School-Based Behavioral Intervention Case Studies translates principles of behavior into best practices for school psychologists, teachers, and other educational professionals, both in training and in practice. Using detailed case studies illustrating evidence-based interventions, each chapter describes all the necessary elements of effective behavior intervention plans including rich descriptions of target behaviors, detailed intervention protocols, data collection and analysis methods, and tips for ensuring social acceptability and treatment integrity. Addressing a wide array of common behavior problems, this unique and invaluable resource offers real-world examples of intervention and assessment strategies.

Every learner and every teacher have a unique blend of personal characteristics and background factors that change with time and context, and affect the experience of living and developing. Traditionally, the education of learners with disabilities focused on the nature of specific conditions in an attempt to alleviate barriers to learning. The impairment, and not the impact thereof on participation at school or at home, was emphasised. A more contemporary view is to focus on the strengths, attitudes and abilities of children within meaningful contexts. Believe that all can achieve addresses inclusion as the foundation for education in an attempt to celebrate diversity in the classroom, to capitalise on the strengths each learner brings to the learning-teaching dyad, and to welcome every family member as part of the broader classroom community. Believe that all can achieve embraces the core values of the South African Constitution - freedom, dignity and equality. It shares best practice, evidence-based techniques and strategies in an effort to build a deeper understanding of the core challenges and possible solutions. Narratives, case studies, screening checklists, engaging illustrations and examples provided in the book enable the teacher to translate theory into actuality in the classroom. The chapters on challenging behaviours; intellectual, learning, physical and sensory disabilities; autistic spectrum disorders, and medical conditions add a wealth of information and a ready reference. Believe that all can achieve is aimed at students and teachers in the field of inclusive education. Seeing children with disabilities at work has taught me that there are many things they do that I thought they could not do. From this experience I now know that I would have no problem employing a person who is mentally or physically challenged. I ask God to help all of us have a better understanding and to see them as normal. I also ask that inclusion becomes part of many schools because I truly believe we can all benefit from inclusion.

This volume in "The SAGE Reference Series on Disability" explores education issues for people with disabilities and is one of eight volumes in the cross-disciplinary and issues-based series, which examines topics central to the lives of individuals with disabilities and their families. With a balance of history, theory, research, and application, specialists set out the findings and implications of research and practice for others whose current or future work involves the care and/or study of those with disabilities, as well as for the disabled themselves. The concise, engaging presentational style emphasizes accessibility. Taken individually, each volume sets out the fundamentals of the topic it addresses, accompanied by compiled data and statistics, recommended further readings, a guide to organizations and associations, and other annotated resources, thus providing the ideal introductory platform and gateway for further study. Taken together, the series represents both a survey of major disability issues and a guide to new directions and trends and contemporary resources in the field as a whole.

No matter what you teach, there is a 100 Ideas title for you! The 100 Ideas series offers teachers practical, easy-to-implement strategies and activities for the classroom. Each author is an expert in their field and is passionate about sharing best practice with their peers. Each title includes at least ten additional extra-creative Bonus Ideas that won't fail to inspire and engage all learners. It's not unusual to find children in your class who are falling behind their peers, either academically or socially, but it can be difficult to understand exactly why this is happening and what to do about it. This book provides tried-and-tested interventions so that you can determine the specific needs of each child and help them overcome whatever issues they might be facing. This book is the perfect dip-in-and-out solution to help teachers plan interventions to support the vast range of difficulties children in their class may be grappling with. Stephen Lockyer includes ideas for number and letter transposition, odd and even skills, patterning, sequencing, reading, handwriting, motor skills, teamwork, behaviour, and much more besides! Offering a mixture of one-to-one interventions and small-group work, this is the ultimate resource for planning and undertaking primary school interventions and to help pupils catch up with learning.

First published in 1982. After the economic crises of the late seventies and early eighties, remedial education was affected particularly badly. Due to lack of funding, a child had to be labelled and diagnosed before they could receive any remedial education. For some children this labelling produced unintended and destructive consequences. The author examines this context of failure, and analyses various approaches to remedial education.

First published in 1992. For disabled people and people with learning difficulties the transition from school to college, work or training can be stressful and frustrating; job choices are often restricted, and they face barriers which are beyond their control. This book is about their struggle for choice. It sets special needs in further education in a socio-political context. By exploring the concept of 'transition to adulthood' in terms of class, race, gender and disability differences, and relating it to social, economic and political influences, it seeks to challenge complacency and encourage dialogue and debate.

First published in 1986. The primary purpose of this book is to provide information about the use of medication for several childhood disorders that require long-term treatment. It is the author's expectation that this information will allow caregivers to make better decisions about the use of medication. This title also examines the importance of evaluating various aspects when medicating a child, including their characteristics, their family situation, and school setting.

First published in 1995. This book is about the issues in the education of pupils with learning difficulties. It redefines the relationship between the established curriculum for pupils with learning difficulties, the whole curriculum and the National Curriculum within the context of personal and social development. Particular themes running through the book include the ways in which the individual needs of pupils can be met through group work and planning for meaningful pupil involvement.

First published in 1992. At one level, this book is about the care and education of children with very special needs. The needs result from emotional damage which impinges on their lives both at school and at home. At another level, it is about the development of a holistic approach to education - applicable to all children generally. The first part of the book describes the Raddery experience - a school set up in 1979 based on a holistic and therapeutic community approach to children with special needs. The second part of the book examines the implications of the Raddery experience for educational and child-care policy and practice at a time when there has been growing emphasis on integrating children with special needs into mainstream schools. Are the needs of the children at Raddery very different from others who have been successfully retained in normal classes? If Raddery, and schools like it, have a particular contribution, what is their secret? Can it be shared with ordinary schools?

Happy Student: the Practical Guide to Functional Behavior Assessment and Behavior Intervention Planning is a tool for educators to better understand what some believe is a complicated process. Happy Student breaks the process down into consumable chunks, adds in easy to understand strategies and tips, and removes the technical talk to create an easy to follow guide. The book is intended to help teachers and school staff to implement a functional assessment and intervention planning process to increase the quality of life and happiness for students that may exhibit challenging behaviors.

Highlighting the voices less commonly showcased to the public - voices of young people, parents, and social and health practitioners - this book comments on gender and sexuality in the contexts of formal and informal education, peer cultures and non-conformity, social sustainability and equal rights. At a time of mounting conservatism globally - when broader issues of equity and justice around sexuality and gender in education and health have come under attack - it is critical that health workers, social service practitioners and educators share approaches, stories, and data across these spaces to advocate for informative, inclusive approaches to sex, gender and sexuality education in an effort to speak back to the conservative voices which currently dominate policy spaces. This book was originally published as a special issue of Sex Education.

First published in 1986. The primary purpose of this book is to provide information about the use of medication for several childhood disorders that require long-term treatment. It is the author's expectation that this information will allow caregivers to make better decisions about the use of medication. This title also examines the importance of evaluating various aspects when medicating a child, including their characteristics, their family situation, and school setting.

First published in 1991. This work is about training and special education needs in the international arena. The book was commissioned as a result of the 1990 International Special Education Conference in Cardiff. The contributors, from the USA, Canada, Africa and the United Kingdom, have focused on innovative approaches to staff training. The identification of a contribution as innovatory has been done on the basis of either the description of an alternative method of planning or delivery, a focus of a frequently ignored client group or in relation to the existence of specific problems which affect the provision of training.

First published in 1985. This book examines in-depth the administrative, curricular, attitudinal and pastoral care changes that are needed if teachers in ordinary schools are to meet their pupils' special needs successfully. Drawing on extensive research the author shows that the needs of a minority of 'special' pupils cannot sensibly be seen in insolation from those of the other pupils in the school. Schools that cater successfully for the majority of their pupils with special needs. Conversely, the curriculum and organisational problems in some schools create tensions which are reflected in the pupils' poor behaviour and performance. These are taken as evidence that the pupils have special needs.

The accelerating demographic and economic changes within our society, the deepening racial divide, and the elusive quest for equality and justice make multicultural education and understanding the culturally diverse student imperative in the 21st century. The gap between the rich and poor has widened, and visible signs of the racial crisis have become stark. Racial Bias in the Classroom: Can Teachers Reach All Children? includes a history of multicultural America and features discussions on the issues and perspectives of multicultural curriculum, language diversity, and proven teaching strategies invaluable for all teachers, parents, and students.

As a result of multiple unfavorable circumstances, public schools have been unable to effectively educate America's most disadvantaged student population-Latinos. In this book, author Leonard Valverde contends that it is imperative to reinvent schools in order to provide a viable education for these students. Improving Schools for Latinos starts with the past, points out the present, and speaks to the future. It exposes the negative mental models and practices that must be discarded and proposes what favorable elements need to be put into place. Features: * An outline of what future Latino schools must look like * A focus on organizing, leading, and governing schools to create equitable relationships and democratic institutions * A comprehensive view and understanding about school and classrooms * Helpful resources for program assistance, community-based organizations, funding sources, and more This book will be of interest to all educators who want to create a bright future for Latino students, their families, and their communities.

This book provides prospective and practicing teachers with research insights into the mathematical difficulties of students with learning disabilities and classroom practices that address these difficulties. This linkage between research and practice celebrates teachers as learners of their own students' mathematical thinking, thus contributing an alternative view of mathematical progression in which students are taught conceptually. The research-based volume presents a unique collaboration among researchers in special education, psychology, and mathematics education from around the world. It reflects an ongoing work by members of the International Group for the Psychology of Mathematics Education (PME) and the North American Chapter of the PME Working Groups. The authors of chapters in this book, who have been collaborating extensively over the past 7 years, are from Australia, Canada, the United Kingdom, and the United States.

This pragmatic guide provides concrete, detailed strategies for co-teachers looking to expand their instructional methods and involvement beyond the One Teach, One Support model. Including step-by-step examples, practical scenarios, and visuals of successful implementations to help you quickly and effectively put these tools into practice, each chapter also highlights specific tensions that can arise in your co-teaching partnership and frames effective solutions to move beyond them efficiently and effectively. While designed for both teachers in a co-teaching pair, the book's tools can easily be applied on your own, making this an ideal resource for co-teachers with limited common planning time.

This pragmatic guide provides concrete, detailed strategies for co-teachers looking to expand their instructional methods and involvement beyond the One Teach, One Support model. Including step-by-step examples, practical scenarios, and visuals of successful implementations to help you quickly and effectively put these tools into practice, each chapter also highlights specific tensions that can arise in your co-teaching partnership and frames effective solutions to move beyond them efficiently and effectively. While designed for both teachers in a co-teaching pair, the book's tools can easily be applied on your own, making this an ideal resource for co-teachers with limited common planning time.

This book is about re-inventing Africa - it aims to induct a new cohort of dedicated professionals, guided not by material gains and power, but by personal commitment, in building a better society. It is about an education that develops responsible citizens inspired by the desire to serve their fellow men and women, people who can contribute their time and talents to make society a better place in which to live. Unless people are empowered by an education tailored to address their needs, they cannot be effective participants in bringing about constructive change. An education that prepares Africans to live confidently, as Africans, in today's globalized world is a prerequisite for developing an active and responsible citizenry. The book also examines some of the key critical areas on which African countries need to focus their attention: poverty eradication; combating corruption; peace, security and development; democracy and constitutionalism; good governance; social justice; globalization and empowerment. It criticizes extremes, creates a healthy synthesis of African and Western thought about education - particularly education for citizenship and for social transformation - an education which concerns itself with human dignity, social equality and respect, rather than fear, for authority.

This fully revised and expanded edition considers the meaning of 'vulnerability' - a key concept in early intervention - and the relationship between vulnerability and the individual, communities and society. It includes new chapters on children's voices, young people and vulnerability, and working with vulnerable parents. Introducing students to a broad debate around what constitutes vulnerability and related concepts such as risk and resilience, it examines how vulnerability has been conceptualised by policy makers with a clear focus on early intervention for preventing social problems later in life. It adopts a case study approach, using chapters examining the concept of vulnerability from sociological, psychological and social policy perspectives before looking at examples around leaving care, victims of violence, sexual abuse, and the Internet. Supporting students in engaging with and evaluating the conceptualisation and application of vulnerability in professional practice, this book is suitable for anyone either preparing for or currently working within the children's workforce, from social work and health care to education and youth work.

This practical and easily navigable book covers the gamut of issues that need to be understood to provide excellent medical care for those with ADHD. Outside of mental health professionals, those who most often treat ADHD are primary care providers such as family practitioners, pediatricians, nurse practitioners, physician assistants, and school personnel. Based on clinical conversations with patients with ADHD and their families, this book provides concise, useful, up to date information of a practical nature for most, if not all of the problems, associated conditions and questions that arise when an individual has concerns about ADHD. Treatments discussed include a thorough review of medication options, with expected results and side effects, as well as other recommended treatments including a variety of therapeutic modalities, and a review of less commonly considered but important interventions regarding general health, sleep, diet, exercise, and school interventions. Readers will gain an understanding of what ADHD is, practical reviews of the literature that will help in discussion with patients and their families the importance of intervention, and all the resources and options available to provide the best treatment strategies for anyone who has ADHD as well as the commonly associated conditions.

First published in 1995. Notions of 'inclusive schools' and 'schooling for diversity' are rapidly gaining currency across the developed world as alternatives to traditional approaches to special needs education. This book explores the advances in our understanding of how schools can change and develop in order to include a wider range of students. By bringing together some of the foremost international writers and researchers in the field, it makes available to policy makers, practitioners and researchers the experiences from Australia, Europe, New Zealand, the UK and the USA.

Conversations with Families of Children with Disabilities creates a space for diverse families of children with disabilities to share their stories with pre-service and in-service teachers. Specifically designed for professionals preparing to work with families of children with disabilities, this text invites the reader to listen in as families reflect on their personal journeys in conversation with the authors. This powerful book helps educators develop a deeper understanding of families and enhance their capacity for authentic partnerships.

Educator Wellbeing, written in response to the 2020 Global Pandemic, speaks to the long-ignored expectations that Educators live with and the impact on their wellbeing that going above and beyond to serve their students has. This book is a relatable and practical read for teachers to build tools for life, bringing their wellbeing to the forefront. It provides a toolbox of preventative and responsive strategies to help Educators look after their wellbeing so they can continue with supporting their students. Madhavi Nawana Parker provides a supportive and practical wellbeing framework that can be tailored to meet teachers' unique and personal needs, and supports theory with personal vignettes to bring to life topics such as: Areas for improved wellbeing in the current climate Giving yourself permission to prioritise wellbeing Wellbeing for Educators going forward A timely response to an international event with far-reaching effects, Educator Wellbeing has never been more needed by practitioners, as a contemporary answer and basis for a new tradition of supportive practice.