Teaching of students with learning difficulties or disorders Books

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Book SynopsisThough our understanding of autism has greatly expanded, many autistic individuals are still missed or misdiagnosed. This highly accessible book clarifies many ways that autism can present, particularly in people who camouflage to hide their autistic traits.The authors take the reader step by step through the diagnostic criteria, incorporating the latest research as well as quotes from over 100 autistic contributors that bring that research to life. They also describe many aspects of autism that are not included in the current diagnostic criteria, such as autistic strengths and co-occurring disorders. Readers will learn about highly relevant topics, such as different types of empathy, sensory systems that are not well known, neuro-crash and burn out, and relative versus absolute thinking.This book provides a deep, current, and neurodiversity-affirmative understanding of the less obvious presentations of autism. It is relevant to all healthcare professionals, educators, family members, autistic individuals, and anyone who is curious about autism. A clinical companion guide, Is This Autism? A Companion Guide for Diagnosing, is available for clinicians who make mental health diagnoses.Trade Review"Is This Autism? is a towering accomplishment, bringing together the state of the art of scientific and clinical insights into autism with the lived experience and perspectives of autistic people. Sensitively written, meticulously observed, and profoundly compassionate, this book will transform your understanding of autism, whether you're a clinician, a family member, or an autistic person yourself." — Steve Silberman, author of NeuroTribes: The Legacy of Autism and the Future of Neurodiversity"Is This Autism? is just brilliant – genuinely one of the best books I have ever read! Drs. Henderson and Wayland embrace neuro-affirming practice, bringing together their clinical and life experience to give a richness that is much needed within the medical and therapeutic field of autism." — Barb Cook, MAut, DipHSc, developmental educator, Director NeuroEmploy Pty Ltd & NeuroDiversity Hub, founder Spectrum Women"Is This Autism? integrates the voices of autistic people and the latest research to provide a readable, empowering, and comprehensive resource for clinicians of all kinds. Its emphasis on autistic strengths and the value of neurodiversity is especially welcome." — Lauren Kenworthy, PhD, pediatric neuropsychologist, Director, Center for Autism Spectrum Disorders, Children’s National Hospital "You could spend years finding the patterns in first-person accounts of how autism manifests in various individuals – or you could read this book. As a late-diagnosed autistic woman, I wish it existed earlier. For other adult women seeking an autism evaluation, I would confidently recommend any clinician who reads this book and its companion guide. (That’s a big leap from my previous recommendation, which was to only see a clinician who has previously diagnosed another autistic woman!)" — Annie Kotowicz, author of What I Mean When I Say I’m Autistic: Unpuzzling a Life on the Autism Spectrum"This book presents a respectful, rich, and expansive description of what autism really looks like across individuals. It provides an invaluable resource to help clinicians move past the often inaccurate, restricted, and stereotypical expectations that have historically limited an appreciation for the full 'spectrum' of this diagnosis. It is a must-read for all neuropsychologists as well as all who work with this population whether we know it or not." — Kira Armstrong, pediatric neuropsychologist, co-editor of The Clinical Neuropsychologist’s Special Issue: Assessment and Diagnosis of Autism Spectrum Disorders"Is This Autism? is a wonderful contribution to the field, guiding clinicians to better understand, appreciate, and describe autistic individuals as they support each unique individual’s journey of self-discovery through the assessment process." — Marilyn J. Monteiro, PhD, author of Monteiro Interview Guidelines for Diagnosing the Autism Spectrum, second Edition (MIGDAS-2)"This book is a MASTERPIECE. The information is new, beautifully stated, organized, important, helpful. Just gorgeous. I love it very much." — Carol Stock Kranowitz, author of The Out-of-Sync Child"I found the expertise in this book crucial for anyone interested in autism, a necessary resource for clinicians, researchers, and diagnosticians. Without hesitation, I rate it, to date, the most important work in the field." — Rachelle K. Sheely PhD, President RDI"Lived experiences, professional expertise, and research are carefully woven together in Is This Autism? – a must-read for ALL clinicians to enable them to recognize and better serve the often unseen and unheard autistic clients that come into their office." — Kim Clairy, OTR/L, autistic occupational therapist "Is This Autism? presents current autism research and relevant clinical guidance within an affirming, easy-to-understand framework." — Jeremy Sharp, PhD, licensed psychologist and host of The Testing Psychologist podcast"This amazing book is an indispensable tool for helping clinicians and parents understand and identify the less obvious presentations of autism. It is filled with practical wisdom rooted in the authors’ personal and clinical experience, as well as their enormous respect for neurodiversity. I’ve learned a ton that will make me a better psychologist!" — William Stixrud, PhD, clinical neuropsychologist and co-author, The Self-Driven Child and What Do You Say?"This groundbreaking book will revolutionize the way we think about autism. Well researched and well organized, Drs. Henderson and Wayland have created a definitive text that specifies and widens the lens through which we understand autism. This should be required reading for all professionals and lay people who want to understand the world of neurodiversity." — Dr Rita Eichenstein, neuropsychologist and author of Not What I Expected; Help and Hope for Parents of Atypical Children"Do you know what autism looks like in your neighbor, teacher, coworker, or aunt? An abundance of quotes and real-life examples bring neurodiversity to life in this exceptional book that does not disappoint." — Theresa M. Regan, PhD, author of Understanding Autism in Adults and Aging Adults"Is This Autism? is revolutionary in its empowering messages for clinicians and for individuals with autistic brains, alike. Drs. Henderson and Wayland are clearly changing the conversation about how autism is understood and diagnosed, and the world is a better place for it. If you have any interest in autism (and even if you don’t!), this book is truly a must-read! I assure you: You have never read another one like it." — Karin Varblow, MD, pediatrician"Is This Autism? takes you on a personally guided tour into the hearts and souls of autistics. With the knowledge that Donna Henderson and Sarah Wayland have harvested from decades of personal and professional work, they convey the many twists and turns of the developmental journey of autistics. One phrase stuck with me in particular: 'A sense of belonging.' This desire to be validated for who we are – no matter how we show up in the world – lies at the deepest core of every human’s longing. Henderson and Wayland show us – with compassion and inclusivity – not only how to be informed about autistics, but how to be wise as well. With solid research, practical suggestions, and moving narratives from the experts who live the neurodivergent journey, we are invited to understand that only by knowing what is on the inside, can we – as professionals and family members – help on the outside. This book will become an essential guide for those of us committed to creating a world that adapts to and celebrates the unique experiences of autistics." — Rick Silver, MD, psychiatrist, founder, and director, The THRIVE CenterTable of ContentsPart one: What can autism actually look like? 1. Our framework: The current diagnostic criteria 2. Reciprocity 3. Nonverbal communication 4. Relationships 5. Repetitive or idiosyncratic behavior 6. Flexibility 7. Intense or atypical interests 8. Sensory differences Part two: What else might be part of this presentation? 9. Common co-occurring challenges 10. Autistic strengths The End

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Book SynopsisIn every setting there are children who struggle to communicate. When theyâre not talking, or only using a handful of words, it can be hard to know how to help. In this book, youâll be encouraged to spot early moments of communication and respond with clarity. Youâll find an invitation to stop doing and start noticing, to try new things and collaborate with the team around you.The book presents key concepts in bite-size chunks, with a wealth of real-life examples from speech therapy sessions and early years settings. It explores practical strategies to help children develop their foundational speech, language and communication skills, and includes fresh ideas to: Build honest and supportive conversations with parents about communication needs Value empathy and imagination as we tune in to each childâs world Take a pro-neurodiversity lens to inform your practice Measure progress and support professional development.Communication is core to our sense of wellbeing, personal agency and belonging. With a focus on fostering joyful moments of connection, this book offers a fresh perspective and a dose of encouragement for all early years practitioners, speech and language therapists, SENCOs and key people looking to support positive communication development in the children in their care.

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Book SynopsisThe Autism Resource Manual for Families is a treasure trove of practical, realistic and achievable strategies to support neurodivergent young people and their families with everyday life. Clearly laid out for easy use and access, it explains autism in context and provides ideas that are relevant not just for parents and carers, but for family support workers, social workers and family intervention teams.The resource covers a wide range of situations and offers an array of supports, with key topics ranging from anxiety, behaviour, and communication, to socialising, family life, and moving towards independence. With the lived experiences of parents and autistic children and young people in mind, this empowering manual includes: A wealth of situations from daily life, clearly addressed with examples of how autistic individuals may experience these and practical strategies for effective support Encouragement for parents and mini mantras for autisticTrade Review"I have so enjoyed reading through this book. I've picked up so much advice and food for thought." - Jenny Hayward, parent Table of ContentsACKNOWLEDGEMENTS PREFACE FOREWORD HOW TO USE THIS BOOK SECTION 1: ANXIETY Methods for unpicking problems Need for Predictability Pause to Ponder Other emotions Other Issues Resource Sheet 1: The 5-Point Scale Resource Sheet 2a: Unpicking a problem blank Resource Sheet 2b: Unpicking a problem example SECTION 2: COMMUNICATION Conversation skills Understanding Pause to ponder Resource Sheet 3: Processing SECTION 3: DIAGNOSIS Before diagnosis Diagnostic process Following diagnosis Pause to ponder SECTION 4: FAMILY LIFE Applies to all topics below Away from home Bedrooms Family Events Family Mealtimes Helping out Living between two homes Siblings Pause to Ponder Resource Sheet 4a: Scales of preference blank Resource Sheet 4b: Scales of preference example SECTION 5: REACTIONS Disengaging Pause to Ponder Reactions Naughtiness or autism Interpretation of phrases Taking responsibility Towards success SECTION 6: SENSORY SENSITIVITY Co-ordination Interoception Response to smells Response to sounds Response to taste and texture Response to touch and texture Response to visual input Pause to Ponder Sensory Overload SECTION 7: SOCIALISING Friendships Visiting another home Visitors to home Pause to Ponder SECTION 8: SUPPORTING SCHOOL Attendance Incidents in school Pause to Ponder Routines School trips Tests and exams SECTION 9: TOWARDS INDEPENDENCE Personal care Useful skills Pause to Ponder What next? Resource Sheet 5: Life’s path USEFUL RESOURCES

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Book SynopsisThis book contains practical ideas and techniques for supporting children's communication development. It explores the science behind emotional regulation and the role of the adult, and shows how understanding the impact of emotions and communication can help early years educators improve the outcomes of children's learning and mental health.Table of ContentsForewordAcknowledgementsIntroductionChapter 1 – Communication and ConnectionChapter 2 – Am I safe, Do I Matter, Do You Hear Me?Chapter 3 – Speech, Language and Communication NeedsChapter 4 – Creating Environments Where All Children Are UnderstoodChapter 5 – Sharing the LoveIndex

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Book SynopsisFor over four decades, Ruskin Mill Trust has worked with young people with special educational needs and behavioural issues who learn traditional crafts and organic farming as part of an integrated curriculum of therapeutic education, overcoming barriers to learning and re-engaging with the wider world. This accessible and inspiring book showcases how an appreciation of place, traditional crafts, farming and transformative education offers a wider route to human well-being for all. The authors outline the different fields of the Practical Skills Therapeutic Education method, which includes developing practical skills, learning the ecology of the farm and understanding therapeutic education, holistic care, health and self-leadership.Taking the reader on a tour of Ruskin Mill's many extraordinary provisions across Britain, and going deeper in conversation with its founder, Aonghus Gordon, this book is an outstanding story of creative thinking in an age of narrow focus on classrTrade Review“Under the outstanding leadership of Aonghus Gordon, Ruskin Mill has set a superb example of selfless service in the field of holistic education. This stunningly inspiring and immensely powerful story of Ruskin Mill gives us the highest hope for a better future for humanity.”Satish Kumar, Founder, Schumacher College and Editor Emeritus of ‘Resurgence & Ecologist’ “This book is a powerful reminder of the importance of the relationship of place to our physical and mental health and our overall sense of wellbeing. The Ruskin Mill approach reminds us to imagine what this can mean for us in practice.”Patrick Holden, Founder & CEO, Sustainable Food Trust“Under the outstanding leadership of Aonghus Gordon, Ruskin Mill has set a superb example of selfless service in the field of holistic education. This stunningly inspiring and immensely powerful story of Ruskin Mill gives us the highest hope for a better future for humanity.”Satish Kumar, Founder, Schumacher College and Editor Emeritus of ‘Resurgence & Ecologist’ “This book is a powerful reminder of the importance of the relationship of place to our physical and mental health and our overall sense of wellbeing. The Ruskin Mill approach reminds us to imagine what this can mean for us in practice.”Patrick Holden, Founder & CEO, Sustainable Food TrustTable of Contents1. The spirit of place 2. Practical skills3. Ecology of the farm4. Therapeutic education5. Holistic care6. Health and the whole human being7. Transformative leadership

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Book SynopsisA Different View of Curriculum and Assessment links a theoretical pedagogical model with a sympathetic practical model of curriculum and assessment difference for those with PMLD, CLD and SLD.Split into two parts, this accessible resource combines theoretical explanations with first-hand accounts of how this works in educational establishments, through the analysis of evidence-based practice carried out in a number of English special (specialist) schools. The expert authors challenge the notion that a national, or common core standards, curriculum, however expertly differentiated, is fit-for-purpose for the PMLD, CLD and SLD populations in any country. A Different View offers cogent and reasoned arguments for considering that irrespective of age, such learners learn differently to their neuro-typical, conventionally developing peers. If they learn differently, this book shows how we should be teaching them differently.Reflecting the centrality of prTable of ContentsIntroduction. Part 1: Principles. 1. Defining Learning Characteristics 2. What works and what matters: Assessing the progress of learners with profound, complex and severe learning disabilities 3. The use and abuse of research: educational research and its importance for learners with SLD, CLD and PMLD 4. A pedagogical argument for adopting a Capabilities Approach in the teaching of those with PMLD, CLD and SLD. Part 2: Practice. 5. Learning To Be, Learning to Do: Informal, empowering and with infinite possibilities 6. Learning to learn through interaction and motivation: the impact of two teachers’ reflections on their interactions with students with PMLD 7. The Power of Play: An Approach to Developing Creativity and Tolerating Uncertainty 8. Letting the Learners Lead: The Value of Meaningful, Personalised Learning Experiences 9. Plan, Do, Review within an holistic curriculum model 10. An introduction to an Informal Approach 11. Independence versus interdependence: Exploring the potential of a bioecological learning model for pupils with PMLD. 12. Pushing the Boundaries: Creating a personalised culture with the child at the heart of teaching and learning.

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Book SynopsisThis companion guide to Is This Autism? A Guide for Clinicians and Everyone Else shows clinicians how to assess for the possibility of autism in clients of all ages. Understanding of autism has greatly expanded in recent years, and many clinicians feel ill-equipped or confused about how to incorporate this knowledge into their diagnostic process. As a result, countless unidentified autistic people do not have reasonable access to proper identification or support. This book describes current assessment methods, including interviewing, rating scales, self-report measures, social cognition tests, and behavioral observations. It also provides guidance regarding cultural considerations, common mistakes, and how to communicate with and support clients through the diagnostic process. This very practical clinical guide provides a clear and neurodiversity-affirmative approach to autism assessment, particularly for autistic individuals who have previously beTrade Review"The two-volume set, Is This Autism? A Guide for Clinicians and Everyone Else and Is This Autism? A Companion Guide for Diagnosing, is a towering accomplishment, bringing together the state of the art of scientific and clinical insights into autism with the lived experience and perspectives of autistic people. Sensitively written, meticulously observed, and profoundly compassionate, this book will transform your understanding of autism, whether you're a clinician, a family member, or an autistic person yourself." — Steve Silberman, author of NeuroTribes: The Legacy of Autism and the Future of Neurodiversity"Is This Autism? is just brilliant —genuinely two of the best books I have ever read! Drs. Henderson, Wayland, and White embrace Neuro-Affirming practice, bringing together their clinical and life experience to give a richness that is much needed within the medical and therapeutic field of autism. — Barb Cook, M.Aut., Dip.HSc., Developmental Educator, Director NeuroEmploy Pty Ltd & NeuroDiversity Hub, Founder Spectrum Women"Is This Autism? integrates the voices of autistic people and the latest research to provide a readable, empowering and comprehensive resource for clinicians of all kinds." — Lauren Kenworthy, Ph.D., Pediatric Neuropsychologist, Director, Center for Autism Spectrum Disorders, Children’s National Hospital "This book presents a respectful, rich, and expansive description of what Autism really looks like across individuals. It provides an invaluable resource to help clinicians move past the often inaccurate, restricted, and stereotypical expectations that have historically limited an appreciation for the full "spectrum" of this diagnosis. It is a must read for all neuropsychologists as we all work with this population whether we know it or not." — Kira Armstrong, Pediatric Neuropsychologist, co-editor of The Clinical Neuropsychologist’s Special Issue: Assessment and Diagnosis of Autism Spectrum Disorders"I LOVE EVERYTHING in this book - its organization/structure, the rich autistic voices, the FAQs, etc. I’ve learned so much. I believe this book will be essential for any clinicians working with this population — there is no other book of this caliber as far as I am aware." — Meng-Chuan Lai, autism researcher"The strength of the book comes from the fact that the authors sought explicit feedback, collaborating deeply with multiple autistic contributors, who guided the direction of the book… Finally, our shared experiences are elevated to a space where their capacity to teach professionals, family members, peers, and everyone else is celebrated and maximized." — Dena Gassner, M.S.W., Ph.D.(c), Autistic scholar, Adjunct Professor, Towson University"These important books by Donna Henderson, Sarah Wayland, and Jamell White are easily, I might even say enjoyably, read and provide professionals giving the diagnosis a well-researched way of thinking about Autism. Considering Autism, especially with the upsurge in incidence, I ask, ‘How do we stay curious?’ The answer is to read these books. The expertise conveyed is crucial for anyone interested in autism. The books are a necessary resource for clinicians, researchers and diagnosticians. Without hesitation, I rate them, to date, the most important work in the field." — Rachelle K. Sheely, Ph.D., President RDI"Lived experiences, professional expertise, and research are carefully woven together in Is this Autism — a must read for ALL clinicians to enable them to recognize and better serve the often unseen and unheard autistic clients that come into their offices." — Kim Clairy, OTR/L, Autistic Occupational Therapist "Is This Autism? is revolutionary in its empowering messages for clinicians and for individuals with autistic brains, alike. Drs. Henderson and Wayland are clearly changing the conversation about how autism is understood and diagnosed, and the world is a better place for it. If you have any interest in autism (and even if you don’t!), this book is truly a must-read! I assure you: You have never read another one like it." — Karin Varblow, MD, Pediatrician"Is This Autism? presents current autism research and relevant clinical guidance within an affirming, easy-to-understand framework." — Jeremy Sharp, Ph.D., Licensed Psychologist and host of The Testing Psychologist podcast"This amazing book is an indispensable tool for helping clinicians and parents understand and identify the less obvious presentations of autism. It is filled with practical wisdom rooted in the authors’ personal and clinical experience, as well as their enormous respect for neurodiversity. I’ve learned a ton that will make me a better psychologist!" — William Stixrud, Ph.D., Clinical Neuropsychologist and co-author, The Self-Driven Child and What Do You Say?"Do you know what autism looks like in your neighbor, teacher, coworker, or aunt? An abundance of quotes and real life examples bring neurodiversity to life in this exceptional book that does not disappoint." — Theresa M. Regan, Ph.D., author of Understanding Autism in Adults and Aging Adults"Is This Autism? takes you on a personally guided tour into the hearts and souls of autistics. With the knowledge that Donna Henderson, Sarah Wayland, and Jamell White have harvested from decades of personal and professional work, they convey the many twists and turns of the developmental journey of autistics. One phrase stuck with me in particular: "A sense of belonging." This desire to be validated for who we are — no matter how we show up in the world — lies at the deepest core of every human’s longing. Henderson, Wayland, and White show us — with compassion and inclusivity — not only how to be informed about autistics, but how to be wise as well. With solid research, practical suggestions, and moving narratives from the experts who live the neurodivergent journey, we are invited to understand that only by knowing what is on the inside, can we — as professionals and family members — help on the outside. This book will become an essential guide for those of us committed to creating a world that adapts to and celebrates the unique experiences of autistics." — Rick Silver, M.D., Psychiatrist, Founder and Director, The THRIVE Center"This groundbreaking book will revolutionize the way we think about autism. Well researched and well organized, Drs. Henderson and Wayland have created a definitive text that specifies and widens the lens through which we understand autism. This should be required reading for all professionals and lay people who want to understand the world of neurodiversity." — Dr Rita Eichenstein, Neuropsychologist and author of Not What I Expected: Help and Hope For Parents Of Atypical ChildrenTable of ContentsIntroduction 1. Framework: The current diagnostic criteria 2. Knowing when to consider a social cognition assessment 3. The parent interview 4. The client interview 5. Record review and collateral interviews 6. Rating scales and self-report measures 7. Behavioral observations 8. Social cognition testing 9. Traits and diagnoses that can be confused with autism 10. How to organize and integrate your data 11. How to have meaningful discussions about your findings 12. Recommendations 13. The End

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Book SynopsisIn this new edition of his best-selling text, Brian Butterworth explains the very latest research in the science of dyscalculia in a clear, non-technical way. Crucially, he shows that dyscalculia is caused by a core deficit in the ability to accurately and swiftly represent the number of objects in a set, an ability that underpins learning arithmetic, and clearly differentiates dyscalculia from other forms of early mathematical learning difficulties. This new edition includes a review of the new evidence for effective intervention, examines new research on the role of memory, intelligence and how they interact with the core deficit. With new chapters on number sense, the arithmetical brain, governmental changes around the world and evaluations of new interventions, this invaluable text is fully supported with a wide selection of online useful resources and courses. Butterworth uniquely links research to pedagogical practice, to explain how science can be used for the identification of dyscalculia, and for the development of strategies to best help affected learners acquire arithmetical competence. The text provides robust interventions that focus on helping pupils to strengthen their ability to process numerosities and link them to the familiar number symbols, counting words and digits. It shows that science has clear and specific implications both for assessment and intervention. A landmark publication for the dyscalculia community, this second edition of Dyscalculia: From Science to Education will become an essential resource for teachers, professionals, parents and sufferers, as well as for university courses that include specific learning disabilities.

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This new edition of Inclusive and Adaptive Teaching from bestselling author Peter Westwood continues to provide a range of practical strategies for advancing the learning and development of all students in inclusive classrooms. Drawing on the most recent international research into teaching methods, Westwood presents a range of evidence-based strategies for adapting curriculum content, modifying learning activities and resources, and for making any necessary accommodations during assessment. Revised topics in this third edition include a focus on the implications of diversity and exceptionality, the progress made to date in providing inclusive schooling, a presentation of evidence-based methods for teaching mixed-ability classes and ideas for adapting the curriculum and designing teaching materials. New topics in this revised edition include: how to support students' self-determination and autonomy; LGBTQ+ issues for inclusive schools; the UK engage

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

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

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Book SynopsisIdentify the best interventions to fit the unique needs of each learner with autism Whatever your rolegeneral or special education teacher, school counselor, therapist, behavior analyst, administratoryou undoubtedly interact with learners with autism spectrum disorder (ASD) and are committed to helping them succeed and thrive. This easy-to-use accessible guide summarizes more than 75 interventions and rates each based on the most recent evidence of effectiveness and safety. Features include: A summary of interventions and treatments from a comprehensive variety of domains organized into 11 categories, including behavioral interventions, visual supports, social and emotional skills training, and physiological interventions, as well as interventions that have the potential for causing harm An evidence-based five-point scale that clearly rates each intervention's effectiveness for specific learners Guidance for working with colleagues and families to choose and implement the most promising treatments Written by educators with decades of experience and expertise in a variety of settings, many of whom are also Board Certified Behavior Analysts, this comprehensive guide is an indispensable resource for all those who serve students with ASD.Trade Review"The field of autism and education has had a difficult time closing the research to practice gap. That is why this book has been so refreshing to read. As practitioners, researchers, and parents of a child with autism, we found it to be a valuable resource for determining which interventions are effective for which individuals and which ones are little more than fads and false promises. What we found especially important is that this book was written by researchers and practitioners with-real world classroom experience using many of the interventions and we loved the practitioner testimonials that provide a glimpse of how they are implemented in their classrooms. This is an easy to read and use guide for teachers who want to discover what interventions are likely to be most effective in providing the best educational opportunities for students with autism." -- Matt McNiff, PhD and Brenda McNiff, EdD"In this comprehensive compendium, an experienced collection of authors offers practical guidance for those charged with supporting individuals with ASD, their families, and teachers. The book covers an extensive range of practices and will be an asset for any educator or school leader looking to ensure their educational programs for students with ASD are rooted in research evidence. It will also serve as a valuable resource for families advocating for appropriate school-based supports. Well done, team! Dr. Simpson would be proud." -- Robert C. Pennington"In this thorough review of interventions for students with Autism Spectrum Disorder, Drs. Otten, de Boer, and Bross have updated and extended the work of their beloved mentor, Rich Simpson. The volume is written by teachers, those who have been and currently serve on the front lines of imparting instruction, the classroom. The editors’ intent is for the book to function as a resource guide so that practitioners can, under one cover, review the appropriateness of practices to improve the overall quality of life for the students they serve. They have fulfilled this goal." -- Fred Spooner"In the age of social-media and ′new initiatives′ being promoted year after year, it can be overwhelming for teachers to know where to begin when choosing interventions, especially for social, emotional, and behavioral skills. The Educator’s Guide to Autism Spectrum Disorder provides a systematic breakdown of evidence-based practices organized in a cohesive format that allows teachers to quickly and easily find information relevant to their particular student needs. Interventions and research are described in easy-to read language and each section includes recommended student characteristics or prerequisite skills, as well as a rating to help teachers discern the potential effectiveness or even possibly harmful effects for their specific students. I especially love that this book includes testimonials from teachers regarding how they are currently using some of these interventions in their classrooms. It is evident that this guide was written by educators who truly understand the challenges, limited resources, and time constraints today’s teachers face." -- Danielle Wesley, MSEd, BCBA * Autism/Behavior Specialist, Lee’s Summit School District *Table of ContentsBehavioral Interventions Antecedent Based Interventions - Sonja de Boer Discrete Trial Teaching - Sonja de Boer Errorless Learning - Sonja de Boer Task Analysis - Sonja de Boer Prompting - Amy Clausen Time Delay - Sonja de Boer Behavioral Momentum - Sonja de Boer Response Interruption and Redirection - Sabrina Mitchell Reinforcement - Sonja de Boer Differential Reinforcement - Leslie Bross Modeling - Sonja de Boer Functional Behavioral Assessment - Sonja de Boer Functional Communication Training - Sonja de Boer Extinction - Sonja de Boer Punishment - Sonja de Boer UCLA Young Autism Project (Early Intensive Behavioral Intervention) - Leslie Bross Early Start Denver Model(Early Intensive Behavioral Intervention) - Kaye Otten Learning Experiences: An Alternative Program for Preschoolers and Parents (LEAP) (Early Intensive Behavioral Intervention) - Kaye Otten Ziggurat/Comprehensive Autism Planning System - Katie McDermott Visual Supports Schedules - Leslie Bross Independent Work Systems - Leslie Bross Scripting - Leslie Bross Power Cards - Leslie Bross Language Training Verbal Behavior Intervention - Janet Enriquez; Monique Pinczynski Augmentative and Alternative Communication (AAC) - J Ganz Aided Language Modeling - Theresa Earles-Vollrath Assisted Technology - Theresa Earles-Vollrath Picture Exchange Communication System (PECS)) - Janet Enriquez; Monique Pinczynski Social, Emotional and/or Behavioral Skills Training Behavioral Skills Training - Kaye Otten Teaching Interaction Procedure - Kaye Otten Cool Versus Not Cool - Theresa Earles-Vollrath Video Modeling - Leslie Bross Theory of mind training - Kaye Otten Cartooning - Kaye Otten Social Decision-Making Strategies - Kaye Otten Social Narratives/ Story-based Intervention - Kaye Otten The Program for Education and Enrichment of Relationship Skills (PEERS®) - Melanie Harms Self-Management - Stephen Crutchfield Mindfulness - Stephen Crutchfield The Coping Cat Program - Theresa Earles-Vollrath Social Thinking - Sonja de Boer Zones of Regulation - Matthew Klein The Incredible Five Point Scale - Amy Clausen FaceSay® - Theresa Earles-Vollrath Mindreading - Theresa Earles-Vollrath Natural Developmental Behavioral Interventions Incidental Teaching - Kaye Otten; Mary Beth Patry Imitation Based Interventions - Kaye Otten; Mary Beth Patry Mileau Teaching - Kaye Otten; Mary Beth Patry Joint Attention Interventions - Kaye Otten Pivotal Response Interventions - Kaye Otten Developmental Relationship-Based Interventions Responsive Teaching - Kaye Otten DIRFloor Time® - Kaye Otten Relationship Development Intervention (RDI) - Kaye Otten Relational Frame Theory Based Interventions Stimulus Equivalence Instruction (SEI) - Trudy Georgio Matrix Training - Trudy Georgio Promoting Emergence of Advanced Knowledge (PEAK) - Trudy; Georgio Lindsey Loflin Acceptance and Commitment Training - Sabrina Mitchell; Trudy Georgio Miscellaneous Interventions Peer-Mediated Instruction and Intervention - Ashley Anderson; Paula Williams Parent Implemented Interventions - Ashley Anderson; Paula Williams Music Mediated Intervention - Melanie Harms Music Intensity - Melanie Harms Animal Assisted Intervention - Lisa Robbins Art Therapy - Lane Maxcy Outdoor Adventure - Lane Maxcy Toilet Training - Lisa Robbins SENSE Theatre Intervention - Lane Maxcy Exercise and Movement - Melanie Harms Gentle Teaching - Kaye Otten Transition Systematic Transition in Education Programme for Autism Spectrum Disorder (STEP-ASD) - Leslie Bross Self-Determined Learning Model of Instruction (SDLMI) - Katie McDermott Person-Centered Planning - Jessica Rousey Physiological Interventions Chelation - Stephen Crutchfield; Mariah Chavez Hyperbaric Oxygen Therapy - Stephen Crutchfield; Mariah Chavez Specialized Diets - Stephen Crutchfield; Mariah Chavez Microbiome Therapies - Stephen Crutchfield; Mariah Chavez Metavitamin Therapy - Stephen Crutchfield; Mariah Chavez Sensory Integration - Kaye Otten Potential of Causing Significant Harm Rapid Prompting Method - Stephen Crutchfield; Mariah Chavez Holding Therapy - Stephen Crutchfield; Mariah Chavez Contingent Electric Skin Shock (CESS) - Stephen Crutchfield; Mariah Chavez ADVANCING THE EVIDENCE BASED PRACTICE MOVEMENT - Kaye Otten

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Book SynopsisTransform your behavior management with practical interventions that workClassroom management is one the most pressing problems that teachers faceand studies show that the challenges are only increasing. If student behavior is not managed successfully, the learning environment may become so chaotic, unstructured, and ineffective that teachers cannot teach and students cannot learn. The Big Book of Behavior Management helps teachers prevent as many misbehaviors as possible and provides them with research-based strategies to help them respond effectively when misbehavior does happen. Inside, you'll findInformation on the causes of misbehavior and how to create a classroom environment where students thriveA 7-step model for teaching positive, prosocial behaviors and preventing misbehavior50 ready-to-use behavior interventions and practices for the ten most common challenges teachers face, including students' chronic tardiness, talking out of turn, and isolating themselvesThe latest rese

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Book SynopsisNewly updated, Gavin Reid''s best-selling handbook remains an essential resource for those helping dyslexic individuals of all ages, from preschoolers to adults in the workplace. Combines theoretical explanations, the latest research, and practical solutions with a focus on inclusion and meeting the individual''s needs New and expanded coverage includes: multilingualism; the use of technology; co-existing conditions such as dyspraxia, dyscalculia, and ADHD; and positive dyslexia Assembles the latest policies and best practices for dyslexia from around the world, and makes current debates regarding education and literacy accessible to trainees and practitioners Table of ContentsAbout the Author xiv Other Books by Gavin Reid xvi Foreword xviii Preface xxi Chapter 1 Defining Dyslexia 1 Defining Dyslexia 2 Purpose of Definitions 4 How Should We Define Dyslexia? 5 Definitions 7 Barriers to Implementing Policy 11 Rose Review and Dyslexia 11 Education for Learners with Dyslexia 12 Different Perspectives and Agenda 14 Points for Reflection 15 Chapter 2 Explaining Dyslexia: The Range of Research 17 Causal Modelling Framework 18 Genetic Factors 19 Neurobiological Factors 20 Visual and Temporal Processing 20 Magnocellular Visual System 20 Procedural Timing 22 Hemispheric Symmetry 23 Processing Speed 24 Phonological Processing 25 Phonological Awareness and Multisensory Programmes 25 Morphological Processing 26 Glue Ear 27 Cognitive Skills 29 Metacognition 29 Environmental Factors 29 Additional Language Learning 30 Dyslexia in Different Orthographies 31 Self‐disclosure in Adults 33 Points for Reflection 34 Chapter 3 Assessment: Issues and Considerations 35 The Context 35 Assessment Aims 37 Discrepancy Criteria 37 Listening Comprehension 38 Componential Model of Reading 38 Curriculum Focus 39 Why an Assessment? 40 How? The Assessment Process 40 Effect of an Assessment 42 Assessment—Points to Consider 42 Some Other Considerations 42 Assessment and Inclusion 46 The Bilingual Learner 46 Points for Reflection 47 Chapter 4 Identifying Needs 48 The Context 48 Information Processing 49 Factors That Can Prompt Concern 50 Linking Assessment with Intervention and Support 52 Key Aspects of an IEP 52 The Overlap 53 Assessing Performances 53 Criteria: Summary 54 Whose Responsibility? 57 Early Identification 57 Models of Identification 59 Expert/Intervention—Attainment 59 Barriers to Learning 63 Whole‐School Involvement 64 Points for Reflection 65 Chapter 5 Assessment: Approaches and Resources 66 The Use of Tests—Points to Ponder 67 Assessment and Information Processing 67 Cognitive Measures 68 Assessment of Processing Skills 69 Comprehensive Test of Phonological Processing (CTOPP‐2) 70 Woodcock Reading Mastery Tests 71 Gray Oral Reading Tests (GORT‐5) 71 Standardised/Psychometric Criteria 71 Standardisation 72 Psychometric 73 Wechsler Individual Achievement Test (WIAT‐II and III) 74 Comment 74 Phonological Representation and Assessment 75 Screening 76 Curriculum Assessment 79 Miscue Analysis 80 Assessment in Context 81 Assessment for Learning 82 Metacognitive Assessment 83 Multiple Intelligences Approaches 85 A Components Approach 86 Observational Assessment 88 Observational Framework 88 Systematic Observation 92 Summary 93 Points for Reflection 94 Chapter 6 Reading—Social, Cultural and Government Perspectives 95 The Social Context for Literacy 95 Literacy and Culture 95 Defining Literacy 96 Critical Literacy 98 Challenging Assumptions 101 Government Initiatives 102 Literacy Standards and International Comparisons 104 PISA Study 106 Literacy Initiatives 106 Points for Reflection 107 Chapter 7 The Acquisition of Literacy 108 What is Reading? 108 Factors to Consider 109 Reading as a Process 110 Reading Skills 111 Reading Practice 112 Developing Reading Skills 112 Key Factors 112 The Development of Reading 114 Stages of Reading Development 117 Limitations of the Stage Model of Reading 119 Reading and Memory 120 Relationship Between Phonology and Orthography 120 Dyslexia and Different Orthographies 121 Points for Reflection 122 Chapter 8 Reading Models and Methods 123 Bottom‐Up and Top‐Down Models 123 Connectionist Models 125 Balance Model of Reading 126 Method of Teaching Reading 127 Developing Reading Skills 131 Teaching Reading—the Debate 132 Reading Interventions 135 Methodological Issues in Reading Intervention Research 137 Factors to Consider in Developing and Using Reading Approaches 138 The Literacy Experience 141 Framework for Teaching 142 Summary 143 Points for Reflection 144 Chapter 9 The Acquisition of Literacy: Spelling 145 Why is Spelling Difficult? 145 Systems Involved in Spelling 146 Spelling Skills 148 Spelling Development 149 Spelling Policy 150 Spelling Strategies 150 Spelling Materials 156 Points for Reflection 157 Chapter 10 Expressive Writing 158 The Importance of Writing 158 Relationship Between Writing and Spelling 159 Expressive Writing: The Process 160 Cognitive Skills Associated with Writing 160 Writing in the Curriculum 161 Developing Metacognitive Skills through Writing 162 Metacognitive Strategies for Writing 163 Strategies for Writing 165 Motivation and Writing 166 Planning 167 Pre‐writing Framework 167 Developing Ideas 169 Handwriting 171 Summary 172 Points for Reflection 173 Chapter 11 Teaching Approaches: Points to Consider 174 Overview of Approaches 175 The Context 176 Assessment and the Curriculum 177 The Learner 178 Programmes and Approaches—Some Considerations 179 Overlearning 182 Principles 183 Issues 183 Points for Reflection 186 Chapter 12 Supporting Literacy: Individualised Programmes 188 Criteria for Selection 189 Orton–Gillingham (OG) 192 The Hickey Multisensory Language Course 194 Bangor Dyslexia Teaching System 195 Letterland 197 Reading Recovery 198 Toe by Toe: Multisensory Manual for Teachers and Parents 202 Alternative Approaches 203 Comment—Issues to Consider 209 Points for Reflection 210 Chapter 13 Supporting Literacy: Approaches and Strategies 211 Phonics Instructional Approaches 211 Language Experience 215 Other Support Approaches 216 Phonological Approaches 218 High‐Interest Books—History 219 Barrington Stoke (www.barringtonstoke.com) 220 Start to Finish Books 220 Differentiated Texts 221 Visual Factors 221 Motor Aspects 224 Assisted Learning 225 Summary 229 Points for Reflection 230 Chapter 14 Supporting Learning 231 Effective Learning 231 Key Points about Learning 233 The Learning Process 233 Realising Potential 236 Zone of Proximal Development 237 Developing Learning Skills 237 Learning Strategies 238 Multiple Intelligences 241 Study Skills 244 Set Goals 246 Feedback 246 Memory—Some Strategies 247 The Role of Self‐esteem 249 Creativity and the ‘Gifted’ Dyslexic Student 249 Summary 250 Points for Reflection 251 Chapter 15 Inclusion: Curriculum Access 252 The Context 252 Responding to the Diverse Needs of Students 254 The Challenges 255 Meeting Curriculum Objectives 257 Index for Inclusion 257 Tensions and Contradictions 259 Assessment, Need and Accountability 260 Removing Barriers to Achievement 261 Interventions and Inclusion 261 Making the School Inclusive 264 Equity 265 Principles of Inclusion 266 An Inclusive School 268 Healthy Schools 268 Supporting Inclusion 269 Staff Support and Training 270 Student Advocacy 272 Dyslexia and Self‐advocacy 273 Staff Support 274 Key Factors 275 Points for Reflection 275 Chapter 16 Inclusion in Secondary Education: Accessing the Curriculum 276 Responsibility 277 Features of Secondary Schools 277 Differentiation and Curricular Development 280 Differentiation and Assessment 281 Subject Areas 281 Multiple Intelligences in Secondary Schools 294 Physical Education 295 Staff Development 296 Challenges: Key Areas 297 Points for Reflection 299 Chapter 17 Inclusion: Further and Higher Education and the Workplace 300 Further and Higher Education 301 The Workplace 313 Concluding Comment 315 Points for Reflection 316 Chapter 18 The Role of Parents 317 Parental Concerns 318 Parental Support 320 Parents’ Challenges 322 Parents as Partners 324 Points for Reflection 324 Chapter 19 Multilingualism: Challenges and Responses 325 Background and Context 325 Cultural Factors 326 Culture‐fair Assessment 330 Teaching 331 Key Principles 332 Metacognitive Awareness/Schema 333 Concluding Points 334 Points for Reflection 334 Chapter 20 The Overlap—Dyslexia: Attention, Coordination, Auditory Processing and Numeracy 335 Introduction 335 The Overlap Dilemma 336 Attention Issues 337 Identifying and Defining Attention Difficulties 340 Intervention 342 ADHD and Creativity 345 Coordination, Movement and Handwriting 346 Intervention Strategies—15 Tasks to Try 347 Handwriting 348 Dysgraphia Strategies 349 Early Intervention 350 Auditory Processing 351 Diagnosis and Overlap 351 Management of APD 352 Intervention 352 Difficulty with Numbers 354 Reading in Mathematics 356 Diagnosing Dyscalculia 356 Intervention 357 Points for Reflection 359 Chapter 21 The Use of Computers and Technology 360 Introduction 360 Approaches Using New Technology 363 Resources—Computer Programs 364 British Dyslexia Association New Technologies Committee (BDA NTC) 365 Comment 366 Points for Reflection 366 Chapter 22 Positive Dyslexia 367 The Background 367 Five Key Factors 368 How Dyslexia Affects Children’s Learning 370 Metacognition 370 Encourage Creativity 371 Provide Feedback to Students About Their Own Personal Progress 371 Encourage Self‐assessment 371 Develop Student Responsibility 372 Enhancing Creativity 372 Concluding Comment 374 Points for Reflection 374 Appendix 1 Some Popular Tests for Dyslexia that Can Be Used by Teachers 375 Test of Phonological Awareness, Second Edition: Plus (TOPA-2+) (2004) 375 Comprehensive Test of Phonological Processing, Second Edition (CTOPP-2) (2013) 375 Launch Into Reading Success—Test of Phonological Awareness (1997) 376 GORT-5: Gray Oral Reading Tests, Fifth Edition (2012) 376 TOWRE-2—Test of Word Reading Efficiency, Second Edition (2012) 377 WIST (Word Identification and Spelling Test) (2004) 377 DIBELS 378 Bangor Dyslexia Screening Test 378 Dyslexia Screening Test—Junior (DST-J) (2004) 379 Dyslexia Screening Test—Secondary (DST-S) (2004) 379 Dyslexia Screener (2004) 380 Cognitive Profiling System (CoPS) Version 5.1 (2010) 381 Special Needs Assessment Profile 381 WIAT-II UK for Teachers (2006) 382 Wechsler Individual Achievement Test (WIAT-II) (UK Norms and III US and Canada Norms Only) 382 Phonological Assessment Battery Revised (PhAB-2) 383 HAST-2 Helen Arkell Spelling Test 383 Wide Range Achievement Test (WRAT 4) 384 Wide Range Assessment of Memory and Learning, Second Edition (WRAML-2) (2003) 384 Test of Auditory Processing Skills—3 (TAPS-3) 384 Appendix 2 Further Contacts 385 International 385 North and South America and Canada 385 Australia and New Zealand 387 Europe 387 Middle East 388 Asia 389 Africa 389 Other Websites 390 Organisations 391 Articles and Reviews About Dyslexia 392 Literacy 393 References 394 Index 437

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Book SynopsisA seminal handbook in the field for more than 20 years, this new and updated edition of Mathematics for Dyslexicsand Dyscalculics contains the latest research and best practices for helping learners with numerical and mathematical difficulties.Table of ContentsForeword xi 1 Dyscalculia, Dyslexia and Mathematics 1 Introduction 1 Definitions of Dyslexia 3 The Evolution of Definitions of (Developmental) Dyscalculia 5 The Nature of Mathematics and the Ways it is Taught 19 2 Factors that may Contribute to Learning Difficulties in Mathematics 23 Potential Areas of Difficulty in Learning Mathematics 24 General Principles of Intervention 44 Summary 46 3 Cognitive (Thinking) Style in Mathematics 48 Introduction 48 Qualitative and Quantitative Style 49 Cognitive (Thinking) Style in the Classroom 51 Examples 54 Summary 61 4 Testing and Diagnosis 62 A Diagnostic Test Protocol 64 Structure of the Diagnostic Protocol 65 Attitude and Anxiety 73 Thinking Style or Cognitive Style 74 Tests for Dyscalculia 74 Summary of the Test Protocol 74 5 Concept of Number 76 Introduction 76 Early Recognition of Numbers and Their Values 78 The Language of Mathematics (see also Chapter 2) 79 Early Number Work 79 Visual Sense of Number 82 Visual Clues to Number Concept 83 Number Bonds/Combinations 84 Place Value 86 Number Bonds/Combinations for Ten 93 Numbers Near Ten, Hundred or Thousand 94 Summary 95 6 Addition and Subtraction: Basic Facts/Number Combinations 96 Introduction 96 Strategies for Learning/Remembering the Addition and Subtraction Facts 99 Overview 107 Subtraction Facts 108 Extension 109 7 The Times Tables Facts/Number Combinations 110 Introduction 110 Rote Learning Strategies 110 Learning by Understanding 113 The Commutative Property 115 Learning the Table Square 117 Summary 135 8 Computational Procedures for Addition and Subtraction 136 Estimation 138 Addition 138 Teaching Subtraction as a Separate Exercise 147 9 Multiplication 152 Introduction 152 Multiplying by Ten and Powers of Ten 153 Multiplication 157 Estimation 163 Extension 163 10 Division: Whole Numbers 165 Introduction 165 Introduction to Division 166 Estimating 172 Division by Powers of Ten 173 Division by Multiples of Powers of Ten 174 Conclusion 174 11 Fractions, Decimals and Percentages: An Introduction 175 Introduction 175 Fractions 176 Decimals 187 Percentages 195 Overview 203 12 Operating with Fractions 204 Introduction 204 Making Segment Sizes the Same 205 Comparing Fractions 207 Combining Fractions 210 Adding Fractions 212 Subtracting Fractions 216 Combined Additions and Subtractions 219 Multiplying by Fractions 221 Multiplying Mixed Fractions 224 Dividing with Fractions 227 13 Decimals 232 Introduction 232 Addition and Subtraction 232 Multiplication and Division by Powers of Ten 235 Division of Decimals 242 Summary 249 14 Percentages 250 Introduction 250 An Image of Percentage 250 Summary 256 15 Time 257 What are the Potential Problems with Time? 258 Reading the Time 260 Time Problems 264 Summary 268 16 Teaching the Full Curriculum 269 Introduction 269 Some General Principles 270 Teaching the Other Parts of the Curriculum 277 Combining the Parts of the Curriculum 282 Summary 286 17 Attacking and Checking Questions 287 Practice Examples 287 Preliminary Checks 288 Attacking Questions 290 Methods of Attacking Questions 291 Checking 298 18 Important Elements of a Teaching Programme 303 Introduction 303 Consider the Pupils’ Needs 303 The Structure of the Course 304 Classroom Management: Making the Lessons Suit the Pupils 308 Evolving Expectations and Emphases 309 Internal Assessment 313 Summary 315 Appendices Appendix 1: Books, Journals, Tests and Games 316 Appendix 2: Teaching Materials 321 References 324 Index 337

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Book SynopsisA practical guide for parents and special educators to help enrich the lives of children with special needs In The Creative Outlet Method Book of Creativity: At-Home Activities for Children with Special Needs, certified special education educator Joshua Levy delivers practical and effective resources for conducting over 30 enriching theater arts and improvisational activities. The included exercises will allow children with disabilities to demonstrate creativity, increase self-confidence, and build social skills. Special needs children will benefit from the innovative approaches included in The Creative Outlet Method and experience creative energy from the comfort of home. The book also offers: Opportunities for children with special needs to achieve their academic, social, and behavioral goals Activities that enrich the lives of special needs students, their parents, and other caregivers A 10-step framework to improving the learninTable of ContentsForeword, ix Acknowledgments, xiii Preface, xvii Introduction, xxi The Creative Outlet Method, 1 Sample Activities for a One-Hour Session, 23 Activities, 25 Setting Up the Welcome Circle, 26 HIPPP Rules, 28 Audience Types, 31 Ferris Wheel Round of Applause, 34 Name Game, 35 Eye Contact Clap, 37 Pass the Sound, 39 Warm-Ups, 41 Sourdough Talk Show, 46 Animals Alive: Walk, Talk, and Use Chalk, 49 Follow the Leader, 52 Magical Rocks, 55 Character Creation, 58 Hey, Hey What?!, 61 Object Transformations, 64 Comic Strip, 67 Categories, 70 Statues in the Park, 73 Juice, 76 Pizza, 83 Mashed-Up Monologues, 87 Monologues, 90 Yes, And, 93 Alien Interview, 96 Scenes for Two, 99 Imagination Circle, 102 Freeze, 105 Guests at a Party, 108 What’s on TV?, 111 Fortunately, Unfortunately, 114 What’s for Dinner?, 118 Create a Story, 121 My Message for You, 127 Contact Information, 129 About the Author, 131 References 133 Index, 135

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Book Synopsis Completely revised and updated in light of the new 2014 SEND Code of Practice, this second edition of Supporting Children with Dyslexia provides valuable advice and resources for teachers, TAs and SENCOs supporting pupils on the dyslexic spectrum. This practical resource will help those who are looking for expert guidance and strategies, as well as providing a professional development tool which will encourage outstanding practice at all levels.Spanning pre-school, primary and secondary teaching, this book covers the key areas to be considered when supporting pupils with dyslexia, including: how to identify a young person with dyslexia practical strategies for pre-school, primary and secondary settings useful advice to give to parents and carers of children and young people with dyslexia useful materials for continual professional development. Featuring helpful checklists, templates and photocopiable resourTrade ReviewBarbara Pavey, Associate Lecturer for the dyslexia programme at Institute of Education (IOE)"The book is a useful practitioner-based text from a reputable and experienced team.""One of the strengths of the new book is the power of the specialized knowledge and experience of the team of authors. Another is the way this is translated into resources."Lorraine Petersen, Educational Consultant – Former CEO of nasen"I think the book is well designed – easy to read – busy teachers and support staff can access information easily.""I think that the proposed book sets out all the relevant information in a very easy to read way and accessible for all teachers, giving just the right amount of content. Font size and layout are also very good.This is also one book in a series about a number of different needs and therefore should not just be seen as a stand-alone book. I would hope that schools will buy the full set once they are published."Pippa Whittaker, CL for Inclusion, City Academy Bristol; member of nasen Publications Advisory Board"The current book is one of the most accessible dyslexia titles in the field. It is starting to look slightly outdated in terms of style, and is in urgent need of updating with regard to statutory changes in the field since it was published in 2004.""This is still my ‘go to’ book for when colleagues (eg subject teachers etc) need further information about a specific aspect of dyslexia. I photocopy key pages to talk through with them and then leave the sheets with them for further reference."Table of ContentsPreface Part 1: Background Information 1. What is Dyslexia 2. What causes Dyslexia 3. Co-morbidity with Dyslexia 4. The Emotional Impact of Dyslexia 5. Impact of SEND Reforms 2014 on pupils with Dyslexia Part 2: Dyslexia Toolkit for Schools 6. Assessment on a budget 7. Foundation Stage: How do you identify The pre-school child with Dyslexia 8. Pre-school checklist for Dyslexia 9. Foundation Stage: Practical Strategies For Teaching A Pre-School child With Dyslexia 10. PRIMARY: How do you identify the Primary age child with Dyslexia 11. PRIMARY/ SECONDARY: Checklist for Dyslexia 12. PRIMARY: Practical Strategies for teaching a child with Dyslexia 13. SECONDARY: How do you identify the young person with Dyslexia 14. SECONDARY: Practical Strategies for Teaching a young person with Dyslexia 15. Guide to Current Published Assessments for Dyslexia 16. Guide to Traditional Dyslexia Programmes 17. Dyscalculia: signs and strategies 18. Useful advice to give parents and carers of children and young people with Dyslexia 19. Dyslexia friendly classrooms; Dyslexia inclusive schools. Part 3: CPD Materials 20. Planning for CPD 21. Suggested Outline For Whole-School Training on Dyslexia 22. Quiz: Dyslexia- fact or fiction 23. Evaluating and Following-Up CPD 24. Training Materials Appendix 1: Pupil Profile Form Appendix 2: Common Exception Words Bump Game for Spelling Appendix 3: Guide to Apps for Dyslexia Appendix 4: Mnemonic Techniques for Spelling CEWs Appendix 5: Guide to Spelling Rules Appendix 6: Thai Alphabet activity Appendix 7: Dyslexia Friendly Classrooms: Getting Started Appendix 8: Where To Find Out Further Information On Dyslexia Bibliography

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Book SynopsisAll children require mathematical understanding to access as full a life as possible. This practical book explores the curriculum required to accommodate the various difficulties faced by children with severe and profound learning difficulties. It describes how children's mathematical thinking first develops and how it can be nurtured to ensure real understanding and support essential life skills.Chapters explore key concepts including: quantity recognition and counting sequence and measurement comparisons space and shape time monetary value. Mindful of the diverse challenges faced by teachers and pupils, the book explains the neurological and pedagogical theories that underpin the development of early mathematical thinking. It considers how mathematical skills that will best support children's everyday functioning can be developed. PTrade ReviewJulie King, National Coordinator Click SpecialEDNZ Trust , New ZealandThere is definitely a real need for this book. University and Teacher’s College courses specialising in special education have been cut significantly over the past decade – there are fewer and fewer teachers with academic and practical expertise in curriculum content development for students with Severe, Complex and Profound and Multiple Learning difficulties. The National Curriculum starts with the assumption that children have a certain amount of knowledge.Not only does ‘Very Special Maths’ provide essential learning for special needs teachers; it links directly to the National Curriculum. All teachers can see the progression and linkage. The learning to learn principle is very topical in education currently flummoxing many teachers particularly those dealing with students with complex needs – ‘Very Special Maths’ is an essential resource to support the development of this principle with this group of studentsDo you recommend that we should publish this book?I have no reservations – YESLinda Evans - Experienced teacher/adviser/Ofsted inspector. Currently Tutor at Newman University (ITT/ SEN); freelance writer and editor (education). I am currently supporting a trainee who works with students with severe and complex difficulties and have supported others, in different schools, in the last few years. There is definitely a need for this book. In the special schools I have visited in recent years (and observed many lessons) there is an obvious lack of expertise in the teaching of numeracy and maths-related topics. It is such an important and interesting area but so often, staff are unable to deliver appropriate learning opportunities to pupils with very special needs.The book is going to be ground breaking – unlike anything else available. I definitely recommend that you publish it.Table of Contents About the author PART ONE - ABOUT A SPECIAL CURRICULUM Chapter 1: What this book is about Chapter 2: About Curriculum attitudes and mindsets Chapter 3: The place of maths in a very special curriculum Chapter 4: Sensory Beginnings Chapter 5: Introducing the Parts of Learning PART TWO - TOOLS FOR LEARNING Chapter 6: Introducing the Tools for Learning Chapter 7: Physical Skills at the beginning of Thinking Chapter 8: Schema – First Patterns of Thinking Chapter 9: Introducing the Senses Chapter 10: About Vision Chapter 11: Hearing Chapter 12: Touch and Movement Chapter 13: Attention Chapter 14: Perception PART THREE - PROCESSES OF LEARNING Chapter 15: Introducing the Processes of Learning Chapter 16: Learning to Play Chapter 17: There are Many ways of Playing PART FOUR - THINKING ABOUT THINKING Chapter 18: About the Development of Thinking Chapter 19: Thinking with Objects and Fingers Chapter 20: Visualisation – using all senses Chapter 21: Thinking with Graphic Representations Chapter 22: Using Numerals - A medium to abstract thinking Chapter 23: Language and Thinking PART FIVE - DEVELOPING MATHEMATICAL IDEAS Chapter 24. Introducing Aspects of Mathematical Thinking Chapter 25: Some sensory beginnings Chapter 26: Comprehending Space – Shape – and Measures Chapter 27: Learning About Size and Comparisons Chapter 28: About Number Sense Chapter 29: An Exact Number Sense Chapter 30: An Approximate Number Sense Chapter 31: Understanding Comparative Value - Including Exchange and Money Chapter 32: Number is Like Space Chapter 33: Subitising – Connecting Perception with Number Chapter 34: Counting Chapter 35: Calculation and Big Ideas.

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Book SynopsisMany pupils with dyslexia have poor spelling and handwriting, even when their reading is adequate. This practical yet evidence-based book shows teachers who work with pupils with dyslexia how they can effectively address these areas of weakness. Diane Montgomery introduces her popular Cognitive Process Strategies for Spelling (CPSS) and provides guidance on how this direct action can be successfully used in both primary and secondary contexts. The book describes dyslexia-friendly approaches in Logographic, Alphabetic and Orthographic phases the three faces' of dyslexia. Best literacy practice for all children is illustrated in a developmental reading and spelling approach, handwriting as a support to literacy teaching is explained and strategies for overcoming handwriting difficulties are detailed from Reception onwards.Dyslexia-friendly Strategies for Reading, Spelling and Handwriting is full of new research, case examples and practical methods Table of ContentsPreface Introduction to dyslexia, dysgraphia and underachievement 1. Dyslexia-friendly teaching of reading 2. Identifying and remediating dyslexia in the logographic phase 3. How to assess and use handwriting samples to diagnose difficulties across the age ranges 4. The contribution of handwriting to literacy development and how handwriting difficulties can be overcome 5. Remediating dyslexia in the alphabetic phase 6. Remediating dyslexia in the orthographic phase 7. Teaching dictionary skills and the 'spelling detective’ dictionary References Index

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Book SynopsisInclusion is Dead is a provocative polemic against the widely held notion that inclusion for all children and young people with SEN is both possible and desirable. For those with severe learning difficulties (SLD) and profound and multiple learning difficulties (PMLD), the authors argue, it is neither. Imray and Colley assert that the dominance of inclusion has meant that there has been no serious attempt to look at the educational difficulties faced by learners with PMLD and SLD. As a vision of egalitarianism and equality for all, they say, inclusion is dead. The authors controversially believe that unless education changes, it will remain as a disabling institution that does the exact opposite of its intention. The book presents the argument that theorists of inclusion have failed to provide practical solutions on how inclusion can be achieved when SLD and PMLD learners are involved, as well as discussing the drawbacks of the inclusion for all argument'.Table of Contents1. Setting the Scene 2. What is Educational Inclusion? 3. Current Perspectives and Practice 4. The Defining Learning Characteristics of PMLD and SLD 5. The Pedagogical Imperative 6. The Curriculum Imperative 7. The Capabilities Imperative 8. The Social Imperative 9. Conclusion References

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Book SynopsisMathematics plays an important part in every person's life, so why isn't everyone good at it? The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties brings together commissioned pieces by a range of hand-picked influential, international authors from a variety of disciplines, all of whom share a high public profile. More than fifty experts write about mathematics learning difficulties and disabilities from a range of perspectives and answer questions such as: What are mathematics learning difficulties and disabilities? What are the key skills and concepts for learning mathematics? How will IT help, now and in the future? What is the role of language and vocabulary? How should we teach mathematics? By posing notoriously difficult questions such as these and studying the answers The Routledge International Handbook of Dyscalculia and MaTrade Review"I am convinced that most chapters of The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties will serve as far more than a didactic summary of current knowledge in the field. Each chapter is sure to fascinate readers with its wide range of perspectives and leave behind important ideas applicable to the myriad issues in the learning and teaching of mathematics."-Woong Lim, University of New Mexico, Mathematical Association of AmericaTable of ContentsThe International Handbook on Dyscalculia and Mathematics Learning Difficulties: An overview Steve Chinn 1.How can cognitive developmental neuroscience constrain our understanding of developmental dyscalculia? Stephanie Bugden and Daniel Ansari 2.Number Difficulties in Young Children: Deficits in Core Number? Robert A. Reeve; Sarah Gray 3. Sets and digits: How are they processed by children with typical and atypical numerical cognition? Evidence from brain and behaviour Vivian Reigosa-Crespo; Danilka Castro 4. When and why numerosity processing is associated with developmental dyscalculia Xinlin Zhou; Dazhi Cheng 5. Predictive indicators for mathematical learning disabilities/dyscalculia in kindergarten children Annemie Desoete 6. The link between mathematics and logical reasoning: Implications for research and education Denes Szucs; Kinga Morsanyi 7.How specific is the specific disorder of arithmetic skills? Karin Landerl 8. Arithmetic Difficulties of Children with Hearing Impairment Gowramma, I.P. 9. Arithmetic Difficulties among Socially Disadvantaged Children and Children with Dyscalculia Ramaa S 10. Meeting the needs of the ‘bottom eighty per cent’ – Towards an inclusive mathematics curriculum in Uganda Tandi Clausen-May 11. Dyscalculia in Arabic speaking children: Assessment and intervention practices John Everatt; Abdessatar Mahfoudhi; Mowafak Al-Manabri; Gad Elbeheri 12. Mathematics Learning and Its Difficulties among Chinese Children in Hong Kong Connie Suk-Han Ho; Terry Tin-Yau Wong; Winnie Wai Lan Chan 13. The Acquisition of Mathematics Skills of Filipino Children with Learning Difficulties: Issues and Challenges Sherlynmay Hamak; Jai Astilla Hazelle; P. Preclaro 14. The Enigma of Dyscalculia Jane Emerson 15. Deep Diagnosis, Focused Instruction, and Expanded Math Horizons R B Ashlock 16. Preschool Children’s Quantitative Knowledge and Long-Term Risk for Functional Innumeracy David C. Geary 17. Learning Disabilities: Mathematics Characteristics and Instructional Exemplars Diane Pedrotty Bryant; Brian R. Bryant; Mikyung Shin; Kathleen Hughes Pfannenstiel; 18. Targeted interventions for children with difficulties in learning mathematics Ann Dowker; Peter Morris 19. Focused MLD intervention based on the classification of MLD subtypes Giannis N. Karagiannakis; G. N.; Cooreman, A. 20. Numbersense: A Window into Dyscalculia and other Mathematics Difficulties Mahesh C. Sharma 21. The Center for Improving Learning of Fractions: A Progress Report Robert Siegler; Lynn Fuchs; Nancy Jordan; Russell Gersten; Rob Ochsendorf 22. Lights and Shadows of Mental Arithmetic: Analysis of cognitive processes in typical and atypical development Sara Caviola; Daniela Lucangeli 23. Teacher Training : Solving the problem Judy Hornigold 24. Mathematics Anxiety, Working Memory, and Mathematical Performance: The Triple Task Effect and the Affective Drop in Performance Alex M. Moore; Amy J. McAuley; Gabriel A. Allred; Mark H. Ashcraft 25. Mathematical resilience: What is it and why is it important? Clare Lee; Sue Johnston-Wilder 26. Linguistic factors in the development of basic calculation Chris Donlan 27. Promoting Word Problem Solving Performance Amongst Students With Mathematics Difficulties: The Role of Strategy instruction that Primes the Problem Structure Asha K. Jitendra; Danielle N. Dupuis; Amy E. Lein 28. Mathematical Storyteller Kings and Queens: an alternative pedagogical choice to facilitate mathematical thinking and understand children’s mathematical capabilities Caroline McGrath 29. The Effects of Computer Technology on Primary School Students’ Mathematics Achievement: a Meta-analysis Egbert Harskamp 30. Representing, Acting, and Engaging: UDL and Mathematics Elizabeth Murray; Garron Hillaire; Mindy Johnson; Gabrielle Rappolt-Schlichtmann 31. Dyscalculia in Higher Education: systems, support and student strategies Clare Trott

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Book SynopsisUsing extensive examples from practice with a range of client groups, Dramatherapy and Autism confronts the assumption that people with autism are not able to function within the metaphorical realms of the imagination and creativity. It demonstrates that not only are people who function along the spectrum capable of engaging in creative exploration, but that through encountering these processes in the clinical context of dramatherapy, changes can be made that are life enhancing. Bringing in cutting-edge research and practice on dramatherapy, Dramatherapy and Autism aims to contribute to developing the theory and practice of creative arts therapies interventions with clients with autism. The book is part of the Dramatherapy: approaches, relationships, critical ideas series, in which leading practitioners and researchers in the field develop the knowledge base of this unique discipline, whilst contextualising and acknowledging its relationship with oTrade Review"As theater people we are intrigued by the many different roles and affects that encompass the human experience. As clinical practitioners, we are interested in guiding our clients toward a more empowered, inspired existence. Dramatherapy and Autism addresses important clinical issues of social emotional development, behavior management, gender, and personal growth for people on the autism spectrum. The numerous dramatherapy perspectives and practical approaches presented, including role, metaphor and story, are rich and informative!" - Dr. Lee R. Chasen RDT, LCAT, Author of Social Skills, Emotional Growth and Drama Therapy and Engaging Mirror Neurons in Children and Teens on the Autism Spectrum"This is a significant book which serves not only as an excellent, clear and concise introduction to the field of dramatherapy but also champions its importance to an unknowing world. As a Head Teacher, I have found the work of dramatherapists to be one of the most valuable therapeutic inputs that pupils have received. In my setting there have been many profound and life enhancing developments for children with ASD and this is clearly reflected throughout the book. A must read for all practitioners working with children with ASD." - Havard Spring, Head Teacher of a primary school with a 42 place ASD provisionTable of Contents1 Introduction Anna Seymour and Deborah Haythorne 2 Dramatherapy and Autism Deborah Haythorne and Anna Seymour 3 Entering Colourland: Working with Metaphor with High Functioning Autistic Children Rosalind Davidson 4 Do you believe in Peter Pan? Helen Ridlington-White 5 Dramatherapy, autism and metaphor – meeting The Silky Stranger Jeannie Lewis 6 Supporting agency, choice making and the expression of voice with Kate: dramatherapy in a mainstream primary school setting with a nine-year-old girl diagnosed with ASD and ADHD Emma Ramsden 7 Becoming Visible: identifying and empowering girls on the autistic spectrum through dramatherapy Ann Dix 8 Introversion, Mindfulness and Dramatherapy: working with young people with autism Jeni Treves 9 Mother, Son and then Some: On Autism, Dramatic Reality and Relationship Maria Hodermarska 10 Being Men: Men, Asperger's and Dramatherapy Adrian Benbow 11 ‘Remember me’; Dramatherapy with adults who have autism, complex needs and are non-verbal Adrian Benbow and Jane Jackson 12 Assessing the Impact of Dramatherapy on the Early Social Behaviour of Young Children on the Autistic Spectrum Roya Dooman 13 An exploration of the impact of dramatherapy on the whole system supporting children and young people on the autistic spectrum Emma Godfrey and Deborah Haythorne

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Book SynopsisCompletely revised and updated in light of the new SEND 2014 Code of Practice, this new edition describes the different types of difficulties experienced by pupils with speech, language and communication needs. It will help teachers and other professionals to feel more confident by providing expert guidance and practical strategies, and as a professional development tool, will also encourage outstanding practice by suggesting ideas and materials for in-house training sessions. The wide-ranging and accessible chapters explore topics including: Listening skills Phonological awareness Comprehension of language Activities for circle time Working with parents. Featuring useful checklists, templates and photocopiable resources, this practical resource contains a wealth of valuable advice and tried-and-tested strategies for identifying children and young people with speech, language and communication needs, ensuring they have the suppoTrade Review"I would readily recommend this resource to colleagues and teaching staff requiring useful, realistic approaches. It is an excellent book that will undoubtedly promote positive teaching strategies to enhance the learning experiences of pupils with suspected or previously diagnosed communication and interaction difficulties." – Becky Hawkins, Nasen Special"This book provides a brief, concise and expert overview of the range of difficulties that are experienced by children with speech, language and communication disorders, along with the key strategies that can be used to help overcome them. It is very clearly laid out, extremely easy to navigate and guidance in any specific areas can be accessed within seconds, and read within minutes. The writing style is direct and to the point, with essential information presented in bullet points throughout [...] The authors have created a useful handbook and invaluable resource for busy teachers or SNAs in either mainstream or special education settings." - Róisín De Faoite, REACH Journal of Special Needs Education in IrelandTable of ContentsForeword Introduction 1. Attention, listening and memory skills 2. Listening skills 3. Phonological awareness 4. Comprehension of language 5. Expressive language (spoken) 6. Social communication difficulties in children 7. The development of speech 8. Working with Parents Glossary Resources Appendix: Good listening rules

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Book SynopsisImagine a world where your autistic child is included, engaged and cherished for how they are; a world which changes for autistic children, rather than changing the child.What Works for Autistic Children brings the conversation about inclusivity into the forefront and turns it on its head. Instead of modifying the autistic child and making exceptions or special circumstances, Luke shows you, the parent, how the world can, should and must change to accommodate your child.He identifies the aspects that impact on your child's life most - the family, their school, their friends, their environment - and outlines the steps that can and should be taken by everyone involved to improve their outcome and create an autism-friendly landscape.From early communication, through pre-school, primary school, secondary school - on holidays, school trips and with friends - your child should not have to struggle to exist within the parameters of a world they don't unde

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Book SynopsisAutism acceptance has led to - at least, at surface level - an increased understanding of what autistic children need, and of what they find difficult to cope with. But is the world really making the kind of adjustments that would see your child truly thrive? In Reasonable Adjustments for Autistic Children acclaimed and much-loved author and expert Dr Luke Beardon sets out the full scope of what he sees as the essential adjustments we need to make to our homes, our schools and the wider world in order to allow our autistic young people to reach their full potential and be genuinely comfortable in each and every environment.   From school uniform to train journeys and playdates, from dentists' surgeries to holiday resorts, Luke's book offers practical measures for adapting every environment or sensory situation.   Absolutely essential reading for every parent of an autistic child, family member, caregiver, teacher or

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Book SynopsisStop feeling frustrated by what you are not accomplishing and start making practical steps toward achieving your goals.This expanded and updated new edition of psychologist Abigail Levrini''s bestselling book offers realistic, proven strategies to help adults with ADHD lead more fulfilling and productive lives. With her extensive experience researching and treating adults with ADHD, Levrini provides user-friendly strategies for setting meaningful and realistic goals, developing a plan to achieve the goals, and staying on track while following the plan. Slip-ups are normal and expected, so Levrini invites readers to keep a positive, growth-oriented outlook that focuses on progress, rather than perfection. Each chapter is full of examples and self-help activities, such as quizzes and worksheets, enabling readers to apply strategies to multiple areas of life. Special attention is given to the areas of executive function that most adults with ADHD seek help Table of ContentsIntroduction: Understanding Adult ADHDPart I. Getting Started: Achieving Your Goals and Objectives 1. Fostering a Helpful Perspective 2. Ready, Set, Plan! 3. Increasing Motivation and Accountability 4. Evaluating What Works and Managing Frustration With What Doesn’tPart II. Specific Strategies 5. Overcoming Procrastination and Improving Time Management 6. Enhancing Social Relationships 7. Organizing Your Space 8. Practicing Effective Learning and Study Skills 9. Finding Job SatisfactionPart III. Getting Additional Help 10. Understanding and Treating Conditions That Can Coexist With ADHD 11. Medication Pros and Cons 12. Finding the Right Counselor, Coach, or Other Treatment Solution Summary Appendix: Example Tools for Your ADHD Toolkit Further Reading References Index About the Author

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Book SynopsisA growing body of evidence supports the benefits of high-quality parent interventions for building social and communication skills in 0- to 5-year-olds with autism spectrum disorder (ASD). How can clinicians coach parents to effectively incorporate learning opportunities into daily routines at home? From preeminent experts, this practical book explores the role of the coach and reviews the whats, whys, and how-tos of successful collaboration with parents. Topics include structuring coaching sessions, identifying children's needs, facilitating playful engagement, and deepening parents' understanding of how they can boost skills development during everyday activities. Seventeen reproducible handouts and forms include the multipage P-ESDM InfantâToddler Curriculum Checklist, ideal for use in telehealth assessments. Purchasers get access to a webpage where they can download and print the reproducible materials in a convenient 8 1/2 x 11 size.Trade Review"Drawing on a wealth of experience and a command of the scientific literature, Rogers, Vismara, and Dawson have crafted a unique and valuable guide. The book is filled with wisdom, practical advice, immediately usable tools, examples, and summaries of the science (to which the authors themselves have contributed greatly). It will be immediately useful to practitioners who currently provide parent coaching, as well as coaches in training. While it focuses on autism and other developmental disorders, I expect that this book will become a go-to resource for anyone who works with families of young children in home settings."--Samuel L. Odom, PhD, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill "The unique voice of the authors comes across--confident in the ability to help, but also realistic; flexible and creative, but also clear and organized. This book exudes enormous respect for the irreplaceable role of parents in the lives of their children, and empathy for the difficulties that parents of children with ASD can experience. It describes the significant contribution of the coach as a well-traveled guide who can provide the parent a secure base for joint, collaborative exploration. The authors emphasize the importance of the parent coach’s creativity, flexibility, commitment, and humility, and they embody these characteristics themselves."--David Oppenheim, PhD, School of Psychological Sciences, University of Haifa, Israel “This book provides systematic strategies for coaching parents to support learning in young children with autism. It emphasizes how to teach parents basic behavioral principles, and includes specific examples, helpful checklists and tables, and detailed ways to address the challenges of this work. This how-to manual on collaborative coaching is a rich, supportive introduction to this important approach to working with young children with autism.”--Catherine Lord, PhD, ABPP, George Tarjan Distinguished Professor of Psychiatry and Education, David Geffen School of Medicine, University of California, Los Angeles "An easy-to-read, user-friendly guide for early intervention practitioners. The book demonstrates how to move from a practitioner–child focus to a focus on supporting caregivers to promote children's learning within and across their daily activities. The authors bring together research about adult learning and family-centered coaching with their experiences as developers of the highly regarded Early Start Denver Model. The book provides a parent coaching toolkit for ASD that is equally relevant for preservice students and for practitioners who have been working with young children with ASD and their families for many years."--Dathan Rush, EdD, CCC-SLP, Director, The Family, Infant, and Preschool Program (FIPP), North Carolina-Table of Contents1. Helping Parents Help Their Young Children with Autism: An Introduction 2. Key Practices in Coaching Parents in Parent-Implemented Interventions 3. Becoming a Coach: Knowledge, Characteristics, and Supports 4. The Coach’s Tools 5. Assessment, Goal Setting, and Treatment Planning 6. Parent Coaching Sessions 7. Guides for Introducing Intervention Topics and Strategies to Caregivers 8. Variations in Coaching Practices 9. Looking to the Future: Challenges and Opportunities Appendix A. Handouts and Checklists Used Routinely in Parent Coaching Sessions Appendix B. P-ESDM Infant–Toddler Curriculum Checklist Appendix C. Parent-Friendly Data-Tracking Tools References Index

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Book SynopsisA Quick Guide to Special Needsis an easy go-to guide for busy teachers, SENCOs, practitioners and anyone else who is interested in pragmatic solutions to the challenges of teaching children and young people with additional needs. Detailingover 60 conditions which cause people to have additional needs,Bob Bates helps you broaden your understanding of different physical, neurological, psychological, and developmental needs with accessible bite-sized explanations of the conditions, best practice approaches to working with these learners, and how to apply them to your everyday teaching. Each individual need is explained over a 2-page spread and every entry includes: Case studies encouraging you to reflect on real-life situations to understand the impact each condition has on people and how they and their parents deal with it. Do it steps offering a simple sTrade ReviewBob Bates’ latest book contains a wealth of information as well as practical ideas, with each one of the 60 or so entries being set out in a similar format, making it easy to dip into and to find what is most relevant to the reader at the time. Bob writes in a style that is easy to read and quickly catches the interest. I thought his idea of using mini-case studies, including some about people in the public eye not only added interest, but could help those with similar conditions to feel that there are role models who present a positive picture of what can be achieved and that no-one should be defined solely by the difficulties they strive to overcome.’ -- Dr. Rona Tutt, OBEThis is an extremely well researched text that covers detailed descriptions of a wide range of conditions and it would be of great value as a go-to overview of learning differences and interventions, with detailed links to resources. -- Mary MountstephenThe book is clearly aimed at teachers, but would also be useful to students and health and social care professionals working with children and young people. It is a valuable starting point for gaining quick and accessible general information in relation to the conditions and issues covered in this book, with a strong theme of inclusion throughout. -- Louise CogherTable of ContentsPART 1 : Physical Impairements Allergies Asthma Brittle Bone Disease Cerebral Palsy Chronic Fatigue Syndrome Cystic Fibrosis Diabetes Epilepsy Foetal Alcohol Syndrome Haemophilia Hearing Impairment Heart Disease Hemiplegia Hydrocephalus Juvenile Rheumatoid Arthritis Microcephalus Motor Neurone Disease Multiple Sclerosis Multiple Sensory Deprivation Muscular Dystrophy Restricted Growth Sickle-cell Anaemia Skin Disease Spina Bifida Visual Impairment Wheelchair Users PART 2: Neurological and Psychological Disorders Asperger’s Syndrome Ataxia Attention Deficit Hyperactivity Disorder Autism Down Syndrome Dyscalculia Dyslexia Dyspraxia Sensory Processing Disorder Speech and Language Impairments Tourette’s Syndrome Williams Syndrome Attachment Disorder Bipolar Disorder Depression Eating Disorders Emotional Behavioural Disorder General Anxiety Disorder Obsessive Compulsive Disorder Personality Disorder Phobias Post-Traumatic Stress Disorder Schizophrenia Selective Mutism PART 3: Other Additional Needs Disengaged and Excluded Emotional Distress (bullying) English as an Additional Language Gifted and Talented Learning Difficulties Munchausen by Proxy Syndrome New Migrants Obesity Poor Conduct Disorder Socio-Economic Difficulties (poverty) Travellers and Gypsies Victims of Abuse Victims of Forced Marriages Young Carers Young Offenders PART 4: Approaches for working with children and young people with additional needs A Strategy for Children A Strategy for Parents A Strategy for Teachers Cognitive Behavioural Therapy (CBT) Fundatia Inima de Copil (Heart of a Child Foundation) Heuristic Play Jolly Phonics Makaton Mentalisation-Based Therapy (MBT) Mentoring and Critical Friendship Mindfulness Neurodiversity Neuro-Linguistic Programming (NLP) Portage Home Learning CERTS (Social Communication Emotional Regulation Transactional Support for Children) Solihull Approach SENCOs (Special Educational Needs Coordinators) Transactional Analysis TEACCH (Treatment and Education of Autistic and Communication Handicapped Children) Understanding Intelligence Yoga and Tai chi

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Book SynopsisThis practical guide for teaching numeracy to children with a developmental disability is based on core concepts from the landmark Mathematics Recovery® text Teaching Number (aka ‘the green book’) that have been adapted for children with developmental disabilities. It sets out key principles of teaching and learning underpinning an evidence-based teaching approach and provides clear guidance on how educators can plan and implement a structured teaching program so that every child can be given a positive experience in learning numeracy and achieve significant outcomes, maximizing their potential. The book is supported by a comprehensive set of online resources for use in the classroom, including 90+ lesson plans carefully tailored to provide sequenced learning experiences for children and school students who may need them most...Trade ReviewThis very useful book adapts the Maths Recovery Programme to suit the learning needs of students with a developmental disability. It provides an extensive and detailed approach to assessment, learning and teaching that embodies evidence-based best practice. -- Charlotte MadineThis much needed book is an essential read not only for educators but for educational leaders everywhere. The plea to maintain high aspirations when teaching numeracy to children with developmental disabilities resonates throughout each chapter as the authors skilfully challenge misconceptions and offer practical solutions. This book is a vital tool in maximising the numeracy potential of all children and I wish somebody had given this to me when I became a maths teacher more than 15 years ago. -- Professor Adam BoddisonTable of ContentsChapter 1: Introduction Chapter 2: Mathematics Recovery Chapter 3: Adapting Mathematics Recovery Chapter 4: Motivating students with developmental disabilities to learn Chapter 5: Discrete-trial teaching Chapter 6: Using prompts in teaching Chapter 7: Ensuring learning lasts Chapter 8: Preparing to teach

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Book Synopsis***** Online Resources are open access. No code is required ***** It is vital to understand the challenges and provide the right support for learners with dyscalculia and specific learning difficulties in mathematics. The book provides: • an overview of current research explaining the nature and causation of dyscalculia • guidance on the identification of dyscalculia • examples of how to carry out informal and formal assessments • an explanation of the principles of multisensory mathematics teaching • an outline of a structured programme (for learners aged 5-14), together with examples of lesson planning and activities. Designed for teachers specialising in the assessment and teaching of learners with dyscalculia, and those undertaking courses leading to Approved Teacher Dyscalculia (ATD) and Associate Membership of the British Dyslexia Association (AMBDA), the book is useful to any professional looking for an understanding of this area of specific difficulty.Trade ReviewKelly provides up-to-date and accessible information for practitioners supporting children with dyscalculia. A strength of this book is the integration of theory and practice; providing those working with children the knowledge base they need to support children effectively. -- Dr Helen CurranA comprehensive, engaging and accessible book offering pertinent insights into the nature, identification and assessment of dyscalculia along with practical guidance on effective intervention. Essential reading for any professional who wishes to enhance their knowledge and practice in supporting learners who struggle with mathematics. -- Dr Pamela MoffettThis long awaited text books clearly explains the complexity of dyscalculia while providing practical guidance and helpful examples of how to support learners in the classroom. Well written, accessible and full of practical ideas, it is an essential text book for anyone interested in supporting learners with SpLD. -- Rhiannon PackerTable of ContentsIntroduction Part I: Dyscalculia and Mathematics Related Difficulties: Setting the Context Chapter 1: The Nature of Dyscalculia Chapter 2: Differences and Similarities between Dyscalculia and other Mathematics Related Difficulties Chapter 3: The Role of Memory in Learning Mathematics Chapter 4: Cognitive Processing Difficulties (and Abilities) Chapter 5: Mathematics Anxiety Part II: Identification and Assessment of Dyscalculia Chapter 6: Screening Procedures Chapter 7: Assessment of Memory Chapter 8: Assessment of Basic Number Skills Chapter 9: Assessment of Cognitive Thinking Style in Mathematics Chapter 10: Assessment for Visual Stress Chapter 11: Writing an Assessment Report on Mathematics Related Difficulties Part III: Planning an Intervention for Learners with Mathematics Difficulties Chapter 12: Models of Mathematical Development Chapter 13: Planning a Programme of Support Chapter 14: Multisensory Mathematics Teaching and Lesson Planning Chapter 15: Mathematical Vocabulary Chapter 16: Developing Number Concept and Mathematical Relationships Chapter 17: Deductive, Inductive and Abductive Reasoning Part IV: Practical Teaching Examples Chapter 18: Using Mathematical Models to Develop Relational Understanding Chapter 19: Visualisation Chapter 20: Problem-solving Approaches Chapter 21: Linking Concepts to Everyday Events Appendices Appendix 1 (a) Digit Span Tasks Appendix 1 (b) Visual Sequential Memory: Symbols Appendix 1 (c) Visual-spatial Memory: Grids Appendix 2: Outline of Programme (and Record Sheet) Appendix 3 Solution to Algebra Problem (Grid Method)

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Book SynopsisNumeracy for All Learners is a wide-ranging overview of how Math Recovery® theory, pedagogy, and tools can be applied meaningfully to special education to support learners with a wide range of educational needs. It builds on the first six books in the Math Recovery series and presents knowledge, resources, and examples for teachers working with students with special needs from Pre-K through secondary school. Key topics include: dyscalculia, what contemporary neuroscience tells us about mathematical learning, and differentiating assessment and instruction effectively to meet the needs of all students in an equitable framework.Table of ContentsChapter 1: The Learning Framework in Number for the Classroom Chapter 2: Professional Principles and Practices Chapter 3: Good Instruction for All Students Chapter 4: Numeracy and Functional Mathematics Chapter 5: Assessing Students with Disabilities Chapter 6: Using the Learning Framework in Number to Write Individualized Education Programs Chapter 7: Brain Research: Implications for Teaching and Learning Mathematics Chapter 8: Dyscalculia Chapter 9: Differentiating Instruction Chapter 10: Teaching Students with Disabilities Chapter 11: The Constructivist as Teacher Chapter 12: Supporting Students with Other Special Needs

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Book SynopsisWrite Dance in the Early Years is back! This 3rd edition continues to develop an exciting and innovative programme which uses music and movement to get children excited about improving their handwriting skills. This multi-sensory approach is designed to help children ages 3-5 feel happy and comfortable in their bodies whilst learning to write in a fun, dynamic and engaging way. This new edition includes, • updated content, layout and structure • easily implementable activities • new videos demonstrating each theme • 3 new nursery rhymes • newly designed copy sheets for every theme Write Dance in the Early Years provides practitioners with a package of catchy songs, engaging stories and illustrations, as well as guidance on how to implement the Write Dance approach in their early years setting. Table of ContentsThe Story of a Piece of Paper Introdcution What is Write Dance? The Write Dance Girl Movements in Your Space Movements on a Scrimbling Surface Both Hands Fine Motor Skills The Gripper Rhyme Consolidating Finger Dancing Experience and Emotion Repetition and Routine Movement and Shape Sensory Motor materials Scrimbling Materials Shaving Foam Flannels Chalks Old or Short Markers Plain Pencils Sponges Aprons Paper Crayons Tearing Lessons, a Fine Motor Skills Exercise Eye Masks Chalkboard Foil Wet and Dry Have the Chalkboards Sawed Painting the Boards Vertical Surfaces Cycle Table Coffee Table Blackboard Chalk and Sponges Sand Slippery Paint Print

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Book SynopsisAlthough an abundance of research exists on working with students with autism, teachers need the practical strategies in Success Strategies for Teaching Kids With Autism to build successful programs and services for kids with autism.The authors, seasoned classroom teachers and consultants for a large public school autism support program, look at ways teachers can apply best practices for teaching special needs students. They offer field-tested ideas for teachers to implement, covering topics such as managing difficult behaviors, teaching social skills, addressing communication difficulties, creating schedules, and organizing the classroom.The book includes a detailed section on using applied behavior analysis, providing practical examples for teachers to employ in their own classrooms in order to modify student behaviors and increase learning. Including teacher-friendly overviews of the educational needs of students with autism and ideal teaching methods, the book also provides reproducible materials and photographs that show the strategies in action.

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Book SynopsisWritten by educators for educators, Introducing Autism: Theory and Evidence-Based Practices for Teaching Individuals With ASD is an introductory text offering a broad picture of Autism Spectrum Disorder for students, teachers, related service providers, and other school personnel who are engaged in the education of individuals with ASD.Introducing Autism imparts knowledge and understanding of the broad spectrum of ASD and suggests evidence-based practices to support this population. Editor Dr. Ruth Eren and the text contributors provide readers with a firm foundation of facts, strategies, and processes that help explain and address the complex profile of an individual with ASD. As a result of this understanding, current and future practitioners will be equipped with the skills and strategies to work collaboratively and effectively with their school team as they create a program for a student on the spectrum. What’s included in Introducing Autism: Content supported by case studies based in authentic educational settings Evidence-based practices suggested for use in the classroom Voices from the Spectrum sections in each chapter which feature the viewpoints from individuals on the spectrum Introducing Autism: Theory and Evidence-Based Practices for Teaching Individuals With ASD will enable universities to offer a comprehensive course that provides a strong foundation of knowledge and understanding of ASD to prepare teachers and related service providers for certification.Table of Contents Dedication Acknowledgments About the Editor About the Associate Editor Contributing Authors Foreword by Fred R. Volkmar, MD Introduction Disclaimer Chapter 1: Definition of Autism and Autism Spectrum Disorder - Ruth Blennerhassett Eren, EdD and Meghan Brahm Gleeson, PhD, BCBA, LBA-CT Chapter 2: Diagnosis and Classification of Autism Spectrum Disorder - Meghan Brahm Gleeson, PhD, BCBA, LBA-CT Chapter 3: Three Cognitive Theories in Autism Spectrum Disorder - Ruth Blennerhassett Eren, EdD Chapter 4: Dimensions of Effective School Programs - Kimberly M. Bean, EdD Chapter 5: Transdisciplinary Teaming - Ruth Blennerhassett Eren, EdD and Kari A. Sassu, PhD, NCSP Chapter 6: Language and Communication Characteristics Unique to Autism Spectrum Disorder - Anne S. Holmes, MS, CCC, BCBA Chapter 7: Social Communication and Social Interaction - Ruth Blennerhassett Eren, EdD and Anne S. Holmes, MS, CCC, BCBA Chapter 8: Understanding Behavior - Meghan Brahm Gleeson, PhD, BCBA, LBA-CT Chapter 9: Sensory Processing: Supports for Learning - Angela Labrie Blackwell, PhD, OTR; Lauren M. Little, PhD, OTR/L and Winnie Dunn, PhD, OTR, FAOTA Chapter 10: Activities of Daily Living - Kimberly M. Bean, EdD Chapter 11: Special Considerations for Working With Parents and Caregivers - Kari A. Sassu, PhD, NCSP Afterword by Ruth Blennerhassett Eren, EdD and Anne S. Holmes, MS, CCC, BCBA Financial Disclosures Index

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Book SynopsisThe Little Book of Dyslexia references both personal experience and current applied research and findings in order to highlight issues faced by people with dyslexia. It looks at a number of strategies and lesson ideas which can be used both inside and outside the classroom to help students with dyslexia and specific learning difficulties. It also lists various resources which can be used alongside these strategies to create a successful learning environment for those with dyslexia. The book progresses through the various challenges that are faced at different age ranges, and support needed, starting with the youngest in early years, including some of the early signs you may see with dyslexia, moving up through primary and secondary school and finally onto higher education and university and being a student teacher. An outstanding guide for students, teachers, Special Educational Needs Coordinators (SENCO's) and parents.Table of ContentsTable of Contents: Introduction Dys-lex-ia The Early Years Primary School Secondary School Technology Exams and Qualifications Higher Education Teaching

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Book SynopsisResearch has shown that early identification and intervention is crucial and can in fact minimise, and may even prevent, the challenges of dyslexia from becoming too detrimental at later stages of education. This book offers both research insights and practical guidance for teachers working in Early Years settings on how to create resource materials that would be suitable for the development of children with dyslexia.Beginning with a contextual note on the key difficulties faced by children at risk of dyslexia, the book takes the reader through the processes of identification and diagnosis, before offering ideas on how to tailor classroom materials for these students. The book's resource materials are designed to target areas such as reading, spelling, numeracy, language skills, social and emotional development, and problem solving skills.Trade ReviewGavin Reid provides a wealth of information on dyslexia for parents and teachers, blending a comprehensive overview of research, pragmatic advice, lists of resources and wisdom based on many years of wide experience in the field. -- Professor Steve Chinn, PhD, FRSAGavin Reid has provided a much needed text which will greatly assist practitioners in the timely identification and educational support planning for dyslexia. The clear emphases upon partnership working with parents and children's motivation are particularly relevant for the early years practitioner. With its authoritative, practical and accessible style, this book will be an invaluable resource for early years and special needs practitioners. -- Kevin Woods, Professor of Educational and Child Psychology, The University of Manchester, UKAn excellent resource! Dr. Reid holds a unique ability to provide practical and necessary information with an international perspective. Beyond the first read, this book holds valuable resources for reference again and again. Dyslexia in the Early Years is a must read for parents, educators and those who support children with dyslexia. -- Corey Zylstra, M.Ed. International OG/MSL Teacher Trainer and Executive Director of REACH OG Learning Centres, CanadaIt has been a very great pleasure to read and recommend Gavin Reid's new book, Dyslexia in the Early Years, a resource that should prove invaluable to teachers, researchers and parents. Gavin has a unique ability to smoothly incorporate the latest developments in both theory and practice into an approachable format for his readers, while successfully addressing some of the current controversies. A range of resources are highlighted for teachers to meet the individual and classroom needs of this age group, not only in literacy skills but also in the important wider aspects of learning, including both social and emotional well-being. -- Emeritus Professor Angela FawcettAs the parent of a dyslexic child and a headteacher and SENCo for 17 years, I was impressed by the breadth and depth of this book. It is both practical and well researched. The emphasis on partnership with parents and providing intervention from the sound foundations of play-based early years pedagogy creates a book for practitioners, parents and those working with children who display a range of dyslexic tendencies. -- Montessori InternationalTable of ContentsPreface and Acknowledgments. 1. Dyslexia, Pre-school and the Early Years: The Context. 2. Identifying learning needs. 3. Intervention approaches - meeting individual needs. 4. Intervention approaches - meeting classroom needs. 5. Emotional and social issues and Motivation. 6. Memory and Information Processing. 7. Specific Learning Difficulties. 8. Issues and Considerations. 9. Concluding Comments, Resources and Practical Strategies. Appendix 1. Resources Grid. Appendix 2. Further Contacts. Glossary. References. Index.

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Book SynopsisDeep inside everyone, a little goblin lies sleeping. When it wakes up, its eyes turn green, its nose grows and it starts to breathe a smelly green mist.This is the story of the wakening of a Green-Eyed Goblin. When Theo sees his sister getting lots of attention for her birthday, his sleeping goblin wakes and he can't seem to stop himself from saying all the horrid things the nasty goblin's green mist is making him think. Will Theo learn how to send his Green-Eyed Goblin back to sleep in time for the party?This fun, illustrated storybook will help children aged 5-13 to understand and cope with jealousy and how it can sometimes make us feel not good enough. A helpful introduction for parents and carers explains jealousy in children, and a section at the back of the book provides strategies for overcoming it.Trade ReviewI love the author's boundless creativity and use of accessible language to help children wrap their minds around a very important lesson. By giving jealousy its own personality as a Green-Eyed Goblin, it also helps children learn to be less attached to it, so they can learn how to move from jealousy to gratitude. BRAVO Kay! You've written another gem. -- Brian R. King, Success Coach for Asperger's, ADHD & DyslexiaThe illustrations alone would make this book worthwhile! The crayon, child-like and very expressive pictures add greatly to the text... Nevertheless, both are very necessary to this book about jealousy and anger... the author is an expert on autism, and she may well intend this to be an autistic child. However, the story is highly useful for non-autistic children too - those who are capable of great anger for small reasons... She also has some good coping strategies that will help... A beautifully published book with lots going for it. -- Healthy Books * healthybooks.org.uk *Table of Contents1. Introduction. 2. The Green-Eyed Goblin. 3. The Last Word.

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Book SynopsisThis book addresses the specific mental health needs of girls and young women with autism spectrum disorder (ASD). Looking at the ways autism presents differently in girls than in boys, and the mental health conditions that occur most frequently in girls with ASD, this is the essential guide for clinicians and educators on tailoring interventions and support to meet girls' needs.Describing the current assessment process for autism diagnosis, the book explains why girls are under- or mis-diagnosed, leading to later mental health issues. It outlines the types of intervention that are particularly helpful for working with girls to reduce anxiety, improve social interaction skills, and manage self-harm. The book also covers how to manage eating disorders and feeding difficulties, focusing on working with girls with sensory processing difficulties. There is advice on how to deal with the emotional impact on parents, carers and families, and the challenges they face when negotiating appropriate psychological and educational support.Trade ReviewThis book provides an excellent synthesis of research, diagnostic frameworks and personal perspectives of girls and their families written in a very accessible style. I would recommend it to anyone working with or living with girls and young women on the autism spectrum. -- Ruth Fidler, Education Consultant, Autism AssociatesThe author shines a light on the less well-understood or more complex presentations of autism, including pathological demand avoidance, in this insightful, compassionate and practical book. Combining the latest research, years of direct clinical experience and detailed individual stories, this much-needed book will be invaluable for families and professionals. -- Trustees of the PDA SocietyAn excellent book by a knowledgeable author. It is easy to read and understand, and answered many of the questions I had about autism spectrum disorders. I recommend this book to anyone who is interested in learning more about this topic. -- Dr Olumide Kuti, Consultant Forensic Psychiatrist, The Huntercombe Hospital NorwichTable of ContentsAcknowledgements. Preface. 1. Accessing a Diagnosis. 2. Misdiagnosis. 3. The Mental Health Act. 4. Social Relationships and Bullying. 5. Self-harm. 6. Anxiety and Depression. 7. Dissociative Disorders and Psychosis. 8. Eating Disorders. 9. The Impact of Mental Health Issues on Family and Siblings. 10. The Women and Girls' Own Stories. Useful Resources for Clinicians and Parents.

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Book SynopsisCreate an inclusive classroom for all through engaging maths activities such as Shape Bingo, Cake Splat! and Fruity Fractions, all of which have been matched to the UK National Curriculum P Levels 4 - 8. Tailored to the specific P Level, each lesson plan includes a learning objective, the resources needed, the main activity, a plenary and a consolidation activity to help support children's understanding.When working with children, and especially those with SEN, lessons need to meet their interests as well as their needs by containing visual stimulus, movement and fine and gross motor skills, and the activities in this book have been specifically designed with this in mind. This straightforward and practical book offers you 101 creative classroom activities for teaching maths to pupils who are achieving at P Levels 4 - 8 and Key Stage One as well as mapping the range of additional skills they will acquire.Trade ReviewThis exciting book provides enjoyable and tailored multisensory activities enabling young children to explore mathematics through play. Suitable for mainstream and SEN pupils, it will enhance learning and create a love of discovery. The clear learning outcomes and performance guidelines help teachers and children to have fun with confidence. -- Dr Diana Hudson, author of Specific Learning difficulties: What Teachers Need to Know101 Inclusive and SEN Maths Activities is a book that every teacher and TA teaching primary pupils who are working at below age related expectations needs to own. Simple and easy to read, it is full of ideas about engaging children in play, so that teaching (and learning) becomes a process - children learn by doing, rather than a product - here's a work sheet to complete. This is a book about having FUN, the best resource any teacher can own. -- Peter Imray, Freelance trainer, adviser and writer on Special Educational Needs101 Inclusive and SEN Maths Activities is a brilliant, easy to use resource for any teacher. The authors clearly have a profound knowledge and expertise about how children are inspired to learn through having fun! The captivating but simple activities provide the breadth of learning opportunities every child needs. -- Sue Beaman MBE (for services to special education), retired head teacher at a special schoolAs Headteacher of the school Kate and Claire worked at whilst writing this book, I can fully endorse all of the activities they suggest, as I have seen them working in practice. The pupils in their classes developed their understanding of maths through this wide array of fun learning activities. I encourage teachers of pupils with special educational needs in both special schools and mainstream schools to use these activities to promote maths learning in a way that truly engages pupils. -- Dr Penny Barratt, Executive Headteacher of The Bridge School in London and The Bridge Integrated Learning SpaceThis book is full of really useful tried and tested ideas for gaining and sustaining the attention of learners with SEN in numeracy lessons. It will be particularly useful to teachers with developing knowledge of SEN, who are wishing to make their lessons more inclusive. '101 Inclusive and SEN maths activities' also offers a wealth of ideas, which can be used in home education. -- Adele Devine, special needs teacher at Portesbery School and JKP authorTable of Contents1. Introduction. 2. What Do We Mean by Additional Skills?. 3. Resources. 4. Starters. 5. Using and Applying. 6. Number. 7. Shape, Space and Measure.

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Book SynopsisForest School's innovative outdoor approach offers specific benefits to learners with autism, including increased social skills, raised self-esteem and improved sensory function. This guide raises autism awareness amongst practitioners by providing practical and easy-to-follow advice for adapting Forest School activities for those with autism.For those coming from a mainstream Forest School background, the author offers an introduction to autism and shows what Forest School can offer people with autism - both children and adults - with first-person accounts that highlight its success with this group. The guide gives advice on the social and sensory benefits, offers practical advice on safety and on how to set up a Forest School and finally presents specific activities to be incorporated into practitioners' routines.Trade ReviewI was newly informed, challenged, provoked and importantly made to chuckle through the book. I hope this ends up on all Forest School, indeed any outdoor, practitioner's shelves, and in their hands! This should be seen as part of more autistic inclusive discussions within the whole learning sector. -- Jon Cree – Director and founding chair of the Forest School Association, also Training and Alternative Curriculum Co-ordinator for FSC Bishops Wood CentreThis is an important book that fills an existing gap between forest school practitioners and autistic people and those who support them. James draw on his vast personal experience to connect these two communities in a brilliantly honest, practical and person-centred way -- Alison Oldfield, Senior teaching associate, University of BristolTable of ContentsIntroduction; 1. What is Forest School?; 2. What is Autism?; 3. The Benefits of Forest School; 4. Preparation! Preparation! Preparation!; 5. Communication; 6. Social Interaction; 7. Forest School and the Sensory Environment; 8. Staying Safe; 9. Setting Up a Forest School; 10. Forest School Activities; Resources

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Book SynopsisFull of simple strategies for happiness in children and teens with autism, this book is a must read for anyone dedicated to the wellbeing of a child on the spectrum.Bringing a refreshingly positive approach to mental health and autism, the guide is full of practical ideas for helping children strengthen their self-worth, optimism and receptivity to happiness. It also reveals how children can build resilience and better understand their feelings, giving them the skills to flourish and thrive and to ward off negative thoughts. The activities are ideal for all learning levels and can be done individually or in groups, at home or in the classroom. Talking about mental health in autism is all too often reduced to ways of 'curing illness' - this book helps to prevent poor mental health by making happiness a priority and an attainable goal.Trade ReviewIt is great to read a book that focuses on happiness. Victoria Honeybourne has written a book that you can read cover to cover if you have an interest in the field, or as a dip in resource if you are working with a student and need some ideas fast. I can see this being a valuable tool in schools. -- Kate Bradley, Head of Autism & Inclusion in an Inner London school and co-author of 101 Inclusive and SEN Maths LessonsThis really is a wonderful resource ... knowing how busy many teachers/practitioners are, the 'top tips' and 'if you only have 5 minutes' sections are of great value. -- Georgina Roycroft, Advisory teacher for autismWhat a refreshing book this is ... filled with practical ideas and activities to build confidence, self-esteem and resilience. This is a fantastic resource for parents and professionals and I'm sure that it will enrich many lives. -- Adele Devine, special needs teacher, author and co-founder of the multi-award-winning SEN Assist autism softwareTable of ContentsIntroduction. 1. If you only have five minutes... 2. Understanding the autism spectrum. 3. Understanding positive psychology. 4. Recognising, identifying and using character strengths. 5. Cultivating positive emotions. 6. Positive coping. 7. Meaning and Purpose. Glossary. References. Further Resources / Reading. Appendix A: Strengths Cards. Appendix B: Happiness Survey. Appendix C: Optimistic Planning Sheet. Appendix D: Dealing with setbacks. Appendix E: Overcoming anxieties. Appendix F: Values List. Index of activities.

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Book SynopsisThis comprehensive and accessible guide contains everything that needs to be known in order to set up and run a Minecraft® Social Group for children with autism spectrum disorders.Minecraft®, often described as 'digital Lego', provides an ideal forum to help children with autism and related conditions to develop social and communication skills. This book offers guidance on how to use the game to support the learning of social and emotional concepts such as having a conversation, showing interest in others and understanding another person's point of view.With over 100 pages of photocopiable and downloadable session plans, visuals and handouts, this manual is essential reading for professionals working with autism who are interested in introducing Minecraft® to support social skill development in their students.Trade ReviewMotivation, in autism, switches us on! Outside of 'interest' connecting to social understanding is unlikely. The author of this book recognises this understanding. Such a resource is unique and has been a long time coming. I am excited by and highly recommend this insightful book. -- Wenn B. Lawson (PhD) Psychology. AFBPsS; MAPs. Senior Consultant Complex Support. SA. Dept. of Ed. Disability, Policy & PlanningChildren with autism often develop talents in specific areas, such as playing computer games, but have difficulties with the social skills needed to develop friendships. This ingenious and engaging group programme uses motivation and game-playing talents to teach specific social skills. By discovering new worlds within Minecraft, the participants explore and acquire the social abilities needed to make friends. -- Dr Tony Attwood, Minds and Hearts Clinic, BrisbaneMarch's Autism Book of the Month is: Teaching Social Skills to Children with Autism Using Minecraft® ??Sure Lego therapy is cool, but have you heard about how Minecraft is being used to develop social skills in autistic children?A SUPER accessible step by step guide to improving communication ability in younger autists, 'Teaching Social Skills to Children with Autism Using Minecraft' stands apart from other stuffy autism support manuals by suggesting that the literal building blocks to verbal & collaborative success may lie in the global gaming phenomenon that is Minecraft: a creation simulator/videogame.While, most autism support guides have a tendency to be quite dry, or assuming of how much a reader knows, TSSTCWAUS does a fantastic job of explaining why autistic people struggle socialising and it's clear explanations mean that there is plenty of autism lessons to learn (even if, by the end, you decide not to trial the new therapy).An innovative read, set to shake up the world of autism therapies, I highly recommend 'Teaching Social Skills to Children with Autism Using Minecraft' for parents with autistic children born in the 2000s. Autistic & Unapologetic * Facebook Page Autistic & Unapologetic *Table of ContentsAcknowledgements. Introduction. Part 1. 1. What are social skills? 2. How are social skills impaired in children with Autism? 3. How can group programs support children with Autism to develop social skills? 4. What is Minecraft? 5. Why use Minecraft to teach social skills? Part 2. 6. Getting set up. 7. Running the program. 8. Sessions plans and handouts. Part 3: Resources. 9. Minecraft Money. 10. Minecraft Snakes and Ladders. 11. Helpful websites. Bibliography.

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Book SynopsisIn this friendly guide, a girl called Amy tells all about her Auditory Processing Disorder (APD). Together with her friend Tom and sister Lucy, Amy explains how every child with APD is affected in unique ways, and how to get help if you have APD.This illustrated guide is ideal for helping children aged 7+ with APD to understand the condition, while increasing their self-esteem and confidence. Explaining about causes, symptoms, diagnosis and comorbidity in child-friendly terms, it dispels myths and encourages children to self-advocate and seek help at home and at school. It is also an excellent starting point for parents, teachers and other professionals wishing to tailor support to the type and severity of a child's APD, and includes a helpful list of recommended sources for additional support.Trade ReviewAlyson Mountjoy has created a fabulous resource. It will help prevent the kinds of social and emotional damage that is so often caused by ill-informed self-critical judgements that are made by those with APD about themselves, and/or made by others about them. -- Dr Damien Howard, PsychologistThis excellent book is not only useful for children with auditory processing disorder (APD) and their friends and families, who need to understand APD, it is also recommended reading for the professional who needs this insight of APD from the affected child's perspective. -- Professor Doris-Eva Bamiou MD MSc FRCP PhD, Professor in NeuroaudiologyTable of ContentsDedication and Acknowledgements. Introduction (For Adults). 1. About APD. 2. Early Years. 3. APD Testing. 4. Family. 5. At Home. 6. Friends. 7. Helping Yourself. 8. At School. 9. Success. 10. How to Help. 11. Information and Support.

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Book SynopsisI am Special is a proven programme for helping children, teens and adults on the autism spectrum to understand themselves and their diagnosis, gain confidence and thrive. Peter Vermeulen describes in-depth the theory and research behind the programme, and explains how to use it in practice. He presents a series of specially-designed worksheets, included as online downloadable content in a handy printable format, on a wide range of topics, including how the brain works, physical characteristics, likes and dislikes, sensory issues, strengths and weaknesses, learning preferences, relationships and plans for the future. When completed, the worksheets can be used to build up a unique and personal book about the individual on the autism spectrum, to help foster self-understanding and self-confidence. For the very first time, the programme presented in this second edition is suitable for use with teens and adults as well as children, and also contains helpful interactive material for siblings.This is a unique resource for all those involved in supporting children, teens and adults on the autism spectrum, including teachers, psychologists, counsellors as well as parents and carers.Trade ReviewSupporting children and young people on the autism spectrum to attain greater self-awareness and understanding can be a real challenge. Practitioners from a wide range of professional disciplines will find Peter Vermeulen's sensitive and well considered approach inspirational as well as invaluable. -- Charlene Tait, Scottish AutismI am Special is one of the most useful workbooks ever produced for autism. This new edition also embraces technological assistance, in its extensive library of electronic worksheets. Every parent or professional who works in autism should have a copy of this book. -- Professor Lynette van Zijl, Stellenbosch University, South AfricaTable of ContentsPart I: Theory. 1. Background. 2. Self-image. 3. Psychoeducation. 4. The Socratic Method. 5. Introducing Autism. 6. Working with I am special. Part II: Practical Manual. 7. I am special. 8. The big book about me. 9. That's me?! 10. I am special for siblings. 11. I am special for peers. 12. Various worksheets. 13. I am special game. 14. Forms. 15. I am special for adults. 16. The world in fragments. CD ROM Documents. Literature. References. Index.

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