Teaching of students with learning difficulties or disorders Books
Future Horizons Incorporated Exploring Feelings: Cognitive Behavior Therapy to
Book SynopsisWinner of a 2008 Teachers’ Choice Award! Many children, especially those with developmental delays, have trouble understanding or expressing their feelings. This can result in difficulty with anger management. Listing possible responses to situations―and the likely outcome of each one―allows the child to make informed decisions about which responses to choose (e.g., walking away vs. hitting). This book provides a guide for caregivers along with a workbook portion that asks children to identify situations that trigger their anger, and helps them find appropriate ways to respond.Helpful topics include: Overview of the Exploring Feelings Program Introduction to Cognitive Behavior Therapy The Emotional Toolbox Social Stories Research Evidence on the Effectiveness of Exploring Feelings and more! Table of Contents Overview of the Exploring Feelings Program Introduction to Cognitive Behaviour Therapy Modifications to Conventional Cognitive Behaviour Therapy Affective Education Cognitive Restructuring Comic Strip Conversations The Emotional Toolbox Additional Tools for the Toolbox Social Stories Research Evidence on the Effectiveness of Exploring Feelings References Sessions 1 through 6 Trainer’s Notes
£18.95
Future Horizons Incorporated Exploring Feelings: Anxiety: Cognitive Behavior
Book SynopsisWinner of a 2008 Teachers’ Choice Award! Anxiety can be debilitating for anyone, but it can be especially confusing for a child. Learning about emotions helps children recognize connections between thinking and feeling, and the physiological effects of anxiety on the body (sweating, increased heart rate, crying, etc.). This book provides a guide for caregivers along with a workbook section that allows children to identify anxiety-provoking situations, and teaches them how to perceive them differently.Helpful topics include: Overview of the Exploring Feelings Program Introduction to Cognitive Behavior Therapy The Emotional Toolbox Social Stories Research Evidence on the Effectiveness of Exploring Feelings and more! Table of Contents Overview of the Exploring Feelings Program Introduction to Cognitive Behaviour Therapy Modifications to Conventional Cognitive Behaviour Therapy Affective Education Cognitive Restructuring Comic Strip Conversations The Emotional Toolbox Additional Tools for the Toolbox Social Stories Research Evidence on the Effectiveness of Exploring Feelings References Sessions 1 through 6 Trainer’s Notes
£18.95
Future Horizons Incorporated Ask Dr. Tony: Answers from the World's Leading
Book SynopsisDr. Tony Attwood and Craig Evans are proud to introduce their first book together. Previously, they brought you “Autism Hangout”, a question-and-answer style video series in which Dr. Tony directly addresses the most pressing questions of those touched by autism. Now, this unstoppable duo has refreshed these conversations and converted them into book form, creating an invaluable resource to keep helpful information present and available to the public. Their goal? Thriving with autism!Trade ReviewA treasure trove of subject matter [...] Tony's advice is both direct and balanced and his 'voice' always imbued with a deep respect for others." —AuKidsTable of Contents How this Book Came About How to Read this Book Chapter One – Anxiety Chapter Two – Self-esteem/Self-identity Chapter Three – Aversion to Change Chapter Four – Meltdowns Chapter Five – Depression Chapter Six – Sensory Issues Chapter Seven – Making and Keeping Friends Chapter Eight – Personal Management Issues Chapter Nine – Intimacy, Dating, Sex, and Marriage and Emotional Availability Chapter Ten – Faking It Chapter Eleven – Getting and Keeping a Job Chapter Twelve – Disclosing a Diagnosis Chapter Thirteen – Bullying Chapter Fourteen – Choosing a Career Chapter Fifteen – Empathetic Attunement Chapter Sixteen – Being Diagnosed Chapter Seventeen – Living with Autism Bonus Section One – Questions and Answers from Global Autism Conferences Bonus Section Two – Answers to the Most Common Questions about Autism
£18.95
Future Horizons Simple Strategies That Work
£18.09
Bloomsbury Publishing PLC 100 Ideas for Primary Teachers Supporting
Book SynopsisNo matter what you teach, there is a 100 Ideas title for you!The 100 Ideas series offers teachers practical, easy-to-implement strategies and activities for the classroom. Each author is an expert in their field and is passionate about sharing best practice with their peers.Each title includes at least ten additional extra-creative Bonus Ideas that won''t fail to inspire and engage all learners.Making your lessons fun, engaging and effective for all learners, including those with dyslexia, can be challenging and you can soon run out of ideas. This book offers 100 practical, ready-to-use activities to help all primary teachers with their every day lesson planning.The tried-and-tested activities cover all the key areas of the primary curriculum, including maths, spelling and creative writing, plus a wide range of ideas for teachers on differentiation, memory strategies and planning for learning.This new book is essential for all primary teachers Trade Review‘This is a clearly signposted and very manageable book with lots of fun, multisensory activities. Many of the ideas are in game format which can also be shared with parents and will be useful to all children not just those with dyslexia. It will be valued by teachers who want to know what to do, when they don’t know what to do!’ -- Bernadette McLean, Principal at Helen Arkell Dyslexia CentreOF PREVIOUS EDITION: Gavin Reid and Shannon Green offer ideas to accommodate the broad spectrum of challenges encountered by dyslexic pupils. This title is an essential addition to the teacher's toolkit. -- June Massey, Dyslexia teacher, trainer and assessorOF PREVIOUS EDITION: [This book] deserves to become a central feature in every staffroom. I would like to see it become dog-eared, highlighted, annotated and thoroughly well used! Soon the school could have 1000 or more valuable ideas to share, tailored to their pupils and their curriculum - which will benefit all pupils. -- Rosie Wood, Speech and Language Therapist, Former Chief Executive of the Helen Arkell Dyslexia CentreLet's face it, time is a premium for teachers and other education professionals. So having a book that so easy to browse and discover tried and tested suggestions – is incredible value. -- Special Educational Needs Resource BlogTable of ContentsSection 1. Teaching Strategies \ Section 2. Reading \ Section 3. Reading Comprehension \ Section 4. Spelling \ Section 5. Creative Writing \ Section 6. Learning Strategies \ Section 7. Planning for Learning \ Section 8. Differentiation \ Section 9. Memory \ Section 10. Teaching Dyslexic Children -Get it Right \ Section 11. Number Work/ Maths \ Section 12. Dyslexia Across the Curriculum \ Appendix: a Note on Dyslexia
£14.25
Bloomsbury Publishing PLC 100 Ideas for Early Years Practitioners
Book Synopsis100 Ideas for Early Years Practitioners: Supporting Children with SEND is a must-have resource filled with fun, creative and engaging multi-sensory activities and strategies to best support the learning and development of children with special educational needs and disabilities (SEND), across the Early Years Foundation Stage. Increasing numbers of children require specialist interventions and support when they start in the Early Years. Susan O''Connor uses her wealth of experience to present 100 practical ideas to help all those working in the Early Years meet the individual learning needs of children with SEND, including attention and behaviour difficulties, speech and language difficulties, early signs of dyslexia, autism and dyspraxia, and social and emotional difficulties. With ideas focusing on fine and gross motor skills, working memory, social skills, early speech and language skills, and self-esteem and wellbeing, these fun and engaging strategies are suitable and easy tTrade ReviewThe beauty of this book is that condenses nine skill areas into one easy-to-follow manual. Susan seamlessly shifts from motor skills, to language, literacy, numeracy and social skills, giving clear guidance and strategies for educators working in SEND. -- Kim Griffin * Occupational Therapist GriffinOT, @Griffin_OT *This book is well-presented with practical ideas. The strategies suggested are well-defined, with ideas for how and when to implement them in order to meet a particular outcome or to enhance an area of learning. -- Maria Goncalves * Special Educational Needs and Disabilities manager, London Early Years Foundation *This book will be a certain hit for early years practitioners and parents. Every aspect of children’s development, including cognitive, motor, language and social and emotional development, as well as staff development, is comprehensively covered in this practical book. Highly recommended! -- Dr. Gavin Reid * Educational Psychologist and Author *This practical book will be a useful addition to any Early Years setting or school. The clear layout and writing style will help all practitioners support children with SEND in an inclusive way, enabling all children to join in. -- Dr Sue Allingham * Independent Consultant, @DrSue22 *This handy, pocket-sized book is a must-have resource. It is filled with creative and engaging multi-sensory activities and strategies to support the learning and development of children with SEND in the Early Years Foundation Stage. * National Association for Special Educational Needs (NASEN) *
£14.25
Henry Holt and Co. Spellbound
Book SynopsisThe A-list comedian tells the story of his unlikely path to success while struggling with severe dyslexia.When Phil Hanley entered first grade, he realized something that would forever set him apart from his peers: he couldn't read. His teachers were ill-equipped to assist him and wrote him off as a hopeless case. Phil slipped through the school's cracks, year by year falling farther and farther behind his friends, only passing to each next grade because of his mother's interventions. Finally, he was diagnosed with dyslexia, a learning disability that would shape the rest of his life. In Spellbound, Phil Hanley shares his experience living with debilitating dyslexia. Unable to pursue college or a traditional job, Phil was thrust into a life to be defined by unconventional twists. He moved to Europe and became a successful runway model, a job that suitably kept him away from pens and paper. In search of fulfillment that couldn't be found posing for a Doc
£21.24
Pearson Education Language and Literacy Disorders
Book SynopsisNickola Wolf Nelson, Ph.D., CCC-SLP conducts research and has authored numerous research articles, books, and chapters on contextualized, interdisciplinary approaches to language and literacy assessment and intervention, including two prior editions of Childhood Language Disorders in Context: Infancy through Adolescence (Allyn & Bacon, 1994, 1998). Nelson is co-author of The Writing Lab Approach to Language Instruction and Intervention (Paul H. Brookes, 2004) and the forthcoming Test of Integrated Language and Literacy Skills.Table of ContentsTABLE OF CONTENTS Frontmatter Dedication page Preface Table of contents PART I. FRAMEWORKS FOR CLINICAL PRACTICE Chapter 1. A Framework for Guiding Evidence Based Practice Importance of asking good questions Contextualized assessment and intervention World Health Organization definitions Chapter 2. Speech, Language/Literacy, and Communication Speech, language (including literacy), and communication Five language parameters Content, form, and use Language levels and modalities Cultural-linguistic variation Chapter 3. Language/Literacy and Related Systems Theoretical accounts System theory Systems supporting language development PART II. POLICIES, PRACTICES, AND POPULATIONS Chapter 4. Policies and Practices Policies Clinical practices Categorization, diagnosis, and causation Testing and exclusionary factors in diagnosis Prevalence, prevention, and prognosis Chapter 5. Primary Disorders of Speech, Language, and Literacy Speech-sound disorders Language impairment Learning disability Spoken and written language associations and dissociations Chapter 6. Special Populations with Motor and Sensory Disorders Motor system impairment Auditory system impairment Visual system impairment Other sensory problems Chapter 7. Special Populations with Cognitive-Communicative Disorders Developmental disability Intellectual disability Autism spectrum disorders Acquired brain injury (including traumatic brain injury) Child abuse and neglect Interactive disorders of attention, emotion, and behavior PART III. ASSESSMENT AND INTERVENTION Chapter 8. Infant/Toddler Policies and Practices Policies and practices for infants and toddlers Comprehensive assessment for infants and toddlers Chapter 9. Infant/Toddler Intervention Prelinguistic organization to intentional communication Joint action routines and early play First words to two-word utterances Emergent narratives and literacy Chapter 10. Preschool Policies and Practices Policies and practices in the preschool years Comprehensive assessment in the preschool years Chapter 11. Preschool Intervention Sounds, words, and vocabulary concepts Sentence- and discourse level development Social interaction and play Emergent and early literacy Chapter 12. School-age Policies and Practices Policies and practices in the school-age years Comprehensive assessment in the school-age years Chapter 13. School-age Intervention Intervention scaffolding in the school-age years Discourse-level knowledge and skills Sentence-level knowledge and skills Word-level knowledge and skills Chapter 14. Interventions for Special Populations Comprehensive planning for comprehensive needs Preverbal to intentional communication Echolalia, challenging behaviors, and non-symbolic communication Intervention for children and adolescents with severe speech-production disorders AAC for children and adolescents with complex communication needs Intervention for sensory loss and central processing disorders Intervention for cognitive-communicative disorders Intervention for autism spectrum disorders Backmatter: Appendices for Part III. References Author Index (to be completed by Allyn & Bacon) Subject Index (to be completed by Allyn & Bacon) On line supports: Glossary Review and practice questions and key Observation tables
£155.55
Taylor & Francis Designing for Autism Spectrum Disorders
Book SynopsisWinner of the 2017 IDEC Book Award, 2017 EDRA Great Places Award (Book Category), 2017 American Society of Interior Designers Joel Polsky Prize and the 2016 International Interior Design Association TXOK Research AwardDesigning for Autism Spectrum Disorders explains the influence of the natural and man-made environment on individuals with autism spectrum disorders (ASD) and other forms of intellectual/developmental disabilities (IDD). Drawing on the latest research in the fields of environmental psychology and education, the authors show you how architecture and interior spaces can positively influence individuals with neurodiversities by modifying factors such as color, lighting, space organization, textures, acoustics, and ventilation. Now you can design homes, therapeutic environments, work environments, and outdoor spaces to encourage growth and learning for the projected 500,000 children with ASD (in the United States alone) who are expected to Table of ContentsDedications. List of Figures. Acknowledgments. Part 1: Beginnings 1. Introduction to Autism Spectrum Disorders (ASD) 2. Theories Influencing Design for ASD 3. Human-Environment Interaction 4. Perception, Cognition, and Sensation Part 2: Designing for the Senses 5. Sight 6. Auditory 7. Touch/Tactile 8. Proprioception/Vestibular Part 3: Designing Realistic Environments 9. Design Considerations for Autism Spectrum Disorders 10. Learning Environments 11. Home Environments 12. Work Environments 13. Therapeutic Environments 14. Connections to the Outdoors Glossary. Bibliography. Index
£34.19
Taylor & Francis Ltd Stammering Resources for Adults and Teenagers
Book SynopsisThis comprehensive and practical resource is a second volume to the highly influential Dysfluency Resource Book (2010). It brings together the very latest developments in the field of stammering and dysfluency in adults and teenagers and builds upon some of the approaches explored in the Dysfluency Resource Book. The book draws on the expert knowledge of contributors from a wide range of fields, such as specialist speech and language therapy, education, psychology and youth work, with a focus on presenting practical guidance for those working in this complex area.This valuable resource: Has chapters exploring the latest clinical developments, such as acceptance and commitment therapy (ACT) and narrative therapy. Provides in-depth discussion of some established therapeutic practices, including avoidance-reduction therapy and group work. Offers concrete application to theory, both the social and medical models, guiding the reader on how to intTrade ReviewKnown for her honesty, integrity and leading authority in the field of dysfluency, Trudy Stewart, together with highly respected collaborators, weaves this collage of exciting topics into a collection of valuable chapters. The passion, dedication and expertise of each author is reflected in every chapter.In clear and practical language, the book provides an insight into new approaches and offers inspiration and reflection whether you are a student, a clinician or a fluency specialist looking for interesting approaches to spark new ideas. This book is on my bookshelf and should be required reading for anyone interested in fluency disorders. What a wonderful supplementary text to the Dysfluency Resource Book. It is truly a wonderful piece of art!Dr. Joseph Agius, European Fluency Specialist, University of Malta/ ECSF, author of iOS app ‘Fluency Smart Intervention Strategy’This book covers hot topics that all speech-language therapists need to understand if they want to make a difference in the lives of people who stammer. It contains expert advice written by world-renowned clinicians who provide critical insights about both basic clinical procedures and advanced helping skills for working with people who stammer. With chapters on key aspects of service delivery, counseling methods, and the clinical process, readers will learn new ways of improving their therapy with people who stammer and gain deep insights into the experience of stammering. They will also learn about key skills, such as mindfulness approaches, that can help them in their own lives, as well!Chapters are clearly written and easily accessible for novice and advanced therapists. This book should become an indispensable companion for speech-language therapists seeking to help people who stammer.J. Scott Yaruss, Professor of Communicative Sciences and Disorders at Michigan State University, Fellow of the American Speech-Language-Hearing Association (ASHA). Table of ContentsChapter 1: The art and practice of being a clinician working with individuals who stammer. Chapter 2: Service delivery. Chapter 3: Stammering and voice Chapter 4: Narrative practice: Identifying and changing problem stories about stammering. Chapter 5: Avoidance reduction therapy. Chapter 6: Integrating mindfulness into therapy with people who stammer. Chapter 7: Integrating acceptance and commitment therapy into stammering therapy. Chapter 8: Working together: the power of the therapeutic group Chapter 9: Working with self-help groups.
£35.14
Taylor & Francis Ltd Autism Through A Sensory Lens Sensory Assessment
Book SynopsisThe fully revised second edition of this easy-to-use resource introduces the sensory differences autistic children may face, and explores how these differences can affect their ability to make sense of the world. It is invaluable in helping those adults working with autistic children to identify the possible triggers for the child's behaviour and consider it through a sensory lens.Children have varying sensory needs so the book offers both a wealth of enjoyable activities for sensory exploration and play, whilst also providing suggestions for strategies and ideas that can be used at home or in school to create an autism-friendly environment. This book: Highlights the possible link between behaviours that challenge and sensory difficulties for autistic children. Provides practical and accessible resources, helping parents, carers and practitioners to gain a greater understanding of sensory differences. InclTrade ReviewThe world we all share is overwhelming and at times, underwhelming for some! This book beautifully illustrates how to aid connection for these scenarios, both with the external world and the inner world of interoception. Building connection so emotional regulation can occur is the only way to build healthy and happy individuals. Dr. Wenn Lawson – Autistic adult, psychologist & author My autistic son’s sensory difficulties were severe when he was young and had a big impact on his learning. I completed the sensory questionnaire in this book which I found easy to do and enlightening. I felt I understood him better and realised the importance for sensory play which was supported by his school. Now as a young adult his sensory difficulties have much less impact on his daily life and do not stop him experiencing new activities. This book is easy to read, gives guidance to parents and practical examples/strategies - a must read for any parent of an autistic child. Jackie Powell – parent & Makaton tutor Table of ContentsIntroduction Chapter 1: Understanding Autism Chapter 2: Sensory Differences and Autism Chapter 3: Creating a Sensory Profile of the Child Chapter 4: Understanding the Needs of the Individual Child Chapter 5: Creating a Sensory Supportive Environment Chapter 6: Fun Activities for the Sensory Seeking Child Chapter 7: Resources
£32.99
Taylor & Francis Ltd Working with Children Experiencing Speech and
Book SynopsisThe complexity of speech and language disorders can be daunting in a monolingual context. When working with a bilingual child assessment and intervention may appear to be even more complicated. In this book Sean Pert provides the reader with the tools needed to overcome this perception and develop skills in working in a language that they donât share with the client. By adopting a home language first approach the book discusses how to: identify diversity from disorder introduce effective approaches in line with the best clinical practice work successfully alongside interpreters make assessments and plan interventions set goals for therapy. At the heart of the text is the therapist creating essential partnerships with parents and truly valuing the bilingualism, culture and identity of the child. This leads to better outcomes, not only in speech, language and communication, but also in self-esteem, mental health, social participation and educational and employment success. The book concludes with a handy toolkit of resources including quizzes, case studies and printable extras making it the perfect resource for both experienced and newly qualified practitioners with bilingual and multilingual children in their care.Trade Review"For many practitioners, working with bilingual children can seem daunting. This book goes a long way towards dispelling such worries by providing detailed practical information and guidance on how to proceed while also giving clear explanations as to why certain approaches should be taken. Examples of assessment pro-formas, questionnaires and charts (for example for working out the amount of interpreter time needed) are provided which should be invaluable. Additionally, it is recognised that many SLTs will work in situations where providing an equitable service is challenging; the book empowers practitioners to fight for necessary resources within the context of current societal issues around diversity, equality, and racism." - Carolyn Letts, Senior Research Investigator, Newcastle University, https://www.ncl.ac.uk/ecls/people/profile/carolynletts.html"This timely and important book should be read by all paediatric Speech and Language Therapists/Speech Pathologists in practice and in training. In "Working with Children Experiencing Speech and Language Disorders in a Bilingual Context: A home language approach" Dr Sean Pert provides extensive and highly practical advice for clinical practice covering issue of assessment, diagnosis and intervention in language and speech sound disorders. Importantly this book unpacks aspects of best practice which are rarely documented, such as working with interpreters and the use of AAC for languages other than English when many systems and devices are designed with English only in mind.Perhaps most important however is the powerful challenge Dr Pert poses our profession to acknowledge the uncomfortable truth that much of our current practice for bilingual families is systematically and institutionally racist. Together with an analysis of the barriers which need to be overcome and a call for anti-racist and culturally inquisitive practice this book provides the profession with a platform and tools to move forward towards equity and social justice for children experiencing Speech and Language Disorders in a Bilingual Context." - Cristina McKean, BSc MSc PhD, Professor of Child Language Development and Disorders, Newcastle University"The publication of this book is timely and urgent, as it presents an accessible tool for working in a bilingual context, reflecting on the interaction between the needs of our society and the requirement for SLT services to develop and evolve. This book is an essential resource for SLT courses and for clinicians developing extra training and extra materials." - Maria Garraffa, Associate Professor in Speech and Language Therapy, School of Health Sciences, University of East Anglia, Norwich Research Park, UKTable of ContentsList of contributorsList of tablesList of figuresPrefaceAcknowledgementsList of acronyms and abbreviations Introduction Definitions and terminologyDifferentiating language disorder from language differenceWorking alongside interpretersTranslation protocolLanguage assessment and intervention in home languageSpeech sound disorder in a bilingual contextAlternative and augmentative communicationAuthors: Lizzie Sadiku, AAC ConsultantKatherine Small, AAC ConsultantSuzanne Martin, AAC ConsultantCultural inquisitiveness and the bilingual service delivery checklistBarriers to working with bilingual children and how to overcome themAuthors:Dr Carol StowResources
£34.99
Taylor & Francis Ltd (Sales) How to Teach Maths
Book SynopsisHow to Teach Maths challenges everything you thought you knew about how maths is taught in classrooms. Award-winning author Steve Chinn casts a critical eye over many of the long-established methods and beliefs of maths teaching. Drawing from decades of classroom experience and research, he shows how mathematics teaching across the whole ability range can be radically improved by learning from the successful methods and principles used for the bottom quartile of achievers: the outliers. Chinn guides readers through re-adjusting the presentation of maths to learners, considering learners' needs first, and explains the importance of securing early learning to create a conceptual foundation for later success.This highly accessible book uses clear diagrams and examples to support maths teachers through many critical issues, including the following: The context of maths education today Topics that cause students the moTrade Review"This book is a must-have for any teacher training programme and maths staff room. Drawing upon Steve's vast background from research, training and the classroom, this book will make both new and experienced teachers reflect upon their own practice. What I particularly admire about Steve is that he doesn't prescribe what we should do, but offers us a critical yet friendly eye into what he has seen over many decades. This book raises the bar in terms of books that educate teachers about how to teach maths." - Bobby Seagull, school maths teacher, author of The Life-Changing Magic of Numbers and BBC presenter for the Monkman & Seagull Genius Guides "A book by Steve Chinn is welcomed and a real pleasure to read but it also makes us feel uneasy when there is still so much to do. His wealth of experience relating to maths in schools cannot be surpassed globally. His insight and perspectives in this book make it a 'go to' book, I believe this is not only for teachers of maths (and parents) but also for any educator who want to gain a deeper understanding of how we need to take a learner's perspectives. While it is focused on maths, we can also learn about the emotions that are evoked when it is harder for learners to engage in the subject. This is a reflective book honed from extensive experience and practice but it also remains a really practical book." - Professor Amanda Kirby "In his latest book Steve Chinn is reflecting upon his extensive experience of teaching mathematics in the classroom and provides a fresh view on how to support learners that are left behind by the current system. He is taking what he has learnt from teaching mathematics to pupils with learning difficulties and distills it into a seasoned vision of how to teach mathematics to all learners. This book is highly readable with many examples and illustrations from his teaching practice. Chapters cover a wide range of important areas of teaching mathematics ranging from an overview of mathematical topics that cause the most difficulties, mathematics anxiety and other learner characteristics that might affect learning to a captivating chapter on the use of materials and visual images. The book is thought-provoking and provides a good overview of the obstacles a successful learner has to overcome." - Dr Silke Goebel, Associate Professor, University of York, UK "In his book, Steve Chinn uses his vast experience to strip back maths learning and teaching. He focuses on some fundamental questions relating to how numbers are considered and how this can inform teaching practices. A variety of insightful, practical teaching strategies are provided, and a series of anecdotes are used to bring these to life. The book fosters an inclusive approach to maths learning and teaching. In particular, consideration is given to ways in which learners may approach maths, emphasising the need to tailor presentation and communication to effectively support the development of conceptual understanding. Moreover, the book crosses boundaries and considers how emotional and cognitive barriers may impede maths learning. A critical and common-sense approach is taken when discussing assessment of maths learning difficulties. The book is written in the author’s typical accessible style and should appeal to any audience interested in supporting maths learners, especially those who struggle." - Dr Thomas Hunt, Associate Professor in Psychology, University of Derby, UK "How to Teach Maths is a stimulating and accessible book, presenting a learner-centred approach to mathematics teaching. The book sets out the highly ambitious aim to introduce methods that work for all students, regardless of their ability levels or disability status. It covers a range of topics that are of great relevance to everyday classroom practice, from the concepts students struggle with the most to how visual aids can support understanding. The book also introduces the concepts of metacognition, mathematics learning difficulties and mathematics anxiety, and their relevance to teaching practice. Full of memorable examples, useful tips and entertaining anecdotes, this thoroughly researched, passionately argued, insightful and original book will be an extremely valuable resource to anybody interested in mathematics teaching and related research." - Dr. Kinga Morsanyi, Senior Lecturer, Centre for Mathematical Cognition, Loughborough University, UK "Steve Chinn is a remarkable man. His insight into the ways that children think and understand maths is extraordinary. Many children have difficulties with maths; they can develop anxieties, put up barriers or just believe they can’t do. Often these problems can become deep-seated and may even stem from the way the subject has been approached and taught, with misconceptions being seeded in early foundations. There are pressures on teachers to push on through topics: teach with expediencies, teach rules, teach towards tests. Problems are compounded. Anxieties grow. Teachers may be frustrated with pupils’ difficulties in a topic. Why don’t they get it? The problem may be much lower down, way back, say, to the simplest understanding of number, the meaning of a fraction or the concept of division. Steve Chinn understands the psychology of maths for the developing child’s brain like none other. The approaches he has developed are so well thought out. They carefully knit together into a jigsaw of interrelated topics to kindle real depth of understanding, switching on light-bulbs and lifting the clouds. How to Teach Maths: a bold title. Sit up; sit straight; listen! We might learn something." - Patrick Davis. A national examiner, Head of maths, and teacher with 32 years' experience of teaching maths to 8 to 13 year-olds "This is a fascinating book by an author who always produces excellent reads. I have read Steve Chinn’s works since The Trouble with Maths and have recommended them to teachers, parents and colleagues – I wish I knew a few education ministers to whom I could recommend them as well. Steve Chinn’s books, and How to Teach Maths is no exception, have the wonderful style of being knowledgeable and readable so that we can all follow the ideas and strategies presented. As with previous publications, there are some great ideas/strategies in this book, but presented within the context of a general curriculum and a perspective on the development of mathematics ability. The general ethos that if you can teach someone who is struggling with maths, you can teach everyone, is very apt – and let’s face it, who doesn’t struggle with at least some aspects of mathematics. Steve Chinn can teach us all, and in an enjoyable and accessible way. A lovely book!" - John Everatt, PhD, is a Professor of Education in the College of Education, Health and Human Development at the University of Canterbury, New Zealand. "In this thoroughly engaging book, Chinn elegantly combines his decades of professional experience teaching students maths with what we know from research to provide an invaluable resource for maths educators" - Professor Daniel Ansari, Canada Research Chair in Developmental Cognitive Neuroscience & Learning, Department of Psychology & Faculty of Education Brain and Mind Institute, Western University "Steve Chinn not only has passion and talent for teaching maths, but he is also an excellent communicator and has decades of experience in teaching the subject. The book, written in easy going conversational language, is packed with practical advice on teaching maths and also introduces the reader to the psychology of maths learning. The content is focused on the UK context, considers the National Curriculum throughout, and equips the reader with many excellent ideas about teaching difficult parts of the curriculum. The broad overview of the psychology of learning maths enables the reader to better understand key learner characteristics. This is especially important when considering emotional factors behind maths learning such as maths anxiety. An excellent practical contribution to the literature." - Dénes Szűcs, Reader in Cognitive Neuroscience and Psychology, University of Cambridge, UK "This book provides the perspective that it is vital for teachers to design student-centered learning experiences that build on what students already know rather than frustrating them with what they are not able to do. With learning experiences like these, students will view themselves as able learners of mathematics." - Edward C. Nolan, Teachers College Record Table of Contents1. Where we are with maths education 2. Key identifiers of future and current maths difficulties 3. The core curriculum for arithmetic 4. The developmental nature of maths 5. Topics which cause the most difficulty 6. Learner characteristics and key skills 7. Meta-cognition 8. Linking facts and concepts 9. The role of language, vocabulary and symbols: Communication and perspectives on communication 10. The inconsistencies of maths and their impact on learning 11. How to use materials and visual images 12. Two visual methods 13. Anxiety and withdrawal 14. Assessment and diagnosis of mathematical difficulties 15. Classroom management 16. Bringing it all together
£18.99
Taylor & Francis Ltd (Sales) Autism in the Early Years A Practical Guide
Book SynopsisAnyone meeting a young child with autism for the first time will find this fully revised edition of a classic text invaluable. The authors provide parents and professionals with an insight into the nature and educational implications of autism, particularly in very young children.In a clear and sensitive style the authors: outline the characteristics of autism as they present themselves in the early years; consider the nature of autism and the issues surrounding assessment and diagnosis; offer practical strategies for effective and realistic intervention both at home and in a variety of early years settings; suggest ways to promote learning, social development, communication and appropriate behaviour; explore possibilities for enhancing access to the early years curriculum. This updated second edition includes new material relating to new statutory requirements such as Every Child Matters and Disability Equality Duty, as well as updates to different approaches to autism, assessment and behavioural issues. The authors outline the principal themes and objectives of the Early Years Foundation Stage and the Inclusion Development Programme.Autism in the Early Years: A Practical Guide (Second Edition) provides accessible material, support and advice for parents, teachers and professionals who are working together in an unfamiliar area following early diagnoses of autism in young children.Table of Contents@contents: Selected Contents: Preface 1. Autism: an introduction 2. Assessment and diagnosis 3. The Role of Parents and Early Years Practitioners in supporting Assessment and Diagnosis 4. Implications of current theories for intervention 5. A Framework for Educational Intervention 6. Differentiating the Areas of Learning 7. Intervention within the EYFS 8. Developing Play 9. Behavioural Difficulties – from understanding to intervention 10. Behavioural difficulties – Keys to prevention 11.Observation profile Appendix 1: Diagnostic criteria for autism Appendix 2: Early learning goals: six areas of learning References Index
£31.99
Taylor & Francis Autism and Learning Classic Edition
Book SynopsisAutism is a complex and often puzzling disorder in which pinning down a set of rules surrounding the teaching of children with it is almost impossible to do. Many theories and approaches claim to have the solution to teaching, yet few provide the answers when an autistic child goes against the status quo.Autism and Learning addresses this problem with a principled approach that is based on the understanding of the pedagogy and psychology of autism. It shows how theory can influence practice and sets out a cognitive view of the relationship between learning and autism whilst explaining how the curriculum must be constructed as to accommodate that relationship. The book also sets out principles of pedagogy and illustrates their application.Written by practitioners experienced in teaching children with autism, the book covers examples of good practice in the most salient areas of the curriculum including: Developing play GroTable of ContentsPreface for this special edition 1. Rationale for the approach Stuart Powell and Rita Jordan 2. Translating theory into practice Rita Jordan and Stuart Powell 3. Developing and using play in the curriculum Rita Jordan and Sarah Libby 4. Beyond compliance: The importance of group work in the education of children and young people with autism Margaret M. Golding 5. The teaching of science Pam Maddock 6. Dance and drama Stephanie Lord 7. Autism and Information Technology: therapy with computers Dinah K. C. Murray 8. Assessment Staff at the Helen Allison School (NAS), Compiled by Malcolm W. Taylor 9. Communication Gina Davies 10. The development of the Outdoor Education Programme at Storm House School Geoff Evans
£121.50
Hachette Books Our Labeled Children What Every Parent And
Book SynopsisTwenty percent of all school-aged children in this country have been labeled Learning Disabled. But what is a genuine learning disability? How does it differ from garden-variety poor learning? How can we more accurately assess and then teach to individual learning strengths instead of merely pinpointing learning weaknesses? In this passionately argued yet clear-headed book, internationally acclaimed cognitive psychologist Robert Sternberg and research scientist Elena Grigorenko tackle these controversial issues, urging that we understand the full range of factors that contribute to learning disabilities (and sometimes to their misdiagnosis) in order to improve the American educational and diagnostic systems.From the biological bases of dyslexia and other disabilities, to the tests that do and do not accurately assess learning abilities, to the social and educational pressures that contribute to misdiagnosis, Our Labeled Children clearly outlines the issues that concern both parents a
£14.39
SAGE Publications Ltd Theories of Inclusive Education
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£48.99
Corwin Alternate Assessments for Students With
Book SynopsisThis landmark book combines current research and case studies to address continuous improvement of alternate assessments at all levels.Trade Review"The authors clearly explain the "why" of alternate assessment and support this with lots of "how to" information throughout the book. It is hard to imagine there would be a teacher or administrator out there who wouldn’t gain valuable new skills from reading this book." -- Victor NoletTable of ContentsPreface Meet Lara Audience Acknowledgments About the Authors 1. Alternate Assessment What and Why 2. Inclusive Standards High Expectations for All Students 3. Alternate Assessment Partners 4. Assessment Participation Decisions 5. Standards-Based IEPs, Transition Plans, and Alternate Assessments 6. The Nuts and Bolts of Alternate Assessment Administration 7. Scoring, Reporting, and Using Alternate Assessment Data 8. Tying It All Together Resource A Legal References Resource B Resources for Information and Assistance References Recommended Reading Index
£27.89
John Wiley & Sons DisCritDisability Studies and Critical Race Theory in Education
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£108.30
Taylor & Francis Girls and Autism
Book SynopsisOften thought of as a predominantly âmaleâ disorder, autism has long gone unidentified, unnoticed and unsupported in girls â sometimes with devastating consequences for their social and mental well-being. As current research reveals a much more balanced male-to-female ratio in autism, this book provides crucial insight into autistic girlsâ experiences, helping professionals to recognize, understand, support and teach them effectively.Drawing on the latest research findings, chapters consider why girls have historically been overlooked by traditional diagnostic approaches, identifying behaviours that may be particular to girls, and exploring the âcamouflagingâ that can make the diagnosis of autistic girls more difficult. Chapters emphasize both the challenges and advantages of autism and take a multidisciplinary approach to encompass contributions from autistic girls and women, their family members, teachers, psychologists and other professionals. The result is an invaluable sTrade Review"This book provides an excellent combination of personal experience and current research to highlight the importance of understanding girls and women on the autism spectrum. Throughout the chapters the issues of importance that are presented over and over again are about the need to value strengths and individuality; develop relevant strategies; be flexible; and build supportive networks, including ‘true’ friends; to ensure autistic girls grow into strong and self-reliant young women who can be whatever they want to be. I would recommend this book to anyone teaching, working with, or supporting young autistic women, who wants to contribute to their future success." - Dr Debra Costley, Associate Professor of Education, University of Nottingham, UK."A very well-timed book for the field, it deals a topic that is extremely underrepresented, girls with autism. It offers a thorough exploration of the topic that has a strong foundation in research. It is a very comprehensive analysis, which is particularly powerful when you read the lived experience section. Congratulations to the authors on producing a coherent, engaging and important book." - Phyllis Jones PhD, Professor in the department of Teaching & Learning, University of South Florida, USA."This book is essentially very positive despite the unflinching descriptions of the complexities of life and school and the barriers that exist for girls with autism. It maintains a focus on what is possible and what is achievable even with the current reality for the majority of poorly coordinated support and insufficient services. It is a highly recommended read both for parents and for professionals working in or with schools, colleges, career services, as well as the health and social care sectors." - Dr Rob Ashdown, Editor, PMLD Link"What stands out most from this new, highly informative and skilfully edited collection are the lived experiences of the contributors; presented as honest and open accounts by girls, young and adult women describing the way autism affects their relationships with the world around them… For any social worker with an interest in the life course development of girls to adolescents to young adults this book will provide a heartfelt and highly informative insight into the lives of vulnerable and often marginalised females." - Mark Goodman, British Journal of Social WorkThe subject of girls with autism has so far been under represented and this timely book addresses the knowledge gap with a thorough exploration of the topic and up-to-date research... Giving voice to the experiences, concerns, needs and hopes of girls on the autism spectrum, results in a text that will help to provide parents, teachers and other professionals with essential information to support and teach them more effectively. Early Years Educator (EYE)"Girls and Autism by Carpenter, Happé and Egerton brings together an important blend of personal and family experiences and the current research evidence. The focus of this book is specifically on girls and women on the autism spectrum, an area that has up to now been neglected, due to the attention on boys and men... This book makes an important and new contribution and is relevant to practitioners working in education, health, social care and independent sectors supporting young women with autism." - Professor Michael Brown, Learning Disability Practice "This collection of voices is not simply a review of the current knowledge and perspectives on girls and women with autism, but a manifesto. Whether you’re a teacher, clinician, parent, or autistic female yourself, you can play a part in effecting meaningful change... I would urge you to read this important discourse yourself." - Eloise Stark, The Psychologist"This summary of science and experience pushes us to look more closely for autism in girls. Credit goes to the authors and other leadership figures who have evidently challenged the clinical, educational and therapist sectors in the UK to recognise the problems of autism in girls and act!" - Dr David Dossetor, Journal of Mental Health for Children and Adolescents with Intellectual and Developmental Disabilities"I predict that this comprehensive book will quickly become a course reader for those wishing to research girls and autism. There are contributions from people eminent in a wide variety of fields of autism knowledge, many poignant, thought-provoking quotes from the pupils of Limpsfield Grange school and first-hand accounts, opinions and current research issues. There are five sections: Introduction to Autism in Females; The Lived Experience; Autism and Education; Adolescence and Social Networks; and Looking to the Future. Chapters cover identification, teaching and learning strategies, challenges and advantages of autism, and differing community backgrounds. There are also suggested multi-disciplinary approaches and implications for planning. Female traits, such as masking, are brought to the fore and arguments are made for greater general 'myth busting'. Personal accounts identify how females with autism can still be negatively treated within the workplace, even beyond middle age. Guest ions are raised and answered about sexuality, mental health, transitions and friendships. This book is invaluable for anyone interested in this topic." - Janet Oostendorp, SEN/SpLD Specialist Teacher, Catalyt Tuition, in nasen"The broad scope of voices that fill this book, from young autistic girls and established autistic women sharing their wisdom, to the families, educators, support groups and researchers who work with them, is one reason this book is so important and such a success at shining new light on our understanding of such previously misunderstood members of our community. This book will be an invaluable resource for all those who work and live with autistic girls, as well as, of course, to those girls and women themselves." - Craig Warren Smith, Australasian Journal of Special and Inclusive Education"Here is a missing piece of the puzzle of autism. A strength of the book is the way that the editors have drawn from experts who write from their own experience and research... Overall, this book can be recommended especially for teachers, parents and those with autism, it further can be a useful text for mental health and learning disability professionals." - David Rawcliffe, Journal of Mental HealthTable of ContentsAcknowledgements Contributors Preface Foreword PART 1: Introduction Chapter One: Where are all the autistic girls?: an introduction Chapter Two: What does research tell us about girls on the autism spectrum? PART 2: Girls and autism – the lived experience Chapter Three: The advantages of autism: a personal journey Chapter Four: Raising the voice of the lost girls Chapter Five: Introducing ‘What we want the world to know’ from the girls of Limpsfield Grange School Chapter Six: Black girls and autism Chapter Seven: Girls Group: respecting the female identity of girls with autism in a school setting PART 3: Girls, autism and education Chapter Eight: Leadership issues in the current educational climate Chapter Nine: Building a specialist curriculum for autistic girls Chapter Ten: Included or excluded?: school experiences of autistic girls Chapter Eleven: Girls who ‘can’t help won’t’: understanding the distinctive profile of Pathological Demand Avoidance (PDA) and developing approaches to support girls with PDA PART 4: Autism, adolescence and social networks Chapter Twelve: What do we know about the neuroscience of autism in girls and women? Chapter Thirteen: Mental health and girls on the autism spectrum Chapter Fourteen: Friendships on the autism spectrum Chapter Fifteen: Help us make our own way: talking to autistic women and girls about adolescence and sexuality PART 5: Autistic girls – looking to the future Chapter Sixteen: Girls for the future: transitions and employment Chapter Seventeen: Supported teachers supporting girls: a whole-school model of support for the education of young people with autism Chapter Eighteen: Run the world, girls: success as an adult autistic female Chapter Nineteen: Epilogue: a call for action Index
£34.99
Bloomsbury Publishing PLC 100 Ideas for Supporting Pupils with Dyspraxia
Book SynopsisProvides those working with dyspraxic and DCD children hundred ideas of how to support and develop their learning. This guide includes lists which cover the entire school age range and range from developing fine and gross motor skills to preparing children for their next transition either to the next stage of schooling or for their future careers.Trade Review"What a brilliant book! If only more were written in this user-friendly, dip in and out of, so very helpful way!" "This book, scores top marks for helping busy people to save time while not compromising on quality or research-based information to help us in our everyday practice." "It will educate and arm the reader with 100 practical ideas to enhance and develop learning." Martine Horvath, Early Years Educator, August 2007 -- Martine HorvathVery practical: recommended. * The Teacher Trainer Journal *Table of ContentsIntroduction; - background to Dyspraxia; - explanation of developmental norms; Pre-school; - starting the day; - setting the environment; - communication with home; - coping with toilets and toileting; - snack time; - preparing for writing; - developing number skills; - games for developing balance; - development through play; Primary; - making the timetable dyspraxia and DCD friendly; - starting the day; - good communication; - strategies for playtime and lunch; - developing writing; - strengthening hand function; - developing fine motor skills; - developing gross motor skills; - study skills; - homework - working as a team; - developing ICT; - preparing for transition; Secondary; - making the timetable dyspraxia/DCD friendly; - communication between teachers; - communication skills in the classroom. - classroom layout; - lunchtimes - coping in a canteen; - developing social skills; - preparing for team games; - alternative physical activities; - reducing stress and anxiety; - setting up a buddy system; - building up self-esteem; - recording information in class; - goal setting; - careers ideas.
£14.24
Taylor & Francis Ltd Using the Systems Approach for Aphasia
Book SynopsisUsing the Systems Approach for Aphasia introduces therapists to systems theory, exploring the way in which a holistic method that is already a key part of other health and social care settings can be employed in aphasia therapy. Detailed case studies from the author's own extensive experience demonstrate how systemic tools can be incorporated into practice, offering practical suggestions for service delivery and caseload management in frequently overloaded community health services. Exploring the treatment process from first encounters, through the management of goals and attainments, to caring for patients after therapy has ended, the book demonstrates a method of delivering therapy in a way that will better serve the people who live with aphasia and their families, as well as the clinician themselves. Key features of this book include: An accessible overview of systems theory and its use in aphasia therapy. Consideration of how current popular ideasTable of ContentsWhat is Systems Theory? Case: Alice A Brief overview of Aphasia Therapy Case: Babs A Systems approach to Aphasia Therapy Case: Andrew The Self of the Therapist Case: Susie First Encounters Case: Magda Reaching for Goals Case: David Endings Case: Gerry Aspirations for Aphasia Therapy Case: Angus and Sandra Final Thoughts
£29.99
Taylor & Francis Ltd Teaching Reading to All Learners Including Those
Book SynopsisLearning to read and having access to a rich reading curriculum has a huge impact upon us both emotionally and academically. so how can we ensure that it is seen as an entitlement of all learners, including those defined as having profound and multiple learning difficulties (PMLD) and the most complex needs?This accessible book provides professionals with the knowledge and confidence to develop reading for all learners. It integrates the latest ideas and research into a practical framework to create an inclusive reading curriculum and support learners across the whole education spectrum, including those with the most complex needs. Each chapter includes a mixture of research, strategies, and case study examples, demonstrating how reading supports both wellbeing and access to learning and - with stories - provides a versatile vehicle to build on vocabulary and expand our ability to think and learn about our place in the world.Teaching Reading to All Learners IncludinTrade Review"This book is highly recommended for all teachers (and others) with an interest in reading, whether or not you currently teach a child with complex needs... Inspirational and full of hope!" - Alex Grady, nasen ConnectTable of ContentsIntroduction1. Why prioritise reading for all?2. Where to begin and the importance of high expectations3. The importance of accessible literacy rich environments4. How does reading develop?5. The role of foundation skills and the teaching of reading- where does phonics fit for learners with complex needs? 6. Why learners have difficulty learning to read – importance of the stages of processing and strategies to support7. Practical ways into planning for an inclusive reading curriculumConclusionIndex
£24.99
Taylor & Francis Understanding Signed Languages
Book SynopsisUnderstanding Signed Languages provides a broad and accessible introduction to the science of language, with evidence drawn from signed languages around the world. Readers will learn about language through a unique set of signed language studies that will surprise them with the diversity of ways human languages achieve the same functional goals of communication.Designed for students with no prior knowledge of signed languages or linguistics, this book features: A comprehensive introduction to the sub-fields of linguistics, including sociolinguistics, linguistic structure, language change, language acquisition, and bilingualism; Examples from more than 50 of the world's signed languages and a brief Language in Community snapshot in each chapter highlighting one signed language and the researchers who are documenting it; Opportunities to reflect on how language ideologies have shaped scientific inquiry and contributed to linguistic bias; Trade ReviewUnderstanding Signed Languages is a valuable textbook that comprehensively covers all the topics necessary for students studying signed languages. It presents the information in an easy-to-understand manner. Professor Johanna Mesch, Stockholm University, Sweden Table of ContentsPreface Acknowledgments 1. Introduction to Signed Languages 2. Signed Language Communities 3. Phonetics and Phonology in Signed Languages 4. Packaging Meaning in Signs and Constructions in Signed Languages 5. Signed Language Discourse 6. Signs of Change 7. Language Acquisition in the Visual Modality 8. Deaf Communities are Multilingual Communities Appendix of Signed Languages Glossary Index
£35.99
Taylor & Francis Ltd NeurodiversityAffirming Psychotherapy
Book SynopsisNeurodiversity-Affirming Psychotherapy: Clinical Pathways to Autistic Mental Health provides an attachment-based framework within which clinicians can support autistic/neurodivergent clients to benefit from effective, trauma-informed psychotherapy. This book builds upon practice-based evidence to guide neurotypical psychotherapists in case conceptualization and treatment planning for autistic/neurodivergent individuals, many of whom received behaviour modification rather than psychotherapy to address mental health needs in childhood. Widening the lens on autistic wellbeing, the author addresses multiple features of diagnosed and undiagnosed neurodivergence, highlighting the pivotal elements of communication, sensory processing, and executive functioning, and emphasizing secure attachment relationships as foundational to mental health. Throughout the book, the neurodiversity-affirming approach and framework are illuminated through clinical examples.&nbs
£29.99
Taylor & Francis Ltd Sequences Colorcards 4Step
Book SynopsisSequences: 4-Step, second edition, offers 48 illustrated cards showing 4-step sequences of familiar activities. Fully updated with contemporary scenarios and fresh colour illustrations, the cards present 12 lively sequences, occurring over a short time span. They show a range of events both at home and out and about, including: Putting a new toy together Washing the dog Visiting the supermarket Making cakes Going to the hospital Flying a kite Buying an ice-cream. The pack is a valuable resource in both individual and group work for sequencing, logical thought, observation skills, expressive language, vocabulary, and communication skills. The full colour illustrations include diverse characters of different ages and will be a key resource for speech and language therapists, SENCOs, and teachers.Intended for use in educational settings and/or therapy contexts under the supervision of an adult. Thi
£45.59
Taylor & Francis Gestalt Language Processing
Book SynopsisThis book invites the reader to explore Natural Language Acquisition for Gestalt Language Processors. It clearly sets out the stages of Gestalt Language Processing and the steps in therapy to effectively help neurodivergent children and young people to move on with their language development, supporting them to become independent and creative language users. A wealth of real-life examples and in-depth case studies brings theory to life and allows practitioners to apply the principles to the children they know. Chapters include: â A detailed description of each stage of Natural Language Acquisition and a summary of the research background. â Clear and comprehensive guides to scoring language samples and tracking progress. â AAC (Augmentative and Alternative Communication) options and supports for developing literacy. â Consideration of regulation and movement supports. â Handouts for use in practice, with extra content available online. <
£35.14
Taylor & Francis Ltd Talkabout Assessment of Social Skills
Book SynopsisThe purchase of the TASS manual includes access to the downloadable assessment tool for one user. If you would like to purchase additional downloads for multiple users please emailTASS@tandf.co.uk. For more information on the TASS and the Talkabout series, as well as helpful videos and guidance developed by the authors, please visit https://routledgelearning.com/TASS. Talkabout Assessment of Social Skills (TASS) is an assessment tool using a software programme which allows education and healthcare professionals to input and analyse the assessment of social skills. It gathers information from key sources to provide a holistic view of a person's social communication and uses rating scales to enable quantitative analysis of intervention.The TASS includes a rating of a person's social communication ski
£66.49
Taylor & Francis Special Education in Practice
Book Synopsis
£40.84
Taylor & Francis Ltd Time to Talk
Book SynopsisTime to Talk provides a powerful and accessible resource for practitioners working to improve children's language and communication skills. Showcasing effective approaches in schools and settings across the country from the early years through primary and secondary education, it summarises research on what helps children and young people develop good communication skills, and highlights the importance of key factors: a place to talk, a reason to talk and support for talk.This timely second edition has been fully updated to reflect Pupil Premium, curriculum, assessment and special needs reforms, and can be used by individual practitioners as well as supporting a whole-school or setting approach to spoken language. It includes: whole-class approaches to developing all children and young people's speaking and listening skills; catch-up' strategies for those with limited language; ways of diffeTable of ContentsPreface 1. Speech, language and communication – a growing issue 2. What do we know about how to support language development? 3. Stories from schools and settings 4. A place to talk 5. A reason to talk 6. Teaching talk 7. Support for talk 8. Working with parents and carers to develop their children's language skills 9. Supporting children with more severe needs
£34.19
Taylor & Francis Ltd (Sales) Spelling Rules Riddles and Remedies Advice and
Book SynopsisSpelling Rules, Riddles and Remedies is for anyone supporting learners who are struggling to understand the world of English spellings.This book engages learners and enhances their learning by using practical and dynamic resources to reveal the cause and effect of spelling confusions. By posing opportunities for understanding memory-related applications, learners and their spelling tutors are empowered with the knowledge and resources required to amend, improve and proliferate spelling success.In this revised edition, bestselling author Sally Raymond offers further unique and accessible 'Spelling Detective' and 'Learning Application' activities and explores ways of empowering individual learners. Offering a wealth of effective approaches to improving spelling, chapters: demonstrate how spelling errors can be examined to develop solutions for individual learners; show how to engage pupils through use of meta-cognition; highlight the reasons why spelling abilities might fail; explore and resolve the impact of English spelling irregularities and deviations through informed discovery; illustrate how to use mnemonics and story-lines to link tangible prompts to confident spelling ability; provide structured game-play and challenging practice lessons. boost pupilsâ achievement through the strategic use of multiple processing skills. Clearly presented and highly illustrated, this book encourages creativity and shows teachers how to adopt and adapt a variety of learning strategies to suit different needs. Targeting learners in Key Stage 2 upwards, Spelling Rules, Riddles and Remedies brings a wealth of ideas to stimulate spelling success.Table of ContentsIntroduction: The Impact of Spelling Difficulties 1. Varied and Innovative Learning Opportunities 2. The Storage and Recall of Spelling Memories 3. Exploring the Rules of English Spelling 4. Promoting Creativity and Ownership 5. A Brief History of English Spellings 6. Spelling Riddles 7. Structure and Monitor Opportunities for Learning 8. Enpowering Individual Learners 9. Answers to Literacy Challenges Index of Words and Spelling Patterns Index of Spelling Activities and Games Index of Topics
£34.99
Taylor & Francis Ltd Dyslexia and Inclusion
Book SynopsisNow in a fully updated third edition, this book will equip all teachers with the necessary knowledge of dyslexia in order for it to be effectively understood and managed in the mainstream classroom. Offering comprehensive guidance and support strategies, this resource is based around Reid's signposts for successful inclusion: acknowledging differences; recognising strengths; understanding what is meant by inclusion; planning for practice; and ensuring attainable task outcomes. In identifying the key issues of inclusive practice, the book supports teachers as they strive to fulfil the social, educational and emotional needs of children with dyslexia.Key features of the new edition include: Up-to-date references to current research and legislation New sections on evidence-based teaching strategies, developing independent learning and communication with parents Detailed information on wider reading and additional resources, inclTrade Review"This is an impressive text that manages to combine the best of academic and practical information for the reader. The style is accessible and guides the reader through the overwhelming maze of information." - SEN Magazine Table of ContentsChapter 1 Dyslexia and Inclusion Chapter 2 Dyslexia and Inclusion: Perspectives and Research Chapter 3 Five Signposts for Successful Inclusion Chapter 4 Inclusion and Intervention Chapter 5 Curriculum Access: Identifying Needs Chapter 6 Curriculum Access: Classroom Approaches Chapter 7 Curriculum Access: Differentiation Chapter 8 Successful Inclusion Chapter 9 Resources and Summing up References Index
£27.99
SAGE Publications Inc Creativity and Giftedness
Book Synopsis The expert guide to the major issues, the chief trends, and the most effective models for nurturing creativity! Recognizing, assessing, and nurturing creativity continue to be dynamic, evolving topics in gifted education. The articles in Creativity and Giftedness offer over 20 years of research, insight, and practical applications designed to pique the interest of gifted students and inspire them to reach their full potential. Key features include: A rich portrait of the origins, current state, and future of the field of creativity from Donald J. Treffinger, Director of the Center for Creative Learning Examples and practical suggestions for putting research findings to use Sixteen influential articles from pioneers in creativity as well as from current leaders in the field The readings in this ready-reference debunk the many misconceptions about the connection between creativity and giftedness, and lend Table of ContentsAbout the Editors Series Introduction - Sally M. Reis Introduction to Creativity and Giftedness - Donald J. Treffinger 1. SES Synectics and Gifted Education Today - W. J. J. Gordon, T. Poze 2. Lessons About Giftedness and Creativity From a Nation of 115 Million Overachievers - E. Paul Torrance 3. The Use of Developmental Stage Theory in Helping Gifted Children Become Creative - John Curtis Gowan 4. Predicting the Creativity of Elementary School Children (1958-80) - and the Teacher Who "Made a Difference" - E. Paul Torrance 5. Personal Creative Thinking Techniques - Gary A. Davis 6. Facilitating Lifetime Creative Processes - A Think Piece - Calvin W. Taylor, Diane Sacks 7. Myth: Creativity Is Too Difficult To Measure - Joe Khatena 8. Developing Creative Excellence in Students: The Neglected History-Making Ingredient Which Would Keep Our Nation From Being at Risk - Calvin W. Taylor 9. The Role of Creativity in Identification of the Gifted and Talented - E. Paul Torrance 10. Research on Creativity - Donald J. Treffinger 11. Objectives and Activities for Teaching Creative Thinking - Gary A. Davis 12. Creative Productivity Among Secondary School Students: Combining Energy, Interest, and Imagination - Marcia A. B. Delcourt 13. Effects of a Creative Problem-Solving Curriculum on Students of Varying Ability Levels - Gina D. Schack 14. Creative Giftedness: A Multivariate Investment Approach - Robert J. Sternberg and Todd I. Lubart 15. Divergent Thinking, Creativity, and Giftedness - Mark A. Runco 16. Creativity and Giftedness: Published Instrument Uses and Abuses - Scott L. Hunsaker, Carolyn M. Callahan Index
£30.39
SAGE Publications Inc Differentiating Instruction for Students With Learning Disabilities
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£32.29
Sage Publications Ltd Rita Cheminais Handbook for SENCOs
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£31.99
Sage Publications Ltd Dyslexia Literacy and Inclusion
Book SynopsisThis book is about raising standards in literacy for children with dyslexia by putting the child at the centre of everything you do, focusing on wellbeing, and recognising the role that adults have to play in ensuring all children reach their potential.Concentrating on children in primary schools and early years settings the book looks at: Early intervention Pupil voice Working as a team New literacies Child-centred identification, assessment and provision Challenges for the inclusive school. Suitable for all those working with children with dyslexia this book contains strategies that can be easily adopted to academically and emotionally benefit the children you are working with.Trade ReviewThis book is a very valuable resource for a wide range of professionals (including student teachers and teachers) to better address the needs of pupils with dyslexia, including those in the Early Years. The authors give a very detailed examination of dyslexia and the wider issues affecting the pupil, the family and society. Policies influencing the education of dyslexic pupils are discussed, as are major relevant issues such as poverty. Clear real life examples are well used to aid understanding and the structure of each chapter allows the reader to reflect on what they have been reading through exercises, suggestions for further reading and useful websites and video material which are freely available. The authors have presented a text which will not only assist anyone studying dyslexia but will help professionals to enhance their understanding and professional practice and thereby raise standards in pupils with dyslexia. -- Kathy JarrettI work with both undergraduates and postgraduates and would be very keen to use this highly accessible book within each of the courses. In Wales, of course, the comments on the statutory framework with Early Years would need to be set in the context of our Framework for the Foundation Phase but the sense of the content and the focus on dyslexia would be appropriate to the early years of teaching and learning, regardless of the differing contexts. This is a clear, concise approach to the discussion on dyslexia and literacy. The child is central to the thinking here; whilst the novice practitioner is given an introduction to the issues, the mature practitioner is challenged to review their outlook and look afresh. I cannot wait for my own copy. -- Sharon JamesThis is a very accessible text that engages the reader in a child centered and holistic issues and approached. It is full of valuable information that professionals (both in preparation and more experienced) will find helpful as they meet the needs of this group of learners in inclusive settings. The literacy focus is particularly important and contributes to our goal of raised standards and high expectations for learners with dyslexia. The perspective of the children themselves is something that raises the quality of the book and a reason why I will recommend it to the teachers I work with! -- Phyllis Jones, Associate ProfessorThis is a very important book which offers a refreshingly honest account of the current challenges facing children with dyslexia and developmental literacy difficulties. It acknowledges the conceptual confusion which continues to surround this area, but rightly places an emphasis on understanding the holistic needs of the child in a changing familial and cultural context, and of seeking to meet those needs in a child-friendly, rights-respecting manner. In so doing practitioners are encouraged to appreciate and address the potentially significant emotional impact of dyslexia and literacy difficulties on children, to learn the lessons from the critical reviews of the most recent international research in this field, and to embrace new technologies and popular culture to enhance motivation and self-esteem while offering new learning opportunities. I would thoroughly recommend this book. -- Noel Purdy * Review *This is a well-written book that focuses on early years and the primary sector and provides much information and guidance as well as raising important issues about how dyslexia can be reframed in the 21st Century. -- Mary MountstephenTable of ContentsSECTION 1: NEW HORIZONS FOR PUPILS WITH DYSLEXIA Chapter 1: Changing experiences in childhood: challenges for the 21st Century, Sean MacBlain Chapter 2: Child-centred literacy pathways: pupils’ perspectives, Louise Long Chapter 3: Meeting the needs of children with dyslexia and developmental literacy difficulties: holistic approaches, Sean MacBlain SECTION 2: BUILDING CAPACITY TO RAISE LITERACY STANDARDS FOR CHILDREN WITH DYSLEXIA AND DEVELOPMENTAL LITERACY DIFFICULTIES Chapter 4: Child-centred approaches to the identification and assessment of dyslexia and developmental literacy difficulties, Sean MacBlain and Louise Long Chapter 5: Raising literacy standards: perspectives on best practice, Sean MacBlain, Louise Long and Jill Dunn Chapter 6: Advancing inclusive cultures for literacy learning in the mainstream primary school, Louise Long SECTION 3: LITERACY IN CONTEMPORARY SETTINGS Chapter 7: New literacies in the classroom: forging culturally responsive curricula, Jill Dunn Contemporary Challenges: Looking to the Future, Sean MacBlain and Jill Dunn
£32.99
SAGE Publications Inc Teaching Children Who Are Hard to Reach
a huge range and FREE tracked UK delivery on ALL orders.
£29.44
Sage Publications Ltd Teaching Early Numeracy to Children with
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
£103.00
Sage Publications Ltd Identifying, Assessing and Supporting Learners with Dyscalculia
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)
£109.00
Free Spirit Publishing Inc.,U.S. A Practical Guide to Mental Health & Learning
Book SynopsisAn updated edition of an indispensable resource offers practical strategies for teaching and supporting students with mental health and learning disorders. Covering topics including PTSD, bipolar disorder, autism spectrum disorder, and many others, this accessible, ready-to-use reference explains how each disorder or difficulty might be exhibited in the classroom and offers straightforward suggestions for what to do (and what not to do). Using clear, jargon-free language, the book helps all educators whether in inclusive classrooms, general education settings, or other environments recognize mental health issues and learning disabilities that are often observed in students. Fully revised and updated to correspond to the DSM-5, this edition addresses newly diagnosed disorders, as well as incorporating the latest research and interventions for existing disorders. The book also includes current information about educational practices such as creating a culturally responsive classroom and supporting students social-emotional learning. Digital content includes customizable forms from the book. A free downloadable PLC/Book Study Guide is available at freespirit.com/PLC.
£33.99
Jessica Kingsley Publishers All About Me: A Step-by-Step Guide to Telling
Book SynopsisBased on direct work with over 250 individual children, Andrew Miller wrote this book in order to provide parents and professionals with information, tools and guidance to help introduce children to autism in the absence of specialist support. This in-depth guide describes the practicalities of disclosure, including when to tell, who should do it and what they need to know beforehand with strategies to tailor your approach as every child's experience will be different. Step-by-step instructions detail how to deliver the programme and produce with a child a personalised booklet containing information about their personal attributes and their autism.These booklets and follow-up material help make disclosure a positive and constructive experience for everyone. Accompanying material can be downloaded online including questionnaires, examples of children's booklets and flexible templates.Trade ReviewThis fantastic 'how to' book takes adults step by step through the process of telling a child about their autism diagnosis. Written by an author who clearly has a lot of experience in this area, it is sensitively and reassuringly done, and includes lots of the simple, positive, neurodiverse language. -- Davida Hartman, Senior educational psychologist, lecturer, trainer and author specialising in autismIf you're asking, "How do I tell children and young people on the autism spectrum about their diagnosis?" this book is key. Andrew Miller has created a brilliant step by step guide with supporting resources to help make this a positive experience for all involved. This programme was invaluable to my own work and this book is highly recommended. -- Suzanne Goddard, Advisory Teacher for AutismThe book is divided into two parts, with the first focusing on preparations to deliver the programme and the second on providing an overview of its teaching methods and introducing the associated electronic resources... There is detailed information about delivering the All About Me programme, that is influenced by the work of recognized experts in this field, and Miller explains the steps to supporting children in the process of completing an editable computer template to produce a unique narrative about themselves and their autism, rather than a generic social story. There are links in the book to on-line resources and sample and templates booklets are available for download, along with additional resources and questionnaires. -- SEN MagazineTable of ContentsPART I: Getting ready to deliver the programme: considerations, decisions and preparation. 1.Introduction. 2. Arguments for and against telling children about their autism. 3. The pre-programme work. PART II: Teaching and following-up All About Me. 4. An overview of the programme's teaching methods, content and framework. 5. Teaching session 1 - creating the context for disclosing the child's diagnosis. 6. How to teach sessions 2 and 3 - disclosing and explaining the child's diagnosis. 7. Differentiating All About Me to make it accessible to more children. 8. What next? 9. A brief guide to the electronic resources. References. Bibliography.Accompanying downloadable material: Folder A. Pre-programme information gathering and recording forms. Folder B. Example All About Me booklets. Folder C. All About Me booklet templates. Folder D. Teaching and learning prompts. Folder E. Resources to support possible follow-up initiatives.
£26.59
Jessica Kingsley Publishers How Can I Remember All That?: Simple Stuff to
Book SynopsisWhy can't I remember what my parents just asked me to do? Why do I feel stressed out at school when the teacher is writing on the board and talking at the same time? And what can I do about it? Working memory issues affect a huge proportion of kids with learning differences like ADHD, dyslexia, dyscalculia, and ASD. These issues can make them feel frustrated or bored, as working memory and intelligence are two very different things. Kids with working memory problems can also act out in the classroom and at home. In this child-friendly and authoritative guide, international working memory expert Dr Tracy Packiam Alloway walks you through what working memory is, what it feels like to have problems with your working memory, and what you can do about it. She presents key tips and strategies, such as the benefits of eating chocolate or of barefoot running, that will help children both at home and at school, and includes a section at the end for adults describing how we can test for working memory issues.Trade ReviewWorking Memory in 'everyday speak'! This book is exactly what everyone wants - a potentially complex subject made simple with fascinating and meaningful examples! Tracy Alloway brings a wealth of knowledge and research on working memory into 'real life' situations. This book will be a sure hit! -- Gavin Reid, Nick Guise and Jennie Guise, Authors of the Big Book of DyslexiaThis book is a great resource. The visual and movement activities could be very useful for dyslexics. I enjoyed the inclusion of Tommy's stories, creating a personal style. -- Alais Winton, author of The Self-Help Guide for Teens with Dyslexia and Fun Games and Activities for Children with DyslexiaHow Can I Remember All That? by Dr. Alloway is a simple yet profoundly useful book for a kid or parents learn simple ways to improve working memory. Both my son & I love chocolate. So, learning that cacao is beneficial to working memory makes us very happy. After reading this super easy to read book, We are certain that we all can incorporate at least a thing or two to improve our working memory. -- AnhViet “Charlie” Nguyen & Hien, Ho Co-inventors of ChalkWild Erasable BackpackWho knew that learning about working memory could be so much fun? -- Seth Stephens-Davidowitz, NY Times Contributing Op-Ed Writer, Author of Everybody Lies (NYT Bestseller; Economist Best Books of the Year)Table of Contents1. Why Can't I Remember All That? 2. Things that can be tricky. 3. How can you improve your working memory? 4. Tips to improve memory (short-term and long-term memory).
£16.16
Jessica Kingsley Publishers Teaching Pre-Employment Skills to
Book SynopsisBased on the Autism Works Now!® Workplace Readiness Workshop, this interactive resource shows how to help students aged 14-17 develop the necessary transition skills for getting and keeping a meaningful job, with accompanying worksheets available to download.Structured around 2-hour weekly sessions over an eight month period, the program is ideal for teaching to groups of students with autism. It covers essential topics such as organization and time management, interview skills, appropriate workplace attire, and networking. It advises on how to arrange a field trip to local businesses so students can gain experience of being in the workplace. Worksheets and questionnaires help to track progress and discover what types of job will be appropriate based on an individual's skills and interests, and the book also includes a template for creating effective resumes.Trade ReviewWith this book, Joanne Lara and Susan Osborne present a comprehensive curriculum to prepare students with autism spectrum disorder to transition from school to employment. This interactive resource is an essential guide for teachers and caregivers working with young people to develop the necessary skills for getting and keeping a job. -- Doreen Granpeesheh, CEO, Center for Autism & Related Disorders (C.A.R.D.)Being part of Autism Works Now makes me feel more positive about the future and possibilities to help me reach my goals. That makes me happy. -- Zachary Inkeles, author and artist, candidate, Autism Works Now, Los AngelesBrilliant! This is essential reading for autism parents, educators and self-advocates. Joanne Lara and Susan Osborne have created the road map to successful employment in today's job market and - spoiler alert - preparation begins earlier than we were previously told! As an autism parent I am exceptionally grateful for this amazing tool. The work force needs these amazing, talented individuals, and they deserve the dignity and empowerment that comes with gainful employment! -- Shannon Penrod, host of Autism Live, producer of Autism in the ClassroomWith an estimated 50,000 kids with autism reaching adulthood in the U.S. each year, thank you Joanne Lara and Susan Osborne for creating an innovative program to prepare these young adults for employment. With the help of Autism Works Now!, they will reach their full potential and lead independent, productive, meaningful lives. Hallelujah! -- Yudi Bennett, Co-Founder, Foothill Autism Alliance & Exceptional MindsThis is a much-needed resource that fills the gap in this country's school-to-job programs! -- Areva Martin Esq., President, Special Needs Network, USAThis book develops the skill set that our youth need in order to compete in the job force with dignity! -- Matt Asner, Parent, Advocate, VP at the Autism Society of AmericaJoanne Lara and Susan Osborne have created a comprehensive work readiness program with Autism Works Now! and their Workplace Readiness Workshop. With this valuable resource, many individuals with autism will gain the ability to get and keep meaningful employment so they can go on to become valued members of their communities. -- Alex Plank, Autism Advocate and Founder, WrongPlanet.netJoanne Lara and Susan Osborne raise thought-provoking questions and unpack ideas relating to how we are preparing our students on the autism spectrum for life after high school. With this book, they lay the groundwork for educators and families who are helping young people develop the tools they need to work and live in the 21st Century. -- Dan Phillips, Transition Specialist, Culver City Unified School DistrictEmploying a strengths-based approach the authors combine concepts of engaging deep interests with practical strategies for finding and keeping a job. A great step forward in making fulfilling and productive employment for autistic individuals the rule rather than the exception. -- Stephen M. Shore, Ed.D., Internationally-known educator, consultant, presenter, and author on issues related to the autism spectrumThis is the quintessential handbook for every teenager and young adult on the autism spectrum and their employers! It's a fabulous guide to making certain individuals with autism are successful in their careers and job search. Exactly what we need right now. -- Susan Corwin, Parent/AdvocateThis book gives me hope that future generations of students leaving high school will be better prepared to meet the "real world" of employment and social challenges that have previously been ignored by our educational system. -- Pat Grayson-DeJong, M.Ed., parent and retired Autism Specialist, LAUSDTable of ContentsForeword by Temple Grandin, PhD. Preface by Joanne Lara, MA. Introduction. PART ONE: Understanding Autism Works Now. 1. The Importance of Work. 2. Matching the Job to the Individual and Filling in the Blanks - How to Assess an Individual's Interests, Skills and Abilities for Job Placements and Workplace Paperwork. 3. Getting Organized with Goggle - Using Google's Free Apps to Stay Organized, On Time and In Communication. 4. Dress for Success - Knowing What to Wear to Make a Favorable Impression. 5. Interview Essentials: What to do Before, During and After a Job Interview. 6. Landing the Job - Where to Look, Networking and Creating a Professional Online Profile. 7. Connections are Key - Maintaining Positive Workplace Relations On and Off the Job. 8. Understanding the Workplace - Know Your Rights and How to Effectively Self-Advocate. PART TWO: Workshop Structure. 9. Behavior Behavior Behavior. 10. Group and Candidate Requirements. 11. Classroom Requirements. 12. Classroom Meetings. 13. Field Trips. 14. Instructional Materials. References.
£21.99
Jessica Kingsley Publishers The Anxiety Workbook for Supporting Teens Who
Book SynopsisThe teenage years are associated with high levels of uncertainty and anxiety, compounded by academic and social demands, and physical and emotional changes. They can be especially tough for teenagers who learn differently.This workbook contains a host of practical activities for teachers and other adults supporting young people with learning differences, whether at home or in the classroom. Drawing on their years of first hand experience, and up to the minute research, the authors outline a trans-diagnostic framework for identifying what might be behind a student's behaviour. They show how the first crucial step all practitioners must take is to work out what could be causing a teen's feelings of anxiety or uncertainty, and how this can be addressed. The activities in this workbook are organised into three sections, each addressing one of the three key areas where anxiety or uncertainty can be found: the structural, sensory and social domains. The tried-and-tested worksheets and activities present a much-needed alternative to a diagnosis-led approach. They can be used with any teenager, with or without a diagnosis, in classroom settings, intervention groups, or one to one work. The Anxiety Workbook will help you to really understand and address the needs of the SEN students you support, thereby improving their well-being, confidence and self-esteem and empowering them to get the most out of their education.Trade ReviewI love it. Clare Ward and James Galpin begin...from the understanding that uncertainty connects us all. We each need to make sense of it, respond to it and learn to thrive without ever wholly overcoming it. This is a book that takes people's differences seriously, encourages us all to take the time to know and respond to each person that we are called upon to work with and gives us direct guidance as to how we can do so. -- Professor Liz Pellicano, Macquarie University, Sydney, AustraliaThe Anxiety Workbook is a well-timed and much needed book..and will resonate with teenagers, parents and professionals across the county. -- Sarah Wild, Headteacher, Limpsfield Grange SchoolA practical guide that makes the complex feel simple and will help teenagers, and the professionals who support them, make sense of an uncertain world." -- Dr Pooky KnightsmithThis book is essential reading for anyone trying to facilitate wellbeing and reduce anxiety in everchanging uncertain contexts. This exemplary book gives multiple strategies for adults in their own right and in practice with adolescents to assist them to cope with potentially the most rapidly developing time of change and uncertainty in their lives. The strategies are based on extensive practice and findings and can be applied to many formal and informal educational situations. -- Dr Esther Burkitt, Reader in Developmental PsychologyThe Anxiety Workbook for Supporting Teens who Learn Differently is a brilliant distillation of advice. Its arrival couldn't be more timely, with a focus on dealing with uncertainty at a time when uncertainty pervades everyday life due to the world pandemic. The book is exceptionally accessible with practical examples and frameworks that will be of use for all teachers and professionals working with young people who learn differently. I love how the book cultivates self-awareness by encouraging curiosity about the causes of behaviour and also how the exercises and discussions communicate acceptance of all that young people bring. Ultimately readers of this book will have new skills in preventing difficulties and managing problems as they arise all while strengthening adult-child relationships. It is a resource we can all learn from. -- Dr Bettina Hohnen, Clinical Psychologist and author of The Incredible Teenage BrainThis workbook expertly brings together several key factors for anyone working with teenagers. Foremost for me is the focus upon individual need rather than any diagnostic label. The ever-increasing complexity of the SEN landscape for schools to navigate, risks many staff feeling ill-equipped to properly support learners. Addressing this, some of the fundamental questions posed in this much-needed book really help to re-focus us all on the core issues, such as the uncertainty we all face, how this impacts during adolescence and how we can really work effectively with all young people. -- Alison Wilcox, Education Director, NasenAs a speech and language therapist I am always looking for resources I can share with staff. The Anxiety Workbook gives useful theoretical insights to think more broadly about young, neurodiverse, people we work with and ultimately builds the readers confidence through these insights. I like the book's practical approach of looking first at the environment before focusing on the individual, so often in life we try and fix the person before thinking about the environment we are asking the person to learn in. Chapter 3 on Structure is a great place to start, as you may be able to bring positive engagement in class before working individually, there are really useful examples of behaviour you might see in class, and suggestions of what you can do e.g., for students have difficulty getting started in class with work or for students who 'police' their peers for rule breaking. The Workbook speaks directly to the reality of classroom life. Chapter 5 on Social, has been particularly useful as it deals with the more nuanced social world teens encounter and how quickly misunderstandings can occur. The book gives lots of practical advice and frameworks such as reviewing a breakdown in communication after it's happened, helping the young person to develop insight into their own and other's perspective. The aim is to help students become better social predictors and manage unexpected social behaviour. I so often work with people who don't know where to come in socially, they either dominate or retreat from social situations, the Anxiety Workbook shines a light on the experience of these young people and the impact of uncertainty be structural, sensory or social. -- Flossie Fairbairn; Speech and Language TherapistTable of ContentsIntroduction 1. Understanding Uncertainty: Glasses, Paths and Dials 2. Understanding Our Own Uncertainty: Attitudes, Awareness and Appreciation 3. Structure: Activities to Support Structural Certainty and Routine 4. Sensory: Activities to Support Sensory Certainty5. Social: Activities to Support Social Certainty
£22.99
Pavilion Publishing and Media Ltd Autism - Respecting Difference: An Inside View of
Book SynopsisAn introduction to how the world can be experienced differently by autistic people, and how to respond to individuals in more sensitive, appropriate ways.
£24.95
Jessica Kingsley Publishers Championing Your Autistic Teen at Secondary
Book SynopsisThe transition to secondary school can be a daunting time for parents of autistic youngsters, as well as children themselves. Have you selected the right place? What if staff don't really understand your child's needs? Will they adapt sufficiently - and if not, then what happens?The good news is that you have the ability as a parent or carer to address these concerns, rather than leaving it all to chance. This book will give you the tools to do just that. From choosing the right school for your child (and spotting the tell-tale signs of the wrong one), to preparing both your child and the new school for the transition, to overcoming barriers and building a positive, collaborative and effective relationship between home and school. Tackling key topics from the point of view of both parent and teacher and using examples of great practice, this contains everything you need to know in order to build a more positive secondary school experience for your child.Trade ReviewDebby and Gareth have written a vibrant, knowing and pragmatic resource for parents and schools supporting autistic children leaving primary education. Well-observed, intuitive accounts of everyday challenges and novel situations are supplemented by useful links to more specialised guidance and research, making a highly readable companion for the journey to secondary school founded on principles of respect and relationship. -- Barney Angliss, education consultant and trainer, former SENDCo, mentor to autistic teensIn this marvellous book, Debby Elley and Gareth Morewood show how it is possible to have better school experiences for autistic pupils, their families and carers and the teachers and leaders who work with them. This is a big ask, but they have pulled it off. There are no quick fixes promised, however its grounded, common sense, compassionate and practical approach will be a boon for all involved in the education of autistic teenagers. The mantra of ''prevention is better than cure' is great advice for all, and the examples, case studies and sensible charts have the potential to make all schools more responsive to making reasonable adjustments for all pupils, including those with special needs. This book is honest, practical, down to earth , it is very moving and also very funny! I highly recommend it. -- Mary Myatt, education writer and curator of Myatt & CoDebby and Gareth radiate an air of optimism, practical common sense and above all a belief that successful inclusion of autistic children can be achieved. -- Peter VermeulenThis is an outstanding book which should be essential reading for parents of autistic children who attend (or will attend) a mainstream secondary school. More broadly, it is a book that can inform the practice of all school staff and allied professionals who support autistic young people. Written with wit and verve, it is packed to the brim with insights and recommendations from the authors' extensive experience as both parent (Debby) and practitioner (Gareth). A remarkable achievement. -- Neil Humphrey (Sarah Fielden Chair: Psychology of Education, University of Manchester)I read the book as a mother of two autistic boys and also a SENCO. It is an honest well written perspective combining pupil experiences, strategies, research , good practices and policies when considering mainstream education for secondary age pupils. Championing Your Autistic Teen at Secondary School highlights the need for a school culture that predicts triggers and work in an inclusive manner by being proactive rather than reactive. -- Taneisha Pascoe-Matthews, Assistant Headteacher /SENCO and mother of two autistic boysThis book is truly collaborative, bringing together Debby's, Bobby's and Gareth's experience as parent, pupil and SENCO in a busy secondary school. With excellent advice at every step, this book is a masterclass of collaboration and co-production that every secondary school could use as a template. I love the advice for parents and schools alike and all this is supported by the pupil voice at its heart. -- Lynn McCann, Autism Specialist Teacher, Trainer and AuthorElley and Morewood have created a wonderful template for Parents and Educators to follow; allowing both parties to recognise the barriers faced by young Autistic learners, advocate for them in education settings, and empower Parents and Educators to work together collaboratively to remove those barriers. -- Kieran Rose, Autistic Writer, Trainer and Consultant; www.theautisticadvocate.comIn Championing Your Autistic Teen at Secondary School, authors Debby Elley and Gareth D. Morewood provide a thoughtful and neurodiversity-affirming approach to advocating for your autistic teen throughout their secondary schooling years. Debby Elley leads the reader through the journey beginning with preparation and research and progressing to collaboration and conflict resolution. Gareth D. Morewood lays out a new vision for schools to appropriately support neurodivergent students through the Saturation Model. This book is a well-balanced guide for parents and families preparing for secondary school. * Guy Stephens, Founder and Executive Director, Alliance Against Seclusion and Restraint *Table of ContentsChapter 1: Picking the right place - how to spot a great school Chapter 2: Transition preparation Chapter 3: Building skills for high schoolChapter 4: Starting on a high note Chapter 5: Bringing home into schoolChapter 6: Anxiety: The High School enemy Chapter 7: The invisible hurdles Chapter 8: The high school chess game Chapter 9: The Win-Win Scenario Chapter 10: Inclusive Learning Strategies. Chapter 11: The Autism Friendly School Chapter 12: When Things Hit Rock Bottom
£17.89
Jessica Kingsley Publishers Sensory Stories to Support Additional Needs:
Book SynopsisSensory Stories are short stories of a few lines which are brought to life through a selection of meaningful sensory experiences. They are particularly beneficial for people with Sensory Processing Disorder (SPD), Profound and Multiple Learning Difficulties (PMLD) and Autistic children or adults. Sensory stories are perfect for introducing new sensory environments in a safe, interactive way to help reduce associated anxieties and open up new avenues for communication and play.This updated edition is packed with original ready-to-use sensory stories, including 5 additional guest sensory stories by authors from around the world and your very own story template to create a sensory experience personalised for each person. With exclusive 'how to' video content and digital lesson plans, this book is the essential tool for introducing the transformative multi-sensory storytelling method into your home, classroom or group setting.Using everyday items and step-by-step instructions to make incorporating sensory stories accessible and simple, it has never been easier to create inclusive and fun sensory experiences to enhance the lives of those with additional needs.Trade ReviewJoanna's passion for inclusivity and deep understanding and experience of the needs of children with Special Educational Needs and Disabilities (SEND) shines through every single page of this book. I finished the book feeling inspired and excited about the impact of these brilliant sensory stories on children with SEND. This book needs to be in the hands of all teachers and parents of children with SEND * Georgina Durrant, author of ‘100 Ways Your Child Can Learn Through Play (Fun Activities for Young Children with SEN)’ and founder of The SEN Resources Blog *Jo Grace is an inspirational thinker, writer, teacher and presenter. At Chailey Heritage School, pre-pandemic, she kept 200 of our staff enthralled for a whole day - no mean feat! This book explaining the what, how, and most importantly WHY of sensory stories for sensory beginners makes for extremely valuable reading. -- Simon Yates, Headteacher, Chailey Heritage Schoo
£22.99
Jessica Kingsley Publishers Mission Dyslexia Childrens Workbook MiniSeries
Book SynopsisMeet Positive Persisto, your superhero guide to persistence and self-esteem!This fun and colourful activity book shows you how to stay positive and bounce back from the challenges that dyslexia throws at you. Persisto will help you find out what resilience and a growth mindset really mean, and how to use teamwork and self-belief to keep focused on what you''re really good at.Dyslexia can be tough, especially when it feels like other people can do stuff that''s tricky for you. It''s really important to build up strong self-esteem from the inside, so you can remember what''s great about you and use it to beat challenges. Persisto even has some great ideas for how grownups can help, including in those times when you don''t want everyone to know you need a bit of a hand. With tips on everything from building your team to working out new ways to look at problems, Persisto''s got your back!
£16.99
