This is the first book to examine in-depth the crucial role of the speed of information processing in the brain in determining reading fluency in both normal and dyslexic readers. Part I explains fluency in reading from both traditional and modern perspectives. Fluency has historically been viewed as the outcome of other reading-related factors and has often been seen as a convenient measure of reading skills. This book, however, argues that fluency has a strong impact on other aspects of reading and plays a central role in the entire reading process. Part II deals with the determinants of reading fluency. Chief among these is the speed of information processing in the brain. Using both behavioral and electrophysiological evidence, the book systematically examines the features of processing speed in the various brain systems involved in reading: visual-orthographic, auditory-phonological, and semantic and shows how speed of processing affects fluency in reading. Part III deals with the complex issues of cross-modal integration and specifically with the need for effective synchronization of the brain processes involved in reading. It puts forward the Synchronization Hypothesis and discusses the role of the Asynchrony Phenomenon as a major factor in dyslexia. Finally, it summarizes research on manipulating reading rate by means of the Acceleration method, providing evidence for a possible intervention aimed at reducing Asynchrony. Key features of this outstanding new book include: *Expanded View of Fluency. Reading fluency is seen as both a dependent and an independent Variable. Currently available books focus on reading rate solely as the outcome of other factors whereas this volume stresses that it is both an outcome and a cause. *Information Processing Focus. Fluency itself is determined to a large extent by a more general factor, namely, speed of processing in the brain. The book presents wide-ranging evidence for individual differences in speed of processing across many subpopulations. *Brain Synchronization Focus. The book posits a new theory arguing that effective reading requires synchronization of the different brain systems: visual orthographic, auditory-phonological, and semantic. *Research-Based Interventions. Interventions to enhance fluency and, thereby, reading skills in general are presented in detail. *Author Expertise. Zvia Breznitz is Head of the Department of Learning Disabilities and Director of the Laboratory for Neurocognitive Research at Haifa University in Israel, where she has been researching this topic for over a decade. This book is appropriate for researchers and advanced students in reading, dyslexia, learning disabilities, cognitive psychology, and neuropsychology.

Tackling drugs is complex and there are concerns about the best ways of addressing drugs issues in schools - particularly for pupils with special educational needs. Many teachers are worried about discussing drugs with their pupils. They fear that they know too little and that some of their pupils may know too much. They also worry that talking about drugs to naive children may raise their interest. Yet the government expects all pupils to receive drug education and requires all schools to have a drug policy. It has ambitious targets in reducing the use of drugs by young people. This book aims to help teachers of pupils with special educational needs to assess what their contribution should be and identify what the particular issues associated with their pupils are. It will help schools to: Create or revise a drugs policy; Plan a programme of study; Deliver drug education appropriate to their pupils; Deal with drug related incidents.

Considerable challenges can face all those involved in teaching children with special educational needs. Complex policy and legislation, bureaucracy, inspection and limited resources can all appear difficult obstacles to those seeking to provide effective tuition. In this highly practical book, Michael Farrell unpicks and clarifies the role of educational standards in today's schools. Drawing extensively on detailed, real-life case studies, he closely explores such issues as: the definition of standards, identifying and providing for special educational needs, assessment and benchmarking, curriculum provision and target-setting, the role of the Code of Practice. Special educational needs coordinators, senior managers in schools and students completing initial training courses will find this an invaluable resource, which effortlessly simplifies an often complicated process.

With 55% new material, the significantly revised second edition of this influential resource presents a refined coaching model and an expanded set of tools for helping K-12 students live up to their potential in school and beyond. The book describes how to provide evidence-based, individualized instruction and support for kids and teens with executive skills challenges. Guidelines are provided for partnering with students and improving their performance in such areas as time and task management, planning, organization, and impulse control. Adaptations for coaching students with disabilities are discussed. In a convenient large-size format, the book features over two dozen reproducible forms and handouts; coaches can download and print additional copies as needed. New to This Edition *Two new chapters on coaching 5- to 8-year-olds (K-3), and more material on younger students throughout. *Shows how to enhance coaching by incorporating motivational interviewing and cognitive rehearsal strategies. *Case example chapter, plus chapters on self-assessment for coaches and the building blocks of executive skills coaching. *Expanded content on goal setting, action planning, and progress monitoring. *Updated research and revised reproducible tools. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

Teachers are meeting more pupils with special needs in mainstream classrooms and although there are general issues to be aware of, subject specialists will always want specific guidance and examples. This series combines SEN expertise with subject knowledge to produce practical and immediate support including: Policy writing and how to do it; Simple explanations of SEN labels; Creating an inclusive classroom environment; Monitoring and assessment; Working with TAs.

Challenging readers' preconceptions, this book provides new insights into the private and public experiences of six mother-teachers whose children have SEN. Thought-provoking and provocative, the book gives both sides of the story, exploring educational values and teaching practices as well as the personal and family stories of children with SEN. It covers: * All sectors of education, from mainstream primary and secondary schools to special day and residential schools * Issues that have been raised by the mother-teachers' experiences * A look at what counts as exclusion and inclusion to parents and their children * Both a top-down and bottom-up look at SEN and inclusion

This book is organized around CBUPO, the basic psychological needs of all students: competence, ,belonging, usefulness, potency, and optimism. When teachers and schools focus on meeting these needs, the rate of at-riskness is drastically reduced. This book presents practical strategies and tips to help teachers and administrators help all students become successful learners. The revised edition offers new material on using classroom assessment, complying with standards and high stakes testing, an updated approach to evaluating At-Risk Prevention programs, and alternative strategies for meeting the motivational needs of at-risk youth, from developmental constructivism to mastery learning.

This special issue examines four critical aspects of writing instruction for students with disabilities: prevention, classroom practice, instruction, and assessment. The first article addresses writing strategy instruction for young students at risk for long-term writing difficulties. Next special and general education middle school educators' epistemology is explored regarding writing development and instruction, their self-reported teaching practices, and the challenges they faced as they strive to teach middle school students how to effectively use writing as a communicative medium and learning tool. The third, article reviews and critiques state writing standards and describes an instructional plan to help students with disabilities and other struggling writers master composing strategies and processes that may equip them to meet state standards in writing. Finally, a review is presented of the extant research on various methods of writing assessment, including holistic, primary trait, and analytic scoring methods, with particular emphasis on Curriculum-Based Measurement--an assessment technique well suited for children and youth in special education.

This book provides school leaders and teachers with research-based theories and models on systems thinking and on inclusive education. It offers the 'why', 'what' and 'how' of inclusive teaching and learning with specific references to a range of special needs. It discusses topics such as a sustainable approach to inclusion, differentiation of learning programs and activities, and a range of assessment approaches to support teaching and learning. The book also presents the social aspects of inclusion and encourages teachers and school leaders to focus not only on the academic aspects of education but the social and emotional growth of the student. It highlights the value of parent input and promotes the forming of parent partnership to enhance student learning and wellbeing. Part One of the book gives practical suggestions on how school leaders can apply systems thinking to mobilise the school and school community to contribute to the ideals of Education For All. Part Two discusses a range of disabilities with each chapter covering the medical definitions and characteristics of the condition, the challenges faced by the student, their parents and teachers, and presents evidence-based strategies and classroom management tips to help teachers with their everyday classroom needs. The book helps to heighten school leaders' awareness on how to use systems thinking to mobilise the school community to action. It strengthens teachers' confidence and builds their capacity in providing all students with access to flexible learning choices to help them achieve educational goals and develop a sense of belonging.

Teaching a class of learners with many different additional educational needs can be challenging to the extreme. Based on the latest national legislation and the importance of achieving "inclusive communities" within schools, this book provides succinct and practical information on working with children with a full range of additional educational needs. Accessible and user-friendly, this book: Covers unfamiliar areas beyond the typical SEN spectrum - such as gifted and talented, bilingual learners and supporting children in care; Helps readers work towards the Proposed Standards for Higher Level Teaching Assistants; Appropriate for every Key Stage and educational setting; Includes case studies, discussion questions and key issues to help develop reflective practice

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

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

All teachers and professionals dealing with children with special educational needs must have an understanding of child development in order to make judgements about children's behaviour in terms of delay, disorder and diversity.

This ground-breaking book provides a framework for understanding the physical, sensory, emotional, social, linguistic, and cognitive development of children, but especially those with special educational needs. Written for practitioners and students alike, it helps keep track of children's developmental progress and provides a sound understanding and knowledge of the child in order to optimise learning opportunities. Although the book is essentially practical, the authors cover the theoretical ground which is vital in fully understanding cognitive development.

Legal Issues in Special Education provides teachers and school administrators with a clearly written, well-organized, and understandable guide from the perspective of the practitioner without formal legal training. Even though over 50 percent of students with disabilities are now educated in general education classes, most teachers are not required to complete coursework in special education law and can unwittingly expose themselves and their schools to liability for violating the rights of students with disabilities. This practitioner's guide explicitly addresses the major issues and legal complexities educators inevitably face when dealing with special education legal and policy issues. Using case-based learning to synthesize important legal concepts and principles from leading special education legal cases, this text guides educators, administrators, and parents alike toward a thorough understanding of, and the ability to navigate, many of the current and pressing legal concerns in special education.

This fully updated second edition is an essential reference book that contains a wealth of resources and practical information relating to the education and care of children with special educational needs. Within its pages you will find an accessible, jargon-free overview of current SEN policies and how they affect parents, teachers and children; contact details of over 1,000 selected organizations, charities and services that exist to help the child with special educational needs; an extensive glossary of terms and medical conditions associated with special education; pointers to useful resources on the Internet; the names and addresses of Local Education Authorities, all of which can provide information on inclusive schooling; the names and addresses of over 1,800 special schools in the UK; and advice on how to make links with other professionals, to ensure all children with special educational needs are getting the attention to which they are entitled. Any teacher, teaching assistant, parent or caregiver of a child or children with special educational needs will find this book a useful companion.

This book brings together a compendium of the collaborative research from eight PhD students and three researchers, addressing an existing problem for teachers of students with additional learning needs in mainstream classes. The purpose of this research is to describe the development of growth progressions in communication and literacy, interpersonal skills and understanding of emotions, learning skills, numeracy, movement, digital literacy, thinking and problem-solving skills among students with additional needs in the classroom, known as SWANS (Students with Additional Needs). The research has grown over a decade or more and this volume brings all that research together under a single cover in a way that has not been done before. It shows how work conducted at the same system and school level that led to the design of curriculum support for SWANS, drawing on the research to establish expected learning progressions, was linked to a mainstream curriculum. It also illustrates strategies and materials that could be used by mainstream teachers or special education teachers to make teaching SWANS practical and effective. The book offers new insights, and a ready to use volume of material for curriculum writers, student teachers, researchers, and special education teachers and administrators.

Local Education Authorities are now obliged to put in place arrangements to try to settle disagreements over the provision for children with special educational needs. This practical book aims to help those charged with making these arrangements and those directly involved in the conciliation and mediation process.
While there is no 'right way' to resolve disputes of this kind, the ultimate goal must be to reach a positive conclusion as quickly as possible for the benefit of the child involved. In this book, the authors look at a range of approaches and issues to achieve this such as:
*how to plan disagreement resolution
*skills and techniques for mediation
*tools for training and self-assessment
*the SEN tribunal
*ethical and legal issues
The book includes contributions from leading practitioners in special educational needs, law, mediation and conciliation. It is the ideal handbook for all those working in the area of special education needs, both in schools and for LEAs and other agencies.

eBook available with sample pages: 0203166213

In this book practitioners will find clear and workable suggestions for opening up the Early Learning Goals to children with special educational needs. It will help them to use each work area of the early years setting as a means to teach the curriculum, and offers plenty of down-to-earth advice on activities to try with children who have additional needs.

Following the curriculum guidance laid down for the Foundation Stage, the author provides ideas for managing specific types of disability within the mainstream setting. Play is the focus throughout the book as the means of helping children to learn.

There are photocopiable activity sheets at the end of each chapter, together with a concise list of further reading. Useful resources and contact addresses are included.

This book seeks to explore how disability is understood and the position and experiences of disabled people both within and across different societies. The authors explore the question of politics in relation to specific struggles, providing a wealth of insights and ideas, and examine the nature and value of a social model of disability. They criticize exclusionary barriers while advancing a more democratic and participatory society based on principles of equality, offer cross-cultural insights and present stimuli for debate and further research. The text is accessible, topical, and provides new and innovatory thinking. This book will appeal to undergraduate and postgraduate students, lecturers and researchers with interests in education, social policy, sociology and disability studies.

You've read the history and the background, now meet the families! This companion book to Meeting Families Where They Are traces the advocacy journeys of 12 caregivers across a range of racial, ethnic, social, disability, economic, and family identities. The stories reflect the unique lives, histories, and needs of each family, as well as the different approaches they employ to meet the needs of their children. Caregivers indicate when they began to advocate; describe how they continue their efforts across schools, medical offices, therapies, communities, and virtual spaces; and discuss how they adapt to changing social and health climates and educational delivery modes. They also share their collective wisdom to assist other parents who are new to the advocacy platform or are feeling discouraged with the process. This is must-reading for family members, teachers, administrators, health care personnel, and everyone invested in creating a culture of respect, love, and understanding.Book Features: Emphasizes how families have resisted the deficit-based view of their children while still utilizing systems of support. Identifies gaps and challenges across multiple systems, as well as "what's working." Incorporates the fields of special education and disability studies in education. Uses the framework of DisCrit to explore how disability and other social identities operate in tandem, examining concepts such as power, access, privilege, and barriers. Positions caregivers as experts in their children's lives, illustrating how they advocate for their children, teens, and young adults. Takes a deep dive into the nuances of generational, cultural, organizational, and geographical factors that impact how caregivers advocate. Resists approaches that typically involve professionals dictating what families need, centering instead on a collaborative model that includes families and professionals.

This work demonstrates how mainstream and special schools can work together in preparing the special school child to succeed in a mainstream environment. It also shows how to prepare existing mainstream pupils and other members of staff involved in or affected by the inclusion process.;The author provides: photocopiable forms for evaluating pupils' academic and social progress; advice on how physical resource, such as sensory rooms, can enhance the learning opportunity of all pupils; jargon-free communication strategies for effective interaction with the child, which is also considered within the framework of the whole school policy; sample lesson plans, resource ideas and plans for daily record keeping for use across the curriculum subjects; and suggestions for ways in which special and mainstream schools can work together to enhance the whole curriculum.;Any teacher in a mainstream or special school who is concerned about making inclusion really work for their pupils should find this book a useful companion.

This text for preservice and in-service teacher education courses shows how schools can educate girls and promote their positive self-esteem at the same time. Its purpose is to help teachers facilitate the development of gender-equitable schools and classrooms. Taking a feminist developmental approach, the text draws on an interdisciplinary knowledge base, synthesizing research from psychology, anthropology, sociology, and education. While it is rooted in scholarly research, the focus is on clarifying the connection between theory and practice, with an emphasis on practical applications.
The text is organized in two sections--"Growth and Development" and "Teaching and Learning"--and includes a variety of engaging pedagogical features. Underscoring the need for teachers, school administrators, and parents to become aware of the intersection of development and education, "Educating Young Adolescent Girls: "
*combines gender, growth, and development;
*demonstrates how schooling can facilitate the total development of young adolescent girls; and
*addresses a multiplicity of issues, including adolescent girls of color and young adolescents girls' sexuality.

Reading Fundamentals for Students with Learning Difficulties is a foundational resource on reading instruction for students with learning difficulties. This comprehensive, practical textbook provides fundamental information related to typical and atypical reading development, reading instruction within K-12 classrooms, and how to identify reading problems and provide interventions to a wide range of students who struggle to learn. Throughout the text, cutting edge research on reading instruction for students with learning disabilities and English Learners is translated to practice, making it accessible to even the most novice teachers. Each section concludes with application activities, including self-tests and discussion prompts, to reinforce learning.

Educators often feel frustrated by their school's lack of comprehensive programs to address the needs of diverse learners. Many noted literacy experts believe that school programs for diverse learners will remain ineffectual until instruction involves teachers, specialists, administrators, and families in collaborative decision making, mediation, negotiation, and respect for differences.
"Collaboration for Diverse Learners" brings together several expert perspectives on achieving effective collaboration to accelerate the literacy development of diverse learners. You will find in this important volume many resources to guide your own decision making and development of successful collaboration programs: in-depth analyses of collaborative efforts, multiple ways to think about collaboration and its implementation, and examples of collaborative projects that are successfully in place in schools throughout the United States. You'll be especially inspired by the first-hand stories of educators, children, and families who present the possibilities for partnerships that advance the learning of all students.
Published by International Reading Association

* This book teaches caregivers and parents how to give a story and voice to children who are having difficulty communicating for themselves * By using a holistic approach, emphasis is given to the child's history unique situation rather than a specific diagnosis or behavior * Covers sensory preferences and what they mean, different teaching and learning approaches, and why it is important to have a collaborative approach to a child