A radical departure from previous chronicles of education for people with disabilities, this book views special education from a broader perspective. Its central thesis is that cultural values and expectations play a dominant role in understanding the structure and function of special education. While theories of the social construction of disability have been written about in a growing body of research since the 1960s, no attempt has been made to create a cross-cultural framework. This work offers such a framework. Eight chapters, written by educators in each country's educational system cover the following nations: China, Great Britain, Hungary, Japan, Iran, Pakistan, United States, and Zimbabwe. Historical discussions in each chapter provide a context for current practice. An index and illustrations are also included.

For those drawn to both Tara Westover's candid view into a difficult childhood and Susan Cain's research on undervalued traits . . . Canaries Among Us encourages us to reconsider and appreciate kids who learn and think differently. "The courage to put this story on paper should not be overlooked . . . Taylor addresses so many noteworthy things . . . includ[ing] the importance of inclusion, diversity, and how to protect children who are vulnerable. Overall, I would highly recommend this book to all parents [and] educators. Everyone can benefit from a better understanding of [each] other's differences." -San Francisco Book Review,5/5 STARS Canaries Among Us explores one of the most widespread threats to children's well-being: a lack of acceptance. Kayla Taylor starts her day as an ordinary parent at a respected school, but her family's life turns upside-down when her child becomes the prime target of bullying. Taylor assumes the school will partner with her to solve the problem but is confounded when she finds the opposite: officials not only turn a blind eye to cruelty but also ostracize and attack anyone who speaks up against it. Frustrated by this failure to protect vulnerable students, Taylor researches the challenges those in charge are most unwilling to discuss with her-like bullying, learning differences, and anxiety. She then digs deeper to study empowering responses that are woefully absent from many parenting books and teaching curricula-including validation, empathy, apologies, forgiveness, healing, and belonging. These concepts end up providing the guideposts Taylor needs to navigate both the exquisite joy and raw heartache inherent in raising a child who doesn't fit society's definition of "normal." Canaries Among Us is both a heart-rending expose of the ways we mistreat unique children and a searing indictment of society's tendency to revictimize people in their times of greatest need. Throughout, Canaries Among Us points to an alternative: supporting, and even celebrating, the dazzling variety of our humanity.

This second edition is revised and updated to take full account of recent developments in special needs. The core of the book focuses on planning for well-differentiated curriculum implementation. It describes a variety of models that explore progression, continuity, relevance and inclusion for pupils with special educational needs. The authors also offer an analysis of curriculum management issues in the light of the theoretical and statutory background since the latest revisions of the National Curriculum and the Code of Practice.

Imagine taking your gifted and talented students to a mysterious old graveyard in town and teaching them to conduct history research using the information they gather, teaching gifted children the concepts behind great literature using modern science fiction, allowing your students to conduct independent research in their mathematics classroom, or encouraging your students to plan and participate in exotic travel around the world-without ever leaving your classroom.
In this book, you will receive the best ideas and lessons for teachers of secondary gifted kids developed by master teachers across the nation. This exciting book features ideas for starting a mentorship program, teaching history using scientific surveys, using simulations to teach content, organizing historical debates, producing documentaries, and much more.
20 Ideas features exciting activities and lessons such as: Be a Capitalist in Jolly Old England (an exciting activity for the world history classroom), Creative Thinking Skills in Mathematics (producing innovative ways to solve problems), Creating Simulations for the History Classroom (tips for using simulations with gifted students), Another Fine Mess . . . (building creative problem-solving activities that help teach subject area content), andmany more creative ideas and lessons.Bring some of the most innovative and inspirational lessons being offered today into your classroom with 20 Ideas.

Spotlight on Spelling offers teachers a wide variety of topics and activities to stimulate, engage, challenge, entertain and extend all pupils' spelling skills. This extremely practical resource provides busy teachers and teaching assistants with a collection of worksheets that can be used as instant, educationally appropriate learning activities written specifically with the inclusive classroom in mind. The wide variety of exercises will enable pupils to work on letters, sounds and tough words and help them to improve their phonological awareness. All the books in this series: Promote effective intervention and inclusion strategies for teachers and teaching assistants Provide materials that are solidly grounded in an understanding of how children learn and the particular difficulties of children with special needs. Stimulate discussion and interaction Can be used as part of an individual or small group learning programme for a child with special needs Provide 'whole class' materials that can also engage older children or those with a higher level of achievement Offer teachers quick, fun activities that never require additional resources, special materials or preparation. Spotlight on Spelling is an essential tool for any teacher striving to offer every pupil opportunities to maximise their own potential and develop strong spelling skills.

The nature of provision for special educational needs has changed dramatically over the years following the Warnock Report and the 1981 Education Act, with an increased awareness of educational needs and a focus on improving the quality of provision for much larger numbers of children. This book attempts to underpin current practice by providing information about the impairments and disabilities which may contribute to the development of handicap and may limit educational progress. Against a context of a generic understanding of special education, the book stresses the entitlement for all children to a broad and balanced curriculum, and explores ways in which the National Curriculum can be adapted to meet the needs of children with various handicapping conditions. The central chapters focus on particular areas of special educational needs, each chapter being written by a specialist who explores in detail how conditions can be recognised, what specialist skills and resources are needed, and the implications for provision, teacher support, curricular access, assessment and classroom management.

In recent years there has been a major shift in thinking about the nature and treatment of special educational needs. The principal benefit of this change has been an increased awareness of "educational" needs and a focus on improving the quality of educational provision, in both ordinary and special schools, for much larger numbers of children.
The benefits which have accrued from this change have been enormous and there can be no doubt that the quality of special educational provision has been enhanced. The intention of "Special" "Educational Needs" is not to argue against the new conceptualization but to suggest that a generic approach can be made more effective if it is informed by awareness of the specific problems associated with particular impairments which some children may experience and the ways in which those problems may be most effectively responded to.
The aims of this book then, are to review contemporary understanding of the frequency, nature and sources of special education needs; to consider the various conditions which give rise to learning difficulties; to provide authoritative accounts of the special methods and resources that may be required by pupils with particular difficulties; and to examine general and specific needs in relation to assessment, curriculum planning, and the organization of educational provision, parent involvement, support and advisory services.

Educating Special Students is the definitive guide to evidence based practice and professionally informed approaches to provision for special students. Now in its third edition, the book sets out ideas of best practice relating to different disabilities and disorders, helpfully discussing what might constitute effective provision. This edition has been updated to take account of new ways of classifying disabilities and disorders, and recent developments in research and practice, including the 2014 SEND Code of Practice (England) and the Diagnostic and Statistical Manual of Mental Disorders Fifth Edition DSM-5 (TM). A new appendix provides information on basic anatomy and physiology. International in scope, the book explores issues relating to: intellectual disability (profound, moderate to severe, and mild) sensory impairments orthopaedic impairment and motor disorders, health impairments, and traumatic brain injury oppositional defiant disorder, conduct disorder, anxiety disorders, depressive disorders, and attention deficit hyperactivity disorder communication disorders (speech, grammar and comprehension, semantics and pragmatics), and autism spectrum disorder specific learning disorders with impairment in reading, written expression and mathematics, and developmental co-ordination disorder. Educating Special Students will be of interest to all those studying special education, professionals, and others committed to seeking the best provision for special students.

This revised new edition provides essential guidance for all teaching assistants, especially those who are new to the job, and to the teachers working with them. Glenys Fox details the roles and responsibilities of the TA, as well as providing helpful advice on how to best support the teacher, the pupil, the curriculum and the school. This practical handbook will bring experienced TAs up to date on changes to National educational guidance, including changes in the National Curriculum, assessment, and the Special Educational Needs framework. This text enables the assistant and the teacher to work together more effectively in supporting and promoting the progress of children and young people. Written in light of recent research and updates in legislation, this guide will ensure that: teaching assistants know what to expect of colleagues, and vice versa pupils are given the best possible support by teaching assistants who understand their needs teaching assistants and teachers are able to work together effectively to support the learning of all children, especially children who have special educational needs and disabilities any training received is relevant and helpful. A Handbook for Teaching Assistants is an ideal textbook for training, as well as a useful classroom handbook for teaching assistants working in early years, primary and secondary settings.

Professionals in early years settings can use this book to focus on ways in which they can work collaboratively with colleagues, in order to help children with communication difficulties to understand and express themselves more fully. It brings together the most useful examples of good practice and draws on the work of reflective practitioners. There are many illustrative case studies provided and it discusses how to observe children's daily interactions, ways in which such observations can be used to improve communication skills; how play can be an important part of improvement; behavior management and support; and literacy development. The practical applications are highlighted throughout the book and the advice given comes directly from those working in early years settings. It should be of great interest to all nursery teachers, teaching assistants, speech and language therapists and parents wishing to play an active part in their children's development of language and communication skills.

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.

Ever since its publication in 1995, this book has offered a means for teachers to consider why some bilingual pupils in their classrooms are not making learning progress or are academically underachieving. This new second edition has been revised and updated in the light of the new government legislation and guidance, most significantly the revised Code of Practice for Special Educational Needs. It continues to look at ways of asking questions about the pupil, of collecting evidence of both learning and language development and of offering support within the classroom. It contains a model and photocopiable proformas for use within schools, which should help to establish clear systems of identification of those bilingual pupils who may have special learning needs and to distinguish these from the need for language support.

First Published in 2003. Routledge is an imprint of Taylor & Francis, an informa company.

Hot on the heels of the Government's new SEN strategy, this book's at-a- glance' format provides practitioners with a handy self-help resource. This book will help you to: create a learner-friendly barrier-free classroom using checklists to monitor inclusive practice understanding the impact on classroom practice of recent legislation following power point slides detailing government standards and guidance clarify the roles and expectations of pupils, parents, SENCOs, INCOs, teachers and school leaders

"Policies for Diversity in Education" is the second volume in the "Learning for All" series published by Routledge. The emphasis here is on the coordination of practice in schools, regional and national policies, and the power and interest groups concerned with educational difficulties and disabilities. Beginning with a review of the location of power in the systems--including government bodies, voluntary societies, and the unions--it moves to focus on one threatened element of that power structure, the local education authority. Using case material, "Policies for Diversity in Education," explores the experience of families in their relationships with professionals, and looks at examples of changing school policies and the practices that have arisen from them. The final sections offer an important forum for discussion on policies and practices in education after school, and on theories of integration and disability.
This reader, one of two texts developed for use in courses on special education needs, offers a new approach to learning and teaching by portraying a coherent picture of the lives of individuals and the ways in which their experience of education can be improved.

"Learning for All" is a series of two books which describe and promote an education system that is responsive to the diversity of all students, irrespective of their gender, race, background, level of attainment, abilities or disabilities. The books focus on the education of children and young people who experience difficulties in learning or who have disabilities. They emphasize the inclusion and participation of pupils within a comprehensive system of British primary and secondary schools, in attaining an education system that recognizes, accepts, and provides for diversity.
"Curricula for Diversity in Education" is about educational practice and some of the children and young adults whose concerns must be considered in developing that practice. Emphasizing collaborative learning strategies, it explores and challenges the nature of learning within Britain's National Curriculum, looking across the curriculum at ways of including diversityin science, history, mathematics and poetry. As the move toward educational diversity grows, so the needs of pupils and the roles of teachers change.
The authors examine the issue of support teaching in detail, looking particularly at examples of work with bilingual students, children of transient families, deaf children, and the microtechnology developed to support student learning. The book also focuses on groups of children and young people who attract special concern, such as children who are bullied and young people affected by HIV and AIDS. The final section takes a step back to look at issues and methods of basic research, describing and reflecting on experience and educational practice.

First published in 1984, this book focuses on the support and reassurance needed by parents of children with handicaps. It provides a practical guide in relation to daily care and is equally as relevant to professionals, therapists, teachers, doctors and psychologists who must advise parents. Written by an Occupational Therapist, the book highlights the need to make such children as independent as possible and gives advice on care of a special baby, modifications to the home environment, the needs of a child with a physical handicap, problems of educational handicap, and the place of a child in the family and community.

Work with dyslexics is increasingly seen as a multidisciplinary concern, covering educational, psychological and medical questions. This reference book reflects this emphasis on collaboration. It contains information on the policies and practices of Local Education Authorities and Examination Boards and looks at the views of statutory bodies, voluntary organizations and parents. Drawing on the work of 11 experienced educational psychologists, it presents and evaluates a wide variety of approaches to prevention, identification and intervention and makes practical recommendations for future progress.

The integration of children with special needs into mainstream schools demands a reorganization of staff and support levels both in schools and in the advisory services. "Integration and the Support Service", illustrated with examples from a detailed case study of one Local Education Authority, shows how support services can most effectively be matched to needs and how new strategies for integration can be developed. This book should be of interest to heads, teachers, special needs co-ordinators and LEA advisors.

How to give children and young people who have SEN and disabilities (SEND), the support they need in the environment where they feel most fully included, should be a key concern of every teacher and practitioner. Drawing on her years of experience and conversations with a range of professionals, as well as the thoughts of children, young people and families who have encountered a number of settings, SEND expert Dr Rona Tutt examines both the benefits of the recent SEND reforms and also the opportunities that have been missed to meet needs more flexibly. Content focuses on: Creating a climate where all children can thrive An appreciation for the variety of innovative ways school leaders are meeting the needs of students A consideration of the wider context of SEN from local to national level Clear and accessible, this is an inspiring read for anyone concerned with how individual needs are best met, rather than where their education takes place.

Providing insight into current research, and comprehensive guidance on recent legislation and policy, this key text offers anyone working or preparing to work with children with SEND with essential academic and theoretical understanding to underpin and inform existing and future practice. Exploring prime areas in which professionals work directly with children with SEND, chapters broach current issues and debates relating to practice, and examine recent advances in research, policy and legislation in areas including education, health and social care. This interdisciplianry approach, coupled with case studies, points for reflection and clearly signposted activities throughout, gives readers the opportunity to develop a thorough understanding of the complexities surrounding SEND and enables them to relate these to their own practice. Packed with practical tips and examples of best practice, topics discussed include: approaches to inclusion, integration and segregation competing discourses surrounding SEND and their impacts on children, families and professionals safeguarding and the voice of the child multi-agency work and the changing role of the SEND practitioner working in partnership with parents and families research and practice in relation to issues such as Autistic Spectrum Disorder, chromosomal and gestational diversity, ADHD and Profound and Multiple Learning Disabilities and Difficulties. Demystifying changes to policy, exploring legislation, and identifying best practice, this invaluable resource will support students, SEND practitioners and professionals to develop and enhance practice with children with SEND.

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.

Drawn from Disability & Society over the period 1997-2012, the twelve chapters in this book address a range of personal, cultural and institutional arenas in which challenges experienced by disabled children are played out. The book includes a mix of theoretical and applied material offering both powerful conceptual tools and practical insights, enabling readers to connect the work of recent decades to their own research and questions about disability and childhood. Readers will find this book an invaluable resource for understanding what we have learned about disability and childhood through the pages of the world leading international journal in the field. The collection makes available a well-informed understanding of conditions, policies and practices that create disability in children's lives so that we can further the struggle for a more inclusive future in which inequalities structured around impairment are removed. The importance of children's own voices for resisting disablement in childhood is clearly foregrounded in this invaluable collection. This book was originally published as a special issue of Disability & Society.

This book presents 15 varied case studies which range over the professional practices of teachers, and professionals from other agencies concerned with schoolchildren. It illustrates attempts to meet the personal needs of young people in pre-school provision, in primary and secondary schools, and in special schools. It is intended to help professional staff whose responsibilities are directed towards helping children and young adults. The material emphasizes good intervention practices and the theory which underpins such actions. While the main focus of all these case studies is in the school, many involve a wide range of personnel from other agencies - the school psychological service, health visitors, education welfare officers, psychiatrists, social workers, probation officers, support teachers, speech therapists, counsellors, physiotherapists and voluntary agencies. The editors argue that students' and practitioners' professional competence can be enhanced not only by being given theoretical guidelines about a range of appropriate pastoral intervention stratgeies, but also by studying practical examples of their use, particularly where a multi-professional approach is required.

Recent changes to education policy have brought about a new emphasis on promoting school-to-school support and school-led improvement, in order to ensure that all pupils, including those with SEN, achieve their optimum potential. SENCOs, often in the role of Specialist Leaders of Education (SLE), now undertake coaching, mentoring and the delivery of training to ensure that trainee, newly qualified and experienced teachers and teaching assistants have the practical skills to effectively meet the needs of pupils with SEN. In her trademark down-to-earth style, Rita Cheminais shows SENCOs how to respond to and enhance this exciting and pivotal new role by: Explaining the new school-to-school support and school-led improvement context that many SENCOs will be working in; Clarifying the role of the outstanding SENCO, as a Specialist Leader of Education; Maximising on the best practice arising from the effective use of the pupil premium and the 'Achievement for All' initiative; Confirming OFSTED's expectations for SEND in the revised inspection schedule for schools and academies; Describing how best to monitor, evaluate and validate best practice in school-to-school support. Packed with time-saving, photocopiable resources, examples of best practice and further activities for reflection, this practical book will enable the SENCO to respond to the current agenda, particularly in performing the role of a Specialist Leader of Education, disseminating SEN expertise across schools. Promoting and Delivering School-to-School Support for Special Educational Needs will be essential reading for all outstanding and aspiring outstanding SENCOs working in the early years, primary, secondary and special phases of education, academies and Pupil Referral Units.