Off-the-shelf support containing all the vital information practitioners need to know about Asthma, this book covers: * What to do if a pupil has an attack * Staff responsibility and school policy * Subject specific do's and don'ts * Specialist careers advice

The Law of Special Education and Non-Public Schools provides an informed explanation of Section 504, the IDEA, their regulations, and the cases that they have generated. Even though, the authors offer educators information on the rights of children in non-public schools, this book is not a how-to manual. It is designed to help make educators and parents aware of the requirements governing the laws that impact the rights of children with disabilities in order to implement both Section 504 and the IDED. In light of the detail that the book provides, it serves as a current and concise desk reference for educators ranging from building or district level administrators to classroom teachers to resource specialists in special education and related fields.

Answering challenging questions such as "Does the term SEN mean anything any more?" and "Is SEN biologically or socially determined?" this book: * Makes sense of the controversy surrounding Special Educational Needs with clear sign posted information * Is comprehensive in the range of Special Educational Needs it covers * Clarifies information with case studies

Designed specifically for those involved in pre-school education, including nursery teachers, learning support assistants and helpers in a range of provisions, this handbook has been updated to enable carers to comply with the latest requirements of the Code of Practice and to prepare for an OFSTED inspection. It will assist in the identification and assessment of young children with special educational needs. The book provides a ready-made system for record keeping at each stage of assessment and provides a comprehensive system for monitoring and evaluation.

This unique time-saving resource for the special education teacher provides 192 reproducible lists brimming with useful facts that cover essential assessment, diagnosis, remediation, legal, and procedural information.

This photocopiable workbook links with the Phoneme Track CD-ROM, published by SEMERC to support phonics work within the National Literacy Strategy, focusing on hearing, identifying, segmenting and blending of phonemes. Without specific phoneme awareness training, phonics can make no sense and spellings of words can only be learned by rote - reading is there fore not able to be automatic. Research indicates that all young readers benefit from explicit assistance with phonemic awareness and many need more intensive training. The book is suitable for Key Stage 1 and 2 pupils and older learners with specific phonological difficulties.

Wanda Pillow presents a critical analysis of federal law and policy towards pregnant teens, representations of teen pregnancy in popular culture and educational policy. She assesses how schools provide educational opportunities for school-aged mothers. Through in-depth analysis of specific policies and programs, both past and present, this book traces our successes and failures in educating pregnant teens. Unfit Subjects uses feminist, race and poststructural theories to inform a satisfactory educational policy.

This book presents current research on dyslexia in alnguages other than English. It is increasingly evident that it is essential to define dyslexia in terms of the language of instruction because learning to read cannot be separated from the linguistic parameters of that language. Differences in the orthographic, phonological, morphemic and inflectional structure of a language influence the degree of difficulty encountered by children when learning to read. Consequently, authors describe the linguistic properties of their languages and discuss the problems encountered by dyslexics in that language and the dyslexics' underlying cognitive deficits.

The objective of this book is to explore a variety of languages and to identify both the language specific characteristics of reading and spelling problems in each language and the core deficits that are common to all dyslexics regardless of the language of instruction.

This is the inside story of the more than 8,000 recent college graduates who have joined Teach for America and committed two years of service to teaching in the nation's most troubled public schools. These inexperienced teachers come to class armed with little more than their idealism and the conviction that every student, regardless of race or background, deserves an excellent education. They take the toughest jobs at the toughest schools in the toughest districts, and they face the raw realities of America's public education system: dilapidated schools, too few books, and overcrowded classrooms. Written in the tradition of Studs Terkel, Lessons to Learn showcases the insights of a wide range of individuals with real life expertise, combining interviews and essays from TFA corps members and alumni as well as principals, superintendents, parents, and noted education experts. Current and former TFA members reflect on their teaching successes and failures, the life lessons they gathered along the way, and their insights about the challenges facing out nation's public schools. Education professionals and other experts help establish the broader context of the fight for meaningful public education reform. Lessons to Learn is essential reading for teachers, parents, policy makers, and anyone who cares about the fate of this nation's struggling public education system.

Author Biography:
Wanda S. Pillow is Assistant Professor, Department of Educational Policy Studiees, University of Illinois at Urbana-Champaign.

This book presents and discusses an approach to action research to help reverse discriminatory and exclusionary practices in education. Insider accounts of action research will help challenge assumptions about the limits of inclusive education, and offer examples of how change can be realistically achieved through processes of collaboration and participation. Written by a team of practitioner researchers drawn from a wide range of schools and services, this book addresses a wide range of real-life situations by exploring ways in which teachers have tackled inequalities in the school environment through action research based on principles of equality and democracy. These include: * the co-ordination of services for minority ethnic groups, including refugee and asylum seeking children * young children with autism working with peers in the literacy hour * action research and the inclusion of gay students * developing the role of learning support assistants in inclusion * reducing exclusion of children with challenging behaviour * listening to the voices of young people with severe learning difficulties * developing links between special and mainstream schools * challenging marginalising practices in Further Education.

Originally published in 1997. This book presents a practical way of addressing business planning in the special school. It provides examples of ways in which the business planning process can be structured, coordinated, and linked to the budget. It offers advice on the most appropriate tools and techniques used for developing a plan so that the school can capitalise on the full benefits of business planning but avoid many of the common problems. It contains a set of overheads and includes a real example business plan with an evaluation. This book is for headteachers, management teams and school governors. It is also an excellent resource for in-service training and for those studying education management in teacher training or on Post Graduate programmes.

Originally published in 1996, Art for All is aimed at the non-specialist teacher of art, and offers a practical approach for working with pupils with wide-ranging learning needs. It presents a developmental framework for art in the light of National Curriculum requirements, with strategies for structuring and supporting appropriate art activity. It is presented in two volumes with colour illustrations: The Framework, which describes the principles of art education in relation to pupils learning difficulties and The Practice, which deals with the specifics of delivering these principles in the classroom. Whilst they stand as independent texts, they are intended to be used together. Art for All will be of interest to all those working in this and related fields in mainstream as well as special education.

* Helps parents understand and support their gifted children with autism * Practical, engaging and accessibly written to make it easy for readers to pick up the key tips and tools * Is written by a professor of special education who is also a mother of a gifted child with high-functioning autism.

How can schools best prepare themselves to successfully educate refugee children? By focusing on the education of refugee children, this book takes a rare look at a subject of increasing significance in current educational spheres. Highlighting the many difficulties facing refugee children, the editors draw upon a wealth of international experience and resources to present a broad, informative and sensitive text. Educational Interventions for Refugee Children identifies school-based interventions, whilst suggesting methods and measures with which to assess the efficacy of such programmes. It also develops a useful model that provides a standard for assessing refugee experience, offering diagnostic indicators for: * Evaluating support services for refugee children * Future avenues of research * Practical implications of creating supportive educational environments for refugee children The need to identify and prepare for the education of refugee children is an international issue, and this is reflected in the broad outlook and appeal of this book. The editors have developed an overall model of refugee experience, integrating psychological, cultural and educational perspectives, which researchers, practitioners and policy makers in education will find invaluable.

When the behaviour of young children causes concern, practitioners often find it difficult to identify exactly what the childa (TM)s needs are or how to focus their support most effectively. This book helps meet this challenge. Its inclusive approach seeks to promote positive behaviour in all children. The book includes:

• a straightforward assessment process to identify children who need additional support
• practical strategies to encourage positive behaviour and promote emotional well being
• informative case studies that show how solutions work in practice.

This book is an ideal resource for all early years practitioners working across a variety of settings for young children.

This special issue focuses on mathematics for students with disabilities, particularly on the topic of division. The articles discuss a number of curricula and instructional practices that have direct and meaningful implications for the classroom. They also serve as a foundation for the development of research into effective intervention practices. As a whole this issue provides an opportunity to extract selected features of instruction from the articles found herein and to contrast the effectiveness of two distinct instructional approaches--constructivism and direct/explicit instruction.

Research Methods in Special Education equips readers with the knowledge needed to make a difference with data. Authors Drs. Brittany L. Hott, Frederick J. Brigham, and Corey Peltier provide access to cutting edge methodologies and related skills researchers need to successfully carry out projects in applied settings. Dedicated chapters focusing on quantitative research synthesis (e.g., meta-analysis, meta-synthesis), single case design, and program evaluation methods allow readers deeply invested in the field of special education to develop a firm foundation, enabling them to ask and answer their socially significant research questions. Written for students in special education teacher prep programs, early career faculty, school administrators, and curriculum specialists, this text includes numerous features that set it apart from other available resources: Dedicated chapters on ethics, establishing effective research partnerships, and evidence-based practice. Cutting-edge program evaluation methods and reporting. Comprehensive coverage of methods commonly used in special education. Detailed information on securing special education funding. Case studies, exemplars, resources, and recommendations for additional reading. Faculty materials including practice problems and activities available at www.efacultylounge.com YouTube videos featuring interviews with authors. The up-to-date research practices in this text are a valuable addition for educators and researchers serving students with disabilities who have a responsibility to support in-school and post-school outcomes. Research Methods in Special Education gives educators the tools to facilitate a deeper understanding of the research process and evidence-based practice.

How can we help children with special needs become active learners? This book is a practical and accessible guide to teaching young children with special educational needs. At the heart of the book is the belief that the focus should be on the child as an active learner, rather than on their disability.

This fully revised and updated edition takes into account current changes in educational policy to provide the reader with comprehensive information and understanding and working with young children with special needs. The author addresses key issues such as the nature and causes of specific disabilities, intervention and assessment, working with families, planning individualised objectives and instructional strategies. There are also new sections on emotional competence, early literacy concerns and discussions of the emotional implications of brain research. Case study examples and practical suggestions are included throughout. The book will be a valuable resource for all early years practitioners, primary teachers, student teachers and learning support assistants.

eBook available with sample pages: 0203404971

With growing numbers of children with autism spectrum disorder (ASD) being diagnosed in the early years, it is becoming increasingly important for education and health professionals to understand ASD and to implement supportive strategies as part of the everyday curriculum and routine. This book serves as an essential tool kit for anyone working with young children with ASD and speech, language, and communication needs (SLCN). Filled with practical and up-to-date tips, advice, and guidance, it shifts the responsibility of change from the child onto the caregiver, asking the question: what can we do to support the child? Key features of this book include the following: An introduction to ASD Detailed case studies illustrating the varied impacts ASD can have on the life of a child Practical activities and resources, including planning sheets and activity suggestions Easy-to-follow chapters focusing on the classroom environment, communication, social interaction, play, and behaviour Comprehensive, practical, and evidence based, this manual is essential reading for anyone working with children experiencing social communication difficulties and ASD in an early years setting.

For over forty years Wolf Wolfensberger has been a significant figure in the world of human services, especially in the field of learning disability. His work on normalization and citizen advocacy in the late 1960s and early 1970s has been acknowledged by supporters and critics alike to have been fundamental to developments in a number of countries , most notably his adopted country, the USA, Canada, Australasia, and the UK. His further work in developing the theory of social role valorization, the successor to normalisation, and as a commentator on broader trends in society and their effects on vulnerable people and services for them has ensured his place as a major voice for values and the human worth of all people. Never afraid of controversy, his views have brought him into conflict with institutional vested interests and radical groups alike.

In Leadership and Change in Human Services David Race introduces the reader to Wolfensberger's key ideas through a series of extracts, with commentary, from his published work. Throughout the edited selection, the emphasis is on placing Wolfensburger's work in contemporary context and examining its continuing relevance today. Including a comprehensive bibliography of Wolfensburger's written output, this Reader offers an invaluable source of reference to all those concerned with the recent history of the human services.

For over forty years Wolf Wolfensberger has been a significant figure in the world of human services, especially in the field of learning disability. His work on normalization and citizen advocacy in the late 1960s and early 1970s has been acknowledged by supporters and critics alike to have been fundamental to developments in a number of countries , most notably his adopted country, the USA, Canada, Australasia, and the UK. His further work in developing the theory of social role valorization, the successor to normalisation, and as a commentator on broader trends in society and their effects on vulnerable people and services for them has ensured his place as a major voice for values and the human worth of all people. Never afraid of controversy, his views have brought him into conflict with institutional vested interests and radical groups alike.

In Leadership and Change in Human Services David Race introduces the reader to Wolfensberger's key ideas through a series of extracts, with commentary, from his published work. Throughout the edited selection, the emphasis is on placing Wolfensburger's work in contemporary context and examining its continuing relevance today. Including a comprehensive bibliography of Wolfensburger's written output, this Reader offers an invaluable source of reference to all those concerned with the recent history of the human services.

Originally published in 1996, Art for All is aimed at the non-specialist teacher of art, and offers a practical approach for working with pupils with wide-ranging learning needs. It presents a developmental framework for art in the light of National Curriculum requirements, with strategies for structuring and supporting appropriate art activity. It is presented in two volumes with colour illustrations: The Framework, which describes the principles of art education in relation to pupils learning difficulties and The Practice, which deals with the specifics of delivering these principles in the classroom. Whilst they stand as independent texts, they are intended to be used together. Art for All will be of interest to all those working in this and related fields in mainstream as well as special education.

Providing a practical guide to strategic management in the field of special educational needs, this text gives the reader a framework for raising achievement throughout the school.

By focusing on how to manage SEN strategically, rather than on planning for individual children, it shows how you can make it part of the overall school improvement process.

The text also provides tools that SENCOs, headteachers and governors can use to analyze data, set objectives, measure and evaluate outcomes for SEN just as they do for other areas of the curriculum. Included are sections on: school self-evaluation; school development plans; the evidence base for different forms of provision; developing staff; and how to minimize bureaucracy.

Helpful for OFSTED planning and securing best value, "Special Educational Needs and School Improvement" also enables schools to target limited resources where they should have most impact on promoting inclusion and raising attainment for all.