This special issue examines four critical aspects of writing instruction for students with disabilities: prevention, classroom practice, instruction, and assessment. The first article addresses writing strategy instruction for young students at risk for long-term writing difficulties. Next special and general education middle school educators' epistemology is explored regarding writing development and instruction, their self-reported teaching practices, and the challenges they faced as they strive to teach middle school students how to effectively use writing as a communicative medium and learning tool. The third, article reviews and critiques state writing standards and describes an instructional plan to help students with disabilities and other struggling writers master composing strategies and processes that may equip them to meet state standards in writing. Finally, a review is presented of the extant research on various methods of writing assessment, including holistic, primary trait, and analytic scoring methods, with particular emphasis on Curriculum-Based Measurement--an assessment technique well suited for children and youth in special education.

First published in 1981. Routledge is an imprint of Taylor and Francis, an informa company.

First Published in 1993. Routledge is an imprint of Taylor & Francis, an informa company.

"Surviving Child Sexual Abuse" is a handbook for survivors and their helpers. It examines what sexual abuse entails for a child and why it happens. Personal and professional issues for helpers are addressed and the long term effects of sexual abuse are examined. The strengths of survivors are acknowledged together with the supportive alliances they have formed with partners, helpers and friends. The theme of disclosure is examined in depth and the main themes in therapeutic work with survivors are discussed and methods are described which can be used in such therapeutic work. This highly successful book ends with an evaluation of the issues involved in training helpers for working with survivors. The book is aimed at therapists (including social workers, counsellros in public organizations and private practice), clinical psychologists, psychiatrists, nurses, health visitors, general practitioners, police and psychotherapists.

A radical departure from previous chronicles of education for people with disabilities, this book views special education from a broader perspective. Its central thesis is that cultural values and expectations play a dominant role in understanding the structure and function of special education. While theories of the social construction of disability have been written about in a growing body of research since the 1960s, no attempt has been made to create a cross-cultural framework. This work offers such a framework. Eight chapters, written by educators in each country's educational system cover the following nations: China, Great Britain, Hungary, Japan, Iran, Pakistan, United States, and Zimbabwe. Historical discussions in each chapter provide a context for current practice. An index and illustrations are also included.

This practical handbook begins with the philosophy and psychology underpinning the therapeutic value of story telling. It shows how to use story telling as a therapeutic tool with children and how to make an effective response when a child tells a story to you. It is an essential accompaniment to the "Helping Children with Feelings" series and covers issues such as: Why story telling is such a good way of helping children with their feelings? What resources you may need in a story-telling session? How to construct your own therapeutic story for a child? What to do when children tell stories to you? Things to do and say when working with a child's story.

First Published in 1985. Routledge is an imprint of Taylor and Francis, an informa company.

First Published in 1988. Routledge is an imprint of Taylor and Francis, an informa company.

This book provides practical strategies and resources that have been proven effective in teaching English to pupils of all abilities, making English accessible, challenging and exciting. The author outlines important key principles that should underpin teaching and learning so that all pupils, including those with special educational needs, can enjoy the subject and make outstanding progress. The ideas and guidance draw on a wealth of experience, providing classroom activities and free online resources, which can be combined with different teaching approaches. A range of appendices provides teachers with real-life case studies and examples and templates for supporting pupils with SEND. Offering strategies that are specific to the context of English teaching, this book will enable teachers and their teaching assistants to: develop pupils' understanding by engaging multi-sensory approaches; ensure all pupils are able to participate fully in lessons and achieve success; design and use individual plans for pupils with SEND; assess and adapt content and resources when differentiating materials for pupils with a wide range of learning needs; use formative assessments to measure learning and inform planning. An invaluable tool for whole-school continuing professional development, this fully revised text will be essential for teachers and their teaching assistants seeking guidance specific to teaching English to all pupils, regardless of their individual needs. This book will also be of interest to SENDCOs, learning support units and senior management teams as well as to teacher-training professionals.

The SEND Code of Practice (2015) reinforced the requirement that all teachers must meet the needs of all learners. This topical book provides practical, tried and tested strategies and resources that will support teachers in making art lessons accessible and interesting for all pupils, including those with special needs. The authors draw on a wealth of experience to share their understanding of special educational needs and disabilities and show how the art teacher can reduce or remove any barriers to learning. Offering strategies that are specific to the context of art teaching, this book will enable teachers to: develop students' understanding, appreciation and enjoyment of art and design; advance students' sense of enquiry about visual and tactile experiences; help pupils to realise their creative intentions, through the development of technical competence and manipulative skills; provide opportunities for personal and imaginative enquiry; sample a variety of art and design projects to use in their own lessons; plan the classroom layout and display to enhance learning; successfully train, and fully use the support of, their teaching assistants. An invaluable tool for continuing professional development, this text will be essential for secondary art teachers (and their teaching assistants) seeking guidance specific to teaching art to all pupils, regardless of their individual needs. The book will also be of interest to secondary SENCOs, senior management teams and ITT providers. Full of practical ideas and inspiration, and supported by free online resources, this is an essential tool for art teachers and teaching assistants and will help to deliver successful, inclusive lessons for all pupils.

The SEND Code of Practice (2015) reinforced the requirement that all teachers must meet the needs of all learners. This topical book provides practical, tried and tested strategies and resources that will support teachers in making science lessons accessible and exciting for all pupils, including those with special needs. The author draws on a wealth of experience to share her understanding of special educational needs and disabilities and show how science teachers can reduce or remove any barriers to learning. Offering strategies that are specific to the context of science teaching, this book will enable teachers to: help all students develop their 'evidence-gathering' skills and aid their scientific discovery by involving the use of all of the senses and structuring tasks appropriately; create a supportive environment that maximises learning opportunities; plan the classroom layout and display to enhance learning; use technology to adapt lessons to the needs of individual pupils; successfully train and fully use the support of their teaching assistants. An invaluable tool for continuing professional development, this text will be essential for teachers (and their teaching assistants) seeking guidance specific to teaching science to all pupils, regardless of their individual needs. This book will also be of interest to SENCOs, senior management teams and ITT providers. In addition to free online resources, a range of appendices provide science teachers with a variety of writing frames and activity sheets to support effective teaching. This is an essential tool for science teachers and teaching assistants, and will help to deliver successful, inclusive lessons for all pupils.

Targeting the specific problems learners have with language structure, these multi-sensory exercises appeal to all age groups including adults. Exercises use sight, sound and touch and are also suitable for English as an Additional Lanaguage and Basic Skills students. Word Wheels includes off-the-shelf resources including lesson plans and photocopiable worksheets, downloadable resources with practice exercises, and support material for the busy teacher or non-specialist staff, as well as homework activities.

The arts have a crucial role in empowering young people with special needs through diverse dance initiatives. Inclusive pedagogy that integrates all students in rich, equitable and just dance programmes within education frameworks is occurring alongside enabling projects by community groups and in the professional dance world where many high-profile choreographers actively seek opportunities to work across diversity to inspire creativity. Access and inclusion is increasingly the essence of projects for disenfranchised and traumatised youth who find creative expression, freedom and hope through dance. This volume foregrounds dance for young people with special needs and presents best practice scenarios in schools, communities and the professional sphere. International perspectives come from Australia, Brazil, Cambodia, Canada, Denmark, Fiji, Finland, India, Indonesia, Jamaica, Japan, Malaysia, New Zealand, Norway, Papua New Guinea, Portugal, Singapore, South Africa, Spain, Taiwan, Timor Leste, the UK and the USA. Sections include: inclusive dance pedagogy equality, advocacy and policy changing practice for dance education community dance initiatives professional integrated collaborations

One in four children experiences the separation/divorce of their parents by the time they reach 16 years. When parents separate levels of conflict can be high and significant changes in family relationships continue to take place over time. Whilst in emotional distress themselves, parents often manage to pay attention to the needs of their children and it is this parental support that helps children and young people through this transition. However, when emotions are heightened for the adults, there are occasions when the needs of the children can easily be overlooked. Throughout this time of turmoil and bereavement, it is often the school that provides the children with a secure base. This practical resource will provide schools, parents and professionals working with parents and children with a comprehensive understanding of the needs of children and how it is possible to work with them and their families to face the challenging times in their lives.

Children's Understanding of Disability is a valuable addition to the debate surrounding the integration of children with special needs into ordinary schools. Taking the viewpoint of the children themselves, it explores how pupils with severe learning difficulties and their non-disabled classmates interact. Ann Lewis examines what happens when non-disabled children and pupils with severe learning difficulties work together regularly over the course of a year. She also includes the views of children working in segregated special education. From her findings, she draws implications for developing an inclusive ethos in schools and other communities.

This topical book provides practical, tried and tested strategies and resources that will support teachers in making PE lessons accessible, rewarding and exciting for all pupils, including those with special needs. The author draws on a wealth of experience to share his understanding of special educational needs and disabilities and show how the PE teacher can reduce or remove any barriers to learning participation. Offering strategies that are specific to the context of PE and sports teaching, this book will enable teachers to: ensure all pupils are able to enjoy and appreciate the value of exercise and sport; create an inclusive environment; tailor activities to fit the needs of mixed ability groups; help pupils to develop the skills and confidence to enjoy different kinds of sport; encourage young people to think about what they are doing and make appropriate decisions for themselves. An invaluable tool for continuing professional development, this text will be essential for teachers, coaches and teaching assistants seeking guidance specific to teaching PE and sport to all pupils, regardless of their individual needs. This book will also be of interest to SENCOs, senior management teams and ITT providers. With free online material and practical resources in the appendices, this is an essential tool for everyone striving to engage all pupils in PE and sport.

Motivating Children with Specific Learning Difficulties provides a comprehensive and definitive guide to what teachers need to know about motivation in pupils with Specific Learning Difficulties, including dyslexia, dyspraxia and ADHD. Written by three of the world leaders in research on motivation and classroom learning, this book seeks to provide teachers with an increased understanding of why particular strategies should be used with their pupils. It recognises the challenge of motivating children with learning difficulties and looks to help teachers enhance their skills and self-sufficiency. The authors address what motivation is, how to encourage it and the links between motivation and learning. They consider a range of Specific Learning Difficulties in relation to literacy, numeracy, motor development and co-ordination and attention factors in learning. Key issues on learning differences are presented in order to identify and address pupils' specific needs, and the role parents and educators can play in motivation is also examined. The information and reflections offered in this book will be of interest to teachers across the globe, as well as postgraduate students working towards a qualification in Specific Learning Difficulties.

In recent years there has been a major shift in thinking about the nature and treatment of special educational needs. The principal benefit of this change has been an increased awareness of "educational" needs and a focus on improving the quality of educational provision, in both ordinary and special schools, for much larger numbers of children.
The benefits which have accrued from this change have been enormous and there can be no doubt that the quality of special educational provision has been enhanced. The intention of "Special" "Educational Needs" is not to argue against the new conceptualization but to suggest that a generic approach can be made more effective if it is informed by awareness of the specific problems associated with particular impairments which some children may experience and the ways in which those problems may be most effectively responded to.
The aims of this book then, are to review contemporary understanding of the frequency, nature and sources of special education needs; to consider the various conditions which give rise to learning difficulties; to provide authoritative accounts of the special methods and resources that may be required by pupils with particular difficulties; and to examine general and specific needs in relation to assessment, curriculum planning, and the organization of educational provision, parent involvement, support and advisory services.

The nature of provision for special educational needs has changed dramatically over the years following the Warnock Report and the 1981 Education Act, with an increased awareness of educational needs and a focus on improving the quality of provision for much larger numbers of children. This book attempts to underpin current practice by providing information about the impairments and disabilities which may contribute to the development of handicap and may limit educational progress. Against a context of a generic understanding of special education, the book stresses the entitlement for all children to a broad and balanced curriculum, and explores ways in which the National Curriculum can be adapted to meet the needs of children with various handicapping conditions. The central chapters focus on particular areas of special educational needs, each chapter being written by a specialist who explores in detail how conditions can be recognised, what specialist skills and resources are needed, and the implications for provision, teacher support, curricular access, assessment and classroom management.

Answering challenging questions such as "Does the term SEN mean anything any more?" and "Is SEN biologically or socially determined?" this book: Makes sense of the controversy surrounding Special Educational Needs with clear sign posted information Is comprehensive in the range of Special Educational Needs it covers Clarifies information with case studies

Imagine taking your gifted and talented students to a mysterious old graveyard in town and teaching them to conduct history research using the information they gather, teaching gifted children the concepts behind great literature using modern science fiction, allowing your students to conduct independent research in their mathematics classroom, or encouraging your students to plan and participate in exotic travel around the world-without ever leaving your classroom.
In this book, you will receive the best ideas and lessons for teachers of secondary gifted kids developed by master teachers across the nation. This exciting book features ideas for starting a mentorship program, teaching history using scientific surveys, using simulations to teach content, organizing historical debates, producing documentaries, and much more.
20 Ideas features exciting activities and lessons such as: Be a Capitalist in Jolly Old England (an exciting activity for the world history classroom), Creative Thinking Skills in Mathematics (producing innovative ways to solve problems), Creating Simulations for the History Classroom (tips for using simulations with gifted students), Another Fine Mess . . . (building creative problem-solving activities that help teach subject area content), andmany more creative ideas and lessons.Bring some of the most innovative and inspirational lessons being offered today into your classroom with 20 Ideas.

In this Collected Works, Professor Peter Mittler brings together twenty-one of his key writings in one essential volume, providing a distinctive commentary on some of the most important issues in education over the last thirty years. This unique collection illustrates the development of Professor Mittler's thinking over the course of a long and esteemed career, encompassing his work on the origins of under-achievement, the ways in which obstacles to learning can be understood and overcome and the importance of human rights for all marginalised minorities. It follows the thread of his growing awareness that human development depends on a series of complex interactions between the 'double helix' of nature and nurture. One of the world's most respected and eminent scholars of the field of special needs and inclusive education, Professor Mittler includes chapters from his best-selling books and selected articles from leading journals, providing the reader with a chronological and global perspective on his work and thinking, and the impact it had at and beyond the time of writing.

Now in an updated third edition, this invaluable resource takes a practical and accessible approach to identifying and diagnosing many of the factors that contribute to mathematical learning difficulties and dyscalculia. Using a combination of formative and summative approaches, it provides a range of norm-referenced, standardised tests and diagnostic activities, each designed to reveal common error patterns and misconceptions in order to form a basis for intervention. Revised to reflect developments in the understanding of learning difficulties in mathematics, the book gives a diagnostic overview of a range of challenges to mathematical learning, including difficulties in grasping and retaining facts, problems with mathematics vocabulary and maths anxiety. Key features of this book include: Photocopiable tests and activities designed to be presented in a low-stress way Guidance on the interpretation of data, allowing diagnosis and assessment to become integrated into everyday teaching Sample reports, showing the diagnostic tests in practice Drawing on tried and tested methods, as well as the author's extensive experience and expertise, this book is written in an engaging and user-friendly style. It is a vital resource for anyone who wants to accurately identify the depth and nature of mathematical learning difficulties and dyscalculia.

Off-the-shelf support containing all the vital information practitioners need to know about Asthma, this book covers: * What to do if a pupil has an attack * Staff responsibility and school policy * Subject specific do's and don'ts * Specialist careers advice

Len Barton's intellectual and practical contribution to the sociology of disability and education is highly significant and widely known. The leading scholars in this collection, including his long term collaborators, offer both a celebration and a reassessment of this contribution, addressing the challenge that the social model of disability has presented to dominant medicalised concepts, categories and practices, and their power to define the identity and the lives of others. At the same time the authors build upon some of the key themes that are woven through Len Barton's work, such as his call for a 'politics of hope'. This collection explores a wide range of topics, including: difference as a field of political struggle the relationship of disability studies, disabled people and their struggle for inclusion radical activism: organic intellectuals and the disability movement discrimination, exclusion and effective change inclusive education the 'politics of hope', resilience and transformative actions universal pedagogy, human rights and citizenship debates. The Sociology of Disability and Inclusive Education highlights Len Barton's humane vision of academic work, of the nature of an inclusive and non-discriminatory society, of the role of an education system which addresses the rights, and potential of all participants. It indicates how such a society could be achieved through the principles of social inclusion, human rights, equity and social justice. This book was originally published as a special issue of the British Journal of Sociology of Education.