Welcome to Loot.co.za!
Sign in / Register |Wishlists & Gift Vouchers |Help | Advanced search
|
Your cart is empty |
|||
Books > Social sciences > Education > Teaching of specific groups > General
'A clear, helpful and refreshingly honest book which explains SEND from top to bottom. I would highly recommend this book' - Kim Griffin, Occupational Therapist, GriffinOT, @Griffin_OT This book is designed to give every Early Years practitioner the confidence to support children with special educational needs and disabilities. It covers how to define SEND and use inclusive language, how to build and implement inclusion policies and communicate these to parents and carers, how to prepare for transition, and much more. With a whole-team approach and commitment from both practitioners and key persons as well as SENDCos, Kerry Murphy strongly believes we have the potential to create truly inclusive Early Years settings. A Guide to SEND in the Early Years dispels common myths around SEND and offers clear, concise and practical ways to translate theory into practice, overcome challenges and support children with SEND. Written by an experienced Early Years consultant and inclusion specialist, there are tried-and-tested tips, case studies, activities and reflective questions. Focussing on the importance of teamwork and sharing responsibilities, this book is perfect for any Early Years practitioner looking to improve their understanding of SEND and develop their teaching with every child in mind.
Stories that explain is a one-stop support guide to helping children understand social situations through stories. This practical book is packed full of support, advice and tips for teachers, teaching assistants, SENCos and parents to help support children in gaining a better understanding of common primary school experiences that can cause misunderstanding or stress. This resource provides a concise explanation of the use of stories, why they are important, and advice on how to write/edit stories, including tips on how to present them. The accompanying CD includes a comprehensive and editable bank of stories to share with children to aid their understanding of social situations.
The Big Book of Blob Feelings uses questions linked to specially selected, photocopiable pictures to help you explore feelings with those who struggle to communicate about their emotions. Tried, tested and loved internationally, this inspirational resource includes a wealth of material around: Blob Theory - the feelosophy, our open-question approach and the importance of allowing people to express their choices freely; Emotions - every day we all experience a wide range of feelings, a broad selection of which have been illustrated to kick-start discussions; Developmental issues - the objective of each of the sheets is to see people of all ages grow in their awareness of who they are, their uniqueness, and how they can develop those gifts further as they share with others. Each picture is accompanied by ideas and questions to kick-start class, group or one-to-one discussion so that everything in the book is relevant to your needs in your setting. The complete book is also included electronically on the accompanying downloadable resources so that you can print and re-use resources as often as you need to. The perfect companion to this book is The Big Book of Blob Feelings 2, which provides a huge range of new material while following the same structure and approach.
A gifted education Legacy Award winner, Take Control of Asperger's Syndrome: The Official Strategy Guide for Teens With Asperger's Syndrome and Nonverbal Learning Disorder is a unique handbook for kids and teens on living successful lives with these disorders by taking control of their strengths to overcome their weaknesses. Drawing on their experiences as parents and teachers of students with Asperger's syndrome (AS) and Nonverbal Learning Disorder (NLD), the authors provide tips on understanding the disorders, living with the symptoms, succeeding in school, completing homework, talking to others about strengths and needs, making friends and socializing, and using technology to connect with other kids and teens with these disorders. By interviewing dozens of kids and teens who live with AS and NLD, the authors include ideas, information, and advice for students, by students just like them. This handy guidebook is sure to help any child or teen with AS or NLD navigate life's challenges with successful outcomes. Named one of the Pennsylvania State Librarians Assoication's Young Adult Top Forty nonfiction books of 2010. Ages 10-16
• Every teacher will meet learners with dyscalculia or maths learning difficulties in their classroom • Teachers’ understanding of dyscalculia will lead to a more positive outcome for all their learners. • This book gives pragmatic information in an accessible format that can help teachers in supporting pupils with dyscalculia and difficulties in learning maths. • Some suggestions for immediate impact and ideas for more detailed interventions and departmental policies that can also help support these learners. • The strategies will improve learning for many pupils who have not been identified with maths learning difficulties or dyscalculia.
Disability Studies and the Inclusive Classroom integrates knowledge and practice from the fields of disability studies and special education to provide readers with a comprehensive understanding of inclusive education. Now in its third edition, this critical volume has been revised and updated to include expanded discussion of disability models and contemporary perspectives on disability. Each chapter features a dilemma to capture the complexities of the field of educational practice to inspire critical thinking and contemplation of inclusive education.
* Classic best-seller from one of the UK's leading SEND authors * Comprehensive but very concise and accessible coverage of the area. * The new updates make this book more relevant than ever the ever-changing landscape of special educational/additional learning/additional support needs. * Provides a unique critique of current legislation
A selection of essays from leading educationalists and school leaders with a track record of improving outcomes for children and young people with additional needs, highlighting the significant role that school leaders play in shaping effective practice in SEND. Based on the SEND Review Guide, a national self-evaluation framework part-funded by the DfE and authored by David Bartram and Vijita Patel, downloaded by over 3000 schools, the book is divided into eight sections: Leadership; Teaching and Learning; Working with Pupils and Parents; Identification and Assessment; Monitoring and Tracking; Efficient Use of Resources; Developing Provision; Improving OutcomesEach section includes 3-4 essays. The opening essays offer a broad national perspective on the focus area, authored by a leading educationalist. The following essays, authored by school leaders from a range of educational settings including secondary, primary and special schools, highlight practical examples of how they have improved outcomes for this group of pupils, often in particularly challenging contexts. There will be a strong focus on impact of the approach.
As more and more South African parents look at the option of their children with disabilities attending mainstream schools, many questions are raised: Mainstream or special shool? What is involved in each of these choices? What are the expected outcomes for the child as an individual? Why are there special schools? Will the school I choose provide for my child's needs?;This guide examines these issues and helps to find answers to commonly asked questions about inclusion. Terminology is explained and new legislation with its implications is examined. Parents, children and teachers share their stories and experiences in the hope that others will have more information to make the choices that are appropriate for them.
Adopting a UDL attitude within Academia bridges the gap between the theory and practice of UDL (Universal Design for Learning). It guides the reader through the origins of the development of UDL as an innovative way of thinking about inclusion and the evolution of this theory into practice, as it explores UDL and its relevance beyond the classroom. Including reader-friendly descriptions and case studies supplemented with international research, this book allows the reader to think and see through a UDL lens, ultimately emphasising their part in the inclusion agenda. From the outset this book shares the attitude necessary to promote UDL and inclusion across higher education and addresses some of the most common questions: Is this a scientific theory or just a new practice, and why is it important? How can I be more inclusive in my current practice? Is it sustainable and how do I ensure I'm implementing it correctly? The book will have a broad appeal and is essential reading for anyone looking to understand and implement UDL across their learning environment - be it a university or any higher education institution.
Putting Critical Language Pedagogy into Practice explores the practice of language teaching through the lens of critical pedagogy, reflexivity, and the importance of reflexivity for teacher development. It also shows how these reflexive practices can contribute to more inclusivity and decolonization of the curriculum. A range of experts argue persuasively for epistemological reflexivity in practice and demonstrate how to implement this critical thinking into daily instructional practice. Each chapter is structured around three themes in order to help readers connect challenging theoretical ideas into day to day teaching practice: Reflection - The author's story and issue of concern Epistemic Reflexivity - personal epistemologies reflecting on the social conditions influencing the theory underpinning that author's practices Resolved action - how the epistemic reflexivity leads to purposeful decision-making enacted in classroom contexts. Original, thoughtful and challenging, this text is fascinating and instructional reading for language education advanced students, researchers and practitioners.
• Content fully updated to reflect new SEND Review. • Fresh analysis of evidence-based intervention programmes and the replacement of school case studies with new ones. • Greater emphasis on what high quality inclusive classroom teaching and school/classroom environments look like. • Addition of key takeaways at end of each chapter, and suggestions on how SLT and governors can support the SENCO in implementing the ideas . • Jean Gross is a national expert on special needs, formerly holding the role of England’s Communication Champion for children and has had widespread exposure in the media.
Karl Koenig, the founder of Camphill, was a prolific lecturer and writer on a wide range of subjects from anthroposophy and Christology through social questions and curative education to science and history. The Karl Koenig Archive are working on a programme of publishing these works over the coming years. This is the fourth book to be published in the series. In this remarkable collection of Karl Koenig's letters and essays, Koenig considers and discusses the fundamentals of special needs education. He shows that there are three core aspects to a successful holistic education and healing approach: firstly, a positive social environment, which in the context of Camphill is achieved through small family units of carers and children; secondly, that carers' work is based on an insightful understanding of the nature and potential of each individual child and disability; and thirdly that medical treatment is imbued with courage to keep believing that the impossible is possible.
The SENCO Survival Guide, Third Edition is an informative, accessible resource containing practical advice to help SENCOs manage their responsibilities and lead their school effectively towards a common goal. The book sets out a whole school approach to inclusion and supports SENCOs in mainstream or special schools at every key stage. This fully revised new edition features: a focus on high quality teaching, with ideas for classroom practice to include and engage all children and young people an introduction to SEN support and education, health and care plans, based on the Code of Practice graduated response strategies to break the cycle of SEND low achievement and guidance on how to create a SEND-friendly environment advice on the role of the modern SENCO, including assessment, provision mapping, preparing for OFSTED, disability discrimination and equality advice on training, managing and deploying teaching assistants effectively strategies to improve 'pupil voice' and independence ways in which the enhanced role of parents can be harnessed in order to achieve maximum success for learners with SEND conclusions from the author's new 'field research' in mainstream, special and Post-16 settings This resource gives SENCOs the confidence, skills and knowledge to promote maximum achievement for learners with SEND and will help them develop and shape their schools' policies and practices. It will also be of use to other members of staff looking for practical strategies to raise the attainment of pupils with SEN and disabilities.
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.
A third of all children in our schools are from racially minoritised backgrounds. Yet the data on attainment, exclusion, progression and representation indicates that our education system is structurally racist. Unity in Diversity explores the unconscious biases at play in our schools and demonstrates how educators can address this by improving representation in the curriculum, staffroom and on the governing/trust board. Drawing on case studies from leaders, this book demonstrates what schools are already doing to create an impactful anti-racist ethos and how these strategies may be applied in practice. Written by an experienced headteacher who has supported a diverse range of schools in improving their race equity, each chapter addresses a different aspect of race inequality and provides practical strategies for overcoming it. This book empowers readers: To acknowledge that systemic race inequality exists in schools and that this necessitates an anti-racist approach To become comfortable talking about race and to create safe spaces for staff and students to engage in discussions about race To address unconscious biases and white fragility and to examine the inequality and underrepresentation of ethnic groups To audit all aspects of educational provision to determine what needs to change and to action and implement this change with lasting impact Schools and teachers can play a major role in eliminating systemic racism in society. This book is an essential read for any teacher, leader, governor or trustee who is restless to address race inequity in our education system, creating a more equal and represented school community.
Start signing with your baby today! This comprehensive book makes signing easy with photos of real kids using 100+ signs, plus expert advice on teaching your baby to communicate early. In Baby Sign Language, Mary Smith-ASL interpreter and founder of popular sign language education business Sign 'n Grow-shares everything you need for learning how to sign with your 0-3-year-old. Maybe you've seen it online or remember a friend and their baby signing MILK or MORE. No matter why you're interested, what you've heard is true: signing is one of the best ways to kickstart communication. When your baby can sign, they'll get frustrated less-and you will be able to bond more closely. At the heart of the book are a broad array of photographed signs that are easy to understand thanks to the real kids signing them. You'll find everything your baby wants to tell you, including: Mealtime Signs: Milk, Food, More, All Done, Drink, Water, Please, Thank You, Yes, No, Hungry, Thirsty Daytime Signs: Help, Open, Up, Pacifier, Light, Bath, Diaper, Blanket, Bed, Sleep, Morning, Night, Potty, Poop, and A Variety of Clothing Signs Playtime Signs: Again, Read, Book, Play, Toy, Dance, Music, Ball, Try, Friend, Take Turns, Gentle, Dog, Cat Family Signs: Love, Mommy, Daddy, Baby, Sister, Brother, Grandma, Grandpa, How Baby Feels Signs: Feel, Happy, Silly, Sad, Angry, Scared, Frustrated, Sleepy, Hurt Outdoors Signs: House, Walk, Outside, Playground, Grass, Tree, Car, Airplane, Sun, Moon, Stars, Rain, Snow ...And many more! With songs, stories, and games to encourage learning, and insider tips to boost your baby's language development, this is truly an all-in-one guide for helping your baby tell you their wants and needs before they start to talk.
- disadvantaged white boys are the lowest achieving of any main ethnic group in our school system, with girls also struggling - even the best schools have struggled to close the attainment gap for this group - there is increasing evidence from research about what works, clearly summarised here in an accessible way - the school case studies bring research to life, showing what can be achieved with creativity, commitment and persistence
This second edition of Trauma-Informed Practices for Early Childhood Educators continues to guide childcare providers and early educators working with infants, toddlers, pre-schoolers, and early elementary-aged children to understand trauma as well as its impact on young children's brains, behavior, learning, and development. The book covers a range of trauma-responsive teaching and family engagement strategies that readers can use to create strength-based environments that support children's health, healing, and resiliency. Updates include a greater emphasis on resilience and collaborating with mental health specialists, a new chapter on developing children's sensory literacy and additional case studies to use in workshops or professional development. Supervisors and coaches will learn a range of powerful trauma-responsive practices that they can use to support workforce development and enhance their quality improvement initiatives.
Promoting Equitable Access to Education for Children and Young People with Vision Impairment offers a suitable vocabulary and developmental route map to examine the changing influences on promoting equitable access to education for learners with vision impairment in different contexts and settings, throughout a given educational pathway. Bringing together a wide range of perspectives, this book argues that inclusive educational systems and teaching approaches should focus upon promoting and sustaining a balanced curriculum. It provides an analysis of how a suitable curriculum balance can be promoted and sustained through the stages of a given educational pathway to ensure equitable access and progression for all learners with vision impairment. The authors draw on the United Kingdom as a country study to illustrate the complex ecosystem within which learners with vision impairment are educated. Structured around a framework which provides a conceptually coherent and practical balance between universal and specialist approaches, this book is a relevant read for educators, academics, and researchers involved in vision impairment education as well as officials in government and non-government organisations engaged in developing education policy relating to inclusive education and disability.
* Investigates new findings on the predictive brain and what these insights mean for autism and current interventions. * The book has already sold over 2000 copies within 7 months of publishing in Dutch * Peter Vermeulen has established himself as an expert in autism writing, his last books selling thousands of copies and being translated into 10 languages and 5 languages each.
Collaborative teaching, or co-teaching, is a powerful way to support the learning of students with diverse learning needs. But how do you know when you're doing it right? And if you're not, what can you do about that? Authors Wendy W. Murawski and Wendy W. Lochner introduce the Collaborative Teaching Improvement Model of Excellence (CTIME), a continuous improvement model that embraces personalized professional learning to ensure that teachers meet the core competencies for co-teaching without burning out along the way. Incorporating a systematic application of collaborative groups, data analysis, microteaching, feedback, and collegial support, CTIME is the culmination of the best research in the field. As Murawski and Lochner walk you through their data-driven, no-fail model of co-teaching, you'll learn about: The CTIME process and how it works. Co-teaching core competencies measured schoolwide and at the classroom level. Assessment of progress toward mastery. Co-teaching action plans. Professional learning communities and schoolwide improvement. Co-teaching facilitation, feedback, and reflection. Offering a practical approach to achieving mastery of the co-teaching core competencies, this book provides dozens of strategies, resources, and templates that can be used by district-level administrators, principals, and co-teaching teams. If you're ready to examine your co-teaching practices to make sure you're achieving the best possible outcomes for your students, then Beyond Co-Teaching Basics is for you.
How can you design more inclusive learning experiences and environments? How can you overcome some of the challenges of designing and implementing more inclusive learning? Readers will find the answers to these questions and much more in this dynamic new text. Asserting that good teaching is inclusive teaching, it demonstrates how university modules and courses can be designed so that each student, regardless of their complex diversity, is valued equally. Drawing from the contributions of over 80 experts and colleagues alongside her own extensive experience, Rossi explores how to embed inclusivity at the point of course design and how to set up, run, assess and evaluate inclusive learning environments and experiences. Following a unique 'roots to shoots' journey through an inclusive learning design tree, chapters focus on 5 dimensions: Values Context Content Assessment Evaluation An accessible and practical guide for higher education course design, this book is a must read for higher education educators looking to be more inclusive in the way they design and offer learning experiences. For further reading, please visit inclusivelearningdesign.com where you'll find extended contributor bios, more case studies, key concepts and background, an 'inclusive learning design' checklist and glossary. |
You may like...
A Teacher's Guide to Special Education…
David F. Bateman, Jenifer L Cline
Paperback
The Effective Teaching Assistant - A…
Abigail Gray, Melanie Wright
Paperback
R720
Discovery Miles 7 200
Co-Teaching Do's, Don'ts, and Do Betters
Toby J Karten, Wendy W. Murawski
Paperback
Teaching and Learning to Unlock Social…
Sonia Blandford, Stefan Burkey
Paperback
R859
Discovery Miles 8 590
Relationship, Responsibility, and…
Kristin Van Marter Souers, Pete Hall
Paperback
Teaching Mathematics in the Foundation…
C. Meier, M Naude
Paperback
(1)
|