The Speech and Language Activity Resource Book offers a flexible and readily available set of activities and worksheets designed to support speech and language therapists as they deliver personalised and engaging therapy sessions. With topics based on seasons, hobbies, sports and celebrations, etc, the worksheets can be selected to suit a client's interests as well as targeting specific skills and needs. The engaging activities encourage conversation and participation, promoting skill development in a way that is easily translated into everyday communication. Key features of this book include: A range of activities, arranged by level of difficulty, that can be selected based on the client's individual need A person-centred approach to therapy, enabling the time-poor practitioner the opportunity to personalise their care with ease Photocopiable and downloadable sheets that can be completed during therapy sessions or sent out to the client for home practice, as well as blank worksheets that can be used to create new, appropriate activities Easily adaptable for group sessions, one-on-one therapy sessions and home activities, this is an essential tool for speech and language therapists and occupational therapists, as well as families and other practitioners supporting adults with a range of acquired communication difficulties.

Based on extensive research, Addressing Tensions and Dilemmas in Inclusive Education presents a contemporary and critical analysis of the interaction between different perspectives and positions in the field of inclusive education. Referring to existing attitudes on the education of children and young people with learning difficulties and disabilities, Professor Norwich argues that despite the appeal of inclusion as a single powerful position, its practical realisation involves tensions and dilemmas that have to be addressed and resolved. This core analysis is illustrated by a review of relevant national and international concepts, principles, research and practices drawing on literature in areas of current interest and concern, such as: identification and classification; current national and international conceptions; pedagogic and curriculum issues; organisation of schooling; parental and student perspectives; the contribution of research to policy and practice. Engaging with the fundamental issues in the field and providing a coherent perspective that recognises and justifies the inter-connection between specialised and general school provision, this accessible and timely book will be of interest to all researchers and students of inclusive education.

Growing Children's Social and Emotional Skills examines how parent-educator partnerships can be achieved to enhance the development of children's social and emotional skills. The book presents the TOGETHER programme, a training programme that emphasises the importance of the relationship between caregivers and teachers with the children in their care, as well as deepening the collaborative partnerships between teachers, educators and caregivers. Using a case study approach, the book explores the application of the TOGETHER programme across various home and early childhood education contexts through the unique voices of those involved. The TOGETHER programme presented in this book is: * Easy to implement and adaptable, requiring minimal training time for parents, teachers and educators * Designed to emphasise the importance of relationships in developing children's social and emotional skills * Supported by photocopiable resources and a downloadable e-manual that can be used to implement the training With the vision to empower caregivers to take an active role in building children's social and emotional competence, this book is written in a way that will appeal to academic researchers and tertiary students, early childhood educators and other caregivers. It will assist in recognising children's strengths and deepening collaborative partnerships between families, educators and other caregivers.

Teaching Exceptional Children is the ideal textbook for introductory graduate and undergraduate courses on early childhood special education and teaching in inclusive classrooms. Bayat’s clear and accessible writing, the text’s visually appealing design, and the focused pedagogy included in each chapter help make it possible for students and instructors to cover a significant amount of material. This powerful text identifies specific behavioral characteristics and presents theoretical information grounded in neuroscience and child development research for a wide range of disabilities. Chapters provide research-based best practices for effectively working with children with various disabilities in inclusive classrooms. This third edition has been fully updated with recent research and includes new sections on Universal Design for Learning, adaptations, technology, and common challenges in inclusive early childhood classrooms.

This book is also accompanied by a robust collection of online resources for instructors and students, providing full support, including a Companion Website featuring an Instructor's Manual with additional ideas for assignments and projects, web and video links with reflection questions, a test bank, and lecture slides; and an eBook+ offering interactive links to videos, glossary terms, and more!

Table of Contents

Part I: Foundations of Early Childhood Inclusive and Special Education 1. Education of Children with Disabilities: An Introduction to the Field 2. Inclusive Education: Current Issues and Methods of Intervention in Early Childhood 3. Atypical Development 4. Families are the Most Important of All 5. Identification and Assessment 6. Developing IFSP and IEP Part II: Learning and Behavior Characteristics of Disabilities, and Best Practices 7. Children on the Autism Spectrum Disorder (ASD) 8. Children Who Have Attention Deficit Hyperactivity Disorder 9. Children Who Need Mental Health Support 10. Children with Communication Disorders 11. Children With Intellectual Disability 12. Children with Hearing Loss and Visual Impairment 13. Children Who Have Motor Issues and Other Health Impairments Part III: Kindergarten Through Third Grade 14. Education of Children with Disabilities in Primary School Years – Grades K-3

Effective Interventions and Strategies for Pupils with SEND offers practical, tried-and-tested strategies for supporting and championing pupils with special educational needs and disabilities. Each strategy has been researched, trialled and reviewed, with the results presented accessibly and the concerns of real teachers a key focus of the discussion. With each chapter written by an experienced and innovative teacher working with children with SEND, this book covers a wide range of strategies for supporting pupils with SEND. These effective strategies include: Using a 'daily run' to improve concentration and behaviour Creating SEN champions and more effective teaching assistants Embedding anxiety-reducing strategies in the classroom. Written for teachers by teachers, Effective Interventions and Strategies for Pupils with SEND is an indispensable resource for all SENCOs and other educators and staff working with children with special educational needs looking to provide the best learning experiences possible.

Based on extensive original research, this book explores the early educational experiences of foreign children in Japan. It considers foreign children's experiences of Japanese schools, examines the special tutoring such children often have to improve their language proficiency, and explores the role of mothers in encouraging their children's education. It contrasts the experiences of foreign children with those of Japanese children and sets out the extensive difficulties foreign children encounter in becoming fully accepted by and integrated into Japanese society. The book concludes by discussing the nature of citizenship in Japan and the importance of education, including early education, in shaping Japanese citizenship.

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.

Traveller, Nomadic and Migrant Education presents international accounts of approaches to educating mobile communities such as circus and fairground people, herders, hunters, Roma and Travellers. The chapters focus on three key dimensions of educational change: the client group moving from school to school; those schools having their demographics changed and seeking to change the mobile learners; and these learners contributing to fundamental change to the nature of schooling. The book brings together decades of research into the challenges and opportunities presented by mobile learners interacting with educational systems predicated on fixed residence. It identifies several obstacles to those learners receiving an equitable education, including negative stereotypes and centuries-old prejudice. Yet the book also explores a number of educational innovations that bring mobility and schooling together, ranging from specialised literacy programs and distance and online education to mobile schools and specially trained teachers. These innovations allow us to think differently about how education can and should be, for mobile and non-mobile learners alike.

Ability Profiling and School Failure, Second Edition explores the social and contextual forces that shape the appearance of academic ability and disability and how these forces influence the perception of academic underachievement of minority students. At the book s core is the powerful case study of a competent fifth grader named Jay, an African American boy growing up in a predominantly white, rural community, who was excluded from participating in science and literacy discourses within his classroom community.

In this new edition, researcher and teacher-educator Kathleen Collins situates the story of Jay s struggle to be seen as competent within current scholarly conversations about the contextualized nature of dis/ability. In particular, she connects her work to recent research into the overrepresentation of minority students in special education, exploring the roles of situated literacies, classroom interactions, and social stereotypes in determining how some students come to be identified as "disabled." Ability Profiling and School Failure, Second Edition comprises a thorough investigation into the socially constructed nature of ability, identity, and achievement, illustrating the role of educational and social exclusion in positioning students within particular identities.

Schools are increasingly diverse in their student population, presenting new challenges for teachers. In light of these challenges, schools remain important in the talent development process. "A Teacher's Guide to Working With Children and Families From Diverse Backgrounds" provides important information and strategies for educators at all levels. The book is written for educators who want all children to thrive in school, including those who are twice-exceptional, those from lower income backgrounds, and others who have been underrepresented in gifted programming.

This edited volume explores various issues pertaining to the education of children with disabilities in Africa, the Caribbean and Middle East. As a group, persons with disabilities have been subjected to social, cultural and educational exclusions of various forms and for various socially-scripted reasons. In education, for instance, individuals with disabilities have been altogether excluded from educational participation in many parts of the developing world or they have been excluded from pursuing meaningfully beneficial higher levels of education in developed countries like the United States. One of the social responses/remedies to the widely-acknowledged exclusionary practices experienced by learners with disabilities has been the widespread implementation of inclusive practices in the education of individuals with disabilities across countries, in the west and the developing regions of the world. A distinctive marker of difference in the way inclusive practices have been enacted in western countries versus those in the developing world has primarily stemmed from the fact that majority of western countries operate under funded mandates that also regulate the provision of education to persons with disabilities. While the ideal of inclusion has been highly desirable, many of countries in the developing world have floundered in their implementation due to lack sound legislative framework to guide implementation coupled with socio-cultural factors related to negative perceptions of disabilities and limited funding sources. Chapters in this volume explore inclusive education from a variety of perspectives.

First published in 2012. Routledge is an imprint of Taylor & Francis, an informa company.

Assessment of Young Children with Special Needs, Second Edition helps prepare teachers for the task of evaluating the skills of infants, toddlers, and preschool children with developmental delays and those considered at risk to experience developmental delays or difficulties. A child's environment is a critical consideration when focusing on assessment, and authors Susan Benner and Joan Grim explore the important issues of family resources, health, multidimensional environmental influences, economic deprivation, and domestic violence on infant and child development. This textbook conveys a sense of respect for parents, the powerful influence assessment results can and do have in the lives of young children with special needs, and an understanding of the complexity of child development, progression, and measurement. This book sets the tone for important values and beliefs to honor throughout one's professional life. This fully revised edition addresses recent legislation, updated versions of assessment, and the newest assessment tools that teachers will come across. The popular full-length case studies of the first edition have been updated, and vignettes of other cases are fully integrated across chapters, bringing the text alive with meaning. Assessment of Young Children with Special Needs, Second Edition now includes expanded discussion on progress monitoring and response to intervention, functional behavioral analysis, pros and cons of norm-referenced testing, web-based gathering tools, ELL students, and screening for autism.

Part of The Essential SENCO Toolkit series, this invaluable resource offers practical ideas and materials to allow SENCOs and SEN practitioners to capture learning, demonstrate the impact of SEN support, and analyse whether provision is effectively tackling barriers to learning. Chapters introduce a shared language of learning and move through seven key components: cognition, communication, creativity, control, compassion, co-ordination and the curriculum. Key features include: A framework for the holistic assessment of skills and attributes that contribute to accessing the curriculum, and a framework for intervention that is additional to, or different from, the differentiated curriculum A unique strengths-based progress tracker that establishes a baseline to inform intervention and determine progress over time A photocopiable and downloadable programme of materials, trialled and tested in both primary and secondary settings, that can be shared with teachers, senior leaders and support staff, as well as with parents/carers and pupils Providing a framework to create a holistic profile of the child and their needs, SEND Assessment empowers professionals to confidently demonstrate progress for barriers to learning that are otherwise difficult to measure. It will support SENCOs in their day-to-day roles and become a vital tool for those interested in providing effective SEN provision in educational settings.

What is an inclusive school community?

How do stakeholders perceive their roles and responsibilities towards inclusive school communities?

How can school communities become more inclusive through engagement with individual perspectives?

Diverse Perspectives on Inclusive School Communities captures and presents the voices of a wide range of stakeholders including young people and their parents, teachers, support staff, educational psychologists, social workers, health practitioners and volunteers in producing a collection of varied perspectives on inclusive education.

In this fascinating book, Tsokova and Tarr uniquely assemble a compilation of accounts collected through in-depth interviews with over twenty-five participants, met throughout the course of their professional lives. The authors focus on how we can ensure all children receive the best education and social provision in inclusive school communities.

Key learning points in this book emphasise:

• links between early life and educational experiences;
• constructions of inclusion;
• an understanding of roles and responsibilities;
• the power of agency in relation to inclusive school communities.

The text contributes to current debates surrounding educational policy initiatives, highlighting similarities and differences across people and professions, and illuminating a way forward for the consideration of a broader range of insight into the concept of inclusion and ways this can be achieved. Including both UK and international perspectives that illustrate different stages of the inclusive education process, this text will be invaluable to anyone affiliated with inclusive schooling in a personal or professional capacity.

Awarded the book prize for 2012 by the Australasian Journal on Ageing

Even when he's grey around the muzzle, the black dog of depression can still deliver a ferocious bite. Depression can strike at any age, and it may appear for the first time as we get older, as a result of life circumstances or our genetic makeup. While older people face the same kinds of mental health issues as younger people, they can find it more difficult to deal with them owing to the stressors which accumulate with age. There is also a high incidence of undiagnosed depression in older age, presenting extra challenges for carers.

Managing Depression Growing Older offers a systematic guide to identifying depression in older people, supporting them at home or in an aged care setting, and the importance of diet, exercise and attitude in recovery. It is essential reading for anyone who works with the elderly.

This concise volume offers educational leaders key concepts and strategies for framing discussions about closing the equality gap and ensuring high achievement for all learners. As the first volume in The Soul of Educational Leadership series, this unique collection presents: o Pedro Noguera and Alan Blankstein on essential questions and themes o Randall and Delores Lindsey on culturally proficient equity audits o Antoinette Mitchell on the knowledge base for teaching diverse learners in big-city schools o Stephen Peters on how to capture, inspire, and teach every learner o Thomas Guskey on rethinking the work of Benjamin S. Bloom o Karen Pittman and Merita Irby on readiness for college, work, and life o Alan Boyle on helping failing schools to turn around o Richard Farson on the paradoxes of risk, challenge, failure, and innovation Pioneering educators and series editors Alan M. Blankstein, Robert W. Cole, and Paul D. Houston offer thought-provoking ideas applicable to all schools, local authorities, and learning communities, and include a complete index for browsing and easy reference.

Uses a game theoretic approach to explore which economic policies are 'credible' and 'politically feasible', questions that had eluded traditional macroeconomic approaches.

This book has received the AESA (American Educational Studies Association) Critics Choice Award 2013. Drawing from rich data, International Struggles for Critical Democratic Education profiles teachers, students, and schools struggling to interrupt the reproduction of social inequalities from one generation to the next. International in its nature, the work collected here illustrates how forces of globalization create greater inequalities, and carefully describes and evaluates efforts to democratize educational opportunities. This text will be useful in undergraduate and graduate courses on diversity and multicultural education, international comparisons, educational studies, as well as graduate courses in sociology of education, critical educational studies, international comparisons, foundations of education, multicultural education, and qualitative research methods.

In recent years, the concept of teachers as researchers in both special and mainstream school settings has become part of our everyday language. Whilst many educational practitioners will see the need for research within their setting, many may not be familiar with the technical elements they believe are required. Creating Meaningful Inquiry in Inclusive Classrooms shows how practitioners can engage in a wide range of educational research and explores its value to the practice of teaching and learning. It introduces the Accessible Research Cycle (ARC), an understandable and meaningful framework for classroom and school-based inquiry for educators. This supports practitioner inquiry and validates the role of the practitioner as both practitioner and researcher. The book offers guidance to practitioners on how to use the ARC using familiar language with accompanying illustrative examples from inquiry carried out in special educational settings. It promotes meaningful participation within the inquiry process for all students. As the learner population in all schools is changing and becoming more complex, the role of practitioners in exploring evidence-based educational solutions to meet the educational entitlement of children is essential. In supporting a research informed profession within education, this book will empower practitioners to become the agents of change, helping them to become reflective, strategic, investigative and inquiring practitioners.

Everyday Objects, 2nd Edition, features fully updated new images for 2016. This set of professionally-photographed cards include objects found in both indoor and outdoor settings. It is suitable for developing comprehension, encouraging expressive language, improving communication skills and vocabulary building.

At this challenging developmental stage, when teenagers are finding things difficult, this book can really help. It is full of tools and techniques of what to say and how to be, enabling teenagers to move from unhappiness, poor functioning or learning blocks, to a place of self-awareness, self esteem and the ability to thrive. The first part of the book offers a key assessment tool, namely 'The Teenager Well-Being Profile'. This is designed for people to easily assess just how well the teenager is doing in their life emotionally and relationally. If the teenager is messing up in some areas, the Well-Being Profile will show clearly which life skill he or she has not yet mastered. The accompanying, empowering worksheets address key feelings, issues and concerns common to teenagers. The worksheets enable adults to be with the teenager in a confident, non-embarrassing and effective way so that the conversation flows. This book provides a real opportunity for transformational conversations that will really make a difference.

"A definite must for SENCOS." -- Urmston Junior School "A good insight into process of tribunal and what the Equality Act means." -- Team Leader, St Paul's CE Primary School 'A much needed resource in supporting schools, centres, day nurseries and community childcare provision to understand the complexity of the issues surrounding SEN... A valuable tool.' -- Gerri Ross - Head of Old Moat Sure Start Children's Centre, UK "Straightforward and easily accessible...I would recommend this book to undergraduates and professionals alike who have an interest in ensuring that the rights of disabled children are upheld." -- Dr Craig Blyth, School of Education, University of Manchester, UK Under the Equality Act (2010), all schools and service providers have a legal obligation to make provision for disabled pupils, staff and school users. If you're feeling confused and concerned about the content and implications of the Disability Duty Act (1995) and the more recently released Equality Act (2010), and how it affects your setting, this essential book will help you unpick the issues in a user-friendly and easily accessible way. This highly practical resource: explains the main parts of Equality Act (2010) as it affects disability in a way that will encourage all members of staff within a school to feel confident that they are correctly implementing its requirements; discusses 'reasonable adjustments' and 'less favourable treatment' which are at the heart of the legislation; shows how 'less favourable treatment' and 'reasonable adjustments' apply to admissions, exclusions, handling of medicines and during school trips; uses examples and case studies throughout, and highlights the key factors for success in making reasonable adjustments; takes readers through the process of an alleged act of discrimination against the school, and how it may be resolved, up to and including the SEND tribunal process. The author brings a wealth of experience to this topic, both as a parent of a disabled child and as a trainer of professionals. She uses her unique insight to develop skills and awareness in anyone who follows her material, and shows through tried and tested concepts and methods, how schools and settings can avoid costly and stressful tribunals. Headteachers, teachers, SENCos, Sure Start Centre Managers and anyone who works in educational settings will find this book essential to their professional development and a fantastic source of support and help.

This valuable and accessible guide navigates school leaders and those in training through a number of key areas of inclusion, providing context and understanding, helpful definitions, examples of leadership in action, and ten essential principles of inclusive leadership. Inclusion: A Principled Guide for School Leaders discusses what a culture of inclusion should look like: in classes, in schools, and in the education sector more widely. Each chapter acts as a think piece to stimulate debate, to reflect upon the purpose of education, and to ask how far we have come in embracing inclusion. The book also offers suggested actions for principled leaders and illustrative case studies to bring the theory to life, taken from a range of schools and spanning a wide number of topics, including: Inclusive Learning Partnerships with Learners and Families Special Educational Needs Disadvantage and Socio-Economic Poverty Culture, Language and Ethnicity This book explores a variety of issues in inclusion, highlighting the implications for school leaders and offering an approach to develop learning for marginal groups through effective strategic leadership. It will be essential reading for SENCOs, middle and senior leaders, but equally of interest to those who aspire to be inclusive leaders of the future.

An invaluable resource for teachers, teaching assistants and therapists. This practical book offers a wealth of ideas and strategies to support children with dyspraxia, which is difficulty in controlling voluntary movements of the vocal chords, resulting in an inability to control sequences of sounds or gestures. With over twenty years experience, Lois Addy emphasises the importance of understanding dyspraxia in order to provide effective support for children with co-ordination and perceptual difficulties. The book includes: what to look out for to recognise children with dyspraxia; useful checklists for identification; details on the needs and difficulties faced by children with dyspraxia; ideas for support across the curriculum, in particular the areas of; handwriting, numeracy, PE, reading, social skills and communication frequently asked questions about dyspraxia - and the answers! Lois Addy is a paediatric occupational therapist and has over twenty years experience of working with children with dyspraxia. She currently works at York St John College, University of Leeds as a senior lecturer in professional health studies.