Teaching of students with learning difficulties or disorders Books

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Book SynopsisIn Assessment and Intervention for Executive Function Difficulties, McCloskey, Perkins, and Diviner provide a unique blend of theory, research, and practice that offers clinicians an overarching framework for the concept of executive functions (EFs) in educational settings. The conceptual model of executive functions is detailed, including their role in behavior, learning, and production across all settings. The heart of the book focus on the practical issues involved in the use of assessment tools, tests, report writing, and the implementation and follow-up of targeted interventions using the EF model. Six case studies are introduced in Chapter 1 and followed throughout the book, building understanding of the executive function difficulties of each child, assessment for identifying the difficulties, and interventions for dealing with the difficulties. An additional case study is discussed in detail in one of the concluding chapters, and downloadable resources willTrade ReviewThis book fills a gap in knowledge regarding the critical role of executive functions. It will be invaluable to professionals who are concerned with the evaluation and treatment of educational and mental health problems. Nancy Mather, PhD, is professor of learning disabilities at the University of Arizona and co-author of the Woodcock-Johnson IIIThe authors masterfully weave the emotional plight of six students to illustrate the most comprehensive model of executive functioning capacities in children to date. Logically written and skillfully crafted, each chapter sets a new standard for assessing and remediating executive functioning deficits in children. Steven G. Feifer, EdD, NCSP, ABSNP, is a school neuropsychologist in the Maryland public school system and a nationally renowned speaker in the field of learning disabilitiesFor the first time, we have the translation of theory and research of executive functions applied straight into practice. It is an outstanding resource that will become the ‘gold standard’ for evaluating and treating children with a variety of executive function disorders. Elaine Fletcher-Janzen, EdD, NCSP, has a private practice in Cleveland, OhioTable of ContentsPreface. Six Case Vignettes. A Conceptual Model of Executive Functions. A General Holarchical Model of Executive Function Processes from an Integral Perspective. Executive Function Development and Related Issues. Assessment of Executive Function Capacities. Academic Skill Development and Assessment of Executive Functions. Interventions for Executive Function Difficulties. Executive Functions in the School Setting. Case Study. Summary.

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Book SynopsisA Transdiagnostic Approach to Develop Organization, Attention and Learning Skills introduces the GOALS program an innovative and skill-based approach that addresses the unique array of academic, occupational, and socio-emotional difficulties commonly faced by college students with underdeveloped executive functions.This program consists of ten sessions delivered in a group format to help college students improve their academic performance. Over the course of these sessions, participants learn strategies to prioritize tasks and assignments; schedule and manage life responsibilities; cope with life stressors; identify relevant on-campus resources; prepare for upcoming exams; take well-structured notes; maintain motivation; and several other strategies designed to reach their academic goals. Each session builds on earlier sessions, so previously learned skills lay the foundation for the successful implementation of newly learned skills. This practical and easy-to-impleTrade Review"GOALS is a must have for anyone working with college students. It’s a well-researched, up-to-date, and practical guide for group therapy for students with executive function difficulties. Compared to individual therapy manuals designed specifically for ADHD or learning disabilities, GOALS expertly describes a more efficient, scalable approach for teaching skills to last a lifetime: notetaking, time management, and overcoming procrastination. This manual deserves a permanent place on your desk, you’ll never need to put it away on your shelf!" Carla Counts Allan, PhD, Division Chief of Psychology at Barrow Neurological Institute, Phoenix Children’s Hospital."With the increasing number of college students needing support for organizational and executive function challenges, GOALS is a must-have resource for all clinical providers and clinics serving this population. GOALS provides clinicians with evidence-based, efficient, clear, and action-oriented guidance for supporting the organizational needs of students to help them reach their educational achievement goals and potential. It is an absolutely essential tool in the clinician’s toolbox."Dustin E. Sarver, PhD, Associate Professor, Director, Child Health and Development Promotion Fellowship, Department of Psychiatry and Human Behavior, University of Mississippi Medical Center.Table of ContentsIntroduction, 1. Introduction to the GOALS Program, 2. Self-Advocacy and Building Motivation, 3. Taking Notes From Lectures and Course Readings, 4. Time Awareness and Tuning Out Distractions, 5. Prioritizing and Scheduling Tasks, 6. Program Review and Getting Organized, 7. Overcoming Procrastination and Coping With Stress, 8. Planning a Long-Term Project, 9. Studying for Tests of Varying Formats, 10. Summary of Program and Progress Made

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Book SynopsisPeople often say that school is the best time of your life', but for Lara, school is loud and confusing. She much prefers watching James Bond films or building furniture in her dad's workshop. When the teachers at Lara's new school realise that she is autistic, they are able to help with strategies to make school more tolerable for her. All except Mr Prender-ghastly. The headmaster has been looking for a way to gently direct Mr Prendergast towards a change of career, but it is Lara, and her special man-eating sofa, who finally help rid the school of the fearsome teacher. This entertaining story, suitable for readers aged 8-12, explores some of the challenges faced by autistic pupils and those with social communication and interaction difficulties in mainstream schools. It highlights the stress and anxiety that young people with sensory processing and social interaction difficulties may feel in the noisy and unpredictable school environment, and identifies some strategies thatTrade Review"The Man-Eating Sofa is a delightful story, empathetically written for school pupils, teaching staff and adults to gain a better understanding of autism, which is one of the aims of the National Autism Strategy (June 2021). Whilst light-heartened and filled with humour, it does not detract from the seriousness of autism as a neurodevelopmental condition."Karin Twiss, Senior Educational Psychologist and Strategic Lead for Autism and Neurodevelopmental Conditions"Plum Hutton makes the learning process dynamic, and understood within a real context, using a delightful story that children (8-12 years) and families will enjoy. The first parts of the story reflect the ‘too frequent’ and unnecessary challenges that many autistic children and their families will likely have experienced before gaining the necessary support and understanding. The story is positive and upbeat, and the experience of reading it ... promotes the compassion, understanding, thought and optimism that are such key ingredients for supporting and embracing neurodiversity."Caro Strover, Educational Psychologist"The book has a really engaging and strong storyline with brilliantly fleshed-out characters and gets across the confusion and frustration and the sheer 'thinking differently' of autism so well, as well as the wider struggles for the family. I especially enjoyed Lara’s excitement at building her sofa – and then the testing out of the sofa by the teachers, which I had to read three times as I was laughing so much. I can’t tell you how helpful your book and guide have been in making the behaviour of autistic friends and colleagues so much more explicable to me and for providing such clear direction for improving the ways in which I can communicate with them too." Elizabeth Ord, ParentTable of ContentsThe Man-Eating Sofa: An Adventure with Autism and Social Communication Difficulties

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Book SynopsisIn today's schools, teachers must screen and monitor for academic difficulties and are expected to use assessments to guide their instruction. Understanding the assessment of students with dyslexia gives teachers the knowledge to identify which skills need remediation, and the students' strengths that can help them overcome their challenges. Assessing Dyslexia provides teachers with answers to questions they often have about assessment and is applicable not only to students with dyslexia but to all who struggle with reading.Written in accessible terms throughout, this book offers information on understanding and interpreting psychoeducational reports and approaches on how to better communicate with parents and students regarding this process. By demonstrating how to use testing to guide their teaching, this book describes the why, how and what of assessment and promotes the self-sufficiency of teachers by providing them with a clear rationale for why particular instrucTable of ContentsPrefaceChapter One: The Nature of the Dyslexia Assessment Introduction & Definition Dyslexia: Prevalence & Signs Importance of Dyslexia Assessment Fundamentals of Dyslexia Assessment: Types of Dyslexia Assessments Purpose of Dyslexia Assessment Chapter Two: The LEFT Model: A Process for Dyslexia Assessment Components of Dyslexia Assessment The Rule of Fours The LEFT Model Chapter Three: Listen The Educational History Behaviour and Emotional Regulation Health Environment Chapter Four: Evaluate - Teacher Assessment of Language & Literacy Checklists for Teachers Screening Tools for Teachers Error Analysis Progress Monitoring & RTI Behavioural Observations Chapter Five: Evaluate -Understanding a Psycho-educational Evaluation Report Test Types Interpreting Test Results Chapter Six: Formulation: Putting it Altogether Formulation Structure: The Rule of Fours Cognitive & Processing Skills Academic Achievement Attention & Executive Functions Behavioural & Emotional Factors Health & Family Medical History Factors Social & Environmental Factors Chapter Seven: Teach & Treat Teach Remediation The Science of Reading: Structured Literacy Assessment: Diagnostic Teaching Accommodation Treat Chapter Eight: Useful Resources References

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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.

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Book SynopsisIn children, mental health challenges and communication differences typically combine in complex and inter-related ways. Remarkably, this crucial point is all too often forgotten, and communication is overlooked. Services are frequently fragmented, leading professionals to look at children through distinct lenses of either mental health or communication, meaning insights can be incomplete and important perspectives unshared.Working with Child and Adolescent Mental Health makes the compelling case that communication is central and should be a primary consideration whenever we think about childrenâs mental health. With a practical focus, and an easy- to-read format, it suggests how this can be achieved by identifying how practitioners and services can work more cohesively to understand and optimise childrenâs communication capacities.This book includes: Practical advice, grounded in current research, and presented in an easy-to-read, digestible styleTrade Review“Addressing mental health needs in children and young people is one of the most urgent challenges of our time. McCool makes a compelling case for placing social communication at the centre of managing these needs. This book is essential reading for all speech-language pathologists involved in the care of these clients.” Louise Cummings, The Hong Kong Polytechnic University, China “This is an important book for anyone who wants to support young people’s mental health, offering both theoretical and practical insights. Communication support needs are often overlooked in young people with mental health issues although they can have devastating implications, not least on the efficacy of any intervention offered.” Melanie Cross, Speech and language therapist, author, and video interaction guidance supervisor “The format of this book is beautifully balanced: it is authoritative, yet concisely and clearly written; it is highly practical yet packed with useful information. It will go a long way towards closing the gap between speech and language therapy and the rest of the child mental health world.” Helen Minnis, Professor of Child and Adolescent Psychiatry, University of Glasgow, Scotland "This book is an excellent resource for SLTs working, in child and adolescent mental health services (CAMHS) and anywhere else where a child or young person has mental health needs. It is the book I have been waiting for since I started working in an inpatient CAMHS service. The book is full of useful resources which can be used straight away, and it is written in a very accessible format. There are very clear examples of why it is so important to look at both communication and mental health and it describes how these are so intertwined. I feel it is also a useful resource for other mental health professionals to help them understand why SLTs are so important in mental health settings." - Hayley Rosenthall, Advanced Specialist SLT, RCSLT Bulletin, Winter 23/24 Table of ContentsAcknowledgements List of Tables Introduction Chapter 1: The central role of language and communication Chapter 2: Ways of thinking about mental health and communication Chapter 3: Practitioner competencies Chapter 4: Learning from experience Chapter 5: Considering social communication in children and young people Chapter 6: Responding to social communication needs Chapter 7: Changing contexts and cultures Index

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Book SynopsisAn At-Home Guide to Children's Sensory and Behavioral Problems gives a new perspective on sensory and behavior problems, one that sees those behaviors as stemming from a child's immature sensory nervous system and regulation difficulties.This book offers an effective at-home intervention, the Qigong Sensory Treatment, that enlists a parent''s attuned touch to address often overlooked sensory issues that underlie problem' behaviors and works to organize those sensory experiences to foster connection and the capacity for self-regulation. It introduces the reader to a new and clinically useful model to understand sensory development, the Early Childhood Self-regulatory Milestones which are critical to the emotional and behavioral health and regulation for all children. With clear step-by-step instructions, diagrams, and links to online instructional videos, it teaches parents how to successfully implement the daily QST hands-on routine. Unique to the treatment moTrade Review"An At-Home Guide to Children’s Sensory and Behavioral Problems is so much more than a wonderful introduction to the Qigong method of soothing children with sensory challenges. Garofallou and Silva have written a remarkable book about the remarkable power of touch for physical, emotional, cognitive, social and prosocial development. All parents – indeed, all of us – will benefit from reading this tour de force."Stuart Shanker, D.Phil, distinguished research professor emeritus of philosophy and psychology, founder of the MEHRIT Centre, Ltd., and Self-Reg Global Inc. "Touch, sensory processing and self-regulation are central to every child’s development. This book is bursting with richly detailed, yet clear and simple explanations of how these three key neurosensory domains work. It shows parents and clinicians how they can use touch to help children whose behavior says they need help to process their sensory experiences and regulate themselves. Parents and clinicians will also find here a similar approach - to give themselves the support they need to support their children’s growth and healing." Joshua Sparrow, MD, Brazelton Touchpoints Center, Boston Children’s Hospital/Harvard Medical School. "An At-Home Guide to Children’s Sensory and Behavioral Problems weds Eastern and Western traditions of soma and psyche into a seamless hands-on book to promote the optimal development of self-regulation in children through sensory co-regulation and emotionally attuned parenting. Illuminating and practical, this conceptually sound and functional book is a must have for parents and professionals alike." Gilbert M. Foley, Ed.D., IMH-E, co-author, Linking Sensory Integration and Mental Health: Nurturing Self-Regulation in Infants and Young Children and Mental Health in Early Intervention. "As a developmental behavioral pediatrician with over 25 years caring for families who have children with autism spectrum disorders, I am very excited to recommend Qigong Sensory Treatment for Parents & Clinicians: An At-Home Guide to Children’s Sensory and Behavioral Problems. This approach to therapeutic touch offers a new (and very ancient!) way to help children regulate not only their sensory systems; QST can have a real impact on the childrens’ emotional, physical, and behavioral self-regulation issues including sleep problems, tantrums, stomach upsets and even aggression. The book is nicely organized with many detailed helpful and practical suggestions for making QST soothing and enjoyable for the children. QST will be a welcome complement to more traditional behavioral and developmental interventions." Richard Solomon MD, FAAP, author of Autism: The Potential Within; medical director, The PLAY ProjectTable of ContentsPart I: Pulling Back the Curtain 1. Behavior Through a Sensory Lens 2. Self-Regulation – A Parent’s Gift 3. Attuned Touch - Your Sensory Solution 4. QST – A Sensory Language 5. Attuned Connections and Safe Boundaries 6. The Key Ingredient – You Part II: Learning QST At-Home 7. Getting Started 8. Qigong Sensory Treatment – Step-By-Step Instructions 9. Reading Your Child’s Body Language 10. How to Work Through the Difficult Spots 11. QST for Every Day ‘Challenging’ Behaviors 12. Optimizing Diet, Nutrition and Daily Routines Part III: Guiding Your Way with 52 Weekly Letters 13. Introduction to Weekly Letters and Logs 14. Mastering the Basics: Weeks 1 – 14 15. QST for Daily Regulation: Weeks 15 – 20 16. Staying Consistent: Weeks 21 – 25 17. Noticing Changes - Marking Progress: Weeks 26 – 32 18. Extra Techniques: Weeks 33 – 42 19. QST for Specific Needs: Weeks 43 – 50 20. Year’s End: Weeks 51 – 52

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Book SynopsisThis third edition is a foundational text that has been updated and expanded to prepare educators, therapists, and other care providers with vital knowledge and practical skills to support diverse learners on the autism spectrum. Covering an expanse of fundamental topics, this edited volume features new directions in research and practice that are essential to understanding the ever-changing field of autism. Along with new chapters from leading experts (including those who identify as autistic), this revision places greater emphasis on the intersection of neurodevelopmental differences with ethnicity, race, culture, language, gender expression, and socioeconomic experiences. The diverse disciplines and perspectives presented provide a foundation on how these students learn and how best to provide them with effective teaching, therapy, and social supports. This book equips readers with knowledge and skill to competently apply reflective and humanistic practices that prioritize the prTrade Review‘Learners on the Autism Spectrum’ is an exceptional, comprehensive work gifted to us by two of the most respected voices in educating and supporting the development of autistic individuals. For this edited and updated volume, Pamela and Kari have convened experts, researchers and practitioners to share their cutting-edge expertise in a manner that will be of great value to educators, therapists, family members and autistic individuals. In addition to the the practical content, the lived experience of, and respect for autistic individuals and family members shines through in this essential volume.~ Barry M. Prizant, Ph.D., CCC-SLP, Adjunct Professor, Dept. of Communicative Disorders, University of Rhode Island, and author of Uniquely Human: A Different Way of Seeing AutismHow much easier my life would have been if I had read this book during my teacher education classes years ago! This material bridges the gap between theory and practice for those who work with children on the autism spectrum, saving much trial and error. The tips for the classroom are especially helpful.~ Mary Schlieder, special educator, inclusion specialist, and author, With Open Arms –Creating School Communities of Support for Kids with Social ChallengesPamela Wolfberg and Kari Dunn Buron have compiled a critically important volume in supporting learners on the autism spectrum. As each individual's needs are different, they offer us multiple perspectives on how to support learners with contributions from a list of seminal authors in the autism field, including the crucial voices of those on the spectrum and their families. All the chapters share a humanistic framework that respects the perspectives and preferences of learners on the spectrum. From early intervention, school related academic and behavioral supports, social-communication strategies, to transitioning to adulthood, the reader will find what they need to get the latest information on assisting those on the spectrum.~ Jed Baker, PhD, author of Social Skills Training for Children & Adolescents with Autism and Social Communication Differences, No More Meltdowns, Overcoming Anxiety in Children and Teens, The Social Skills Picture Book, Preparing for Life, No More Victims, and School Shadow Guidelines. www.jedbaker.comThis is a very thoughtful update of a must-read text. ‘Learners on the Autism Spectrum’ provides a deep dive into important current topics for students and professionals in the field. This is one of the only texts to include the voices of autistic experts. I have added this treasure to my professional library and strongly recommend this book. ~ Barry G. Grossman, PhD, Ziggurat GroupThis is a treasure trove of tips on how to educate children with autism...This highly approachable book contains chapters by leading experts describing their insights into the nature of autism spectrum disorder, written with teachers in mind. It makes plain that teaching these children is both enormously challenging and hugely rewarding.~ Uta Frith, FmedSci, FBA, FRS, Emeritus Professor of Cognitive Development, University College LondonIt is rare to see such a comprehensive guide to research and theory in autism that at the same time uses exemplars to make it all accessible and addresses the question that parents and educators most want to know – what does it all mean, and how can I use it to make a difference? This book will be a wonderful resource for all those seeking to understand (and value) people with autism.~ Professor Rita Jordan, Autism Centre for Education & Research, Universityof Birmingham, United KingdomThis is an important textbook in the current autism renaissance...Today, parents and professionals have a wide variety of books to inform and guide their efforts. This book, however, isn’t about autism’s “yesterday” or even its “today.” ‘Learners on the Autism Spectrum’ is about autism’s tomorrow. It merges current thinking with insight to equip each reader with the tools needed to effectively educate learners on the spectrum in the future...Its purpose and quality distinguish it from many other books in the field... It is evident that the editors and authors ... have responded to people on the spectrum with care, creativity, and a respectful and unassuming curiosity. In between the lines of text, and directly reflected in the case examples that open each chapter and the lists of ideas that close them, is a demonstration of how to think about autism...The result is a volume that contains a rare social competence with the potential to connect all learners on or alongside the autism spectrum – university students, professionals, parents, and learners diagnosed with ASD and their peers... (Excerpted from foreword of previous edition).~ Carol Gray, Director of The Gray Center for Social Learning and Understanding, Grand Rapids, Michigan, USThe latest edition of “Learners on the Autism Spectrum” goes beyond providing essential knowledge and practical skills that professionals seek to meet the needs of individuals with neurodevelopmental differences by also taking into consideration personal intersectional needs based on sociocultural identities (e.g., ethnicity, race, language, gender expression, socioeconomic). This foundational text is an excellent choice for use in an institute of higher education course on autism.~ L. Lynn Stansberry Brusnahan, Professor, University of St. ThomasTable of ContentsList of Contributors Acknowledgements Introduction I. Foundations of Understanding and Support 1. Re-presenting Autism and Evidence-Based Practice: Tenets of Competent, Humanistic and Meaningful Support 2. Autism Spectrum: An Overview 3. Brain–Behavior Connections in Autism 4. Sensory Processing: Identifying Patterns and Designing Support Strategies 5. Getting a Good Start: Effective Practices in Early Intervention 6. Creating Inclusive Environments for Autistic Learners: Universal Design for Learning 7. Structured Teaching and Environmental Supports 8. Teaching a Different Way of Behaving: Positive Behavior Supports 9. Personal Perspectives and Autistic Authority 10. Finding Our Way: Experiences of an African American Parent and her Autistic Son II. Guiding Learning, Development and Socialization 11. Social Communication and Language Development in Autistic Leaners 12. An In-Depth Discussion of Emotion Regulation and Autism 13. Using Interactive Multi-Media Technology to Teach about Emotions 14. Harnessing the Power of Special Interest Areas at Home and School 15. Play, Friendships and Autism: Co-creating a Culture of Inclusion with Peers 16. Social Cognition as a Lens for Understanding, Supporting and Teaching Autistic Learners 17. Transitioning to Adulthood for Secondary Students on the Autism Spectrum 18. Growing up with Autism: Perspectives of a Parent and Son 19. Educational Experiences Across the Lifespan: A Personal Perspective

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Book SynopsisParent's Quick Start Guide to Dyslexia provides parents and caregivers with an immediate overview of dyslexia and steps they can take to support and encourage their child.Each chapter is packed with detailed and helpful information, covering identification, public schools versus private settings, and how (and when) to seek professional help. Summary and resource sections at the end of each chapter give quick guidance to busy readers. Topics include a wealth of research-backed activities, nurturing talent and creativity, motivating your child to read, and more.Offering straightforward, easy to understand, and evidence-based information, this book is a go-to resource for caregivers parenting a child with dyslexia.Table of ContentsIntroduction 1. Dyslexia Explained 2. Identifying Dyslexia 3. Teaching Children with Dyslexia: Proven and Unproven Approaches 4. Phonological and Phonemic Awareness and Activities 5. Phonics and Activities 6. Fluency and Activities 7. Vocabulary and Activities 8. Comprehension and Activities 9. Dyslexia in Public Schools 10. Dyslexia in Private Settings 11. Motivating Children with Dyslexia to Read 12. Nurturing Talent and Creativity in Your Child with Dyslexia

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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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