-out common sense! As you’d expect, the chapters on making resources and facilitating time with sensory beings are creative and insightful – and cheap!! This book is written by someone with an outstanding intuition – but it’s more than that, it’s intuition with years of research, experience and a highly developed intelligence behind it. It’s a thoroughly human book, personal and thoughtful throughout. It’s also, without feeling like it is, a scholarly book, based on research. I feel a better practitioner already just for having read it. Congratulations, Jo." - Simon Yates, Leading Special School Practitioner"It's an inspired book written by someone who really "gets" it and is also able to share it. The respect she has for all humankind is so evident. I particularly loved Jo's use of language and her terminology. As a linguistic being, she has given me the tools to enable me to develop my thoughts and understanding" - Gill Warren, Special School Teacher"I enjoyed reading ‘Sensory-Being for Sensory Beings’ so much it was hard to put down! I read with delight that I, who have spent 30 years in a special school, have read something which puts into words all I believe in when it comes to planning and delivering sensory experiences. Words that can be used when justifying what I want to do, words that can be used to explain to why?, how? when others look at you as if you are from a different planet!It is a book I will definitely recommend to new staff, particularly those that have little or no experience of SEN or in deed PMLD." – Janet O'Sullivan Special School Teacher"Sensory Being for Sensory Beings outlines one technique amongst many which might help our learners connect with, learn and feel safe within their environments. It shows the importance of sensory stimulation, using and engaging the senses and being respectful and responsive to our learners’ independence and time." - Katherine Shearer, the SLD experience"With clear boundaries and well-placed words of encouragement, this book is as much a soothing massage for the brain (and the senses!) as it is a brilliant handbook for the classroom or home. Every EYFS setting should be using this daily." - EarlyArtsTable of ContentsIntroduction Chapter 1: Introducing Sensory Beings, Linguistic Beings and sensory-being Chapter 2: Sensory engagement and experience Chapter 3: Stimuli for the visual sense Chapter 4: Stimuli for the olfactory sense Chapter 5: Stimuli for the auditory sense Chapter 6: Stimuli for the gustatory sense Chapter 7: Stimuli for the tactile sense Chapter 8: Stimuli for the proprioceptive and vestibular senses Chapter 9: Foci for Sensory Beings with Dementia Chapter 10: Sensory makes Chapter 11: Facilitating sensory-being Chapter 12: Conclusion Appendices

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Book SynopsisSusan Ashley, Ph.D., author of The ADD & ADHD Answer Book, is the founder and director of Ashley Children's Psychology Center and has been specializing in ADD and ADHD since 1990. A graduate of UCLA and California School of Professional Psychology, she has over 20 years of education, training and experience working with children and families.Table of ContentsAcknowledgments Introduction Chapter 1: The ABCs of ADD and ADHD Chapter 2: Getting Your Child Evaluated Chapter 3: Coexisting Disorders Chapter 4: Succeeding in School Chapter 5: Homework Chapter 6: Parenting: Rules, Routines, and Rewards Chapter 7: Medication Chapter 8: Social Skills Chapter 9: Self-Esteem Chapter 10: Growing Up with AD/HD Appendix A: The 5 Most Important Lists You Need Appendix B: Section 504 Accommodations and Modifications Appendix C: Behavior Charts Appendix D: Educational Tests Appendix E: Recommended Reading Index About the Author

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Book SynopsisDisabilityLand is the place where people with disabilities live, work, play, fret, hope and succeed. Or not. And where everyone else may or may not know-or care-who they are.This collection of observations, anecdotes and questions are drawn from Dr. Alan Brightman's singular experiences in the field of disabilities for more than 3 decades. Together, Brightman's writings provide the kind of insight into the disabled experience that only someone intimately familiar with the territory and endlessly curious about its inhabitants could provide.There is no prescribed order in the pages of DisabilityLand just as there are few predictable happenings in the real life of those who wander its terrain. Its pages consist of brief stories-some as short as 2 sentences, others as long as 3 pages-in which one life experiences another. DisabilityLand is not about the subject of disability; it's not a study. It is instead about the unvarnished everyday-ness of disability; it's a series of rich, human, ordinary, and surprising encounters.

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Book SynopsisAssistive technology (AT) can help young children with disabilities fully participate in natural, inclusive learning environments but many early childhood professionals don t get the training they need. Fill that gap with this unintimidating, reader-friendly resource, the go-to guide to recommended AT practice for children birth 5. Developed by two leading early childhood specialists with in-depth expertise in assistive technology, this book demystifies AT and gives readers solutions they can implement right away, regardless of their technical experience. Early childhood professionals will learn about the broad spectrum of AT supports for children with disabilities from low-cost, low-tech options such as Velcro and homemade switches to higher tech options such as speech-generating software. Educators, early interventionists, SLPs, and other professionals will learn how to select, implement, and purchase AT devices; determine funding options for AT; assess children s needs; use AT to aid implementation of universal design for learning; embed AT into activity-based intervention; and support communication, language development, and early literacy skills. Professionals will get a CD-ROM with printable forms for evaluating children s AT needs, determining which types of tools and strategies to use, and creating individual AT toolkits that help children meet OSEP outcomes and developmental goals. A must for AT novices and seasoned users alike, this professional resource and supplemental textbook will help readers use the best of today s technology to ensure a fully inclusive education for young children. Assistive technology (AT) can help young children with disabilities fully participate in natural, inclusive learning environments but many early childhood professionals don t get the training they need. Fill that gap with this unintimidating, reader-friendly resource, the go-to guide to recommended AT practice for children birth 5. Developed by two leading early childhood specialists with in-depth expertise in assistive technology, this book demystifies AT and gives readers solutions they can implement right away, regardless of their technical experience. Early childhood professionals will learn about the broad spectrum of AT supports for children with disabilities from low-cost, low-tech options such as Velcro and homemade switches to higher tech options such as speech-generating software. Educators, early interventionists, SLPs, and other professionals will learn how to select, implement, and purchase AT devices; determine funding options for AT; assess children s needs; use AT to aid implementation of universal design for learning; embed AT into activity-based intervention; and support communication, language development, and early literacy skills. Professionals will get a CD-ROM with printable forms for evaluating children s AT needs, determining which types of tools and strategies to use, and creating individual AT toolkits that help children meet OSEP outcomes and developmental goals. A must for AT novices and seasoned users alike, this professional resource and supplemental textbook will help readers use the best of today s technology to ensure a fully inclusive education for young children.

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Book Synopsis

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Book Synopsis

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Book SynopsisPart of the How to Help series of books exploring issues commonly faced by children and young people at home and in school, Autism Spectrum Disorder (ASD) offers a complete introduction to this complex and often confusing topic. A lack of clarity can arise for many reasons, including the broad spectrum of characteristics and symptoms that can be represented within an ASD diagnosis (ranging from the very severe, requiring 24-hour monitoring, to the mild but no less important, where the individual can be successfully included in education and society), and the many competing interventions and treatments all purporting to be successful. Arguing that every child and young person with autism can and should lead an inclusive and fulfilling life, Jo-Ann Page and Gavin Reid show that it is up to us as adults to ensure that this is possible - and show how parents, carers, teachers and schools can help.Table of ContentsTable of Contents Series Preface; About the Authors; Authors' Preface; How to Use This Book Part 1: Introduction 1. What is Autism Spectrum Disorder (ASD)?; 2. A brief history of autism; 3. Causes and consequences; 4. The challenges of autism - Individual, educational and society; 5. The challenges of autism - Parents and caregivers; Ten key things to know about autism Part 2: Identifying autism 6. Screening and observation; 7. Tests and strategies; 8. Issues around autism; 9. Overlap and comorbidity Part 3: Living and learning with autism 10. Autism at home; 11. Autism at school; 12. Provision for children with ASD; 13. Curriculum issues; 14. The autistic child as a learner Part 4: Dealing with autism 15. Behavioural approaches; 16. Behaviour management; 17. Socialisation; 18. Neuro and physiological approaches - Applied Behaviour Analysis; 19. Other interventions Part 5: Beyond school 20. Autism as a label - is it useful? 21. Autism as a gift and high-achieving children; 22. Autism at college and university; 21. Autism in the workplace Part 6: Conclusion 27. Summary; 28. A last word to parents and carers; 29. A last word to teachers and schools

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Book SynopsisThis guide explains Attention-Deficit/Hyperactivity Disorder (ADHD) in the scope of an educational disorder and offers ideas for teaching students with ADHD, as well as helping parents understand their children better and find the right assistance. The book details the characteristics, causes, and contributing factors of ADHD and gives an overview of treatments.Table of Contents1 Introduction: Childrens Mental Health Services: The Schools Vital Role 2 Characteristics of Children with Attention Deficit/Hyperactivity Disorder 3 Causes of ADHD and Contributing Factors 4 ADHD Across the Lifespan 5 Causes of ADHD 6 Assessing ADHD in Children and Adolescents 7 Overview of Treatments for ADHD 8 ADHD as an Educational Disorder 9 Twenty Critical Ideas for Teaching Students with ADHD 10 Classroom Intervetions 11 Medical Management of ADHD 12 Helping Parents Find the Right Help 13 Helping Children with ADHD Understand Themselves Better Appendix References and Resources Index

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Book SynopsisADD: The 20-Hour Solution explains how EEG biofeedback (neurofeedback) addresses the underlying problem and characteristics of ADD and ADHD, so that symptoms resolve and tangible improvement results. This book describes the method by which we can improve the brain's ability to pay attention and regulate its behavior. It explains the self-healing capacities of the human brain and how it can learn or re-learn the self-regulatory mechanisms that are basic to its normal design and function. This book shows:.What ADD really is and how the brain maintains self-regulation.How and why EEG biofeedback (neurofeedback) helps people with ADD.What parents can do to get their child on-track to healthy adjustment and development.How to talk to doctors, therapists, teachers, and others about ADD.Good assessment procedures and how they contribute to effective treatment.How self-control, personal choice, and responsibility for one's behavior relate to scientific principles of brain functioning.How to find appropriate resources and get started with neurotherapyThe book also lists specific up-to-date resources on where to find information on EEG neurofeedback and how to find providers throughout the world.

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Book SynopsisIs ADHD a curse or a blessing—or a neurological difference that you can thrive with? Living Well with ADHD accepts the scientific evidence that ADHD can have disabling effects, but it challenges "disability thinking." It is less about coping with disability than using abilities; less about changing your brain than living skillfully with it. Living Well with ADHD presents a different way to think about your difference. It encourages you to take charge of your life. It is not about overcoming a problem, but living mindfully and competently, and making the best of your creative potential. This book is based on the real-world, personal and clinical experiences of author Terry Huff, psychotherapist and founder of an enduring and popular ADHD support group.

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Book SynopsisColleges and universities are seeing increasing numbers of students with a range of disabilities enrolling in postsecondary education. Many of these disabilities are invisible and, despite their potential for negative impact on students’ academic and social adjustment, some students will choose not to identify as having a disability or request support. Approaching disability from the perspective of difference, the authors of this new volume offer guidance on creating more inclusive learning environments on campus so that all students—whether or not they have a recognized disability—have the opportunity to succeed. Strategies for supporting students with specific learning disabilities, attention-deficit/hyperactivity disorder, autism spectrum disorder or who display learning and behavioral characteristics associated with these profiles are described. A valuable resource for instructors, advisors, academic support personnel, and others who work directly with college students.

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