The premier Tier 3 intervention for the Pyramid Model, Prevent-Teach-Reinforce for Young Children (PTR-YC) is a research-proven, family-centered approach used in preschool settings nationwide to resolve persistent challenging behaviors. Now this bestselling PTR-YC guidebook is in a thoughtfully revised second edition, with enhancements and additions informed by user feedback, the authors' training experiences, and new studies on the effectiveness of the model. Developed by top behavior experts, this practical, reader-friendly guidebook fully introduces the five steps of the PTR-YC model: 1) teaming and goal setting; 2) data collection; 3) functional behavioral assessment; 4) development and implementation of a behavior intervention plan; and 5) using data, arranging for generalization, and next steps. You'll get instructions for conducting all five steps, case examples from real-world experience, and the tools and assessment instruments you need to implement the steps effectively. Ideal for use in a wide range of early childhood settings-including preschools, Head Start, and child care programs-this accessible guide will help you strengthen every young child's social-emotional skills and address even the toughest behavior challenges. WHAT'S NEW: New chapter on classroom-wide procedures that help prevent challenging behavior. New chapter on interim solutions to extreme challenging behavior. Updates and revisions throughout based on feedback from users over the last 8 years. New evidence of the effectiveness of PTR-YC, demonstrated by a recent randomized controlled trial and single case experimental analyses. More on ensuring fidelity and sustainability, increasing the chances for long-term positive outcomes. Updated downloadable materials now online: checklists, rating scales, and a classroom practices assessment.

Teaching the Postsecondary Music Student with Disabilities provides valuable information and practical strategies for teaching the college music student. With rising numbers of students with disabilities in university music schools, professors are being asked to accommodate students in their studios, classes, and ensembles. Most professors have little training or experience in teaching students with disabilities. This book provides a resource for creating an inclusive music education for students who audition and enter music school. Teaching the Postsecondary Music Student with Disabilities covers all of the topics that all readers need to know including law, assistive technology, high-incidence and low-incidence disabilities, providing specific details on the disability and how it impacts the learning of the music student.

Using the principles of transformational leadership, IEP teams become effective tools to ensure student success and achievements. There is a difference of teams that are simply chaired and those that are lead. Teams with transformational leaders promote the best efforts of all participants including parents and students to effectively deliver special education services that meet real student outcomes. Using a step-by-step approach to developing the IEP, improving team function and producing Great IEPs, schools and districts can demonstrate special education effectiveness through success and achievement of students. Transformational Leadership provides the reader with a background of meaningful and purposeful leadership, and the building blocks of the learning organization. These concepts are applied to the values and the operation of the IEP team. Teams following these principals improve service delivery by full participation of all team members. Transformational leadership can improve student advancement, school improve, and district accountability.

Taking Care of Myself: A Hygiene, Puberty and Personal Curriculum For Young People With Autism is a much needed resource for the autism community so that children with disabilities can learn about personal safety in a nurturing environment. I am thankful for the curriculum presented in Taking Care of Myself: A Hygiene, Puberty and Personal Curriculum For Young People With Autism, as it helps me raise two boys on the Autistic Spectrum and make sure I do not miss anything in the process that they need to know and be aware of before someone else tells them about these issues.' - BellaOnline Reviews 'The social stories could save parents and teachers time having to write their own and reduce the stress load especially on parents in having to find the right words to address sensitive topics. Wrobel's stories are well written, using appropriate vocabulary and simple sentence structure. They are positive and affirmative; when used they will greatly reduce the anxieties experienced by young people when dealing with these sorts of issues. Both of us felt that the book would be useful for a very wide range of children and young people, not just those that fall within the Autistic Spectrum and would recommend its use in home, school and college contexts.' - Share an Idea Using a unique combination of social scripts and easy-to-understand activities, Taking Care of Myself provides accessible information on health, hygiene and personal safety issues for people with autism spectrum conditions or other developmental disabilities. Presented as seven distinct units, this new curriculum covers all aspects of day to day life paying particular attention to areas that may cause confusion or distress, including illness and visits to the doctors. The authors also offer advice on puberty, appropriate sexual behaviour and `stranger danger', making this a comprehensive manual for children and adolescents from the age of five upwards.

"The practical aspects of the book provide a wealth of ideas about how educators can make modifications and accommodations for individuals in their classrooms while fostering a positive and inclusive atmosphere." -Anne Beveridge, Coordinator of Primary Years Program Branksome Hall, Toronto, Canada "Provides background historical information, current trends, suggestions for novice teachers, and new ideas for experienced teachers." -Leslie Hitchens, Special Education Teacher Crossroads Elementary, St. Paul, MN Foster positive experiences by differentiating not only instruction but attitudes too! How we treat others often influences how individuals feel about themselves. This book illustrates how educators can effectively promote sensitive, inclusive classroom practices that maximize success for students with disabilities. Embracing Disabilities in the Classroom provides content-rich interdisciplinary lessons accompanied by behavioral, academic, and social interventions that capitalize on student strengths. Inclusion expert Toby J. Karten demonstrates the impact of literature, self-advocacy, role playing, and strategic interventions on students' growth and achievement. The numerous lessons, tables, rubrics, instructional guidelines, and charts help readers: Determine effective strategies for differentiating instruction for specific disabilities Modify lessons and curriculum appropriately in the content areas Encourage students to become active participants in learning Increase disability awareness and foster inclusive mind-sets in students, colleagues, and families This practical resource provides special education and general education teachers, principals, and teacher leaders with both effective instructional strategies for curriculum delivery and responsive approaches to promoting positive attitudes toward disabilities. Given appropriate support and an accepting environment, all students are able to achieve, thrive, and succeed in school and in life!

Teachers teaching skills for life students will find this book invaluable. It is packed full of everyday living costs and provides worksheets for students to practice calculating with money. It is ideal for special needs/ PRU students and is now in the second edition. The book comes with a cd of smartboard activities and worksheets for the teacher to use with children and young people. Dept store maths The book contents include: -what is the cost? -Discounts and special prices, -dept store vocabulary, -Go figure, -Can you buy any of these? -What is the total cost? Dept store employees, -Making Change, -What would you do? -Paying the Docket, -What item will you buy? -Comparing Costs. -Calculating Percentages, -How short are you? -Chart the items, -Chart the purchase, the regular price, -Your Savings, -Shopping for Christmas, -Our Shopping Spree, -Your own dept store, -Europe and the Euro, -Setting up Home -Product details Paperback: 44 pages Language: English ISBN 978-1842854532 Product Dimensions: 21 x 0.5 x 29.7 cm GBP24.99 EURO29.99

This volume addresses general and special education inclusion and how the education field has changed over time. The topic of inclusion has transformed over the years from when it was first introduced and as a result of legislation, new trends, and current research investigations. In addition, this topic can be somewhat controversial depending on the disability the child might have or those professionals involved in the process of instructing individuals with disabilities. Currently, there is no comprehensive resource that effectively covers these advances with the breath of topics as this volume. This volume will address the most current perspectives and issues related to general and special education inclusion and will be written by leaders in the field with particular expertise in this area. This volume will be an excellent resource for special educators, administrators, mental health clinicians, school counsellors, and psychologists. The layout of the volume will allow readers to follow general and special education inclusion in a very logical and thoughtful process from students with high incidence disabilities to those with low incidence disabilities.

Despite a proliferation of special education literature on racial minorities over the past three decades, research and writing on Arab American children with disabilities remain remarkably sparse. This book fills that gap by promoting culturally appropriate services for Arab American children with disabilities. Special education and service providers in the U.S.-including school psychologists, rehabilitation counselors, and social workers-are increasingly likely to work with Arab Americans with disabilities. By focusing on this marginalized minority population, Al Khatib provides much-needed context and direction for service providers and researchers working with the Arab American community. Offering an overview of special education and the rights guaranteed under the Individuals with Disabilities Education Act (IDEA), this book also helps Arab American families understand the special education process and advocate for their children.

Thoroughly updated to reflect the challenges of diversity in today's schools, this new edition of Achievement and Inclusion in Schools shows how high levels of inclusion can be entirely compatible with high levels of achievement and that combining the two is not only possible but also essential if all students are to have the opportunity to participate fully in education. Each chapter has been fully revised to reflect an understanding of inclusion as being concerned with the learning and participation of everyone in a changing education policy context. Based on new case study research, this edition sets out to answer the following questions: Are there strategies which can raise the achievement of all students, while safeguarding the inclusion of others who are more vulnerable? How can schools ensure high levels of inclusion as well as high levels of achievement for everyone? How might research into these matters be carried out? With new case studies in this second edition that reflect the devolution of education policy in the four countries of the UK, this book addresses concerns about how schools can respond to differences between learners without marginalising some of them. It offers guidance to practitioners as well as those undertaking research on this important topic.

Identifying Special Needs provides expert guidance to recognising and categorising the specific characteristics of a range of special needs. Drawing on her experience as an educational psychologist and special education teacher, Glynis Hannell provides easy-to-use checklists to help teachers quickly and accurately gather information to determine whether individual students need specialised attention and services, and guidelines on how to provide this help. This unique book offers diagnostic criteria and supporting notes for a wide range of special educational needs, including autism spectrum disorders, communication disorders, social and emotional issues, cognitive disabilities and specific learning disorders. Relevant to both primary and secondary school students, all checklists can be photocopied for ease of use and downloaded from the companion website. This fully revised third edition includes additional information on guiding conversations with parents, children and colleagues, as well as advice to parents on how to select outside professionals. The practical checklists and resources help teachers and educational professionals to: Identify and understand special needs screen any student for possible special needs; understand the causes and characteristics of various types of special needs; link classroom observations to diagnostic criteria used by specialists. Profile individual differences create accurate and comprehensive profiles for individual students, including positive characteristics; record each student's unique pattern of development within a special needs 'label'. Work together with colleagues and parents quickly record important information and avoid writing time-consuming reports; request and prepare for further assessment and intervention; coordinate information from several teachers or professionals; involve parents in observing and discussing their child's pattern of strengths and challenges; plan effective, inclusive intervention in the classroom setting; follow up with recommended further reading, websites and professional references. Based on internationally accepted diagnostic criteria, and relevant for educational professionals worldwide, this is an essential book for teachers, psychologists and other specialists to ensure that the children and adolescents in their care receive the support they need to succeed.

Digital Technology is becoming ever more used by people with learning disabilities for information, entertainment and to enjoy self-expression. Despite this, there is a paucity of research into how this cohort negotiate electronic interfaces, interpret images, navigate pages and read online; what barriers there might be, and how these could be obviated. This book explores these issues, establishing how these and other factors facilitate or inhibit information access and behaviour more generally. There are plenty of guidelines and accessibility standards regarding electronic information presentation, but most are outdated or have been formulated without empirical evidence. Unlike prior literature this book is the result of many years's research in the field, considers specific information contexts, and develops new concepts in information behaviour. It is written in non-technical, jargon-free language, relevant for academics, students and professionals; from human-computer interaction researchers, learning disability specialists and information scientists to formal and informal carers and supporters, college tutors, family members and others.

This fully revised new edition provides advice on the identification, assessment and support of bilingual learners and assists practitioners in identifying the difference between literacy difficulties due to bilingualism or multilingualism and dyslexia. An essential text for staff development, it includes innovative approaches in technology and teaching programmes beneficial to multilingual learners and advice on learning additional languages. With contributions from experts from across the globe, this book will provide guidance on key themes, including: the assessment of multilingual learners the impact of dyslexia on bilingualism the literacy challenges facing learners from Indigenous cultures the role of the SENCO in identifying children with English as an additional language and Dyslexia the emotional needs of learners with bi/multilingualism and Dyslexia This book will provide guidance to anyone involved in literacy development and language learning. With the increase in international schools around the globe and the ever growing desire for parents to ensure that their children become proficient in English, this book will appeal to teachers, teaching assistants, specialists, and all other practitioners who work with bi/multilingual children.

Disability is a widespread phenomenon, indeed a potentially universal one as life expectancies rise. Within the academic world, it has relevance for all disciplines yet is often dismissed as a niche market or someone else's domain. This collection explores how academic avoidance of disability studies and disability theory is indicative of social prejudice and highlights, conversely, how the academy can and does engage with disability studies. This innovative book brings together work in the humanities and the social sciences, and draws on the riches of cultural diversity to challenge institutional and disciplinary avoidance. Divided into three parts, the first looks at how educational institutions and systems implicitly uphold double standards, which can result in negative experiences for staff and students who are disabled. The second part explores how disability studies informs and improves a number of academic disciplines, from social work to performance arts. The final part shows how more diverse cultural engagement offers a way forward for the academy, demonstrating ways in which we can make more explicit the interdisciplinary significance of disability studies - and, by extension, disability theory, activism, experience, and culture. Disability, Avoidance and the Academy: Challenging Resistance will interest students and scholars of disability studies, education studies and cultural studies.

Wittgenstein is not generally thought of as a philosopher of education, yet his views on how we think, learn and teach have the potential to contribute significantly to our contemporary understanding of pedagogy. Wittgenstein himself was a lifelong learner whose method consisted of thinking intensely about a wide range of topics, including not only the philosophy of language, logic and mathematics but also architecture, music, ethics, religion, culture and psychoanalysis. He then shared his observations and conclusions with his students as a way of teaching them how to think and learn for themselves, and his personification of the learner-teacher deeply impressed those who witnessed his pedagogical performances during his 'lectures'. This study presents a detailed exploration of Wittgenstein's legacy as an educationalist, now accessible to us through the extensive published collections of his thoughts on the subject.

"I believe those of us with Asperger's are here for a reason, and we have much to offer. This book will help you bring out those gifts."
In his bestselling memoir, "Look Me in the Eye," John Elder Robison described growing up with Asperger's syndrome at a time when the diagnosis didn't exist. He was intelligent but socially isolated; his talents won him jobs with toy makers and rock bands but did little to endear him to authority figures and classmates, who were put off by his inclination to blurt out non sequiturs and avoid eye contact.
By the time he was diagnosed at age forty, John had already developed a myriad of coping strategies that helped him achieve a seemingly normal, even highly successful, life. In "Be Different," Robison shares a new batch of endearing stories
about his childhood, adolescence, and young adult years, giving the reader a rare window into the Aspergian mind.
In each story, he offers practical advice--for Aspergians and indeed for anyone who feels "different"--on how to improve the weak communication and social skills that keep so many people from taking full advantage of their often remarkable gifts. With his trademark honesty and unapologetic eccentricity, Robison addresses questions like:
- How to read others and follow their behaviors when in uncertain social situations
- Why manners matter
- How to harness your powers of concentration to master difficult skills
- How to deal with bullies
- When to make an effort to fit in, and when to embrace eccentricity
- How to identify special gifts and use them to your advantage
Every person, Aspergian or not, has something unique to offer the world, and every person has the capacity to create strong, loving bonds with their friends and family. "Be Different" will help readers and those they love find their path to success.

If you want to know how to carry out your duties as a SENCO effectively, then this is the book for you! This straightforward and practical guide will give you confidence in the development and improvement of SEND provision in your school, so that you can survive, thrive and flourish in your role. Throughout the book you will find a number of helpful features, tools and resources, either for your own use or for use in professional development with other staff, including: * reflective activities to help you evaluate SEND policy and practice in your school * activities for discussion with other staff members in your school or college * checklists of effective inclusion practices as tools for 'learning walks' or staff professional development * audit tools to help you assess the quality of your school's SEND provision * examples of completed policy documents * observation tools for class groups and individual students * templates for assessing difficult behaviour and planning for improvement Whether you are new and in training or a more experienced SENCO, this is an essential resource that helps you get to grips with the role of the SENCO in line with the latest statutory guidance. It is particularly suitable for students and providers of the National Award for SEN Co-ordination as the book comprehensively covers the learning outcomes for the Award.

Neoliberal capitalism has paved the way to educational catastrophe. It has also opened paths for politically productive and transformative forms of localized resistance(s). This book examines the perilous catastrophe before us, and the possibility that we can reclaim our rights as citizens and redefine democracy as a process for global good rather than a euphemism for our collective enslavement to global markets, which annihilate our souls. The authors analyze the "crisis" in U.S. urban education through visceral narratives of social control while resisting the tendency to make the United States the epicenter of educational "reform" analysis. They explore neoliberal capitalism and processes of racialization as interdependent. The neoliberalization of education is having disproportionate negative implications for communities of color. More profoundly, neoliberal ideology is reworking processes of racialization and the way race is inscribed in discourse and bodies. The book is optimistic in sharing what might be done to inspire the mass withdrawal of consent not only to regressive regimes of high-stakes standardized testing, but to the entire edifice of neoliberal imperialism.

Special Educational Needs and Disabilities in Schools is an essential resource designed to support you during and beyond your teaching training to understand, assess and address special and/or additional educational needs and disabilities (SEND). In addition to the expected updates throughout to the latest research and legislation, new developments include: - expanded discussions of key topics such as bullying, social, emotional and mental health - detailed coverage of planning for transition across the age ranges - suggestions of hardware and software for day-to-day use and use in exam conditions - increased focus on the importance of positive and supportive relationships Drawing on her wealth of experience, close contact with schools, families and students as well as relevant research, Janice Wearmouth explores a wide range of approaches to assess and address the most common forms of SEND. These include difficulties in communication and cognition, behavioural concerns related to social, emotional and mental health, sensory and/or physical needs, and literacy and numeracy difficulties. The author uses key questions to introduce each chapter, and reflective activities to encourage you to consider your own practice to ensure that all young people reach their potential. She illustrates policy and provision for SEND in a highly authentic and engaging way with a range of exemplars, vignettes and personal accounts of young people's and families' experiences within the field, and provides a wealth of additional resources on the companion website.

Mathematics plays an important part in every person's life, so why isn't everyone good at it? The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties brings together commissioned pieces by a range of hand-picked influential, international authors from a variety of disciplines, all of whom share a high public profile. More than fifty experts write about mathematics learning difficulties and disabilities from a range of perspectives and answer questions such as: What are mathematics learning difficulties and disabilities? What are the key skills and concepts for learning mathematics? How will IT help, now and in the future? What is the role of language and vocabulary? How should we teach mathematics? By posing notoriously difficult questions such as these and studying the answers The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties is the authoritative volume and is essential reading for academics in the field of mathematics. It is an incredibly important contribution to the study of dyscalculia and mathematical difficulties in children and young adults.

'Using the ideas presented in this book make teaching and learning more personalized and exciting for both teachers and their students. This book provides a breath of fresh air for the teaching profession!' - Carole S. Campbell, Educator Higher Ground Educational Consulting 'This book is chock full of great examples and classroom applications, providing specific guidance and clear-headed advice' - Nancy H. McDonough, Second-Grade Teacher, Walter Stillman School, Tenafly, NJ Meet the highly diverse needs of primary students with these differentiated teaching strategies! Every student who walks through the classroom door brings special gifts to the learning table. Differentiating for the Young Child helps primary teachers value and support the unique experiences and learning styles of diverse young learners. Joan Franklin Smutny and S.E. von Fremd offer strategies and methods for promoting creative thinking and intellectual discovery across key discipline areas. They also tackle issues relating to undeserved students and discuss differentiated technology use. Revised to make differentiated learning easier, this second edition: - Includes new charts with high- to low-preparation strategies for differentiating lessons in maths, science, social studies, and language arts - Presents new focus questions to help teachers clarify their own priorities and target student needs efficiently - Offers Web sites for further reference Because the primary grades influence all the years that follow, this resource helps early childhood and primary teachers use creative, differentiated teaching strategies to meet the individual learning needs of all young children and encourage their future academic success.

"With great pleasure, I accompanied Bonnie Davis on her learning journey to better understand the plight and perspective of biracial and multiracial students. Once again, she has enriched my understanding of the powerful intersection of race and schooling. Educators of all races will benefit from the personal narratives, prompts for self-examination, and provocative research she has compiled." -Glenn Singleton, Founder and President, Pacific Educational Group, Inc. Author, Courageous Conversations About Race What does it mean to be "in between"? As more biracial and multiracial students enter the classroom, educators have begun to critically examine the concept of race. Through compelling student and teacher narratives, best-selling author Bonnie M. Davis gives voice to a frequently mislabeled and misunderstood segment of the population. Filled with research-based instructional strategies and reflective questions, the book supports readers in examining: The meaning of race, difference, and ethnicity How mixed-identity students develop racial identities How to adjust instruction to demonstrate cultural proficiency Complex questions to help deepen understanding of bi- and multiracial experiences, white privilege, and the history of race in the U.S. This sensitively written yet practical guide fills a gap in the professional literature by examining the experiences of biracial/multiracial students in the context of today's classrooms. The author calls upon readers to take a transformational journey toward racial literacy and, ultimately, become empowered by a real understanding of what it means to be biracial or multiracial and enable all students to experience increased self-confidence and believe in their ability to succeed.

Understanding and Responding to the Experience of Disability informs readers about current understandings of disability and ways of recognizing the needs that arise from the lived experience of impairment in schools. While most schools have clear procedures in place with respect to identifying children with special educational needs, the same is not true for disability. Moreover, research suggests that many schools have restricted understanding of this distinction, often equating disability to children with SEN and children with health conditions, thereby failing to recognize the pivotal role of impact. In this insightful text, Jill Porter argues that disability needs to be understood within the setting in which it is experienced, thereby recognizing that it is not a fixed attributable label, but one that is cultural, contextual and fluid. By providing a theoretical basis for understandings of disability around notions of impairment, experience and impact, the book combines three key components: a conceptual understanding of disability - to provide a clear value driven framework for professional responses; an empirical illustration of the development of materials to support an understanding of why the process of disability data collection cannot simply be reduced to two questions on a form; embedded illustrative case study material to provide exemplars of how the materials can be contextualized and used to make adjustments to enhance the participation of all children.

Developed in conjunction with teachers, The Secondary Behaviour Cookbook provides highly effective, practical strategies for responding to and resolving behavioural issues in secondary schools. Consisting of over fifty 'recipes', the book's unique format enables teachers and practitioners to quickly and easily access information and advice on dealing with specific behaviours. Each 'recipe' details strategies and interventions for immediate application in the classroom setting, considers possible causes of the given behaviour, and offers helpful approaches for responding to young people's needs in the longer term. From disorganization and lateness, to attention-seeking and destructive behaviours, bullying, anxiety and depression, the book's sections cover a broad spectrum of behaviours falling within six broad categories: Getting Things Done: supporting positive student engagement and achievement Dealing with Disruption: increasing motivation and skills to facilitate learning Social Interactions: resolving problematic situations that occur between pupils. Coping with Conflict: addressing conflict in and out of the classroom, including aspects of bullying and discrimination Emotional Distress: understanding distress and developing coping strategies Behaviours of Special Concern: recognising behaviours associated with autism, trauma, abuse or poor mental wellbeing. Underpinned by positive psychology, and emphasising the importance of constructive relationships, communication, inclusion, wellbeing and resilience, this is an indispensable resource for secondary school teachers and educators, behaviour support consultants, SENDCOs and educational psychologists.

I know there is something wrong, but what? How do I know if outside help for this child is needed? How do I tell parents that their child could have a learning difficulty? These are questions that most nursery workers will have to face during their careers, and questions which this new edition of Identifying Additional Learning Needs sets out to answer. Based on the experiences of real children and typical situations in early years settings, this book will be an invaluable companion for early years practitioners who care for and educate young children with additional learning needs. Attention Deficit Disorder, dyspraxia, dyslexia and autism are some of the difficulties explained in depth, with detailed suggestions to help support children with these special needs. Chapters in this fully revised new edition: explore the process of early identification; show how to make inclusion a reality in the nursery; tackle the complex issue of dealing with parents; discuss techniques for skilled and informed observation and assessment. Include developmental charts to allow a child's progress to be monitored and celebrated. Each chapter has an explanation section supported by a set of practical strategies to support both the child and the practitioner. Throughout this lively and informative book, Christine Macintyre uses case studies to highlight the importance of listening to young children and shows how making time for listening is vital to providing exactly the right level of help and support.