As a parent, a teacher and an Aspie herself, Jennifer O'Toole provides the definitive insider's view of Asperger syndrome. She shows how to help children on the spectrum by understanding how they think and by exploiting their special interests to promote learning. Her strategies work because she thinks like the children that she teaches. This exciting book is full of effective and fun ways of engaging with children with Asperger syndrome. Jennifer explains how theory of mind difficulties create the need for concrete forms of communication, and provides original methods to inspire imagination through sensorial experiences. In particular she reveals the untapped power of special interests, showing how to harness these interests to encourage academic, social and emotional growth. Affirming that different doesn't mean defective, this book offers the insight and guidance that parents, educators, and other professionals need to connect with the Asperkids in their life and get them excited about learning.

One of the perennial political/philosophical questions concerns whether it is ever justifiable for a third party to paternalistically restrict an adult's freedom to ensure their own, or society's, best interests are protected. Wherever one stands on this debate it remains the case that, unlike their non-impaired contemporaries, many intellectually disabled adults are subjected to a paternalistic regime of care. This is particularly the case regarding members of this population exercising more control of their sexuality. Utilizing rare empirical data, Foucault's theory of power and Kristeva's concept of abjection, this work shows that many non-disabled people - including family members - hold ambivalent attitudes towards people with visible disabilities expressing their sexuality. Through a careful examination of the autonomy/paternalism debate this is the first book to provide an original, provocative and philosophically compelling analysis to argue that where necessary, facilitated sex with prostitutes should be included as part of a new regime of care to ensure that sexual needs are met. Intellectual Disability and the Right to a Sexual Life is essential reading for scholars, students and policy-makers with an interest in philosophy, sociology, political theory, social work, disability studies and sex studies. It will also be of interest to anybody who is a parent or a sibling of an adult with an intellectual disability and those with an interest in human rights and disability more generally.

This book sets out to understand how students with disabilities experience higher education and the transition to the workplace. It foregrounds the voices of students and graduates in order to explore identity, inclusion, participation and success of youth with disabilities in higher education, as well as their transition from university to employment. The author proposes a new understanding of disability, considered in terms of a continuum of abilities, balancing empirical data, theory and policy analysis with specific regard to the interests of youth with disabilities, making a unique contribution to discussions on access, inclusion and success in higher education and employment. These discussions inform social development and educational policy planning and implementation, not only in South Africa, but also in countries with a similar context, particularly in terms of remedial courses of action that bring social justice to people with disabilities. Students with Disabilities and the Transition to Work will be of interest to all scholars and students working in the fields of disability studies, particularly those with a focus on critical disability studies and disability in the global south, as well as those working in higher education, sociology, development studies and social policy.

Every restless child is not necessarily hyperactive Cline Causse wrote this book precisely to prevent that type of stereotype. The word hyperactivity actually conceals a precise disease: attention deficit hyperactivity disorder or ADHD. Author of a dissertation on ADHD, Cline Causse uses her dual background as a doctor and journalist in this book to explain this neurobehavioral disorder. She discusses how to recognize it, treat it and cope with it in everyday life, giving parents and teachers advice recommended by the best specialists.

Locates social attitudes towards blindness in a personal and cultural landscape. Is interdisciplinary in its crossing of lines among education, the humanities, and the social sciences. Includes case-studies from Canada, Cyprus, India, Indonesia, Italy, Poland, the United States, the United Kingdom, South Africa, South America, and Spain.

* This anthology has been curated by a seasoned playwright, academic, director and actor who has lived experience of being deaf. * Would be recommended reading in deaf studies and deaf culture courses across the world. * This book is the first anthology of its kind.

No matter how high-functioning children with autism or Asperger's may be, they are going to have trouble with their sensory issues. Enter Jennifer McIlwee Myers, Aspie at Large Co-author of the groundbreaking book "Asperger's and Girls," Jennifer's personal experience with Asperger's Syndrome and SPD makes her perspective doubly insightful. Jennifer's straightforward and humorous delivery will keep caregivers turning the page for the next creative solution

Children enter the school doors today with many diverse needs: mental health problems, ADHD, anxiety, victims of physical or sexual abuse, homelessness, or facing some other type of trauma. Teachers in today's classrooms are struggling to understand the needs of their students and to provide a supportive and nurturing environment, while maintaining structure and routine. In whatever setting students are, teachers must understand the challenges that students come to school facing, know how to assess the needs of the children, build positive relationships with them, collaborate with others, and take care of themselves. The first book in this two book volume explored the needed components in setting the stage for meeting the needs of the students. This second volume provides the specific interventions that teachers will need to implement. Included in this volume are evidence-based academic interventions and behavioral interventions. Other chapters provide interventions to incorporate wellness and the creative arts. Strategies to teach social skills and to prepare students for independent living and the world of work are also an integral part of this volume.

Children enter the school doors today with many diverse needs: mental health problems, ADHD, anxiety, victims of physical or sexual abuse, homelessness, or facing some other type of trauma. Teachers in today's classrooms are struggling to understand the needs of their students and to provide a supportive and nurturing environment, while maintaining structure and routine. In whatever setting students are, teachers must understand the challenges that students come to school facing, know how to assess the needs of the children, build positive relationships with them, collaborate with others, and take care of themselves. This first book in a two book volume explores the needed components in setting the stage for meeting the needs of the students. The teachers who serve these children need a comprehensive set of tools to meet their needs. This volume, along with the second one that provides the specific interventions that teachers will need to implement, is that comprehensive resource for educators.

Children enter the school doors today with many diverse needs: mental health problems, ADHD, anxiety, victims of physical or sexual abuse, homelessness, or facing some other type of trauma. Teachers in today's classrooms are struggling to understand the needs of their students and to provide a supportive and nurturing environment, while maintaining structure and routine. In whatever setting students are, teachers must understand the challenges that students come to school facing, know how to assess the needs of the children, build positive relationships with them, collaborate with others, and take care of themselves. This first book in a two book volume explores the needed components in setting the stage for meeting the needs of the students. The teachers who serve these children need a comprehensive set of tools to meet their needs. This volume, along with the second one that provides the specific interventions that teachers will need to implement, is that comprehensive resource for educators.

Current understandings of ageing and diversity are impoverished in three main ways. Firstly, with regards to thinking about what inequalities operate in later life there has been an excessive preoccupation with economic resources. On the other hand, less attention has been paid to cultural norms and values, other resources, wider social processes, political participation and community engagement. Secondly, in terms of thinking about the 'who' of inequality, this has so far been limited to a very narrow range of minority populations. Finally, when considering the 'how' of inequality, social gerontology's theoretical analyses remain under-developed. The overall effect of these issues is that social gerontology remains deeply embedded in normative assumptions which serve to exclude a wide range of older people. Ageing, Diversity and Equality aims to challenge and provoke the above described normativity and offer an alternative approach which highlights the heterogeneity and diversity of ageing, associated inequalities and their intersections. The Open Access version of this book, available at https://www.taylorfrancis.com/books/9781351851329, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 licence.

Written for dyslexic adults or anyone who thinks they might be dyslexic, this bold and imaginative book is deliberately concise and easy to dip into.

• User-friendly, essential guide to the world of study and work for anyone with dyslexia;
• Identifies the key needs of adults and young people who are dyslexic;
• Encourages them to put together their own package of ideas and strategies for success;
• Offers practical activities, examples and support covering reading, memory, organization, self-esteem, IT and dyslexia in the workplace;
• Over 100 topics from this book are expanded on our online resource.

This unique guide to overcoming the day-to-day difficulties associated with dyslexia will also be of great interest to employers, colleagues, teachers, friends and family of those with dyslexia.

Efforts to reduce discrimination and increase diversity on campuses, coupled with shrinking budgets causing administrators to devote more resources toward recruiting and retaining students with disabilities, are fuelling an explosion of research in the area of inclusive education. An important focus that has been largely neglected is the place of teachers with disabilities in academe. International Perspectives on Teaching with Disability brings together 25 multi-disciplinary scholars with disabilities from Africa, Canada, the Caribbean, the UK, Israel and the United States to share their struggles and successes in teaching with disability. The 18 chapters are written largely from autoethnographic perspectives grounded in solid academic research but full of anecdotes and self-reflexive narratives that provide insights into the lived experiences of the authors. Woven into the narratives are discussions of the complexities of self-disclosure and self-advocacy; the varied-and often problematic-ways disability is experienced, perceived and discussed in society and in the classroom; the challenges of navigating academe with disability, the value of disability pedagogy, the positive student outcomes achieved by teaching through disability, as well as practical applications and lessons learned that will benefit educators, administrators and students preparing to become teachers. This book is written to champion the integral place and role of disabled educators in academe. Current educators with disability will be affirmed. Those with disability aspiring to become teachers will be encouraged. Temporarily able-bodied administrators and educators will be challenged. Everyone will be informed. This book will be a welcome addition to reading lists in a wide array of academic fields including: Education, Pedagogy, Disability Studies, Human Resources Management, and Sociology.

The social position of learning disabled people has shifted rapidly over the last 20 years, from long-stay institutions, first into community homes and day centres, and now to a currently emerging goal of "ordinary lives" for individuals using person-centred support and personal budgets. These approaches promise to replace a century and a half of "scientific" pathological models based on expert assessment, and of the accompanying segregated social administration which determined how and where people led their lives, and who they were. This innovative volume explains how concepts of learning disability, intellectual disability and autism first came about, describes their more recent evolution in the formal disciplines of psychology, and shows the direct relevance of this historical knowledge to present and future policy, practice and research. Goodey argues that learning disability is not a historically stable category and different people are considered "learning disabled" as it changes over time. Using psychological and anthropological theory, he identifies the deeper lying pathology as "inclusion phobia", in which the tendency of human societies to establish an in-group and to assign out-groups reaches an extreme point. Thus the disability we call "intellectual" is a concept essential only to an era in which to be human is essentially to be deemed intelligent, autonomous and capable of rational choice. Interweaving the author's historical scholarship with his practice-based experience in the field, Learning Disability and Inclusion Phobia challenges myths about the past as well as about present-day concepts, exposing both the historical continuities and the radical discontinuities in thinking about learning disability.

Patienthood and Communication is an engagingly personal narrative detailing the author's experience living with, and adapting to, a degenerative and incurable eye disease (MacTel). Beyond the personal, this poignant story more broadly illustrates the ways in which communication enables individuals to adjust to serious health threats. Author and subject Peter Kellett highlights his important interactions with health care providers, family members, friends, colleagues, students, and others that provide shape to his journey. Kellett displays a compelling capacity for self-reflection in his descriptions of the life changes his vision loss imposes upon him, among them changes to his identity, in relationships and life plans. Adaptation and flexibility reveal themselves as central tenets of his learning to become a self-empowered patient. Perhaps the most crucial element to his adjustment is, however, positive communication, which is depicted throughout the book as the driving force in Kellett's journey into patienthood.

Patienthood and Communication is an engagingly personal narrative detailing the author's experience living with, and adapting to, a degenerative and incurable eye disease (MacTel). Beyond the personal, this poignant story more broadly illustrates the ways in which communication enables individuals to adjust to serious health threats. Author and subject Peter Kellett highlights his important interactions with health care providers, family members, friends, colleagues, students, and others that provide shape to his journey. Kellett displays a compelling capacity for self-reflection in his descriptions of the life changes his vision loss imposes upon him, among them changes to his identity, in relationships and life plans. Adaptation and flexibility reveal themselves as central tenets of his learning to become a self-empowered patient. Perhaps the most crucial element to his adjustment is, however, positive communication, which is depicted throughout the book as the driving force in Kellett's journey into patienthood.

The travel bible for parents of children with autism spectrum disorder and/or mood and distraction disorders, offering helpful tips to soothe any child's travel anxieties. Traveling with children is always challenging, but for parents of children with autism spectrum disorder and/or mood and attention and distraction disorders it can be especially intimidating. How should parents of children experiencing meltdowns deal with clueless and judgmental onlookers? What are the best methods to alleviate motion sickness when your child might already be on a cocktail of drugs? Traveling Different: Vacation Strategies for Parents of the Anxious, the Inflexible, and the Neurodiverse answers these and many other questions parents may have when traveling with their children. Dawn M. Barclay presents travel strategies and anecdotes from Certified Autism Travel ProfessionalsTM, parents of special needs children, associations and advocates, and mental health professionals, broken down by mode of transportation and type of venue. The heart of the book outlines suggested itineraries for spectrum families as well as venues--such as museums--that cater to the unique special interests that are characteristic of individuals with autism. Less common accommodations such as dude ranches and houseboats are also included, as are vacations involving sports that might not immediately be associated with ASD, such as diving, skiing, and golf. The book culminates with a resource guide of travel agents who specialize in special needs travel--as well as where to find other experts--and lists of organizations that advocate for special needs families. Noted mental health professionals offer advice throughout the book and organizations that support the needs of this community are profiled and included in the resources. Travel brings the world together and now, thanks to a growing focus on the needs of those with special needs, it is more accessible than ever before. This work is an essential part of that effort, a resource designed to make the cultural, educational, and bonding benefits of vacations available to all.

First published in 1985, this book considers the financial consequences of parents and other relatives caring for severely disabled children at home. At the time of publication little reliable information was available on the costs incurred by 'informal carers', which this book set to rectify. The volume interweaves hard statistical material about money with the detailed personal responses of parents. It examines the claim that disablement in a child reduces parents' earnings while simultaneously creating an extra expense. The author compares the incomes and expenditure patterns of more than 500 families with disabled children and 700 control families of the time showing that the financial effects of disablement in a child can be far-reaching and pervasive. This book discusses contemporary policy implications of these findings in a chapter dealing with the rational for compensating families with disabled children, and in the final chapter. Although the book was original published in 1985, it references issues that are still important today and, whilst its main concern is families with disabled children, it will also be useful to anyone caring for other kinds of dependent people, such as the elderly.

First published in 1990, this book was the first informed study to focus on care within the voluntary sector. Written with the child in mind, it is a sensitive work which explores the administration, strategy, and problems facing carers in children's homes, at that time. Centring on small, community-based facilities, the authors discuss the processes involved in setting up and running such facilities. They examine the difficulties of evaluating progressive services that are influenced by the philosophy of normalisation, and highlight the lessons from which other providers of services are able to learn. Written by experienced researchers with contributions from service managers, Normalisation in Practice offers pragmatic advice on managing innovation efficiently without neglecting the needs of the child. Detailed interviews are combined with theoretical insight to provide an important guide for students and practitioners and a model for academics undertaking evaluative research. Although written at the start of the 1990s, this book contains discussions and material that are still very relevant to the subject today.

First published in 1986, this study explores the increased public concern with policies of 'community care' and their effects on informal carers, at that time. It looks at the widespread evidence that one particular group of informal carers- parents looking after their severely disabled child- lack information, advice and a co-ordinated pattern of supporting services. The author, who carried out research on disabled children and their families for a number of years, describes in detail a low-cost experimental project in which specialist social workers set out to remedy these shortcomings. Drawing on the results of this particular study, the author argues strongly for widespread assignment of 'key' social workers to this and other groups of informal carers. Despite being written in the mid-1980s, this book discusses topic that will still be of interest and use today.

A thorough and comprehensive guide for both education professionals and those affected by dyslexia, this book is predominantly a guidebook. It includes lots of practical advice and is based on the authorsa (TM) sound knowledge of current theory and practice.

It includes:

• photocopiable materials
• contact and reference details
• personal organisation advice
• ways forward for potential problems
• information on secondary or associated difficulties.

For people with ASDs, depression is common, and has particular features and causes. This outstanding book provides a comprehensive review of these aspects, and an effective self-help guide for anyone with an autism spectrum disorder (ASD) affected by depression. Written by the leading experts in the field, the book explains and describes depression, the forms it can take, and how it looks and feels for a person on the autism spectrum. The authors draw on the latest thinking and research to suggest strategies for coping with the effects of depression and provide a complete step-by-step CBT self-help programme, designed specifically for individuals with ASDs. The programme helps increase self-awareness, including identifying personal triggers, and provides the tools to combat depression.

First Published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.

* This anthology has been curated by a seasoned playwright, academic, director and actor who has lived experience of being deaf. * Would be recommended reading in deaf studies and deaf culture courses across the world. * This book is the first anthology of its kind.