From the "Good Schools Guide" team, this is a new independent guide to Special Educational Needs (SEN), from mild dyslexia to the most severe conditions. It features in-depth reviews of some 350 mainstream and specialist schools that cater mainstream and special schools - no advertising or paid-for entries.One in five UK schoolchildren are diagnosed at some time in their school career as having a Special Educational Need (SEN) - some one hundred and fifty thousand new diagnoses a year. For the parents this is a time of great anxiety. What does it mean? How can I help? What should the school be doing about it? Is moving schools the answer? Where can I get help and advice?This new guide from the well-established "Good Schools Guide" team provides the answers. It describes the SEN system and the various SEN diagnoses - from dyslexia to ADHD to Asperger's Syndrome. It lists the many sources of information and advice that parents might turn to; how to navigate the system, what makes a good school for a child with SEN; and, how to screen out those with their head in the sand. All sorts of people involved with children with SEN have written sections on their own experiences parents, teachers, professionals and the children themselves. The book concludes with write-ups on over 700 schools, from the established to the almost unknown, from state to the private sector; mainstream, special and combined.The Guide comes with free access to a website containing details of all the 1500+ special schools in the UK, as well as many mainstream schools that have provided the GSG team with SEN data.

Born with autism, Temple and Sean now famously live successful social lives. However, their paths were quite different. Temple's logical mind controlled her social behavior. She interacted with many adults and other children, experiencing varied social situations. Logic informed her decision to obey social rules and avoid unpleasant consequences. Sean's emotions controlled his social behavior. Baffled by social rules, isolated and friendless, he made up his own, and applied them to others. When they inevitably broke his rules, he felt worthless and unloved. Both Temple and Sean ultimately came to terms with the social world and found their places in it. Whether you are a person with autism, a caregiver in the autism community, or just someone interested in an outsider view of society, their powerful stories will enthrall and enlighten you. This is the 2nd edition and the first edition of Unwritten Rules of Social Engagement was the Silver Award Winner in the 2005 ForeWord Book of the Year Awards!

Indigenous children, like all children, deserve a future they choose for themselves. This book aims to empower teachers to help halt the cycle of disadvantage for Aboriginal and Torres Strait Islander students and make a real difference to their relationships, learning outcomes and opportunities in the short and long term.Based on their many years of experience in teaching and research, the authors provide approaches that have been proven to be effective. There are strategies for developing sensitivity to a student's cultural background, creating a tone in the classroom conducive to learning, building strong teacher-student relationships and effectively managing student behaviour. The authors show how to bridge the demands of the curriculum with the learning Indigenous students bring with them to the classroom and how to work with the learning styles of Aboriginal and Torres Strait Islander students. There is a focus on the best approaches for assessment and an exploration of the particular challenges for teachers of students in remote locations.Both practical and inspiring, this is an essential reference for all teachers working with Indigenous students, whether they be in the city or rural areas, in a class of twenty-five or just one student. 'Teaching Indigenous Students should be essential reading for all educators. This book will challenge the mind and stir the spirit of the practitioner and will help forge a new future for the teaching of Aboriginal and Torres Strait Islander students. A seminal piece of work.' - Professor Mark Rose, Executive Director of Indigenous Strategy and Education, La Trobe University'Hayward and Perso provide the knowledge, wisdom and insights that guarantee success to any teacher who is prepared to embrace their messages, and work hard to make Indigenous students stronger and smarter.' - Dr Chris Sarra, Chairman, Stronger Smarter Institute'This is a quality piece of work that will contribute to a more informed Australian teaching workforce and more happier and successful Indigenous learners.' - Professor Peter Buckskin PSM FACE, Dean, Indigenous Scholarship, Engagement and Research, University of South AustraliaTeaching Indigenous Students has been shortlisted for the 2016 Educational Publishing Awards in the category Tertiary (Wholly Australian) Student Resource.

This edited book provides professionals in the field of English Language Teaching (ELT) with a situated and culturally-responsive account of diversity and inclusion in English language education, from primary to higher education and in a wide range of settings. The volume focuses on three overlapping areas: interculturality, special education needs, and gender. The chapters in each section seek to help readers reflect on the opportunities and challenges of diversity as a step towards inclusive practices, and raise awareness of critical topics across the curriculum and beyond by engaging in wider social issues. This book will be of interest to language teachers and teacher trainers, as well as scholars working in applied linguistics, higher education, intercultural studies, and related fields.

By increasing the young person's self-knowledge and recognition of feelings, as well as offering practical suggestions and information, this programme enables young carers to review their own situations, to feel more in control and to come to their own decisions regarding any change that might benefit them.

This is a series of lesson plans to use with a class or group to help them sense, understand and appropriately express their various levels of anger. It is suitable for ages: 4-11, and teachers.

This book provides a clearly written, wide-ranging overview of current key issues and challenges arising from the implementation of more inclusive policies and provision in education in this country and internationally. The author sets policies for inclusive schools in the broader contexts of current policies which aim to reduce poverty and social exclusion, and the wider global background of the United Nations drive to promote 'Education for All'. The book draws a distinction between integration and inclusion and provides a critical analysis of the government's Program of Action and the revised National Curriculum and their implications for schools, pupils and families.

Responding to the need for educational stakeholders to be equipped to plan for constantly evolving developments in policy and practice for learners with learning and behavioral disabilities, this edited collection collates contributions from authors who predict what the next big things in the field will be, and offer recommendations on how to prepare for the future they envision. The chapters cover a broad range of topics that include developments related to students' legal rights and services, how research is utilized by practitioners, using practice-based evidence to promote the use of evidence-base practices, open science, neuroscience and special education, professional development for teachers, adaptive tier-2 interventions, the field of emotional and behavioral disorders, reading and students with autism spectrum disorder, and innovations in early writing. Chronicling, too, the concerns and cautions that the authors have about what they see as the next big thing, this collection is a compelling resource for anyone looking to the future of the field, and thinking about how they can be at the front of developments in order to navigate change in a way that generates positive effects.

"This book makes a great contribution to education. Teachers across specialties would find these strategies helpful for facilitating communication with parents and caregivers." -Erin Jones, Special Education Teacher Tea Area Elementary School, SD "Involving parents on a positive level is essential to educating all students, especially students with special needs. This book helps readers with real-world situations-something that most college courses cannot prepare you for. Easy and user-friendly, this book provides strategies and tools to aid in communicating with parents." -Laura Peterson, Special Education Teacher Center School, Stow, MA Bridge the communication gap with parents of children with special needs! Research has shown that establishing strong communication links with parents and promoting family involvement can have positive and tangible effects on a student's success in school. In this teacher-friendly resource, Jill C. Dardig provides 25 ready-to-use techniques for involving parents in the education of their children. Both general and special education teachers in Grades PreK-12 can use these strategies to reach the parents of students with a wide range of learning needs, including cognitive, emotional/behavioral, social, sensory, and physical disabilities, as well as the parents of typically developing students. Involving Parents of Students With Special Needs anticipates the challenges to parent involvement and provides step-by-step directions, sample materials, and tips for Using letters, telephone, email, newsletters, and progress reports to communicate with parents Conducting successful parent conferences and in-person meetings Connecting parents with needed resources Helping parents teach their children at home Dealing with home/school conflict situations Preparing a parent involvement action plan This practical guide helps teachers and parents work together to give students with special needs the necessary support to succeed in school.

Enduring Issues in Special Education is aimed at any course in the undergraduate or graduate special education curriculum that is wholly or partly devoted to a critical examination of current issues in special education. The book organizes 28 chapters into seven sections using familiar structuring principles-what, who, where, how, when, why, and whither. Each section begins with an introduction that provides historical, legal, and theoretical background information and organizing commentary for the chapters that follow. The book's objective, in addition to informing readers about the issues, is to develop critical thinking skills in the context of special education. Key features include the following: Dialectic Format - Each of the 28 chapters presents compelling reasons for addressing the issue at hand and specific ways to do so. Because each issue is written from different perspectives and focuses on a variety of aspects, readers are encouraged to weigh the arguments, seek additional information, and come up with synthesized positions of their own. Organizing Framework - The book's seven sections have been arranged according to a scheme that is the essence of most investigative reporting and provides a coherent, easy-to-understand framework for readers. Expertise - All chapters are written by leading scholars who are highly regarded experts in their fields and conclude with suggested readings and discussion questions for additional study.

The Total School Cluster Grouping Model is a specific, research-based, total-school application of cluster grouping combined with differentiation, focused on meeting the needs of students identified as gifted while also improving teaching, learning, and achievement of all students.
This revised and updated second edition of Total School Cluster Grouping and Differentiation includes rationale and research followed by specific steps for developing site-specific applications that will make the important art of differentiation possible by reducing the range of achievement levels in teachers' classrooms. Materials to support staff development-including powerful simulations, evaluation, management, special populations, differentiation strategies, social and emotional needs, and recommended materials-are included.

A Teacher's Guide to Preventing Behavior PRoblems in the Elementary Education Classroom includes straightforward, feasible, and evidenced-based strategies designed to prevent behavior problems in K-5 classrooms. With an exclusive classroom focus, this practitioner-friendly book encourages teachers to be proactive in classroom management and guides them through the process of setting up their classrooms to maximize learning while focusing on prevention. Its emphasis on behavior problems before they occur enables teachers to run their classrooms more efficiently and experience less frustration, while also increasing student learning. A well-organized, systematic, and predictable teaching environment helps to prevent behaviors, and this book presents ways to achieve this type of classroom environment. Using real-life classroom scenarios, this guide equips teachers with management techniques that break the common cycle of frustration, aggression, rejection, and hostility, so they can create positive elementary classrooms.

The number of women prisoners has been growing rapidly during recent years and in many places has more than doubled in the past decade, significantly outstripping increases in the number of male prisoners and with particular consequences for minority ethnic, black and aboriginal women, who constitute disproportionate levels of prison populations in many countries including Canada, the United States, the UK and Australia. What Works with Women Offenders provides a comprehensive analysis of the issues relating to work with women offenders. Chapters are written by academics and professionals with a high degree of expertise in their specific field, and its practical focus is designed to make it relevant to those working with women offenders. Imprisoning women offenders does not solve the problems that underlie the involvement of women in the criminal justice system, and a particular concern of this book is to identify and develop alternative responses that offer appropriate support and intervention to address womens underlying problems and reduce re-offending. The increase in womens imprisonment is very much an international phenomenon, and the book also aims to share knowledge and experiences from different jurisdictions to be shared more widely, and for the lessons learnt from good practice to be more widely disseminated.

The number of women prisoners has been growing rapidly during recent years and in many places has more than doubled in the past decade, significantly outstripping increases in the number of male prisoners and with particular consequences for minority ethnic, black and aboriginal women, who constitute disproportionate levels of prison populations in many countries including Canada, the United States, the UK and Australia. What Works with Women Offenders provides a comprehensive analysis of the issues relating to work with women offenders. Chapters are written by academics and professionals with a high degree of expertise in their specific field, and its practical focus is designed to make it relevant to those working with women offenders. Imprisoning women offenders does not solve the problems that underlie the involvement of women in the criminal justice system, and a particular concern of this book is to identify and develop alternative responses that offer appropriate support and intervention to address womens underlying problems and reduce re-offending. The increase in womens imprisonment is very much an international phenomenon, and the book also aims to share knowledge and experiences from different jurisdictions to be shared more widely, and for the lessons learnt from good practice to be more widely disseminated.

No matter what variety of educational program is used to motivate students the bottom line is knowing the people within the circle of influence are behind every effort the student faces. Our students are the future leaders, parents, workers and citizens of our society. While tests and accountability are very important; the outcome is far greater than basing achievement on individual performance on tests. Information included in More Than a Test Score, derives from educators who empower students to take ownership in their educational journey by using a variety of strategies and programs to meet the needs of the students. The strategies target academic, behavioral and social components in education. Each successful program has one common element that rises above anything else and that is the element called empowerment! Building relationships is one of the main keys to success in school and every endeavor faced by the youth of our society. Success stories are included to show how caring has made a difference with all those involved.

"Achieving Speech & Language Targets" is a practical resource book for Special Needs Coordinators (SENCOs), teachers, teaching assistants and speech & language therapists who are working with children who have significant language delay and who are in their first year at school. Checklists provide professionals with a shared reference from which both broad special needs areas and specific speech and language targets can be identified. The authors emphasise the crucial role of play in language development and the book offers more than 200 games and activities to help children achieve their targets for each stage using a simple, structured layout. The book offers: advice on how to draw up effective Individual Education Plans (IEPs); checklists which enable the user to identify a child's problems in the areas of: understanding language; using spoken language; and, developing speech sounds; a wide range of games, songs and rhymes to help children achieve specific targets; teaching ideas & targets, key vocabulary lists, and activity areas for each stage; a resources section containing photocopiable activity sheets; games & rhymes; a booklist; techniques used by speech & language therapists to encourage understanding and use of language; and, a dictionary of terms that refer to speech & language. This is an essential tool for busy teaching staff. Many of the activities can take place in the context of the everyday curriculum and include a range of play opportunities designed to make learning interesting and dynamic. Almost all activities can be carried out using equipment that is readily available in early years' classrooms.

Supporting Disabled Students in Higher Education is a practical and inclusive handbook designed to ensure disabled students are supported in their journey through mainstream higher education. Informed by case studies, this essential guide highlights how this can be achieved through the adoption of practical, reasonable adjustments. Coupled with recommendations for best practice across higher education, this book outlines experiences and barriers to inclusion and provides detailed guidance for inclusive practices including: adjustments to accommodation, accessing physical and virtual learning spaces, teaching activities, developing the curriculum, and assessment. Written by an experienced dyslexia and disability coordinator within higher education, chapters encourage readers to develop a greater understanding of the impact that disabilities may have on students' academic progress. Areas explored include: Specific learning difficulties (SpLD) Mental health conditions Visually impaired and blind students Deaf and hearing-impaired students Physical impairments Long term medical conditions This book lays out the step-by-step process to enable effective communication between disability staff, academic staff and students and is a crucial guide for anyone with an interest in promoting and facilitating accessibility, inclusion and widening participation in higher education.

Grounded in the belief that hope comes from a place of reality, not necessarily popular ideology, this book explores the gap between designated and actual narratives within Teach For America. TFA founder Wendy Kopp stated that there is "nothing elusive" about successful teaching; people simply need to "work hard" and be "disciplined". Taking an inquiry stance, Sarah Matsui surveyed and interviewed 26 of her fellow corps members in the Greater Philadelphia region. Their counternarratives collectively problematize this standard reform rhetoric. Many are working hard, yet their stories and challenges are complex, elusive, and commonly self-described with the words "shame", "failure", and "isolating". Corps members reported experiencing new levels of fatigue, alcohol dependency, depression, and trauma during their two-year service commitment with TFA. Learning from Counternarratives in Teach For America utilizes multiple frameworks to analyze the depth and range of corps members' experiences. Relevant to helping professionals and people working to address constructed systems of inequity, this book ultimately advocates for a more honest, contextualized, and egalitarian approach to reform - one that openly addresses both individual and systemic realities.

Having worked with "at-risk" students for over 20 years, author Liz Breaux knows "we cannot teach our students until we reach them." This book demonstrates how -- by providing typical situations, along with "What Works", followed by "What Doesn't Work".

Revealing higher education inclusive practice in action, this key title showcases a range of international case studies from a number of universities in order to highlight approaches to developing a culture of access and inclusion. It provides detailed information on how to transform institutional commitment to access and diversity into systemic change and the creation of a university for all. By deconstructing assumptions and practices and offering a range of inclusive techniques and case studies to challenge and enhance instruction, this book moves the conversation about inclusivity from a concept to a reality. It evokes and prompts solutions to everyday challenges experienced by those working in higher education and offers the reader a ringside seat to its application, implementation and unearthing inclusive practice gems which showcase inclusive practice at its best. Providing a whole-institution perspective of student access and inclusion, citing case studies and sharing real world experience, this book will appeal to academic leaders, faculty and professionals in higher education, as well as policy makers. In particular, those charged with addressing issues of access, diversity and inclusion in higher education will find this a vital read.

While resource provision is widely recognized as an essential element of successful inclusive education, this is the first time an entire book has been dedicated to the topic. In this volume leading experts address international perspectives on funding models, the role of resources, and the development of professionals for the implementation of effective inclusive education. Split into two parts, the first section of the book addresses funding challenges that have emerged following the implementation of an inclusive school system. The authors present a broad range of international perspectives on different funding models and collate evidence from a variety of countries. They also unearth a variety of perceptions regarding resourcing for successful implementation of inclusive education. In the second part of the book, the authors focus on international perspectives of teacher training and professional development for inclusive education, ranging from early childhood education to post-secondary teacher training. Providing critical information and empirical studies, valuable to all of those engaged in the endeavour of providing adequate resources to support inclusive education, this volume is of interest to education policy makers, school and system leaders, and economists.

* A comprehensive collection of 101 playground games to enliven and enrich playtime for children. * Brand new chapter on 'Clapping Games' * New Forward from Dr. Neil Hawkes (Values Based Education) * Companion website with downloads of key games and instructions.

This book provides practical tools for educators who work with disenchanted and disengaged youths. It offers clear, research-based, and explicit strategies for motivating, connecting, and intervening with these students. The practical wisdom in this book demonstrates what you can do to connect these students to their schools and to a promising future.

This book includes: - An explanation of the Government's inclusion/SEN strategy - Guidance on Departmental Policy - An explanation of SEN terminology - Advice on creating an inclusive environment - Choosing the right hardware and software - Helpful case studies highlighting different uses of computer packages - Meeting the needs of different learning styles and CD-ROM