Teaching of students with learning difficulties or disorders Books

Book Synopsis23 very well-known people from the arts, sport, and business worlds talk about how dyslexia affected their childhood, how they were able to overcome the challenges and use the special strengths of dyslexia to achieve great success in adulthood. Darcey Bussell CBE, Eddie Izzard, Sir Richard Branson, Meg Mathews, Zoe Wanamaker CBE, Richard Rogers, Benjamin Zephaniah, Steven Naismith, Lynda La Plante CBE, Sir Jackie Stewart OBE, Sophie Conran and others share their stories, and their advice.All reveal the enormous difficulties they faced, the strength required to overcome them, the crucial importance of adult support, and how `the different way the brain is wired' in dyslexia has enabled them to see something different in the world and to use their creativity in an exceptional way. They talk about `thinking sideways', and the ability to look at a bigger picture, the often strong visual strength, and the ability to listen, and to grasp simplicity where other people see only complexity. They also talk about how dyslexia continues to challenge them, and the ways they have found to work around this. An introduction, and final section that includes practical information about dyslexia, are written with the support of Dyslexia Action, and a percentage of profit from the book is going to The British Dyslexia Association. The book will be essential reading for teachers and other professionals, and for families affected by dyslexia, and inspirational for people with dyslexia.Trade ReviewThis book provides clear and inspirational hope for anyone with a dyslexic child. Like many excellent books it is written from personal experience. I strongly recommend it. -- Sian Griffiths, Education Editor, The Sunday TimesThis book shines a light on 23 successful people with dyslexia and demonstrates that having dyslexia should not hold you back from achieving your potential. With the right support and an inner determination, success can be within reach. These personal stories, generously shared, should be inspiring for all who live with dyslexia. -- Kevin Geeson, former Chief Executive at Dyslexia ActionI would recommend this to people diagnosed with dyslexia and their families. One invaluable message is that perseverance and determination can help people achieve. Another is that talents in the dyslexia profile may be underrated at school but are of tremendous importance to society afterwards. One interesting recurring theme was the importance of parents and the difference they could make in helping their children believe in themselves; more than one said "that costs nothing". -- Bernadette McLean, Principal of the Helen Arkell Dyslexia Centre, UKShining through these highly personal accounts of difficult schooldays and the struggle for understanding is an overwhelming sense of optimism. Dyslexia has shaped these personal histories, but has not limited their ambition or ultimate success. For many, the role of parents is a central unifying feature, parents who believed their children could achieve, regardless of academic success, and who provided the confidence and encouragement they needed. This is a book for parents to buy for their young people, to read together and to find inspiration and encouragement, and it also provides a refreshing perspective for those working in education. -- Dr Teresa Regan CPsychol AFBPsS, Principal Educational Psychologist, Catalyst Psychology Community Interest CompanyIn my experience every person with dyslexia has amazing potential waiting to be untapped. Sadly, this potential is often missed by our exam focussed education system. But once dyslexic people find their passion and talent they can achieve extraordinary things, as this wonderful collection of interviews demonstrates. I hope this book inspires young people, educators and parents to focus on what dyslexic people CAN do, not just what they can't. -- Kate Griggs, Dyslexia Campaigner (Xtraordinary People) and Founder & CEO of Untap.itThis is a wonderful book. -- Dr Brock Eide and Dr Fernette Eide, authors of The Dyslexic Advantage: Unlocking the Hidden Potential of the Dyslexic BrainRooke, a writer and columnist in the UK, began to research dyslexia when her daughter was diagnosed at age 13. She found, through talking to physicians and other families, that dyslexia is more of a learning process style than a disorder and that there have been many high achievers (e.g., Albert Einstein, Agatha Christie, Steve Jobs, Steven Spielberg) who were able to learn around their diagnosis. To encourage dyslexic students, their parents, and their teachers, Rooke presents the stories of well-known peoples from the arts, sports, and business world who talk about how dyslexia affected their childhood, how they overcame their problems, and what special strengths they used to succeed in life. VERDICT This book will be an inspiration to all who work with children, especially those with special needs. -- School Library JournalThe examples in this book show us what dyslexia gives you: perseverance, determination, tenacity, patience, tolerance, empathy, creativity, problem solving skills, bravery, humour and an ability to think differently. Surely all qualities required to be successful in life. My son has all of these attributes in 'bucket loads' and, whilst I am still a long way from believing my son's dyslexia is a blessing, I think a book like this also helps me realise that it is far from a curse. I appear to have a creative, sure to be successful, dyslexic in my life. -- Louise Heron, mother of Alex HeronThis collection of very personal stories from such high profile dyslexic people brought together in one book will act as an inspiration for those who struggle daily with dyslexia and also as an eye opener to those that don't. It will help them to better understand the impact that a learning difficulty can have on everyday life and the importance of providing appropriate emotional and practical support. -- Stephen Hall, Chief Executive, Dyslexia ActionThis is an enlightening read...I have read this with a number of pupils with dyslexia, secondary school age, all of whom have either listened to it as it was read, or who have read it with minimal support...each individual was inspired in their own way and it has certainly helped them to look beyond the difficulties they currently experience, to the very real possibilities and opportunities for the future. -- Claire Hague * Patoss Bulletin, Summer 2016, Vol. 29 No. 1 *Table of ContentsForeword by Mollie King. Introduction. 1. David Bailey CBE. 2. Ed Baines. 3. Charley Boorman. 4. Sir Richard Branson. 5. Marcus Brigstocke. 6. Darcey Bussell CBE. 7. Brian Conley. 8. Sophie Conran. 9. Kelly Hoppen MBE. 10. Eddie Izzard. 11. Lynda La Plante CBE. 12. Kenny Logan. 13. Meg Mathews. 14. Nigel McCrery. 15. Steven Naismith. 16. Paul Nixon. 17. Theo Paphitis. 18. Chris Robshaw. 19. Richard Rogers. 20. Sir Jackie Stewart OBE. 21. Zoe Wanamaker CBE. 22. Zelda West-Meads. 23. Benjamin Zephaniah. About Dyslexia. Where to go for help.

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Book SynopsisDyslexic learner and teacher Alais Winton shows the positives of being dyslexic, and makes learning (and even spelling!) fun, with games and activities to make school learning simple.An inventive and practical book for children aged 7 to 13 who have been identified as having dyslexic tendencies, this book contains practical and creative activities for kids and teens to use, such as Spelling Sculptures and Hear it, Sing it, Beat it! The games and activities use the four different learning styles that work best with dyslexics - thinking in pictures, in movement, in music or socially.With funny cartoons, which appeal to visual thinkers, and a section with advice on how parents and guardians can aid learning, this is an essential toolkit for any dyslexic child.Trade ReviewI like how the book tells you how to do the games. I don't like to learn spellings normally, sitting down and writing them over and over again. I like to have more fun when I'm learning. -- Dyslexic child - Cameron age 11Personally I think this book is brilliant! Mainly because the activities in this book are fun and can help you remember certain things. It covers how you can learn in a new creative way and it can help your confidence, dramatically. -- Harriet age 13I found this book easy to read. I think that using plasticine and big letters to learn spellings can help more than writing on a piece of paper. I think this because learning this way is visual and you can use your hands to make the word. -- Aaron age 14A book that makes you wish Alais Winton was your own personal teacher. She draws ideas from the energy and creativity of the children she works with, and provides us with simple, clever, inspiring ways to improve spelling, handwriting, maths and English. -- Margaret Rooke, author Dyslexia is my Superpower (Most of the Time)We all have different styles of learning and learn at different rates. Being dyslexic emphasizes this. Alais has tutored our son George for the last 18 months and used these methods successfully to capture his great imagination. He is now learning with confidence and improving as a result. Alais understands what being dyslexic means and is able to adapt teaching techniques to get proven results. -- Neal and Victoria, parents to GeorgeTable of Contents1. A Very Special Letter; 2. Spelling Sculptures; 3. Picture it!; 4. Shake it!; 5. Hear it, Sing it, Beat it!; 6. Say it, Play it!; 7. Handwriting - Making Your Mark; 8. Let Not Giving Up Be Your Thing; 9. For Parents & Guardians; 10. A Different Letter; 11. Resources

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Book SynopsisPacked with fun, creative and multi-sensory activities, this resource will help children and teenagers with dyslexia become successful learners across the curriculum.The authors provide over one hundred tried-and-tested fun and imaginative activities and ideas to unlock the learning of children and teenagers with dyslexia in creative ways. The book is split into parts addressing literacy, numeracy, learning and cross curricular subjects. With fun activities like 'Spelling Ping-Pong' and 'Class Got Talent', it focuses on key skills such as listening, memory, spelling, writing and key board skills.Each activity includes a 'red herring' that will keep dyslexic children and teenagers entertained, extending them in interesting ways that will appeal to those who think outside of the box. Brimming with imaginative ideas, The Big Book of Dyslexia Activities is an essential toolkit for any teacher or parent working with children and young people with dyslexia.Trade ReviewWith practical ideas for classroom educators and interventionists, The Big Book of Dyslexia Activities is filled with ready to implement ideas that stretch beyond basic activities into extensions, allowing easy differentiation for diverse learning needs. This book is a must-have resource for all teachers. -- Corey Zylstra, M. Ed., International OG/MSL Teacher Trainer and Executive Director of REACH OG Learning Centres, CanadaA wonderful resource full of engaging and user-friendly activities cleverly combined with clear explanations to further our understanding of the learning strengths and needs of our young people with Dyslexia. The authors' advocacy for a fun, multi-sensory and scaffolded approach is beneficial for every student and encourages inclusivity. A very valuable book for all educators striving to provide creative and successful learning experiences for our children. -- Mandy Appleyard, Principal Teacher & Educational Consultant, Fun Track Learning Centre - Perth, Western AustraliaThis book is packed with practical ideas to enhance pupils' literacy and learning. Teachers could easily adapt these fun and engaging activities for teaching smaller groups or a whole class. Every task offers active learning opportunities to benefit all learners, not just those identified as dyslexic. -- Fiona Keir, Head of Support for Learning, ESMS Junior School, EdinburghThe authors of this new book have a wealth of practical experience and theoretical knowledge about dyslexia. They have drawn on this to provide an excellent treasury of well-theorised, tried and tested resources that will enable teachers and other educators in schools, and families at home, to support dyslexic young people in ways that will engage their interest, re-motivate the disengaged and enable them to make real sustained progress in their literacy learning. -- Janice Wearmouth, Professor of Education, University of BedfordshireA fabulous classroom resource! In The Big Book of Dyslexia Activities for Kids and Teens, Reid, Guise and Guise have collated an easy to implement, clearly explained bank of ideas and resources for our dyslexic learners which are fun and engaging. Clear explanations and rationale, sharing a wealth of experience, the authors have provided practitioners with an accessible means to further supporting our dyslexic pupils. -- Lorna Harkins, Head of Support for Learning, Kelvinside Academy, UKTable of ContentsPart 1: Literacy. 1. Reading. 2. Spelling. 3. Written Expression. 4. Vocabulary expansion/Grammar. Part 2: Learning. 5. General Knowledge. 6. Comprehension. 7. Learning Games for Fun. 8. Memory: tricks and strategies. Part 3: Cross Curricular. 9. Number Work. 10. English as an Additional Language (EAL). 11. Cross Curricular. 12. Creativity and Technology. 13. Home and School. Appendices.

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Book SynopsisWinston Wallaby, like most Wallabies, loves to bounce. However, Winston can't seem to ever sit still and when he starts school he needs help to concentrate...Luckily his teacher Mrs Calm shows Winston how to settle down and focus his mind in class, and he learns new ways to help him with touch, feel, attention and awareness. This fun, illustrated storybook will help children aged 5-10 with Attention Deficit Hyperactivity Disorder (ADHD), Sensory Processing Disorder (SPD) and Autism Spectrum Disorder (ASD) recognise their sensory needs and develop tools to support them. A helpful introduction for parents and carers explains hyperactivity and how it can affect a child's perception of the world, and the appendices at the back provide useful strategies to be adopted at school and at home.Trade ReviewWinston Wallaby Can't Stop Bouncing is an appealing and truly useful book for kids with hyperactivity. Children quickly identify with the hyperactive main character and are drawn in by the story and illustrations. Adults will find the advice portion of the book to be a treasure of well-organized tips and suggestions. -- Joel Shaul, LCSW is the author of The ASD Feel Better Book and other books for children on the autism spectrumThe authors offer us a gem of a book in the spirit of Dr Seuss. I saw my youngest son jump from the pages as the story of Winston taught the valuable lesson of how to support bouncy children (Wallabies) in the simplest of ways to help them be successful. It really touched my heart. -- Brian R. King, MSW, 'The Compassionate Dad'This book is perfect for all children to understand ADHD, SPD and ASD. It cleverly explains how Winston wants to control his actions and the frustration at not being able to. It then explains how including "movement breaks" helps him to be able to learn. It is delightfully written and includes fabulous illustrations - children are going to love Winston. -- Sue Larkey, Teacher, Author "Making it a Success"Winston Wallaby ! What a great book to help young people, parents/carers and educators about living with ADHD!. A fun story and very clear advice and support materials. I love it. -- Ros Huntley B.Ed., M.Ed, ( autism children) Specialist Teacher for Autism and Social Communication, EssexTable of ContentsIntroduction. Winston Wallaby - Trouble at School story. Appendices - Coping with Hyperactivity in Children. A. Ideas for Helping at Home. B. Ideas for Helping at School.

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Book SynopsisChanging one's diet not only improves physical health, but benefits mood, behaviour and cognitive function at a fundamental level. This book highlights the link between nutrition and mental health and demonstrates the crucial role of diet in supporting individuals with ADHD. Written by an internationally-recognised leader in the growing field of nutritional psychiatry, Dr Rachel Gow takes a nutrition-based look at ADHD and its management. Combining the latest research with the inspirational stories of a range of professionals and individuals whose lives have been touched by the issues raised, this book also includes accessible tips throughout and a chapter of recipes to promote brain health. This is an essential guide to understanding the interplay of brain health and nutrition, and supporting families to build a diet that optimises brain function and health.Trade ReviewGood nutrition is a key tool in managing ADHD - this is the book we need! -- Rory BremnerI so admire Rachel. She has sacrificed a successful and lucrative career in real estate for the dubious delights of neuroscience research - insecure employment, ferocious competition, not to mention misogyny, in order to better understand and help ADHD. Using her formidable determination, intelligence and networking talents she has overcome most of the obstacles thrown in her way to achieve the extraordinary understanding and practical helpfulness clinically that is shown in spades in this book. -- Professor John SteinIt is a particular honour to write few words about Dr Rachel Gow's wonderful book Smart Foods for ADHD and Brain Health: How Nutrition Influences Cognitive Function, Behaviour and Mood. In writing this book Rachel is bringing to bear her knowledge and experience gained from working for a PhD under Professor Eric Taylor, one of the world's leading experts in psychiatry and mental health. In addition, she had as a mentor, Professor John Stein, head of Physiology at Oxford University, an external examiner, she had the best of teachers which the planet could muster. I, myself had the pleasure of being an external examiner hence I witnessed the beginning of excellence.It is my wish for PhD students that they end up knowing more about the subject than I. If that is not the case, the subject stagnates. It has been a constant pleasure for me to see how Rachel has more than fulfilled that wish. In writing this book she has laid out a fund of knowledge on the brain and ADHD and translated it for parents and children affected. Reading this book will enable them to learn and put into practice the best available evidence to help others based on her knowledge and experience. Writing quite frankly of her own experience and struggle with her son's ADHD, inhabits the mind as you read and which reveals the mind of an individual now dedicated to help others. The stigma attached to mental ill health is still with us, damaging the lives of those affected, a calamity which Rachel aims to arrest and reverse.The fact that burden of mental ill-health has been rising, and continues to rise, despite all the advances in medicine and science, is a sad testimony to neglect and difficult to understand or excuse. We have a better understanding of the causes but struggle to help those afflicted. For decades that stigmatism and lack of attention has led to the rise in mental ill-health since 1950. It is now the most costly burden of ill health and at a cost determined by the DoH which is greater than the cost of heart disease and cancer combined. Rachel's book is not only for those with mental health problems or their carers it is a book that everyone should read. The reason for this is that she explains the brain and the likely causes of its problems in easy language. But more than that she provides nutritional advice for maintaining healthy brain which is what we all need, with mental ill health escalating.The brain develops mainly before birth although much takes place in the first two years afterwards. There are no government advisories or recommendations about what to do about safeguarding the development and of the very thing which makes us human, They make recommendations about the need for protein for body growth, But there is nothing about the lipids and essential fatty acids needed for brain growth and maintenance. The brain after all is not a protein rich organ - that is reserved for muscles. The brain is a fat or what we scientists call lipid-rich organ. The fat makes up the membranes which do all the signalling for your awake activities and indeed some when you are asleep. We know that the health and nutrition of the mother before and around the time of conception is of paramount importance to the outcome or pregnancy. The truth of this statement is displayed by the fact that when a mother reports for the first time to register in the maternity unit for pregnancy care, the cells that are going to form the cortex of the brain of the child are already doing so. I am reminded of the parable in the Bible of the seed falling on rich soil or stony ground. But even though there is this over whelming importance of early nutrition of the sort that suits brain development, it is also important to maintain it in good form. The brain likes to keep itself to itself. When active in receiving information or giving it, large swathes of the brain turnover during the activity. They breakdown and are remade in the process of learning, recalling, computing or motor activity. Now no process of recycling is 100% efficient. So there is a continual loss from what was gained from your mother during early development. That needs to be replaced. Hence it is of critical importance to maintain the brain by simply eating brain food regularly. Rachel's book not only provides answers to what to do but even gives delightful recipes. She notes "Changing one's diet isn't easy, and Chapter 10 provides tools for making those changes, including a chart for meal planning." With mental ill health on the rise, there is every good reason to read this book. It is with great pleasure that I recommend this book to all. -- Professor Michael Crawford PhD, FRSB, FRCPath,Rachel has been an invaluable guide for me as a mum to help me support my four very different boys. Her thinking outside of the box approach is way ahead of anything that is currently on offer for parents and once again highlights the impact of what we feed our children has a direct impact on their behaviour and thinking and subsequently their lives. A must for any parent who is sick of the one size fits all and outdated approach to nutrition we are still taught to accept. -- Davinia Taylor, actor and biohacker and mum to four boysThis book teaches parents how to feed their family in very healthy and nutritious ways which may help support their learning and development as well as their mental health. -- Dr Sara Taylor, Clinical Psychologist"This book is simply a must-read for every parent. As a neuroscientist, clinical psychologist and parent, I am fully aware of how difficult it is to combine your expertise with your family life. The impact of nutrition on brain structure and function cannot be ignored, the consequences imply an enormous amount of stress and suffering for the individuals and their families. However, food industry interests' seem to be too strong to fight against them. Rachel shows in her book how little nutritional value is in preprocessed food and drinks, how that is related to brain health and provides us with easy and delicious recipes to enjoy family food in a healthy way. I can tell from experience my children love these recipes. Thanks Rachel!" -- Dr. Ana Cubillo, Clinical Psychologist, Neuroscientist and mother of 2"Rachel has been an absolute inspiration to me and help me understand my ADHD through using different skills to embrace it and also to manage life on a day to day basis by eating specific foods and nutrients especially omega 3 oils and less fatty and processed food. I am honoured to be the trust ambassador for Nutritious Minds where I get to help people who suffer like me with mental health and by being part of such a phenomenal organisation/charity i get to not only pass a message and help others i help myself by doing this amazing work. I am so proud of the grt work Dr. Rachel Gow has done by letting people suffering know that its not just about medication its also massively about the food we eat and exercise/nutrition we feed ourselves and I am proud to call her my friend." -- Paul Danan, actorTable of Contents1. The Brain and the ADHD Brain 2. The Gut-Brain Axis 3. Food as Medicine and Food as Poison 4. Overcoming ADHD Genetics with Nutrition 5. The Right Fat: Omega-3 Fatty Acids6. Other Nutrients for Coping with ADHD 7. Food Allergies and Sensitivities8. Sugars and Dyes9. Diets that Help and Diets that Hinder10. Eating Mindfully

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Book SynopsisDeveloped for individuals on the autism spectrum with a developmental age of approximately 1-4 years, this comprehensive ABA curriculum contains everything needed to teach foundational level skills such as appropriate sitting, attention, eye contact, motor skills, basic receptive and expressive language skills, play, and foundational skills of daily living. Evidence-based, the resource guides instructors step-by-step through using ABA to teach over 140 foundational skills. The program can be individualized to meet the needs and interests of the individual, and instructions are given on how to do this. Online downloadable content contains the teaching materials needed to implement the program, including over 1000 color picture cards, handy printable copies of the curriculum programs, data forms and checklists. The authors also provide guidance on creating an effective ABA teaching environment, as well as a wealth of practical teaching strategies for ensuring therapy success.This is an unparalleled resource for professionals working with children with ASDs who are looking for a robust and ready-to-implement ABA curriculum. It will be a valuable tool for behaviour analysts, teachers, psychologists, occupational therapists and students in these fields, as well as to parents working with professionals to implement an ABA program.Trade ReviewThis is a curriculum written by gifted clinicians and behavioral interventionists. It is organized in developmental levels to make it more easily usable for therapists, teachers and families. This is an important and significant effort that links the science of ABA with pragmatic methods in a graduated curriculum to help children with autism with strategies that work. -- Roberta E. Bauer MD, FAAP, Developmental Pediatrician, Neurodevelopmental Disabilities, Cleveland, OHTable of ContentsAcknowledgments. About the Author. 1: Introduction to ABA Curriculum. 2. Curriculum Guide. 3. ABA Curriculum - Understanding the Task Analyses in this Program. 4. ABA Curriculum - Implementing the Task Analyses in this Program. 5. Teaching Strategies. 6. Data Collection and Data Recording. 7. Graphing. 8. Creating an ABA environment. Curriculum Programs. Attending Programs. Appropriate Sitting. Appropriate Sitting and Completing an Activity. Eye Contact in Response to Name. Visual Tracking. Imitation Programs. Gross Motor Imitation with Objects. Gross Motor Imitation. Fine Motor Imitation with Objects. Fine Motor Imitation. Oral Motor Imitation with and without Objects. Verbal and Motor Imitation. Visual Spatial Programs. Crossing Midline. Matching Identical Object to Object. Matching Identical Picture to Picture. Matching Identical Object to Picture and Picture to Object. Matching Identical and Similar Actions. Matching Colors. Matching Identical Letters. Matching Numbers. Matching Shapes. Matching Uppercase to Lowercase Letters. Matching Non-Identical Object to Object. Matching Non-Identical Picture to Picture. Matching Non-Identical Object to Picture and Picture to Object. Sorting Identical and Similar Objects. Sorting Objects Based on Color. Sorting Objects Based on Size. Sorting Similar Pictures. Sorting Pictures Based on Color. Sorting Pictures Based on Size. Sorting by Groups and Categories. Inset Puzzles. Shape Sorter. Receptive Language Programs. Receptive Labels of Actions. Receptive Labels of Animals. Receptive Labels of Animal Sounds. Receptive Labels of Body Parts. Receptive Labels of Body Parts via Head, Shoulders, Knees and Toes Song. Receptive Labels of Clothing Items. Receptive Labels of Environmental Objects. Receptive Labels of Environmental Sounds. Receptive Labels of Familiar People. Receptive Labels of Food and Drink. Receptive Labels of Functional Objects. Receptive Labels of Furniture. Receptive Labels of Leisure Objects and Activities. Receptive Labels of Places. Receptive Labels of Prepositions and Object Placement. Receptive Labels of School Supplies. Receptive Labels of Sports. Receptive Labels of Toys. Receptive Labels of Vehicles. Receptive Instructions (One Step). Expressive Language Programs. Gestural Communication. Gestural Communication via Communication Temptations. Gaining Adult Attention. Picture Exchange Communication System (Phase 1: The Physical Exchange). Picture Exchange Communication System (Phase 2: Increasing the Distance). Picture Exchange Communication System (Phase 3A: Picture Discrimination between Highly Preferred Icon and Distractor Icon). Picture Exchange Communication System (Phase 3B: Picture Discrimination between Two Highly Preferred Icons). Picture Exchange Communication System (Phase 4: Sentence Structure). Picture Exchange Communication System (Phase 5: Responding to "What do you want?"). Picture Exchange Communication System (Phase 6: Commenting). Verbal Imitation. Expressive Labels of Actions. Expressive Labels of Animals. Expressive Labels of Animal Sounds. Expressive Labels of Body Parts. Expressive Labels of Clothing Items. Expressive Labels of Environmental Objects. Expressive Labels of Environmental Sounds. Expressive Labels of Familiar People. Expressive Labels of Food and Drink. Expressive Labels of Functional Objects. Expressive Labels of Furniture. Expressive Labels of Leisure Objects and Activities. Expressive Labels of Places. Expressive Labels of Prepositions and Object Placement. Expressive Labels of School Supplies. Expressive Labels of Sports. Expressive Labels of Toys. Expressive Labels of Vehicles. Simple Requests. Reciprocates a Greeting and Farwell. Initiates a Greeting and Farwell. Intra-Verbal Fill-Ins with Childhood Songs and Games 325. Answers Simple Yes/No Questions about Labels of Animals, Objects and People. Answers Simple Yes/No Questions about Desired Objects and Toys. Answers Simple Social Questions. Academic Programs. Coloring. Object Permanence. Following a First Then Schedule. Receptive Labels of Colors. Receptive Labels of Letters. Receptive Labels of Numbers. Receptive Labels of Shapes. Expressive Labels of Colors. Expressive Labels of Letters. Expressive Labels of Numbers. Expressive Labels of Shapes. Pre-Handwriting Skills. Rote Counting. Tracing. Play/Social Programs. Appropriate Play/Touch with Infant Sibling. Ball Play. Basic Pretend Play - Single Action. Blowing Objects. Building Towers with Blocks. Closed Ended Solitary Toy Play with Cause and Effect Toys. Closed Ended Solitary Toy Play with Gross Motor Toys. Closed Ended Solitary Toy Play with Mechanical/Electronic Toys. Functional use of Objects. Giving Objects to Another. Individual Play via a Play Schedule. Joint Attention. Open Ended Solitary Toy Play with Cause and Effect Toys. Open Ended Solitary Toy Play with Gross Motor Toys. Open Ended Solitary Toy Play with Mechanical/Electronic Toys. Parallel Play. Participation in Childhood Songs and Games. Participation in Childhood Songs and Games - If You're Happy and You Know It. Participation in Childhood Songs and Games - Itsy Bitsy Spider. Participation in Childhood Songs and Games - Wheels on the Bus. Playing in a Sandbox. Playing with Play-Doh. Pouring Liquid from Container to Container. Adaptive Skills Programs. Cup Use - Assisted and Unassisted. Sippy Cup Use - Assisted and Unassisted. Dressing/Undressing - Putting on and Taking off a Coat. Dressing/Undressing - Putting on and Taking off a Hat. Dressing/Undressing - Putting on and Taking off Pants. Dressing/Undressing - Putting on and Taking off a Shirt. Dressing/Undressing - Putting on and Taking off Socks and Shoes. Dressing/Undressing - Putting on and Taking off Underwear. Drinking from a Straw. Eating with a Fork and Spoon. Fine Motor Skills Based off of the ABLLS-R. Gross Motor Skills Based off of the ABLLS-R. Using a Pincer Grasp to Pick up Small Objects. Using a Tissue. Washing and Drying Face. Washing and Drying Hands. Toileting for Urination - 2 Hours Dry. Wiping for Bowel Movement. Wiping for Urination.

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Book SynopsisThis manual contains a 12-week curriculum designed to incorporate a multi-sensory approach to developing the critical and basic aspects of Theory of Mind (ToM). The activities are designed to be used with children aged 5-9, who have been diagnosed with an Autism Spectrum Disorder (ASD) or who have related social challenges.By building on Cognitive Behavioural Therapy principles, this book shows how teaching ToM to young children can help them to better understand the emotions and actions of people around them. This curriculum has been designed to enhance the development of ToM and skills such as imitation, joint attention and pretend play. These building blocks help social development in children with ASD and help them navigate relationships and social situations. As well as practical advice and supplementary materials such as worksheets and photocopiable flash cards, this book includes reinforcement activities to be carried out at home with parents and care givers.Written by Dr Kirstina Ordetx, an experienced Developmental Psychologist and CBT specialist, this book is essential reading for teachers and other professionals working with children with ASDs and related social difficulties, including SENCOs, behavioural therapists, speech and language therapists and occupational therapists, wanting to explore the benefits that ToM can bring to pre-adolescent children.

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Book SynopsisArmed with the wealth of understanding and strategies in this guide, students will discover how they can learn best, to make studying and revision more effective (and less stressful).Packed with simple, tried and tested strategies and workarounds, this study guide for supporting kids and teens who learn differently (such as those with ADHD, dyslexia, dyspraxia or ASD) explains what memory and processing issues are, and how to work around them. Written by a tutor and specialist with years of experience of working with students with learning differences, this book enables the student to understand the best ways they learn and the reasons behind this. Unpacking processing speed, sensory processing, metacognition, and executive functioning, including working memory, this uniquely relatable and empowering study guide will provide students with the self-understanding they need to manage exams and academic tasks at school with confidence and peace of mind.Trade ReviewAlison Patrick has drawn upon her years of experience as a support tutor to write this definitive guide to techniques and strategies for helping individuals with specific learning difficulties achieve their educational potential. Particularly welcome is her chapter on support strategies for enhancing mental well-being, an often overlooked issue. -- David Grant, PhD. Educational PsychologistAll readers, whatever their current views on the impact of memory and processing skills, will find plenty to stimulate their thinking in this book. Alison Patrick writes from personal experience and her range of reference is extensive. The accessible layout ensures teachers will find this a go-to resource for research, key strategies and useful tips. -- Margaret Glasgow, Addressing Dyslexia Toolkit Working Group (former head of Glasgow Dyslexia Support Service)

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Book SynopsisThis book combines moving accounts of the lived experience of dyslexic adults with tips and strategies for surmounting the challenges you or a loved one or family member may face. Drawing on in-depth interviews, Kelli Sandman-Hurley explores common themes such as school experiences; the impact of dyslexia on mental wellbeing; literacy skills; and being a dyslexic parent, perhaps to a child who is also dyslexic. Interviewees share what helped them (or didn't), the strategies they use daily to tackle literacy-based tasks, anxiety and low self-esteem, the advice they would give to the parent of a dyslexic child who is struggling, and reflect on how their experience has impacted their own parenting style. Whether you're dyslexic yourself or supporting someone who is, this book sheds light on an underrepresented topic, providing much-needed guidance and insight around what life is really like for an adult with dyslexia.Trade ReviewThrough intimate and, at times, heartbreaking interviews, Kelli Sandman-Hurley uncovers the frustrations, rage and shame that we dyslexics can experience. Yet through Sandman-Hurley's remarkable insight and understanding of the dynamics of dyslexia she offers a hope-filled path through the maze of institutional terminology and powerful emotions. Anyone who has a connection with a dyslexic needs to read this book. If you read one book about the challenges and hope of dyslexia, The Adult Side of Dyslexia is the one! -- Sprague Theobald, Author of “The Other Side of the Ice”Normal and typical are not synonyms. More and more, we're becoming aware of this truth, and The Adult Side of Dyslexia continues the conversation. Exploring thematic and personal journeys, this book is full of thoughtful empowerment, presented in ways that every reader will find engaging, usable, and accessible. -- Jennifer Cook, Author of "The Asperkid's (Secret) Book of Social Rules"I loved being interviewed by Kelli Sandman-Hurley because she is passionate about how and what she wants to learn about other people. She asked all the right questions about my experience growing up and living with Dyslexia over the past 64 years and how that influenced raising my 24-year-old daughter who is also dyslexic. It's rare to meet someone who is so knowledgeable in the field but chooses to be an astute and thoughtful listener. By gathering together and sharing so many personal stories of adult dyslexics I truly believe she has created an eye-opening book. It delivers completely and compassionately, eradicating stereotypes and age-old myths about dyslexia. But it goes way beyond just challenging old ideas - The Adult Side of Dyslexia raises critical issues about inclusion and equity in general! The book helps us think about who Is getting support for Dyslexia and who isn't, and most importantly why. Kelli Sandman-Hurley does this with vivid anecdotes and a structure that helps you find the important questions to consider. She also lays out new information in a very accessible and helpful manner. For those of us who know dyslexia intimately and work in the field, this book is a triumph. If you're dyslexic, love a dyslexic, or if you're an educator or just a believer in equity, I urge you to make it part of your library and include it on that shelf with other books celebrating love, courage, and hope. -- Peggy Stern, founder of SuperDville.comTable of Contents1. How Would You Describe Your Dyslexia?2. Dyslexia Hurts3. Dyslexia-Induced-Distrust4. Traumatic Teaching Practices5. Is Spelling Important to You?6. Do You Think Dyslexia is a Gift?7. Has Dyslexia Affected Your Ability to Succeed? 8. Acknowledge, Advocate and Accommodate

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Book SynopsisChildren with ASDs often find it difficult to identify the things they find difficult and, more importantly, to recognize the things they are good at. This colorful book provides simple self-exploration tools to help children identify their strengths and begin to tackle the things they find harder. The book explores a range of common difficulties, including communication, emotional and sensory regulation, and executive functioning, encouraging children to explore their personal challenges and abilities in an engaging and positive way. Illustrated with hundreds of cartoon-style graphics and containing a wealth of fun tools, games, activities and photocopiable worksheets, this book is ideal for children with ASDs aged 7-14, and will be equally useful at home or in the classroom.

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Book Synopsis"Neurodiversity has helped me understand myself and provided a sense of relief that I'm a whole neurodivergent person functioning as my brain intends.""It's provided me with the language to advocate for myself.""I no longer hated myself. I no longer felt broken. I found a sense of community. A sense of belonging"This affirming and thoughtful guide outlines how and why we need to fundamentally shift our thinking about neurodivergent people. We need to accept differences rather than framing them as a problem, abnormality or disorder. Welcome to the neurodiversity paradigm.At times challenging and radical, Sonny Jane Wise explores the intersections of neurodivergence with disability, gender, sexuality and race. Through interviews, narratives, and the lens of their own raw experiences, they consider how current systems and structures that impact neurodivergent people are rooted in outdated capitalist and racist frameworks, and how these need to change and adapt to be neurodiversity affirming. Sonny Jane's words are a rallying cry to challenge the pathology paradigm. They offer nine principles for facilitating change, reflected in deeply personal stories from the neurodivergent community.Powerful and persuasive, this book is a clarion call for a kinder and more neurodiversity affirming society.Trade ReviewSonny has been such a huge part of my personal education around neurodivergence, and We're All Neurodiverse is an incredible addition to that. It's given me so much to think about (both personally and professionally), and is such a necessary book for both neurodivergent people and neurotypical allies to read. -- Ellie Middleton, Autistic ADHDer, content creator, speaker and writerSonny Jane's book is empowering and affirming, including personal experience, guidance and information on neurodiversity. The book addresses the 'pathology paradigm' around neurodivergence. It is an excellent addition to the literature on neurodiversity. Highly recommended. -- Yenn Purkis, Autistic and non-binary author and advocateThis is an utterly ground breaking read that anyone who is neurodivergent or interested in neurodiversity should be reading. Sonny Jane Wise has managed to explain so many difficult and often contentious concepts in an accessible manner, alongside giving incredible advice for neurodivergent people and allies alike. -- Charli Clement, neurodivergent activist & author

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Book SynopsisWhen things don't go our way, the Disappointment Dragon can come to visit and take us down to his home in the Valley of Despair…The Disappointment Dragon sometimes comes to see us all and, if we let him, he can make us feel sad or angry. He visits Bobby when he is not picked for the school football team, he also finds Lucinda when she has to miss an exciting school trip because she has the Chicken Pox. He even tries to take the whole of Class Three down to the Valley of Despair when their favourite teacher moves away. Will the Dragon of Hope be able to chase away the Disappointment Dragon and help them see things more positively?The fun characters in this charming, fully illustrated storybook will help children to cope with, and discuss openly, their feelings of disappointment. There are many creative suggestions on how to banish the Disappointment Dragon and an introduction for adults explaining disappointment in children and how they can help.Trade ReviewThere are dozens of helpful suggestions for coping strategies at the end of the book, including little poems or "mantras". While the story is written by a specialist in Asperger syndrome and the pictures are by her son who has AS, the stories would be good for anyone who, perhaps, has a problem with dealing with disappointment. Great for schools took and everyone will love the dragons! -- Healthy BooksThe disappointment dragon is Kay Al-Ghani at her best. Through the use of simple and powerful language Kay has crafted a guide for modelling the power of resilience to our children. It isn't often that you find a children's book that is as educational to the parent as it is to the child. -- Brian R. King, clinical social worker, consultant on the autism spectrum and author of Strategies for Building Successful Relationships with People on the Autism Spectrum: Let's RelateThis fun, easy-to-read and fully illustrated storybook will help children who experience disappointment, and encourage them to use a range of helpful strategies to manage disappointment. The stories in this beautiful book will allow children to understand that everyone experiences disappointment for a range of reasons, however it is important to learn how to overcome it. Educators, parents and carers will like the helpful information at the end of the book, explaining disappointment in children, and the list of techniques for children to try to banish the Disappointment Dragon. The Disappointment Dragon will be a wonderful companion to Kay Al-Ghani's previous two books The Red Beast and The Panicosaurus. -- Sue Larkey, Autism Spectrum specialist, teacher and author of Making it a Success, Practical Sensory Programmes and Practical Mathematics for Children with an Autism Spectrum Disorder and Other Developmental Delays(...) colourful, heart-warming book... The stories within this book show children they are not alone with these difficult feelings. We read about the personal journey the fund characters take, leading them to the dragon of hope and a better understanding of disappointment. -- Wellbeing MentorThis is a great therapeutic story book which cleverly conceptualizes the feeling of disappointment as a dragon... Written by a Specialist Advisory Teacher for autism, with more than 35 years' experience in education... aimed at any child who may be struggling to deal with their emotions when things don't always go to plan, the visual concept would particularly appeal to children with autism, helping them to understand the feeling of disappointment. This book serves as an excellent discussion point about coping strategies and "armour" that can help the children to fight off the disappointment dragon... At the end of the story, there are notes and discussion point with additional strategies to try. I would definitely recommend this book to parents and teachers (both special needs and mainstream) to read with their children and to implement the strategies. -- Tori Houghton, Co-editor, Speech and Language Therapist * AuKids magazine, Summer 2014 *This book is much more than a picture book for children...The author's intention is to model for children how to manage complex emotions such as disappointment... The book includes information for adults and a list of techniques for children that teachers, parents and professionals will find helpful.... The stories in the book could beused by parents and professionals as a tool to support children in exploring their own experiences of disappointment and other emotions. The colourful descriptive examples not only bring the story alive, but give examples of when disappointment may arise so children can then link back to their own experience. -- Nina Ridsdale * BAPT - Play Therapy *Table of ContentsIntroduction. The Disappointment Dragon. The Disappointment Dragon and Making the Team. The Disappointment Dragon and the Chicken Pox. The Disappointment Dragon and Goodbye Miss Robinson. How to Banish the Disappointment Dragon.

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Book SynopsisThrough recognizing the different levels and kinds of giftedness, this book provides an insight into the challenges and benefits specific to gifted children with attention difficulties. Explaining why certain children are gifted and how giftedness is manifested, each chapter on a specific topic addresses the relevance for children with AD/HD and Asperger Syndrome. Lovecky guides parents and professionals through methods of diagnosis and advises on how best to nurture individual needs, positive behavior and relationships at home and at school.Lovecky explores concepts such as asynchrony and the effects of such `uneven' development on children, using case studies to illustrate emotional, intellectual, creative and social development. She also highlights the inadequate measures currently in place to assist parents and teachers and goes on to clearly define what is required to understand and help these children so that their needs can be met more positively in the future. Different Minds, with its wealth of practical and background information, is essential reading for all those who live or work with gifted children with attention difficulties.Trade ReviewDifferent Minds is an invaluable resource for both professionals and parents. Gifted teens and adults with AS or ADHD will also benefit from reading this book. It is clearly a labor of love, and we are all lucky to have the resource available. -- The Journal of AEGUSDifferent Minds is a book that is highly useful for parents and professionals alike. Parents will appreciate Dr. Lovecky's detailed discussions of the challenges of gifted children with 'different minds', her clear writing style, and the wealth of useful information and practical resources she provides. Professional will find a thoughtful discussion of the intersection of AD/HD, Asperger's Syndrome and non verbal learning disabilities in gifted children, supported by a thorough review of current research. Different Minds is a book that belongs in the library of every professional who works with children with AD/HD. -- AttentionThe book is the product of years of observing, assessing, and counseling gifted children in her practice at the Gifted Resource Center of New England. It resulted from the frustration of parents who needed help understanding their children – the giftedness, the uneven development, and the learning difficulties. In response, Lovecky produced a book that “discusses not only the disorders, but also the issue of giftedness and how being gifted amplifies problems or ameliorates then”.Parents, teachers and mental health professionals will find clear explanations and useful strategies and recommendations in the book's 500 plus pages... The first three chapters give readers an excellent foundation in giftedness, attention deficit disorder, and Asperger Syndrome. Unlike many authors, Lovecky explores the strengths of gifted kids with these disorders as well as their weaknesses. She also looks at other disorders and learning deficits that might co-exist in these children... Different Minds, a book dense with information, makes the reader work; but it's well worth the effort. Whether you use the book as a reference to read it from cover to cover, you will come away with well researched fact to help you better understand gifted children with attention and learning deficits and many practical strategies for nurturing and teaching them'. -- 2e: Twice Exceptional NewsletterDifferent Minds, Gifted Children with AD/HD, Asperger Syndrome and Other Learning Deficits is an excellent and highly fascinating book, which covers a very special field in child neuro-psychology and developmental paediatrics. The book has a theme that has not, to my knowledge, been much discussed in the literature. Dr Lovecky gives, from her vast experience in clinical child psychology and from her special interets in gifted children, many instructive examples from actual children in her practice and discusses their cognitive styles, strengths and difficulties. Also the discussion about the relation between NVLD and Asperger syndrome is very useful. The reference list is comprehensive and includes other important literature in the field. There is also a list of useful resource centers for parents, teachers and professionals. I will strongly recommend this book to all these groups. This book will give new insights that will considerably contribute to our understanding of children with different minds. -- European Child and Adolescent PsychiatryThe text is written in an easily read style with many case studies sprinkled throughout to make this complex subject matte more personal. The book doesn't offer false hopes or instant cures, but neither is it morose reading. One suggestion made seemed to be particularly pertinent - that it is very important for teachers and parents to allow harmless idiosyncrasies. After all, don't we all have these? -- Gifted and Talented MagazineThe book is an excellent resource for those working with non-average learners. In particular it draws together the different but overlapping strands of these specific diagnoses, and strives to clarify the underlying academic strengths as well as the educational needs of the children. It would be particularly relevant to those working in settings where the learners' abilities and needs are broad ranging, or difficult to define. -- Good Autism PracticeThis is a well-structured book. There are nine chapters; the first gives an overview of gifted children and theories of giftedness. The next two chaoters provide a general description off AD/HD and Asperger before going on to give detailed information on gifted children with these conditions. The following chapters look at cognitive aspects and learning styles, creativity, emotional intelligence, social cognition and moral development. The final chapters discuss issues around assessment and highlight the resources available. The author also includes useful appendices on diagnostic criteria. -- Community PractitionerIn addition to case studies and research findings, Different Minds offers practical strategies and ways in which young people can be supported, both to develop their intellectual abilities and to help them feel accepted in society... This is an absorbing read crammed with observation and detail. Did you know, for instance, that difficulties with social interaction increase in line with IQ? Children with higher IQ's (180-plus) find their age peers “a mystery, because they're so different in interests, speed of learning, ability to understand complex material and desire to learn.”... Different minds is a valuable addition to the information already available in this field. -- Children NowTable of ContentsIntroduction. 1. The Gifted Child. 2. Attention Deficits Part I: Attention Deficit / Hyperactivity Disorder. 3. Attention Deficits Part II: Asperger Syndrome. 4. Cognitive Issues: How Those with a Different Mind Think. 5. Finding Flow: The Wellspring of Creative Endeavor. 6. Emotional Intelligence and Emotional Giftedness. 7. Social Cognition And Interpersonal Relationships. 8. Moral Development: Moral Reasoning and Compassion. 9. Issues in the Assessment of Gifted Children with Attention Deficits. 10. Resource List for Parents, Teachers and Professionals. Appendix A: Diagnostic Criteria for AD/HD DSM-IV (Table 1). Diagnostic Criteria for AS DSM-IV (Table 2). Diagnostic Criteria for AS (Gillberg and Gillberg) (Table 3). Appendix B: List of Test Distributors for Professionals. References. Index.

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Book SynopsisTemple Grandin offers the world yet another great work, an inspiring and informative book that offers both hope and encouragement.In these pages, Temple presents the personal success stories of fourteen unique individuals that illustrate the extraordinary potential of those on the autism spectrum. One of Temple's primary missions is to help people with autism, Asperger's Syndrome, and ADHD tap into their hidden abilities. Temple chose these contributors from a wide variety of different skill sets to show how it can be done. Each individual tells their own story in their own words about their lives, relationships, and eventual careers. The contributors also share how they dealt with issues they confronted while growing up, such as bullying, making eye contact, and honing social skills. Different...Not Less shows how, with work, each of the contributors: Found invaluable mentors Learned skills necessary for employment when young Became successfully employed Developed self-confidence Faced the challenges of forming and maintaining relationships (and sometimes) Raised families Trade ReviewThis is an inspiring book. The stories of achievement will be encouraging for parents of a young child with an autism spectrum disorder and will be especially inspirational for adolescents and young adults who are feeling despondent that autism could deprive them of a successful career or relationship. This book has antidepressant qualities to rival those of medication." —Dr. Tony Attwood

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Book SynopsisThis new book by authors Jane Emerson and Patricia Babtie follows on from their award winning book, the Dyscalculia Assessment. Once careful assessment has identified the particular numeracy difficulties your pupils may have, the Dyscalculia Solution provides a practical teaching guide for addressing and solving those difficulties. The Dyscalculia Solution includes step-by-step instructions on how to teach pupils to use whole numbers by talking and reasoning about them, and communicating their thinking in a verbal, diagrammatic and written form. The book includes scripts to emphasise the importance of using the correct language to develop numerical thinking, as well as teaching objectives, activities and games which are important for fostering a positive attitude to numeracy. Each new concept builds on previous understanding so that new facts are derived by reasoning from known facts. The Dyscalculia Solution is ideal for use with primary school children, but can easily bTrade ReviewThe Dyscalculia Solution represents an invaluable practical guide to acquiring numeracy skills, for children and struggling adults alike. The book contains exercises focusing on the physical realisation of quantity and the operations that can be performed when quantities are expressed in symbolic form. This multi-sensory approach accords with how we now understand the brain to abstract the concept of numeracy from our interactions with the cultural environment. The book will prove essential for parents and teachers alike. * Professor Michael S. C. Thomas, Professor of Cognitive Neuroscience, Birkbeck College University of London, Director, Centre of Educational Neuroscience *This is a resource which maths teachers will find unparalleled. It provides clear guidance as to how to help children with maths difficulties. It will help teachers to understand the underlying difficulties pupils may have and give them the knowledge as to how to support their pupils both in class and in one to one lessons. * Sue Dillon, Head of Learning Support, Thomas's Battersea, London *The Dyscalculia Solution is an absolutely must have for any teacher looking for solutions with children who experience difficulties with numbers. It is quite simply the most practical and inspiring book; an invaluable piece in a teacher’s toolkit. Straightforward to read, simple to implement in class and at home. A top quality resource. * Jenny Aviss, Director of schools, Alpha Plus Group Ltd *Table of ContentsPart 1: Foundations of numeracy: mental maths/ 1: Numbers 1 to 10 Counting/ 2: Numbers 1 to 10 Calculation/ 3: Numbers to 20: Counting/ 4: Numbers to 20: Calculation/ 5: Numbers to 100: Counting/ 6: Numbers to 100: Calculation/ 7: Multiplication and division/ Part 2: Formal Numeracy/ 8: The place value system/ 9: Formal written methods/ 10: Word problems/ Appendices

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Book SynopsisNo matter what you teach, there is a 100 Ideas title for you!The 100 Ideas series offers teachers practical, easy-to-implement strategies and activities for the classroom. Each author is an expert in their field and is passionate about sharing best practice with their peers.Each title includes at least ten additional extra-creative Bonus Ideas that won''t fail to inspire and engage all learners._______________ Do you need ready-to-use, fun and engaging ideas for supporting students with dyslexia in your classroom? Then look no further! Designed for busy secondary school teachers, this book is packed with tried-and-tested activities to integrate into your lesson plans that you can use straight away.There are ideas specific to secondary subject areas, including English, maths and PE, plus loads of practical advice on key areas of personal development, from self-esteem and staying motivated to effective study skills.This is the perfect companion fTrade ReviewGavin Reid and Shannon Green’s creation ‘100 Ideas for Secondary Teachers: Supporting Children with Dyslexia’ is the perfect companion and resource stimulus for all secondary teachers who are concerned with their students' learning needs and strategies. This book will help to facilitate and support learning methodologies and enable effective learning in the secondary school and will help teachers 'get it right' for students with dyslexia. - Nick Guise, Support for Learning and Specialist Teacher, Loretto Senior School -- Nick Guise, Support for Learning and Specialist Teacher, Loretto Senior School

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Book SynopsisDesigned to address specific areas of difficulty for children, teens and young adults with autism spectrum disorder (ASD), the 46 exercises in this comprehensive program are proven to improve body image, motor coordination, posture, muscular and cardiovascular fitness. The boost to confidence, relationships and general wellbeing resulting from this will be transformative for individuals with ASD and their families. Used extensively in homes, schools and specialist ASD programs, the exercises require minimal equipment and can be used in a wide range of settings. Accompanied by clear instructions and explanatory cartoon illustrations, they are easy for non-specialists to follow and can be used just as effectively with groups or individuals. Packed with helpful advice from the author, an ASD fitness specialist, as well as inspiring case studies and guidelines on adapting the exercises for different ages and abilities, this popular program contains everything needed to get minds and bodies active while having fun!Trade ReviewThe Autism Fitness Handbook greatly demonstrates Coach David's profound understanding of autism and the challenges it causes. The handbook emphasizes the importance of structure and routine, and the use of visual supports and reinforcers, to maximise the learning opportunities for persons with autism. It also explains how exercise can be used to teach concepts, language, social skills, psycho-motor goals, besides achieving motor skills development and body awareness. -- Maha Helali, Chairperson and Co-Founder at ADVANCE (The Egyptian Advance Society for Persons with Autism and Other Disabilities)Physical fitness - so often overlooked when helping people with autism reach their full potential - provides extended and far-reaching benefits. David Geslak gives us an understandable and achievable plan everyone can implement. His compassion, knowledge and understanding make this book a must-read for every parent and professional who works in the autism community. -- Anissa Ryland, Executive Director, The Johnson Center for Child Health & DevelopmentThe Autism Fitness Handbook breaks down the teaching of exercise to children and adults on the autism spectrum into a clear, concise and common sense approach. “Engage, Educate, Empower and Exercise” are the four components of the Handbook and applicable for everyone to embrace, no matter your ability level. -- Danielle Carter, Administrator of the Educational and Life Skills Program, Northern Suburban Special Education District, Highland Park, IllinoisTable of ContentsForeword by Stephen M. Shore. Introduction. Part One: Engage. 1. Exercise…The Gateway to Build Fitness, Self-Esteem, and Relationships. Part Two: Educate. 2. The Five Components of Physical Fitness – Revisited. 3. Setting up an Individualized Program. 4. Creating Individual Visual Exercise Schedules. Part Three: Empower. 5. Champion Stories. Part Four: Exercise. Body Image. 1. Body Part Identification. 2. The Pretzel. 3. Stability Ball Hug. 4. Arm. 5. Foot. Posture. 6. Calf stretch. 7. Hip Extensions. 8-10. Log Exercises. 11. Dog. 12. Frankensteins. Motor Coordination. 13-15. Ladder Drills. 16. Ball Catch (Large & Small). 17. Crossover March. 18. Crossover March with Elbows. 19-21. Letter Jumping. Muscular Fitness. 22. Dumbbell Chest Press. 23. Single Arm Dumbbell Row. 24. Standing Band Row (Two Hands). 25-27. Medicine Ball (MB) Series. Abdominal Strength. 28-31. Superman Series. 32. Push-Up Hold. 33. Elbows 'n' Toes. 34. Partner Crunch. Cardiovascular Fitness. 35-42. Running Mechanics. 43. Treadmill. 44. Cone Running. 45. Exercise Bike. 46. Trampoline. References.

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Book SynopsisThis photocopiable resource provides a clear structure to assist teachers, SENCOs, learning support assistants and speech language therapists in developing children's language from the concrete to the abstract. It is based on fifty picture and verbal scenarios that can be used flexibly with a wide range of ages and abilities. Quick, practical and easy to use in the classroom, this programme can be used with individual children, in small groups or can form the basis of a literacy lesson or speech language therapy session.Key Features include: question sheets are carefully structured to promote children's development of inference, verbal reasoning and thinking skills the three parallel assessments of spoken and written language can be used to assess each child's starting level and then to monitor progress score forms and worksheets for each lesson are included. The book is particularly useful for children who are recognised as having delayed language skills, specific language impairment, Autism Spectrum Disorder (including Asperger's Syndrome), pragmatic language impairment or moderate learning difficulties.The second edition is now in full colour throughout and has been updated with a simplified introduction. All illustrations and worksheets will now be available online.Trade Review"The recently published Language for Thinking: A structured approach for young children (The colour edition) is a great practical resource for busy clinicians working with primary school-aged children... Each scenario has more appealing colourful pictures, instead of the previous black and white pictures. It is suitable to use with a class, small groups or individually, and can easily be adapted as a school/home program.The book contains a choice of two different assessments with accompanying record sheets for establishing a baseline and later reviewing progress. The clear structure enables progress to be easily monitored. There are examples of individual targets and how these can be applied across the curriculum. Worksheet templates are also included. The 50 pictures/scenarios are presented with a range of questions at 3 language levels (A, B and C). These levels correspond with Blanks Levels, 2, 3 and 4... Each scenario also has a short story for children to read, allowing the task to also be used for reading comprehension (with or without the picture). Activities require little preparation and can be used for social communication groups.In summary, this is an excellent practical resource based on Blanks Levels, targeting both spoken and written comprehension." — Claire Bolton van Weert, Speech & Language Therapist"The resource is quick and easy to use and can be used with an individual child up to a whole class of children. Worksheets can easily be photocopied or printed off from the disc that accompanies the book and there is the added bonus of supporting materials online. Progress can also be measured with the three parallel assessments that are provided, which is key to current practice in both schools and therapy practices.It is a key resource for differentiation across groups of children and provides a scaffold for less experienced practitioners to be able to differentiate through the simple levels presented." — Jodi Lea-Trowman, Highly Specialist Speech and Language Therapist, Director of ‘Love to Communicate’Table of ContentsPart One Introduction How to use this resource Part Two Assessment pictures and record sheets Assessment texts Part Three Scenarios Scenario texts Part Four Attendance sheet Worksheets Question symbols Frequently asked questions Assessment sample answers Assessment and scoring guides

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Book SynopsisWritten by an authority in the dyslexia field, this is the first accessible guide to the close interplay of spelling and dyslexia. Kelli Sandman-Hurley talks the teacher or parent through why kids with dyslexia find spelling so hard, and what we can learn from the spelling mistakes in their writing samples. Introducing key terminology around morphemes (smallest unit of meaning in words) and phonemes (smallest contrastive units in language) in an accessible and clear way, Sandman-Hurley goes on to explain how we can identify, and learn from, kids' spelling miscues, and use them to further inform our teaching and instruction. Shedding much-needed light on an under-explored tool for classroom or home learning, Dyslexia and Spelling is essential reading for teachers and parents alike.Trade ReviewSpelling is hard if you have to learn it on your own! But when you understand the systems that are used in English to spell words, it makes a lot more sense. This book takes a morphological approach to teaching all students with dyslexia to spell and write, but the ideas apply much more widely to students who struggle or who have been undertaught. This is a great resource on the English language that teachers and parents can use to help unlock the code and help students communicate their ideas with the world. -- Douglas Fisher, Ph.D., Professor & Chair, Department of Educational Leadership, San Diego State UniversityThis book is a must read for all teachers, not only those working with children who find spelling difficult. Sandman-Hurley demystifies the spelling of English words and provides numerous effective activities for spelling instruction. After reading Dyslexia and Spelling, teachers will no longer see spelling as a memory task but one based on the "sense and elegance of the English writing system." -- Marcia K. Henry, PhD. Author, Unlocking Literacy: Effective Decoding and Spelling Instruction; Former president, The International Dyslexia Association; Professor Emerita, San Jose State UniversityKelli Sandman Hurley shines a bright light on a profound insight about spelling and dyslexia that has been in front of us all along yet few of us understand. Embrace this fabulous book and let it be a first step to learning more. -- Michael Hart, Ph.D., Founder and President of DrMichaelHart.comTable of Contents1. Why Spelling is so Hard. 2. Show Me the Writing Sample. 3. Word Investigations. 4. Teachable Moments. 5. Teaching Tips.

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Book SynopsisA complete assessment tool for investigating maths difficulties in children, this book also provides advice for implementing the findings into teaching plans.The Dyscalculia Assessment is a tool for investigating pupils'' numeracy abilities. It is designed to inform a personalised teaching programme for individuals or small groups of pupils who have difficulties with numbers. The assessment was devised at Emerson House, a specialist centre in London supporting pupils with difficulties in numeracy and literacy. The bestselling first edition of the book, written by Jane Emerson and Patricia Babtie, was the winner of the ERA Best Special Educational Needs Resource 2011.This fully revised and updated second edition features a brand new design, making the step-by-step assessment even easier to navigate and use, wither by SENCOs or those with no specific special needs training, The suggested script for each stage of the investigation that runs alongside the photocopiableTrade ReviewFeatured in 'Read These' section in Times Education Supplement, TES Wales and TES Scottland, 18th June 2010‘This book is essential to anyone working with children with dyscalculia, providing a comprehensive guide to individual assessment. It helps special educators to profile areas of strength and weakness in the different components of mathematics, connecting assessment directly to remedial instruction. The text is easy to read, and takes the teacher through the nuts and bolts of the assessment process from start to finish.' Anna J. Wilson, Lecturer in Learning , University of Canterbury and Honorary Research Associate, University of Auckland, New Zealand'A comprehensive support for anyone teaching children with significant mathematics difficulties of any kind. It provides an accessible assessment tool with a detailed guide to children's possible responses, based on current research about significant aspects of knowledge and understanding. There is guidance on what to do about the difficulties identified, using a structured approach to learning mathematics which emphasises understanding and reasoning, practical models and talk...This is an extremely useful resource for those working with underachieving children. It combines a direct way of identifying key difficulties with a tried-and-tested teaching approach.' Sue Gifford, PGCE Programme Convenor (Primary), Roehampton University, London, UK‘A wonderfully comprehensive and clear guide to assessing and then remediating dyscalculic difficulties... I am confident that it will prove invaluable to me in my work.' -- Dyslexia Contact"This book is a wonderfully comprehensive and clear guide to assessing and then remediating dyscalculic difficulties." Sue Lilley, Specialist TeacherBoth authors draw on their extensive knowledge as teachers of special needs and have compiled a very worthwhile resource designed to identify in detail the strengths and weaknesses of an individual who may be struggling to learn mathematics... -- Nasen SpecialThis is an excellent resource, and I would recommend it for purchase to place in a school's special education library, where many teachers can reference the book to deal with students with intractable problems. Or, a school might decide that one special education teacher would be the "math specialist", who would assess students with serious math disabilities using the assessments, and providing remediation ideas for the child's special educator. -- www.about.comReally this should be titled 'what you always wanted to know about dyscalculia but didn't know what or how to ask...' - At last a book that not only tells you about the problem - but also what to do about it and gives you the tools to do something about it! Has invaluable resources and appendices - simply miles ahead of what I was using up to now. If like me you think that dyscalculia is 20-30 years behind dyslexia - this assessment book and accompanying brings it bang up to date. You need to spend some time reading through the guide part it particularly if you are new to the problem or SEN children - but guess what - this is a complex matter that deserves some time spent on it and time spent with this book will pay big dividends. It is simply packed with both academic rigor and common sense- a rare thing in education. A. Coomes * Amazon.Com Books *Table of ContentsIntroduction/ 1. Getting Started/ 2. The Dyscalculia Assessment/ 3.Interpreting the Assessment/ 4. Games and Activities/ Appendices/ Templates/ Further reading and resources

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Book SynopsisWhen Tom is out shopping, he needs to go to the toilet. Tom knows that public toilets are different to his toilet at home. There are urinals and cubicles and he has to decide which to use.This visual resource helps parents and carers teach boys and young men with autism or other special needs about how to use public toilets safely. It covers the subtleties of social etiquette including where to stand and look, as well as practicalities such as remembering to lock the cubicle door. With simple and effective illustrations throughout, the book is the perfect starting point for teaching independence when using public toilets.Trade ReviewThankfully, we have reached a point where society recognizes that all people, including those with a developmental disorder such as autism, are sexual beings who have a right to knowledge and to be safe. But there are aspects of sexuality that are challenging and not easy to teach. These attractively illustrated books, with their clear, anatomically correct pictures and simple, unambiguous text, deal bravely with these topics and will facilitate discussion and learning. They will be a very welcome addition to the bookshelves of families who have an adolescent boy on the autism spectrum. -- Sarah Attwood, author of Making Sense of SexThis series is perfect for use in sex education classes. An excellent and very helpful choice for professionals working with people with ASD! -- Ioannis Voskopoulos-Labrini Ioannou, psychologistThe Tom books about privacy and puberty for boys on the autism spectrum are a wonderful resource for families and young people with ASD. Each of the books addresses a range of relevant topics, to promote safety and healthy practices that will ensure better inclusion in society for boys and men on the spectrum. I have met hundreds of parents and teachers who often find that these issues related to puberty are in most urgent need of being addressed - finally, books that help us help our sons, brothers, students, and friends! -- Dr Helen McCabe, Executive Director, The Five Project for International Autism and Disability Support (www.thefiveproject.org), USFull marks to author and mum Kate Reynolds and illustrator Jonathon Powell for tackling a tricky subject with such style and humour. Their set of three books - What's Happening to Tom?, Tom Needs to Go and Things Tom Likes are aimed specifically at young boys with autism to help them understand their developing sexuality and to behave in ways that are socially appropriate and will keep them safe... The books act as a visual guide... An honest approach like this will help them to learn quickly and to ask you questions without any sense of shame or embarrassment. -- Debbie Elley, Co-editor * AuKids Magazine *This little book offers a visual resource to parents and carers to teach boys and young men with the condition how to use public toilets safely. It covers the subtleties of social etiquette... It offers a good starting point for teaching independence and might also prove a useful resource for teachers in sex education classes. -- Autism eye

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Book SynopsisThis inventive colour picture book uses the metaphor of a train to teach basic conventions of conversation to children with autism spectrum disorders (ASDs). Engines are like greetings; they get the train going. Freight wagons are like different speakers' turns; it is good to have at least a few when you are in conversation. A set of points guiding a train from one track to another is like a tactful change in the topic of conversation. When a conversation veers off-topic it is like a derailed train. As well as attractive colour photographs of trains, the book contains engaging photocopiable worksheets and colouring pages to help promote skill generalisation. This highly visual approach to conversation is ideally suited to children with ASDs aged approximately 5-13.Trade ReviewThis is a really clever and helpful book aimed at giving autistic children a better understanding of how everyday conversations work, using the analogy of a steam train... using illustrations of the freight wagons, the author shows how important turn-taking is in conversation... It's very appealingly done, and there are photocopiable worksheets at the back for reinforcement and assessment. This is a very high-quality resource, confidently recommended. -- ACHUKA ReviewsThe Conversation Train: A Visual Approach to Conversation for Children on the Autism Spectrum is a unique, one of a kind book that cleverly uses a train analogy for teaching conversation... at the end of the book there is a section of worksheets for the child to complete that can be copies... I would love to see this book in every library and elementary school class room because so many now do include children with autism. -- Horizons - Autism Society of Michigan Quarterly NewsletterI really enjoyed how the book breaks down each element of a conversation, has several examples and then has visuals to help support the child's own conversations. I can see how practical a book like this would be for a verbal child who is struggling with how to enter, maintain and end a conversation. -- eyes on autism (Australia)This author, an American Clinical Social Worker who specializes in Autistic Spectrum Disorder, uses the metaphor of a train to help children who find conversation difficult to gain control over the conventions... This is an interesting, imaginative and well illustrated guide for anyone seeking to help a young person with ASD to feel more confident when sharing a conversation. -- The School Librarian (SL)Using a steam freight train as a metaphor, this picture book is aimed at helping children on the autistic spectrum learn conversational skills... The book is a simple concept in simple sentences that will be reasonably easily grasped b y children who find holding conversations difficult, and the pictures of the train will hold interest. This is a marvelous tool in the autistic spectrum world, and will provide fun as well as learning. -- Healthy Books blogTable of ContentsIntroduction. Promote Skill Generalization Using the Train Imagery. Using the Worksheets. Section One: The Conversation Train. Part One: Starting a Conversation. Part Two: Taking Turns in Conversation. Part Three: Staying On Track. Part Four: Changing Topics. Part Five: Ending the Conversation. Part Six: Putting it All Together. Section Two: The Conversation Train Worksheets. What Do the Different Parts of the Train Mean? Hello Words, How Are You Words, Switch Track Words and Goodbye Words. Fix the Mixed-Up Conversation. Things You Love Can Make You Go Off Track. People You Know and What They Like Talking About. People You Know and What You Both Like Talking About. The Two-Person, On-Track Worksheet. Choosing the Right Words with Different People. Keeping Track of Staying on Track. Conversation Train Coloring Pages.

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Book SynopsisIt is a common misconception that children on the autism spectrum find mathematics easy. In fact the opposite is true for some, and exposure to basic mathematics in the early years can be crucial in establishing the foundations for understanding later in life. This book provides practical strategies and tools for teaching key mathematics concepts to children with an autism spectrum disorder and other developmental delays. The authors emphasise the importance of incorporating a child's special interest into learning in order to help them engage fully with new concepts. Topics covered include colours, shapes, categories, numerals, sequencing, addition and subtraction and using money, and the book includes worksheets and activities for incorporating mathematics into daily living skills. This is an essential resource for teachers, teaching assistants and parents who wish to develop mathematics skills in children with an autism spectrum disorder and other developmental delays.Trade ReviewThe writers suggest that teachers often struggle with the question of where to start; this guide is provided as an answer. The "no nonsense" style of the book mirrors the teaching approach advocated for the children - clear, deliberate and sequential... The book's precise approach and the uncomplicated format means that the programme is not reliant upon a teacher or an academic to deliver, and can be used in a range of settings. The book is written in a straightforward manner, using informal language... This is an easily accessible book which could be used by teachers of various experience levels, Teaching Assistants and parents. I would recommend this book to those with an interest in teaching maths in a practical, sequential manner, who are not concerned with a lack of underpinning knowledge and analysis. -- The International Journal of Developmental DisabilitiesThis is book which aims to take the fear out of learning maths by teaching it in a very practical manner. Its contents are easily digestible and it will be of great interest to parents, teachers and support staff of pupils with ASD and other developmental delays. -- SNIPI have known the authors of these practical and effective mathematics programmes for many years and I have great admiration for their insight into the minds and learning styles of children with an ASD, as well as their knowledge of how to capture the child's attention and clearly explain mathematical concepts...I know this is the book that parents and teachers of young children with an ASD, from severe autism to Asperger's syndrome, have been seeking for a long time. -- from the foreword by Tony AttwoodThis book is great, a very welcome resource, one that will take the fear and confusion out of learning mathematics. I often say, 'you know how so many autistic people are great with numbers? I'm not one of them!' How I wish it had been around when I was growing up. Importantly, it shows how to utilise a child's interest. This is where our hearts are, this is how we learn best. This book will open doors for so many children and set them up for life-long learning. It's magic. -- Dr Wendy Lawson, author of Life Behind Glass: A Personal Account of Autism Spectrum DisorderTable of ContentsForeword by Tony Attwood. Introduction. How to Use this Book. 1. Colours. 2. Shapes. 3. Categories. 4. Numerals. 5. Sequencing and Order. 6. Numbers. 7. Visual Maths Addition. 8. Size Attributes to Compare. 9. Positions. 10. Money. 11. Using Everyday Situations to Teach Maths - Generalising and Making Maths Fun. Conclusion. References. Index.

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Book SynopsisPart of the Reading Well scheme. 27 books selected by young people and health professionals to provide 13 to 18 year olds with high-quality support, information and advice about common mental health issues and related conditions.Winner of the NASEN & TES Special Educational Needs Children's Book Award 2003Have you ever been called a freak or a geek? Have you ever felt like one? Luke Jackson is 13 years old and has Asperger Syndrome. Over the years Luke has learned to laugh at such names but there are other aspects of life which are more difficult. Adolescence and the teenage years are a minefield of emotions, transitions and decisions and when a child has Asperger Syndrome, the result is often explosive.Luke has three sisters and one brother in various stages of their adolescent and teenage years but he is acutely aware of just how different he is and how little information is available for adolescents like himself.Drawing from his own experiences and gaining information from his teenage brother and sisters, he wrote this enlightening, honest and witty book in an attempt to address difficult topics such as bullying, friendships, when and how to tell others about AS, school problems, dating and relationships, and morality.Luke writes briefly about his younger autistic and AD/HD brothers, providing amusing insights into the antics of his younger years and advice for parents, carers and teachers of younger AS children. However, his main reason for writing was because "so many books are written about us, but none are written directly to adolescents with Asperger Syndrome. I thought I would write one in the hope that we could all learn together".Trade ReviewA remarkable book from a unique boy! -- My Weeklyan excellent book -- The GuardianCompelling reading…Luke has written a book that's intelligent, articulate, sensitive and funny. -- The Big IssueFreaks, Geeks and Asperger Syndrome allows the reader a glimpse into the fascinating but frustrating world of an intelligent and capable adolescent and leaves us with some understanding of his philosophy of life. Novices and experts alike will find Luke Jackson's book full of practical ideas that will enable them to make a positive difference in the lives of people with Asperger Syndrome. -- NewsmonthFreaks, Geeks and Asperger Syndrome is a cool, confident work that belies the author's youth. The experts reckon that Luke has a reading age of 18-plus, but most people that age would be hard-pressed to produce such witty, effortless prose… [his] positive – almost celebratory – view could well make this a favourite among children, AS and otherwise, who find themselves out of tune with their classmates. -- Times Educational SupplementFreaks, Geeks and Asperger Syndrome is one of those books I feel should be compulsory reading for everyone… His style is light and chirpy with a very positive view of autism: “I have what some people would call a disability but I call a gift”. At the same time it has extraordinary depth and insight, guiding people along without a trace of arrogance or being simplistic. I cannot recommend this book enough. -- Inclusion NowFreaks, Geeks and Asperger Syndrome not only aims to help other youngsters live with this challenging and often misunderstood condition, but “will change attitudes and replace bleak despair with insight and laughter”, according to expert Tony Attwood. -- SesameHis style of writing is incredibly accessible, especially considering his age. His combination of humour and sincerity will keep you interested all the way through and when you finish reading, you will take away an in-depth and relevant understanding of Asperger's Syndrome. -- British Journal of Healthcare AssistantsI have two autistic sons and have read many books on the subject; this is one of the most useful. There should be a copy in the staffroom of every school with an AS pupil - which, at the rate things are going, means nearly every school. -- Daily TelegraphI like Jackson's advice. Give clear instructions. Avoid metaphors you can't explain. Don't presume rights and wrongs are obvious. Spell things out clearly…I like Jackson's project: to remind himself, his peers and professionals that 'different is cool', and by-the-by that our normal world is pretty weird anyway. 'When is an obsession not an obsession?' 'When it's about football'. -- Educare NewsI would recommend this book not only to AS adolescents and anybody associated with them but also to the public at large so that we may, through understanding Asperger syndrome better, become more tolerant and respectful of differences and also better equipped to meet their needs. -- Home Education Advisory Service BulletinIn this terrific book that is sure to inspire other adolescents with the same condition, 13 year old Jackson offers teenager's perspective on what it's like to live with Asperger's. -- Library JournalJackson has a conversational, yet confiding, authorial style. He provides an insight into the internal world of people with Asperger Syndrome. They are not “freaks” but fascinating individuals, who examine life from a different perspective. They are subject to the same hopes and feelings as the rest of us, but find it difficult to learn our “social” ropes. Jackson's admirable effort to tell it how it is has left me gratefully enlightened. -- BMJ Publishing GroupLuke is a star. It is good to know that there is a book like this that teenagers with AS would find useful and accessible. I suspect though the market this book is aimed at is parents, and that often seemed to be who Luke was addressing… Luke explains things clearly and sensibly, and this is as good a book as any for anyone of any age to read as an introduction to Asperger syndrome or to try and gain better understanding of an other. I hope Luke continues writing as he gets older'. -- Asperger Information.netthe title grabs you- upfront and no deference to the niceties of political correctness. The author, Luke Jackson, is 13-years-old and has Asperger's Syndrome (AS). His style of writing is jokey and engaging. His motive for writing the book was the lack of relevant publications for adolescents. The book also addresses parents, carers and professionals who, though aware of the autistic spectrum, do not necessarily understand it. The author provides a good account of the variability of autism and emphasises the importance of having the appropriate label. His arguments shame those professionals who refuse to do this…An excellent and informative book. -- BulletinThis book is a must for those young people diagnosed as having Asperger's Syndrome, those who think that they may have it, their parents and teachers. The Special Needs department in every school needs to have a copy both for the students and the staff to read. It is brilliant to have such a book written by someone on the inside. The insights are all the more illuminating for us on the outside. -- Metapyschology Online Book reviewsThis is a remarkable publication. It is written by a person diagnosed with Asperger Syndrome, and provides the reader with an insightful guide into the experiences and challenges during the difficult but profoundly important teenage years. Any and all staff, and managers, who are involved with clients with autistic spectrum disorders should gain a great deal from reading this first hand account of fascinations and fixations, language and learning, school, friendships, dating, bullying and morals… -- Care and Health MagazineTable of Contents1. An introduction - me and my family. 2. Asperger Syndrome and the Autistic Spectrum. A label or a signpost? 3. To tell or not to tell? Giving the news. How and when to tell other people. 4. Fascinations and fixations. Specialist subjects. Collections. Compulsions. Controlling a compulsion. 5. Sense and sense abilities. About all of the senses - our different sensory perceptions. All in a muddle. 6. A different physiology. Dietary Differences. 7. A word about sleep. Medication. Sleeping solutions for people with AS. Sleeping solutions - tips for parents.8. Language and learning. Teenage talk. Literalism and logic. Precise parents make cheerful children. 9. The problem with school… Reading, Writing and `Rithmatic. Not to mention homework! Not much fun and games. School or otherwise - if it still goes wrong. 10. Bullying. My experiences. What is bullying? Why me? When is a bully not a bully? Dealing with bullies.11. Taekwondo. My Taekwondo class. The History of Taekwondo. The benefits of Taekwondo.12. Friendships and socialising. How to win friends and influence people. A word of warning for pushy parent. 13. The dating game. Fathom out those feelings. Top tips to enhance your chance. The rules of the game - do's and don't of dating. 14. Morals and principles - representation and reality. Negative publicity. Rules are not made to be broken. Moral musings for adolescent Aspergers. 15. One final note. Idioms - an explanation. Further reading. Websites and links. Index.

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Book SynopsisTable of ContentsDedication About the Author Acknowledgments Foreword Introduction Chapter 1: Planning for Variability Chapter 2: Emotionally Safe Environments Chapter 3: Options for Expression Chapter 4: Engaging Classrooms Chapter 5: Developing Expert Learners Chapter 6: Flexible Support and Intervention Chapter 7: Mastery Assessment and Grading Chapter 8: Looking Forward References

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Book SynopsisSensory needs are being recognised as a vital part of learning, development and engagement within the classroom and are being used more often to make education both accessible and fun. To harness the full potential of sensory supports, using these strategies correctly is key!This is the essential guide to using sensory strategies successfully with school children, from occupational therapist, Kim Griffin, who has 20 years of experience supporting sensory needs.As you make your way through the book, you will be joined by Isla and Noah, two children whose stories will help illustrate how information in the book can be used practically. In addition, the book includes personal anecdotes from Kim, links to further reading, reflective questions and teacher perspectives to show how a teacher might use the information in the classroom. These features will help you easily identify sensory needs and use sensory tools effectively.Trade ReviewThis sensational book for school staff provides a deeply grounded introduction to sensory processing and self-regulation. Readers are guided through the process of positive change and given many practical activities and strategies to support students with differences in the classroom. -- Susan Allen, Senior Lecturer in Occupational Therapy, Oxford Brookes UniversityKim presents a super simple, step by step introduction to sensory support strategies for anyone to pick up and use. Sign posting provided will allow curious readers to find out more about topics they encounter. Kim shows an awareness and respect for contemporary understandings of neurodiversity and guides readers around common misunderstandings. On every page theoretical knowledge is linked with real world situations that bring the information to life. -- Joanna Grace, Sensory Engagement and Inclusion Specialist, Doctoral Researcher and Founder of The Sensory Projects.What a gem of a book! Kim (a SEND Station presenter) has put together a resource that is relatable to everyone, so comprehensive and accessible in its format. Fantastic for practitioners and parents to understand and then dip into, to best support their children. We love the visuals too! -- Sarah Singleton – Specialist Teacher/SEND Consultant (SEND Station Ltd)Classroom teachers will find this text extremely supportive of their work in two primary ways (1) providing a variety of helpful strategies to address students' sensory-related behaviors AND (2) providing clear explanations for those sensory-related behaviors and strategies. This book provides the background and training teachers need to implement sensory strategies in the classroom with care and understanding. -- Heather Kuhaneck, Professor and Program Director of Ocupational Therapy, Southern Connecticut State University

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Book SynopsisThe English language can be extremely confusing and illogical, especially for people with an autism spectrum disorder (ASD) who interpret meaning in a very literal way. Why should an announcement that cats and dogs are falling from the sky indicate heavy rain? And what have chickens got to do with being a coward?It's Raining Cats and Dogs is a witty and stylish insight into the mind of someone with an ASD. It beautifully illustrates why people with ASDs have problems understanding common phrases and idioms that others accept unquestioningly as part of everyday speech. The quirky drawings will entertain and inspire those on the spectrum, giving them the confidence to recognise figures of speech, feel less alienated and even use idioms themselves.The drawings will form instantly memorable references for those with ASDs to recall whenever they need to and will be helpful for anyone curious to understand the ASD way of thinking. They will enable people on the spectrum and their friends, families, teachers and colleagues to better understand and communicate with each other.

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Book SynopsisThis book presents original, empirical research that reframes how educators should consider autism and educational inclusion. Rebecca Wood carefully unpicks common misapprehensions about autism and how autistic children learn, and reconsiders what inclusion can and should mean for autistic learners in school settings. Drawing on research and interwoven with comments from autistic child and adult contributors throughout, the book argues that inclusion will only work if the ways in which autistic children think, learn, communicate and exhibit their understanding are valued and supported. Such an approach will benefit both the learner and the whole classroom. Considering topics such as the sensory environment, support, learning and cognition, school curriculums, communication and socialisation, this much needed book offers ideas and insight that reflect the practical side of day-to-day teaching and learning, and shows how thinking differently about autism and inclusion will equip teachers to effectively improve teaching conditions for the whole school.Trade ReviewDr Wood's highly readable book deserves to become a classic. It is unique in the ease with which it connects complex ideas about autism with practical ideas about how to make inclusion work. I have learned an enormous amount from this book, and whether you're a parent, a teacher or just interested in autism this book is a must. -- Gary Thomas, Professor of Inclusion and Diversity, University of BirminghamRebecca Wood has opened the door for any teacher who wants to do better for autistic pupils. The lived experience of autistic people is eloquently woven through her important research findings. I urge all educators to embrace the key messages in this book, your pupils and their parents will thank you for it. -- Charlene Tait, Deputy Chief Executive, Scottish AutismBeautifully written, in a highly accessible style, Inclusive Education for Autistic Children tackles vitally important and complex issues in education for autistic children. Dr Rebecca Wood's depth of experience and expertise in both education and autism sing from every page. The clear message is that inclusion is not inclusion unless it is designed for all pupils, and we should stop trying to change children and start changing our educational practices. The prominent inclusion of diverse autistic voices, from both children and adults, weaves through and enriches this book, which will be invaluable reading for all involved with autistic children and schools. -- Professor Francesca Happé FBA FMedSci, Director, SGDP Centre, King's College London and Ex-President, International Society for Autism Research

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Book SynopsisChildren and adolescents with Autism Spectrum Disorders (ASD) require specialized teaching strategies when learning about puberty, sexuality and relationships. This professional resource offers practical teaching advice geared towards the needs of young people on the autism spectrum.Beginning with information on good practice, policy, teaching methods and recent research, the book then divides into key sex education topics that assist professionals in developing their own individualized and developmentally appropriate curricula. Covering issues of gender, public and private, puberty, hygiene, emotions, sex and more, each topic provides an overview of the difficulties that children with autism might experience, discussion and activity ideas and photocopiable resources including instructional stories, checklists and illustrations. The final section demonstrates how to respond to ongoing patterns of inappropriate behaviour and put together a behaviour plan.Aiming to explain and support the child's developing sexuality while also addressing crucial issues of safety, this book is a much-needed teaching manual for all professionals working with children and young adults with autism including educators in mainstream and special education, psychologists, therapists and social workers.Trade ReviewHartman demystifies the area of Relationships and Sexuality Education with this clear, comprehensive and respectful 'How To' manual. She maximises the potential for success by meeting every conceivable obstacle head on and providing detailed guidance and strategies that can be adapted to meet the individual person's needs. An excellent resource for teachers of pupils with ASD. -- Mary McKenna, Special Class Teacher for children with ASD, Scoil Mhuire, Ballyboden, IrelandHartman's very concise and easy-to-access book on sexuality and relationships moves its readers progressively through the issues surrounding Autism Spectrum Conditions (ASC) and associated social concepts. This book is essential reading for professionals and families alike, because it's the first if its kind to include the wider understanding of relationships, as well as sexuality. For so long those of us living with ASC have been marginalised in this regard with so little attention being given to our legitimate needs. Frankly, firmly and with sincere but gentle understanding, Hartman addresses the usual concerns of being a sexual human being (or not as the case may be) with consideration to gender and ASC. I highly recommend this book to all interested parties whose commitment to our best is their uppermost conviction. -- Wendy Lawson, psychologist, counsellor, social worker and author of Sex, Sexuality and the Autism SpectrumWho knew there are so many things to consider when planning for sexuality and relationship instruction? Well, now we know. This book is an A to Z of what needs to be addressed and how to go about it in collaboration with parents. Great contribution to curricula for kids with ASDs! -- Rita Honan, PhD, RegPsychAFPsSI, BCBA-D, School of Psychology, Trinity College Dublin, IrelandThis book is gold. Anyone whose role it is to teach sexuality and relationship education to children and adolescents on the autism spectrum will find the answers to all their questions. Davida Hartman provides not only a convincing rationale for education in all aspects of sexuality, but also a wealth of straightforward and easy-to-apply teaching strategies. She includes references to the most up-to-date research in the area, and inspiring quotes from well-known ASD authors. She is reassuring, inclusive, positive and respectful. With this book on your shelf, you will be well equipped to teach a comprehensive, relevant and fun sexuality and relationship program to this important population of young people. -- Sarah Attwood, author of Making Sense of Sex: A Forthright Guide to Puberty, Sex and Relationships for People with Asperger's SyndromeTable of ContentsAcknowledgements. Author's Notes. Part I: Understanding. 1. Introduction. 2. Sexuality, Sexuality and Relationship Education & ASD: A Summary of the Research. 3. Understanding Sexual Behaviours in Children. 4. Teaching Tools and Recommendations. 5. Working with Parents. 6. Developing Sexuality and Relationship Education Policies and Procedures. Part II: Preventing. 7. Teach Gender. 8. Teach Body Parts and Fluids. 9. Teach Growing and Changes. 10. Teach Puberty. 11. Teach Appearance and Hygiene. 12. Teach Public and Private. 13. Teach Safety Skills. 14. Teach Sexual Health. 15. Teach Conception, Pregnancy and Birth. 16. Sexuality and Relationship Education in a Modern Age. Part III: Supporting. 17. Teach Emotional Understanding and Regulation. 18. Teach Sensory Sensitivities. 19. Masturbation. 20. Teach Relationships. 21. Dating, Intimate Relationships and Sex. 22. Teach Sense of Self. Part IV: Responding. 23. Responding to 'Inappropriate' Behaviours in the Area of Sexuality and Relationships. 24. Putting Together a Plan. Appendix A: Research Articles. Appendix B: Sexuality and Relationship Education Child Checklist. Appendix C: Sexuality and Relationship Education Organisation Checklist. Appendix D: Sexuality and Relationship Education Curriculum Plan. Appendix E: Functional Behaviour Assessment. Appendix F: UPSR Sexuality and Relationship Education: Individual Behaviour Plan. Appendix G: Illustrations. References. Recommended Reading and Resources.

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Book SynopsisBig Cat Phonics for Little Wandle Letters and Sounds Revised has been developed in collaboration with Wandle Learning Trust and Little Sutton Primary School. It comprises classroom resources to support the SSP programme and a range of phonic books that together provide a consistent and highly effective approach to teaching phonics.Learning to read matters for every child or young person, regardless of their starting points or learning difficulties. This is why Little Wandle Letters and Sounds Revised offers a number of pathways, enabling schools to create a suitable route to reading for every child.Little Wandle SEND is a complete programme that mirrors the main Little Wandle Letters and Sounds Revised phonics programme but with adaptations and support in place that make it possible for schools, Special Schools and providers to meet the needs of all their learners.It has been created to help children learn to read with the right level of challenge for each child and using the graduated

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Book SynopsisCollins Big Cat supports every primary child on their reading journey from phonics to fluency. Top authors and illustrators have created fiction and non-fiction books that children love to read. Book banded for guided and independent reading, there are reading notes in the back, comprehensive teaching and assessment support and ebooks available.Sapphire/Band 16 books offer longer reads to develop children''s sustained engagement with texts and are more complex syntactically.Ruby Hastings dreams of being a journalist when she's older, just like her idol Susie Starling. However, Ruby thinks she can't do this due to being dyspraxic. Will what people think of her condition stop her?Pages 54 and 55 allow children to re-visit the content of the book, supporting comprehension skills, vocabulary development and recall.Ideas for reading in the back of the book provide practical support and stimulating activities.

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Book SynopsisFor any adult with specific learning difficulties, going to college or university can be a challenge. From study skills to budgeting, from cooking to relationships, Amanda Kirby identifies routes to success in both education and socially. At the heart of How To Succeed with Specific Learning Difficulties at College and University is its practical approach to provide information and advice that is easy to access and to use.Drawing on decades of practical, professional and academic experience, Amanda Kirby provides solutions that are very accessible. How To Succeed with Specific Learning Difficulties at College and University provides opportunities for further reading and directs you to relevant apps and websites. Prior to Amanda Kirby's book, helpful information was very difficult to obtain; now, having this information all in one place is like a gold mine.How To Succeed with Specific Learning Difficulties at College and University covers:- Preparing for College and University- Getting

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Book SynopsisWritten by one of the UK's leading experts in ADHD, OâReganâs Successfully Teaching and Managing Children with ADHD is an invaluable resource offering practical and effective strategies for managing the difficult and often disruptive symptoms of ADHD in the classroom setting. Alongside the accessible and user-friendly resources that have made the first edition so valued, this second edition offers: A greater number of case studies addressing the key issues surrounding ADHD in education Up-to-date information and advice regarding medication and behavioural strategies Specific advice on recognising and managing ADHD in girls and adults Chapters in this book explore topics such as recognising and managing ADHD behaviour; working with parents of children with ADHD; whole school approaches to ADHD; and professional development for teachers and assistants. With accompanying assessment and management resources including the CAST (Child ADHD Screening Tool), this is an essential tool for teachers, SENCOs, behavioural management staff and senior leaders.Table of Contents1. Why is the issue of ADHD so important? 2. When is it ADHD? 3. How can we manage to ADHD behaviour? 4. How can we help non-traditional learners to access the curriculum? 5. Whole school approaches 6. How does medication help? 7. Are there any addtional options for managing ADHD? 8. How can teachers work with parents of children with ADHD? 9. How can transitions be made less problematic? 10. Professional development for teachers and assistants

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Book SynopsisThis ground-breaking book gives an accessible overview and synthesis of current knowledge of relevance to the development of excellence in autism education. By situating understandings of autism within a bio-psycho-social-insider' framework, the book offers fresh insights and new ways of thinking that bring together global pedagogic practice, research, policy, and the insider perspective.Guldberg critiques current notions of Evidence-Based Practice and suggests ways of bridging the research-practice gap. She explores the interrelationship between inclusive principles, distinctive group learning needs and the individual needs of the child or young person. Eight principles of good autism practice provide a helpful framework for how education settings and practitioners can adapt classroom environments and teaching so that autistic children and young people can thrive.Written for anyone who wants to make a difference to the lives of autistic pupils, DeveloTrade ReviewDeveloping Excellence in Autism Practice is essential reading for anyone who is interested in supporting educational best practice and outcomes for children and young people on the autism spectrum. Guldberg skilfully straddles a range of perspectives and offers a powerful and balanced critique on much current thinking about research and practice. The book is written and structured in a clear and accessible way by posing, and addressing, key questions for research and practice throughout. This powerful and practical guide will rapidly become a ‘go to’ book for the field. - Sarah Parsons, Professor of Autism and Inclusion, University of Southampton, UK"Karen Guldberg skilfully weaves together contemporary knowledge about autism and insights from autistic people into a comprehensive framework for good autism education practice. Her extensive knowledge of the field is presented in an accessible and informative way. This perceptive book will be an essential guide for education practitioners seeking to develop collaborative, respectful and child focused inclusive practice for autistic children and young people." - Caroline Bond, Professor of Educational Psychology, University of Manchester, UKTable of ContentsAcknowledgementsPART 1 Current evidence and knowledge from different domains in autism studies: implications for educationPrefaceChapter 1 IntroductionOverviewKey questionIntroductionThe key questions this book addressesSummaryRecommended readingChapter 2 The bio-psycho-social-insider modelOverviewKey questionsIntroductionModels of disabilityThe bio-psycho-social modelSummaryRecommended readingChapter 3: Contributions from biology and the medical domainOverviewKey questionsIntroductionDiagnostic criteriaThe diagnostic processBroader health issues in autismInter-professionalismThe strengths and positive aspects of autismSummaryRecommended readingChapter 4 Contributions from psychologyOverviewKey questionsIntroductionDevelopmental psychology and psychosocial interventionsPsychosocial interventionsBehavioural psychologyPsychosocial interventions and practical approachesCore components of effective interventionsSummaryRecommended readingChapter 5 Learning from autistic perspectivesOverviewKey questionIntroductionThe neurodiversity movementCriticism of the neurodiversity movementImplications for educationSummaryRecommended readingChapter 6 Contributions from the social sciencesOverviewKey questionIntroductionThe macro systemThe microsystem: the family, peers and school experiencesSummaryRecommended readingChapter 7 Evidence-Informed PracticeOverviewKey questionsIntroductionThe evidence base from research studiesThe research-practice gapBridging the gapFrom evidence based to evidence informed practiceThe need for new methodologiesSummaryRecommended readingPART 2 Inclusive practice and distinctive pedagogies for autistic pupilsChapter 8 Inclusion and inclusive pedagogyOverviewKey questionsInclusive education: more than a locational issueWhat does inclusion mean in practice?PedagogyDimensions of pedagogySummaryRecommended readingChapter 9 Inclusive pedagogy for autistic children and young peopleOverviewKey questionsIntroductionTeaching as interconnection between curriculum (what), pedagogy (how) and rationale (whyCurrent guidelines in autism educationThe distinctive group differences of autistic childrenImplications for the curriculumMethodsSummaryRecommended readingChapter 10 Eight principles of good autism practice in educationOverviewKey questionsIntroductionPrinciple One: Understanding the strengths, interests and challenges of the autistic child and young personPrinciple Two: Enabling the voice of the autistic child and young person to contribute to and influence decisionsPrinciple Three: Collaboration with parents and caregivers of autistic children and young peoplePrinciple Four: Workforce development to support children and young people on the autism spectrumPrinciple Five: Leadership and Management that promotes and embeds good autism practicePrinciple Six: An ethos and environment that fosters social inclusion for children and young people on the autism spectrumPrinciple Seven: Targeted support and measuring progress of children and young people on the autism spectrumPrinciple Eight: Adapting the curriculum, teaching and learning to promote wellbeing and success for children and young people on the autism spectrumSummaryRecommended readingChapter 11 Professional developmentOverviewKey questionIntroductionThe Autism Education Trust programmePedagogyBringing different elements of the community togetherOutcomesInternational implications: case studies from Greece and ItalySummaryRecommended readingChapter 12 The scholarly practitionerOverviewKey questionIntroductionCommunity engaged scholarship and researchThe scholar practitionerWhat skills do scholar practitioner need?Towards communities of practiceHow can we move forward?References

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Book SynopsisCommunication at the Heart of the School introduces a simple, practical approach for communication development in schools, with a specific focus on children with Severe Learning Difficulties (SLD) or Profound and Multiple Learning Difficulties (PMLD). The tried-and-tested framework offers a shared approach to communication development between teachers and speech and language therapists, moving through three crucial stages: the communication assessment, the communication pathway and the classroom environment. It provides a clear structure for the role of each professional and explains how they contribute to every aspect of the childâs communication development. Key features include: A communication pathway that follows a yearly cycle of assessment, plan and intervention, identifying specific communication needs and offering advice on creating communication-friendly environments A focus on the shared vision of teachers and speech and language therapists, creating a united and team-led approach to communication development, ensuring that both therapists and teachers feel supported in tackling complex communication challenges effectively Photocopiable and downloadable assessment forms for accurately measuring outcomes in a time-friendly and accessible way Underpinned by the Communication and Cognitive Framework currently used by teachers, speech and language therapists and families, this resource offers a complete package of communication support. It is an essential tool for speech and language therapists and teachers supporting children communicating at early developmental levels. Trade Review'Throughout the book the author’s experience and dedication to both the children in their care and their colleagues, shines through. From the careful explanation of the framework, how to assess and build meaningful individual plans, to creating successful communicative and learning classrooms, this book is clear; it inspires and it is inclusive.'Clare Latham, MRCSLT'Communication at the Heart of the School is really accessible and, from the perspective of a school leader wanting an inclusive approach, it is very straightforward. CATHS could be easily implemented into any School Improvement Plan.' Lisa Leonard, Head Teacher The Chiltern SchoolTable of ContentsWorking Together The Framework Assessment The Pathway to Successful Intervention Communication Rich Classrooms Specialist Intervention Putting Communication at the Heart of the School into Practice

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Book SynopsisAm I autistic, or is autism something I suffer from? Should I come out, to my friends, to my family, to the people I work with? Should I drop the mask? How can I explain my experience to a neurotypical world?The Subtle Spectrum offers an exploration into the postdiagnostic landscape of autism and the transformative journey of one woman, from her awareness of difference, through acceptance, to an embracing of autistic identity and beyond as she questions the cultural identity of autism.Joannaâs narrative is enriched with insights from a range of diverse contributors, creating a reflective opportunity for people to gain a better understanding of the experience of being autistic. With a focus on relationships built across a neurodiverse divide, the book considers topics as broad as mental health, work opportunities and abuse, weaving theory and research with lived experience to give true insight into the life of an autistic person, both pre- and post- diagnosis. Written with a raw and engaging honesty, this is a crucial read for anybody who identifies as autistic as an adult or teenager, or anyone looking to support somebody exploring diagnosis. It will also provide an invaluable insight for social workers, educators and relationships counsellors working with autistic people.Trade ReviewThis wise and compassionate book provides a roadmap toward what author Jo Grace wonderfully calls 'a small private place, unseen by the outside world, a hidden gem' -- to personal acceptance of oneself as autistic, and the discovery of autistic community, in a world built for non-autistic people. It's engaging and uplifting reading for anyone on the spectrum, and for readers who want to comprehend the nature of autistic experience.Steve Silberman, author, NeuroTribes: The Legacy of Autism and the Future of Neurodiversity Grace writes with candour and intensity and this book supports those currently looking to claim an autistic identity as a definition of self, ‘like a handrail you grab when trying to stand unaided’. It will also be of value to those working with adolescents and adults with a diagnosis of autism.Mary Mountstephen, SEN MagazineTable of ContentsIntroduction Mapping Experiences of Being a Diagnosed Autistic: More of a Doodle than an Ordinance Survey Map Travelling from Autism Awareness to Autistic Identity Fragments of Difference Reflections on Difference Fragments of Awareness Moving Between Difference and Awareness Diagnosis The Report Blog Part One: The First Weeks after Diagnosis Reflecting on the Impact of Diagnosis on my Identity Blog Part Two: The First Months after Diagnosis Reflection Blog Part Three: Half a Year after Diagnosis Reflection: History Repeating Love Across a Neurodiverse Divide Reflection: Interoception Emotional Connection Pregnancy Special Interests Reflection: Recognising the Impossibility of Change was Crucial To be Identified is Our Pride Bibliography

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Book SynopsisDrawing on extensive professional experience and detailed empirical evidence, this resource sets out an insightful, highly practical approach to teaching science to secondary-aged students with learning difficulties and other special educational or additional support needs (SEND/ASN).The book explores the barriers that the secondary school science curriculum currently presents to those who do not learn in the expected way, before providing a wealth of practical strategies to help teachers, in both specialist and mainstream settings, to make science more accessible. Multiple science topics are covered in depth, including living and non-living matter, the periodic table, electrical energy, the solar system, the environment and more. Each topic is supported by extensive teachersâ notes outlining activities that will allow educational practitioners to enact the principles of accessibility in the classroom. With rich field notes and practical takeaways included to accompany key insights, this accessible book will provide science teachers at the secondary school level, as well as support staff and anyone aspiring to teach science to SEN/ASN learners, with the guidance and resources they need to make science education meaningfully inclusive. Table of ContentsIntroduction Section 1: Why Teach Science to All Learners? Section 2: Why do Pupils with Learning Difficulties Underachieve in Science and How can Teachers Mitigate this? Section 3: Assessment for Success Section 4: Approaches to Teaching Exemplar Science Topics Section 5: Conclusion Section 6: Further Sources of Support and Ideas

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Book SynopsisThis book is a practical guide to implementing the Intensive Interaction Approach in a school setting and provides essential technical support to teachers and practitioners from nursery to Post-16 who want to embed it into their classroom practice. Geared mainly towards supporting children with communication and social-communication difficulties arising from autism or learning difficulties, the principles apply equally to students of all levels of cognitive ability who struggle with social situations and emotional or sensory regulation.The Intensive Interaction Classroom Guide brings together contributions from experienced teachers, teaching assistants, and headteachers, who reflect on their practice and share practical tips to facilitate social-communication development within a nurturing classroom environment. Offering practical advice on curriculum and pedagogy and drawing on case studies, authors address key themes on a practical level, while grounding theirTrade Review"Embedding Intensive Interaction at the heart of a school’s educational, pastoral and care provision should be seen as a vital element in meeting our children’s special educational needs. This book offers reflective, insightful and practically useful perspectives and resources that can significantly help in this process. Setting each individual child at the very centre of their own social and communicative development is what Intensive Interaction undoubtedly delivers; this book will help schools and teaching staff alike to more effectively meet that challenge." - Graham Firth, Intensive Interaction Institute Team Leader and Founding Director"Intensive Interaction IS communication, and this book illustrates this very clearly. In the 70s, when I started in SEN, we quickly realised behaviour modification was not right for our students. We began using music and dance, symbols and timetables, plus social stories. We also began to realise how much our students – and their families – could teach us! Maybe this was the beginning of II…which has now been refined to the professional standard illustrated by the many contributors to this book. Importantly, it has not lost any of its spontaneity or its child-centred emphasis." - Ruth Buchan, former Headteacher Freemantle School"It has been a long time since Kellett and Nind’s ‘Implementing Intensive Interaction in Schools’ did "what it said on the box" and became every I.I. Coordinator’s go-to reference, so it is great to see the arrival of 'The Intensive Interaction Classroom Guide' which gives a range of contexts to the experiences of practitioners now using Intensive Interaction in classrooms. It contains some especially helpful and current references to EYFS, ECHPs and Ofsted that both lone practitioners and coordinators in schools will find reassuring and useful." - Dr Mark Barber, Consultant in Profound Intellectual Disability and Severe Communication Impairment in Australia"This practical guide provides support for teachers working from nursery to Post-16 with a wide range of students, not only those with autism or learning differences." - Mary Mountstephen, SEN MagazineTable of Contents1. Introduction 2. The Story of Intensive Interaction 3. What Do Students with Autism and Learning Disabilities Need to Learn? 4. Intensive Interaction as a Teaching and Learning Approach 5. My Journey to Intensive Interaction in the Early Years Foundation Stage 6. Developing a Whole-school Approach to Using Intensive Interaction to Promote Social Communication and Well-being 7. Intensive Interaction within the General Communication Curriculum 8. Intensive Interaction within our Holistic and Child-centred Approach at Brøndagerskolen 9. Developing the Fundamentals of Communication Through Free-flow Play 10. Intensive Interaction and Birth Process Central Curriculum Access 11. Touch: The Cement that Binds Us 12. Management Issues: Ensuring a School is Intensive Interaction Friendly 13. Ensuring Access to Intensive Interaction through Education Health and Care Plans 14 Getting It Right with Recording Intensive Interaction

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Book SynopsisNow in its fourth edition, with updates to reflect developments in our understanding of learning difficulties in maths, this award-winning text provides vital, pragmatic insights into the often-confusing world of numeracy. By looking at learning difficulties in maths and dyscalculia from several perspectives, for example, the vocabulary and language of maths, cognitive style and the demands of individual procedures, this book provides a complete overview of the most frequently occurring problems associated with maths teaching and learning. Drawing on tried-and-tested methods based on research and Steve Chinnâs decades of classroom experience, it provides an authoritative yet accessible one-stop classroom resource.Combining advice, guidance and practical activities, this user-friendly guide will help you to: develop flexible cognitive styles use alternative strategies to replace an over-reliance on rote-learning for pupils trying to access basic facts Trade Review[This book] focuses on the individual student and shows how to equip them with both an understanding of the problem and appropriate strategies to deal with the difficulties experienced. It draws on practical experience and evidence-based methods as well as current research […] This will be seen as an essential resource. Dr. Gavin Reid Psychologist and author of Dyslexia and Inclusion: Classroom Approaches for Assessing, Teaching and Learning. Steve’s Chinn's book The Trouble with Maths has long been an essential part of any special needs teacher’s toolkit. Patricia Babtie and Jane Emerson. Steve’s books are very well respected and well known and are generally the first port of call for someone looking for information on dyscalculia and maths difficulties. Judy Hornigold - International Lecturer in Dyscalculia. Table of ContentsList of illustrations 1. Introduction: Mathematics Learning Difficulties and dyscalculia 2. Factors that affect learning 3. What the curriculum asks pupils to do and where difficulties may occur 4. Cognitive style in mathematics 5. Developmental perspectives. A pragmatic approach 6. The vocabulary and language of mathematics 7. Anxiety, attributions and communication 8. The inconsistencies of mathematics 9. Manipulatives, materials and visual images: multisensory learning 10. The nasties. Long division and fractions Appendix 1 Further reading Appendix 2 Checklists Appendix 3 Resources References and notes Index

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Book SynopsisNow in an updated third edition, this invaluable resource takes a practical and accessible approach to identifying and diagnosing many of the factors that contribute to mathematical learning difficulties and dyscalculia. Using a combination of formative and summative approaches, it provides a range of norm-referenced, standardised tests and diagnostic activities, each designed to reveal common error patterns and misconceptions in order to form a basis for intervention. Revised to reflect developments in the understanding of learning difficulties in mathematics, the book gives a diagnostic overview of a range of challenges to mathematical learning, including difficulties in grasping and retaining facts, problems with mathematics vocabulary and maths anxiety. Key features of this book include: Photocopiable tests and activities designed to be presented in a low-stress way Guidance on the interpretation of data, allowing diagnosis and assessment to become integTrade ReviewThe tests and checklists contained in More Trouble with Maths: a complete manual to identifying and diagnosing mathematical difficulties (2nd Edition) (2017) have been approved by the SpLD Test Evaluation Committee for inclusion in both its Pre-16 and Post-16 List of Suitable Tests for the Assessment of Specific Learning Difficulties (SpLD) Steve Chinn in this latest book ‘More Trouble with Maths’ has yet again achieved another major milestone by conveying a positive and informative message to all practitioners – yes – Maths challenges - whatever the barriers, can be overcome! In this book Steve Chinn shows exactly how this can be done. Every aspect is comprehensively covered with practical and sound evidence-based approaches. Steve, yet again, shows why he is the number 1 author in Maths! The book describes a range of diagnostic procedures that covers all the barriers that can be experienced from sequencing to memory issues. Steve is also well known for his consideration of the individual child and it is no surprise that chapter 4 focusses on exactly that, getting to know the learner. There are also detailed chapters on dealing with memory difficulties, anxiety and emotions and developing teaching and learning approaches. The appendix also contains very useful pro-forma’s on observation and assessment. Without any doubt this book is an essential reference for all practitioners and a ‘must buy’ for every school! Dr. Gavin Reid, Independent Practitioner Psychologist and author What a book! Understanding, assessing and addressing maths challenges is a real concern for so many involved in the education of children and young people. Many adults remain anxious about their ability to cope with maths, and as a result, this stymies their efforts to help those in their care overcome their difficulties. Maths is a really important subject; we know that when issues remain unaddressed and / or the subject is inappropriately taught, maths failure can detrimentally affect life chances. This text, with the tests and diagnostic activities it contains, explains complex issues in an accessible and enlightening way, useful for those who understand maths and who want to know more – and those who need help and guidance to do so. This book will help both staff and learners to achieve. Thank you Steve … You have done it again! Dr. Lindsay Peer CBE, Educational Psychologist, Peer Gordon Associates Table of Contents1. Introduction 2. Diagnosis, assessment and teaching: The benefits of linking. 3. The Dyscalculia Checklist 4. Starting the assessment/diagnosis 5. Short term memory and working memory 6. Tests of basic facts 7. Mathematics anxiety 8. The 15-minute norm-referenced mathematics test 9. Errors and the 15-minute mathematics test 10. Cognitive (thinking) style 11. Estimation 12. Mathematics vocabulary and word problems 13. Criterion-referenced (formative) tests 14. Speed of working 15. Two Sample Reports. Appendix 1 Appendix 2 Appendix 3

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Book SynopsisThis brand new edition of Accessing the Curriculum for Learners with Autistic Spectrum Disorders will provide educators with the principles and practices of Structured Teaching and how to apply these to enable learners to access the curriculum, whatever that curriculum may be.This unique resource is intended to be essential reading for schools and settings who are keen to implement Structured Teaching as an approach to including learners on the autism spectrum in teaching and learning. With a wide range of helpful advice and support, this book: demonstrates how to make use of the approach to address diverse needs, overcome barriers to learning and achieve successful differentiation; uses case studies and examples that illustrate how the approach is applicable across Early years, Primary, Secondary and vocational curricula; provides the physical structure, schedules, work systems and visual information necessary to illustrate use of these components to promote curriculum access, with an emphasis on understanding and meaning. This new edition is fully updated to include examples of new technologies and is suitable for use in a range of international educational contexts. It also includes a brand new chapter on blending Structured Teaching.Table of ContentsPreface 1. Overview of the Autism Spectrum 2. Structured Teaching as a foundation for educational programmes 3. Challenges to curriculum access for learners with autism spectrum disorders 4. Physical structure: making sense out of the classroom 5. Visual schedules: what’s going on? 6. Work systems: getting organised 7. Visual information: adding meaning 8. Tying it all together 9. Increasing Curriculum Access by Blending Structured Teaching with other Strategies Bibliography Index

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Book SynopsisThe future of our society depends on our gifted children the population in which we ll find our next Isaac Newton, Albert Einstein, or Virginia Woolf. Yet the gifts and talents of some of our most brilliant kids may never be recognized because these children fall into a group known as twice exceptional, or 2e.Trade Review"This book is truly inspiring and it shows that by simply changing our perception of these children, and then the testing and education that stems from that perception, we can help them become successful, contributing adults." (psychcentral.com, March 13th, 2012)Table of ContentsAbout the Authors ix Authors’ Note xi Preface xiii Temple Grandin Introduction xv Diane M. Kennedy and Rebecca S. Banks Part I: Who They Are 1. Twice Exceptional: A Nontraditional View of Giftedness 3 2. Recognizing 2e: A Confusing Mix of Abilities and Challenges 17 3. 2e, ADHD, and Labels: Misunderstanding Behaviors and Missing Deficits 37 4. Autism and 2e: A Better Understanding of Deficits and Behaviors 57 Part II: Why They’re Stuck 5. A Layman’s Guide to the DSM: The Flawed System That Traps Our Children 81 6. Fact or Fallacy: Questioning the Validity of the ADHD Diagnosis 101 7. Misunderstanding the Spectrum of Autism: An Important ‘‘e’’ in 2e 119 8. 2e Students and Education: Too Bright, Too Broken 139 Part III: How to Help Them 9. Diagnosing the Whole Child: Identifying Abilities and Minimizing Deficits 165 10. Educating the Whole Child: Nurturing Abilities and Supporting Challenges 183 Conclusion: Ensuring the Best Future for Our Brightest Minds 209 Additional Resources 219 Notes 225 Acknowledgments 261 Index 267

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Book Synopsis" Thicker'n fiddlers in hell. Independent as a hog on ice. If a bride makes her own clothes, it's bad luck. It'll snow in May if it thunders in February. How's a hen on a fence like a penny? Learn what folklore and folk culture are and enjoy a generous helping of sayings, rhymes, songs, tall tales, superstitions and riddles from Kentucky.

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