Working with Hannah is a unique and detailed snapshot of the first years of schooling for a child with Down's Syndrome and severe mobility and communication problems. Written by two classroom assistants, who supported Hannah during her two and a half years in a mainstream infant school, this book shows how the right level of support can make inclusion a success not only for the child and family but also for the school itself. This practical guide describes the 'hands on' approach of Hannah's day-to-day management in a busy school. Topics covered include:
*finding a school
*how the school prepares
*adapting the curriculum
*recognising the importance of friendship
*incorporating therapies into the school day
*additional aspects of personal and, physical care
*setting up communication systems.
There are key points at the end of chapters, which highlight the salient aspects and offer practical advice.

eBook available with sample pages: 0203137892

School exclusion is becoming increasingly viewed as being out-dated and misguided and almost all practitioners and leaders are committed in inclusion. However, many schools aiming for full inclusion can find it difficult "not" to "exclude" some students. This book shows teachers and managers how five schools have successfully implemented policy and practice to avoid excluding any students. Based around five in-depth case studies (four secondary and one primary), the book describes positive strategies for preventing children from being excluded. The book begins with a look at different definitions and levels of school exclusion, identifies the different reasons for exclusion and the individuals and groups who tend to suffer most from being excluded. The editors go on to specify positive alternatives to the issue of school exclusion. The book is based upon a major research project undertaken at the School of Education, University of Cambridge. It includes detailed case studies from both the primary and secondary sector.

Though autism is one of the best documented and validated childhood psychiatric syndromes, there remains an enormous gap between theoretical understanding of autism and understanding of it in the practice of daily life. This book aims to go some way towards bridging that gap. In common with visual or auditory impairments, the cause of autism is physical, biological and organic. Likewise, just as people with impaired sight or hearing need education and guidance specific to their needs, people with autism require specialized education and support matched to their particular difficulties. This book, aimed at the medical community and the teaching profession, introduces the medical background to autism and discusses current educational approaches to helping those diagnosed as autistic. The book sets out to inspire as well as to inform those involved with the medical or educational management of people with autism.

Drawing upon practice and school-based development work, this book addresses three major themes in the education of pupils with a range of special educational needs: pupil empowerment and enhanced self-esteem - including pupils becoming aware of themselves as learners, as active partners in the learning process and involvement in school development; impact upon school ethos and culture - including leadership, collaboration, pedagogy, teacher attitude, teaching and learning styles; the inclusion debate - including preparing pupils for reintegration.;The book contains supporting photocopiable examples of formats for readers to copy and use.

The evil prosthesis of Captain Hook, the comical speech of Porky Pig, and the bumbling antics of Mr. Magoo are all examples of images in our culture which can become the basis of negative attitudes and subliminal prejudice towards persons with disabilities. These attitudes influence and underlie discriminatory acts, resulting in negative treatment and segregation. A teacher's ability to recognize and counter such images may well determine the success of inclusion and mainstreaming programs in our schools and society. Well-researched and well-written, this book offers practical guidance as grounded in solid research to schools that are wrestling with how to mainstream children with disabilities.

First Published in 2000. Written with the newly-qualified or student teacher in mind, the nature of this highly accessible book considers the nature of learning difficulties and the impact of legislation and policy on the teaching and learning of pupils with a wide range of special educational needs in the mainstream classroom. The authors offer practical solutions to the many challenges facing teachers of inclusive settings, and individual chapters provide the reader with guidance on: meeting special needs appropriately in inclusive educational settings; effective access to the curriculum; classroom organisation and management to support pupils; staff roles and responsibilities and staff development. The writers are also sensitive to the views and experiences of pupils and how these can enhance opportunities for good quality learning. Teachers and students will find this book an essential companion.

This text demonstrates the substantial benefits that foreign language work has to offer students with special educational needs, whether in a mainstream or special school setting. The author offers practical advice on lesson planning, course design and methodology.

Inclusive education is complex, multi-faceted and ever-changing and to date there has been no fixed definition of what is meant by the term 'inclusion', leading to confusion about what inclusive education actually means in practice. This key text introduces readers to the underlying knowledge and wider complexities of inclusion and explores how this can relate to practice. Considering inclusion as referring to all learners, it surveys the concept of inclusive practice in its broadest sense and examines its implementation in a variety of educational institutions. Throughout the book, international contributors consider this broader concept to critically evaluate the realities of practically implementing inclusive objectives. Each chapter assesses key theories and concepts alongside a range of examples to encourage students to think critically and reappraise their own experience as learners. Key topics covered include: * studying the definition of inclusion * the relevance of pedagogy in inclusive practice * how to lead and manage for inclusion * the issue of inclusion in early years, primary, secondary and post-16 settings * inclusive practice for families * international perspectives on inclusive practice. Fully illustrated with tasks, case studies, discussion questions and recommended reading, Inclusive Education is essential reading for second and third year students looking to extend their research and writing, and to develop their critical and reflective thinking.

This book celebrates good practice in the area of early years and special needs by bringing together authors who are either practitioners or researchers, from a range of different and diverse early years settings including nurseries and units providing special provision. They describe their work with young children who have different and distinctive special needs and disabilities.

eBook available with sample pages: 0203134427

"Inclusive Education" includes two sections: readings and cases. The readings present approaches for creating inclusive classrooms and schools; their purpose is to give prospective and practicing teachers background information in curricular, instructional, assessment, and collaborative problem-solving strategies that foster inclusive education. The Casebook consists of "An Introduction to Cases" and 14 teaching cases based on actual events as experienced by the case authors that describe in rich detail the experiences of parents, students, and teachers related to inclusive education. Most of the cases pose problems or dilemmas to be resolved--including the struggles of parents seeking inclusive education for their children; students' attempts to succeed in general education classrooms; special educators', principals' and teachers' experiences as they collaborate in moving toward inclusive programs; and teachers' concerns for the future success of their students.

Considerable research in the past 30 years has accumulated regarding the academic and social functioning of youngsters with disabilities. Only in the past decade has there been sufficient special education research published from which meta-analyses and syntheses can be conducted. In this volume, seven sets of authors grapple with synthesizing the knowledge base on an array of critical topics in the field of special education.
Among others, specific chapters include:
* a synthesis of what is known about effective instructional grouping practices for reading.
* an examination of the differences between students classified as learning disabled and other low-achieving students on a range of academic performance measures.
* a review of effective instruction for English-language learners.
* an examination of the research on behavioral supports for low-incidence special education populations.
* a synthesis on how technology supports literary development, across the full spectrum of disabilities categories.
These papers provide up-to-date, informative summaries of current knowledge and a base from which further venture into the critical area of instructional intervention in special education can occur.

The Boy who Longed to Look at the Sun is a therapeutic story about self-care. It tells the story of a boy who loves playing outside and becomes fixated with looking at the sun, even though he has been warned it can hurt his eyes. Eventually the boy realises that his priorities have become skewed and he needs to look after his own well-being. The story teaches children the importance of looking after yourself and understanding what is or is not healthy. This beautifully illustrated storybook will appeal to all children, and can be used by practitioners, educators and parents as a tool to discuss the importance of well-being and self-care with children. This story can be purchased alongside six other storybooks as part of a set (ISBN: 9781138556478), as well as in a set alongside the guidebook Nurturing Emotional Resilience in Vulnerable Children and Young People and six other storybooks (9781138556454). The guidebook outlines ways to use these beautifully told and visually appealing stories to nurture emotional resilience with children and will be invaluable tools for anyone working to build emotional resilience with children and young people.

In this volume, a respected group of researchers and practitioners, who share concerns for equity and excellence in education, write about their thoughts and concerns for the future of special needs education. They bring different perspectives on the value base which underpins current practice; they explore some of the pedagogic concerns which are raised by practices of inclusion; they reflect on different aspects of the processes of collaboration which may well be of considerable importance in the development of inclusive practice; and they consider the position of pressure groups in the promotion of inclusive practice. The concept of the welfare state is undergoing scrutiny and questioning; there is a growth in the level of unease surrounding questions of effectiveness with respect to current equality of opportunity policy; there is international concern about the conditions and processes of social exclusion and the prospects for social cohesion. It therefore seems timely and appropriate to ask searching questions about the material conditions which are likely to face children who get "included" and the prospects for the creation of more inclusive schooling.

This book examines the issues which affect the participation, achievement and social inclusion of children with medical conditions in education. The contributors discuss areas of potential difficulty and suggest ways of developing more effective, efficient and empathetic provision, in and out of school. This comprehensive approach includes young people's, parents' and siblings' accounts, professional descriptions and critiques of recent research, educational policies and practices within the UK. The book will enable education authority officers, school managers, primary and secondary teachers, educational psychologists, school medical personnel, support coordinators and advisers to acquire and apply in-depth understanding to the challenge of including these children more fully.

Contents:
1.Introduction: the Struggles for Reform Margaret McLaughlin and Martyn Rouse 2.Defining Difference: a Comparative Perspective on Legal and Policy Issues in Education Reform and Special Educational Needs Lani Florian and Diana Pullin 3.Standards and Curriculum: the Core of Educational Reform Margaret J. McLaughlin and Christina Tilstone 4.National Assessment and Special Education in the United States and England and Wales: Towards a Common System for All? Martyn Rouse, James G. Shriner and Lou Danielson 5.Educational Accountability and Students with Disabilities in the United States and in England and Wales Judy Sebba, Martha L. Thurlow and Margaret Goertz 6.Special Educational Needs Policy and Choice: Tensions Between Policy Development in the US and UK Contexts Cheryl Lange and Sheila Riddell 7.The Dying Governance of Education and Its Comparative Impact on Special Education in the United Kingdom and the United States Jennifer Evans and Michael M. Gerber 8.Funding of Special Education in the United States and England and Wales Tony Bowers and Tom Parrish

This work examines international strategies of early education and literacy for disadvantaged children, from a cross-cultural perspective. It brings together theoretical insights, the results of empirical research, and experiences with early educational intervention programmes.

Art and Design for Secondary Students with SEN is a valuable compilation of practical ideas, visual aids and lesson plans designed to engage students in developing their creative art skills. Made up of twelve lessons that each examine a particular theme, the book spans a wide variety of topics and different media in art, progressing from basic drawing and painting techniques in pencil, pastel, watercolour and acrylic and moving onto higher level creative design techniques of painting on glass and silk. FEATURES INCLUDE: * Step by step, tried and tested lesson plans devised by an experienced and qualified art teacher. * Helpful learning outcomes, timings, materials and recommended resources for each lesson. * Useful tips and visual teaching aids for introducing new techniques. * Full colour illustrations throughout, including examples of students' art work. * All illustrations available to download as e-resources. With links to the National Art Curriculum and other secondary curriculum subjects, this resource offers innovative and creative ideas for delivering engaging art lessons. This book will be ideal reading for both specialist and non-specialist teachers of art and design at secondary level who work with small groups, as well as teaching assistants, art and occupational therapists, youth workers and PGCE students of secondary art and design.

Contents:
1. Concepts of Special Educational Needs 2. The Legislative Framework 3. The Range of Special Educational Need and Provision 4. A Curriculum for All? 5. Teaching Approaches and Organisational Strategies 6. The Social and Emotional Context for Learning 7. Frameworks of Support

"From Disability to Possibility will change the way you look at your students with disabilities. And when you make that shift, the way those students look to you will change. You will see the possibilities, and in that vision, you will see the power of the inclusive classroom. " -Kylene Beers

Three decades after landmark special education legislation promised a better learning experience for students, special education is still just that-a promise. In America we have earned a failing grade in educating diverse learners, as evidenced by their overwhelming underemployment or joblessness after graduation. We can do better by adopting a new model - one that honors varied teaching and learning styles, transforming disability into possibility. Only then can we finally fulfill the promise of special education.

"From Disability to Possibility" leads the way presenting the specific kinds of teaching, classroom practices, and support approaches that will make this new model of possibility a reality. Drawing on the stories of learners, both with and without disabilities, as well as families and teachers, Patrick Schwarz shows you not only why many current special education frameworks don't work, but also how they damage children, often for life. Then he demonstrates how possibility studies offers a meaningful, practical, and doable alternative to traditional special education practices both during the school years and after.

Ideal for general educators, special educators, administrators, educational leaders, related service professionals, paraeducators and self-advocates, "From Disability to Possibility" illustrates, through stories of struggle and success, how creative, conscientious teachers can work with everyone involved in a student's learning to make special education work. In addition Patrick Schwarz will show you that special education is a service, not a sentence, and that labels hurt. His ideas and passion will inspire you to look at diverse learners, their instruction, and their support in the classroom, the curriculum, and the social world of school from a new perspective: the "possibility of disability."

The current emphasis on individualised intervention programmes for students with special needs may not only be impractical, but also undesirable. This book compares and contrasts special needs approaches with school effectiveness strategies. The author sets out theories about inclusive schooling that arise out of a detailed scrutiny of practice. The link between theory and practice will be welcomed by many practitioners. With extensive examples from the field to illustrate Ainscow's ideas, this is an eminently accessible text.

This book draws on the experiences of the full circle of people involved in and affected by exclusion: the voices of an excluded child, the parents of excluded children, the voices of teachers, remaining pupils and researchers. The contributors, and issues raised, are international, giving the reader everything necessary for considering concepts and practices across countries and cultures, and highlighting ways in which schools might bring down the barriers to participation and learning.

Using the accounts of mainstream pupils and pupils with SEN, the author explores the pupils' identities and experiences in relation to each other. In particular, mainstream pupils often function as "deciders" with regard to the inclusion of pupils with special educational needs. The book also shows how the pupils with SEN actively challenge these decisions and seek to influence perceptions of themselves and their inclusion experiences through the "practices of self". Existing texts tend to focus upon the practices of integration and inclusion, without much attention being paid to what inclusion means to young people. This book will prove invaluable in helping teachers achieve inclusion in the classroom.

Using the accounts of mainstream pupils and pupils with SEN, the author explores the pupils' identities and experiences in relation to each other. In particular, mainstream pupils often function as "deciders" with regard to the inclusion of pupils with special educational needs. The research also shows how the pupils with SEN actively challenge these decisions and seek to influence perceptions of themselves and their inclusion experiences through the "practices of self". It argues that existing research has tended to focus upon the practices of integration and inclusion, without much attention being paid to what inclusion means to young people. Strategies for inclusion have to take into account both mainstream and SEN pupils, if they are to have a chance of succeeding. The research presented in this book should prove of value in helping teachers achieve inclusion in the classroom.

The evil prosthesis of Captain Hook, the comical speech of Porky Pig, and the bumbling antics of Mr Magoo are all examples of images in our culture which can become the basis of negative attitudes and subliminal prejudice towards persons with disabilities. These attitudes influence and underlie discriminatory acts, resulting in negative treatment and segregation. A teacher's ability to recognise and counter such images may well determine the success of inclusion and mainstreaming programs in our schools and society. Well-researched and well-written, this book offers practical guidance as grounded in solid research to schools that are wrestling with how to mainstream children with disabilities.