This illustrated punctuation workbook supports students with dyslexia, ADHD or other specific learning difficulties to develop their punctuation skills via inquiry-based learning. Using humour and fun cartoons to teach punctuation, the book encourages students to engage in active learning to make their own connections about punctuation rather than rote memorisation of rules. The jokes and unexpected punch lines also help make punctuation more fun and less intimidating. Using this workbook and inquiry-based learning the student gradually becomes proficient in generalising the specific rules they have learnt, detecting patterns from examples and inferring rules. Tricky Punctuation in Cartoons complements school literacy programmes and helps equip students who learn differently with additional ways to remember tricky punctuation rules.

Children with autistic spectrum disorders (ASD) often have sensory processing difficulties. They may be very sensitive to particular sounds or materials, or unresponsive to injuries most children would find painful. This practical book offers a six-step approach to developing a successful programme to help children cope with sensory input they find overwhelming, and to identify activities they may find relaxing or rewarding. Sue Larkey draws on her experience of working with children with autism to offer more than 30 activities using touch, sound, taste, vision and movement, and gives advice on how to use these activities as opportunities to improve children's communication skills. She provides detailed photocopiable checklists to assess children's sensory reactions, sleep patterns, sense of movement and use of eye contact. Parents, occupational therapists and educational professionals will find this workbook to be a rich source of fun ideas for improving sensory processing in autism, and easily adaptable for children with other special needs.

Winner of a 2008 Teachers' Choice Award! Many children, especially those with developmental delays, have trouble understanding or expressing their feelings. This can result in difficulty with anger management. Listing possible responses to situations and the likely outcome of each one allows the child to make informed decisions about which responses to choose (e.g., walking away vs. hitting). This book provides a guide for caregivers along with a workbook portion that asks children to identify situations that trigger their anger, and helps them find appropriate ways to respond. Helpful topics include: Overview of the Exploring Feelings Program Introduction to Cognitive Behavior Therapy The Emotional Toolbox Social Stories Research Evidence on the Effectiveness of Exploring Feelings and more!

I am Special is a proven programme for helping children, teens and adults on the autism spectrum to understand themselves and their diagnosis, gain confidence and thrive. Peter Vermeulen describes in-depth the theory and research behind the programme, and explains how to use it in practice. He presents a series of specially-designed worksheets, included as online downloadable content in a handy printable format, on a wide range of topics, including how the brain works, physical characteristics, likes and dislikes, sensory issues, strengths and weaknesses, learning preferences, relationships and plans for the future. When completed, the worksheets can be used to build up a unique and personal book about the individual on the autism spectrum, to help foster self-understanding and self-confidence. For the very first time, the programme presented in this second edition is suitable for use with teens and adults as well as children, and also contains helpful interactive material for siblings. This is a unique resource for all those involved in supporting children, teens and adults on the autism spectrum, including teachers, psychologists, counsellors as well as parents and carers.

Phonics for Pupils with Special Educational Needs is a complete, structured, multisensory programme for teaching reading and spelling, making it fun and accessible for all. This fantastic seven-part resource offers a refreshingly simple approach to the teaching of phonics, alongside activities to develop auditory and visual perceptual skills. Specifically designed to meet the needs of pupils with special educational needs of any age, the books break down phonics into manageable core elements and provide a huge wealth of resources to support teachers in teaching reading and spelling. Each book in the series gradually builds on children's understanding of sounds and letters and provides scaffolded support for children to learn about every sound in the English language. Offering tried and tested material which can be photocopied for each of use, this is an invaluable resource to simplify phonics teaching for teachers and teaching assistants and provide fun new ways of learning phonics for all children. This set is accompanied by a companion resource, 'Phonics for Pupils with Complex SEND ', to be used alongside the Phonics for Pupils with Special Educational Needs programme. The activities from Books 1-6 of the programme are adapted to be accessible for non-verbal pupils, including AAC users, and those with physical disabilities.

The Homework Squad is here for kids with ADHD! This easy-to-use guide will help with key study skills to improve reading, writing, math, listening, memorization, concentration, and more! Bite-sized tips and tricks, journal prompts, and advice for challenges help kids with ADHD recognize how they learn best and act on that knowledge. This is an accessible, straightforward, and relatable guide to key study skills for kids with ADHD that features a cast of characters with ADHD to enliven the lessons. The author covers an array of areas where kids with ADHD might struggle academically to help kids recognize how they learn best and act on that knowledge. Chapter 1: Read Like a Champ Chapter 2: Make Math Click Chapter 3: Write Your Heart Out Chapter 4: Listen Up Chapter 5: Set Good Goals Chapter 6: Take Note Chapter 7: Study Like a Pro Chapter 8: Power Up the Concentration Chapter 9: Get It Memorized Chapter 10: Test Better Chapter 11: Fight Procrastination

Practical tips and advice for parents navigating the school system from a mom who's been there. One in five children have dyslexia, but too many parents feel isolated and defeated in their efforts to secure an equal chance for their children. After fighting the school system for four years to get the correct diagnoses and proper learning assistance for her two dyslexic sons, Micki Boas realized that parents need to hack the system, cutting through the invisible red tape of school funding, IEPs, specialized teacher training, and more. Drawing on insights from over 200 parents, educators, and experts, Boas delves into: -When children need to be diagnosed to get the help they need-and why it doesn't always happen -What special education programs are mandated by law-and why most schools fail to provide them -What parents can do to advocate for their children-and help change the larger system One in Five shares the secrets the "professionals" won't tell you-but that makes all the difference.

Help children develop language and verbal functions with the help
of Douglas Greer and Denise Ross! "This is definitely a book I will be purchasing for my professional use. I supervise student teachers in home-based programs as well as school programs and this book will be a perfect fit for the program implementation we currently present. Greer and Ross have produced an excellent accumulation of research compilation, assessment and program descriptions for implementation by professionals training and working with autistic children and adults." -Dr. Irfa Karmali, Shelby Residential and Vocational Services "Overall, a very technically accurate book and one well suited to accompany a practicum component in verbal behavior. Very comprehensive and [does] a good job of covering most questions, concerns and issues [for] training others to implement verbal behavior strategies. I thoroughly enjoyed reading it." -Janet Goodman, University of West Georgia Responding to the overwhelming demand for effective language development tools for children with no language and severe language delays related to autism and other disabilities, Douglas Greer and Denise Ross present newly identified methods to assist teachers and parents in their efforts to provide verbal capabilities to children. In their book "Verbal Behavior Analysis," Doug and Denise describe how to help children produce novel and spontaneous verbal functions, acquire language incidentally, and become socially verbal. They carefully integrate the latest research, including many new findings, and present readers with a clear outline of the current state of the science of verbal behavior and its application to children with real needs.Behavior analysts, parents, and teachers will find the procedures applicable to all forms of language (signs, pictures, and voice-generating devices) while maintaining a strong emphasis on the vocal production of a child's speech.

• Describes how to teach children to be literate listeners, reducing the number of instructional times required to teach basic skills from four to ten times. (Chapter 3).
• Presents the necessary procedures to teach children to become observational learners. (Chapter 5 and 7).
• Offers practitioners methods for teaching children to acquire novel language and language usage incidentally, allowing children to expand their language without direct instruction. (Chapters 3, 5, and 6).
• Demonstrates helping children to move from emergent speakers to readers, and learn to enjoy books in free time, and to read. (Chapter 6).
• Introduces a verbal developmental scheme to guide instruction and aid practitioners in determining which children need particular interventions and when they need them, along with alternative tactics and strategies for solving learning problems. (Chapters 2 and 7).

This comprehensive book provides all the information that practitioners need to know about assessment in relation to their pupils with Specific Learning Difficulties. The why, how and what of assessment is addressed, whilst the link between assessment and intervention is also a key focus. Looking at the full range of Specific Learning Difficulties, this book provides practical guidance on implementing strategies that are tried and tested for use in any classroom, whilst also acknowledging that assessment is a process involving other professionals and parents. Addressing issues and topics common in inclusive classrooms around the world, key topics covered include: Specific Learning Difficulties in context Teacher Assessment in literacy, numeracy and movement Motor development and co-ordination Attention factors in learning The key issues on learning differences Self-esteem and emotional literacy How to enhance skills and the self-sufficiency of teachers Assessing Children with Specific Learning Difficulties will be an invaluable guide for classroom teachers, learning support departments, psychologists and other professionals.

The TILLS Examiner's Kit includes: 1 Examiner's Manual 1 Stimulus Book 1 Technical Manual 1 Quick Start Guide 1 Set of Tele-TILLS Instructions (NEW!) 1 Examiner's Practice Workbook 25 Examiner Record Forms 25 Student Response Forms 50 Student Language Scales (forms only, SLS Manual not included) Digital Audio Files (on USB drive) TILLS tote bag Test of Integrated Language & Literacy Skills (TM) (TILLS (TM)) is the reliable, valid assessment professionals need to test oral and written language skills in students ages 6-18 years. TILLS is a comprehensive, norm-referenced test that has been standardized for three purposes: To identify language/literacy disorders To document patterns of relative strengths and weaknesses To track changes in language and literacy skills over time To achieve these purposes, TILLS is constructed to allow you to derive scores for identifying, tracking, and profiling a student's strengths and weaknesses and interpreting the results to support decisions about what to do next. 15 Extensively Researched Subtests The TILLS assessment is all professionals need to capture the complete picture of students' oral and written language skills. TILLS is composed of 15 subtests that allow examiners to assess and compare students' language-literacy skills at both the sound/word level and the sentence/discourse level across the four oral and written modalities-listening, speaking, reading, and writing. Curriculum Relevant TILLS measures integrated language-literacy abilities that reflect the complex language and literacy demands of the general education curriculum. Backed By Unparalleled Data Each TILLS subtest has been fine-tuned to meet strong psychometric standards using scientific evidence gathered in numerous pilot studies and field trials, a national beta trial, and a standardization study with more than 1200 children and adolescents across the United States. Strong Specificity and Sensitivity TILLS tested both sensitivity and specificity across the full age range covered by the test. In the manual, diagnostic accuracy data are broken down into nine different aEUROoeage bandsaEURO meaningful to the development of language and literacy skills. Sensitivity ranges from 81% to 97%, and specificity ranges from 81% to 100%. Streamlined Assessment Professionals can administer the entire test, single subtests, or combinations of subtests in one or more sessions. Comprehensive assessment can typically be administered in 90 minutes or less. Useful for a Wide Range of Students TILLS is ideal for evaluating students: suspected of having a primary language impairment, also called specific language impairment suspected of having a learning disability, reading disability, or dyslexia known to have an existing condition associated with difficulties in spoken and written language (such as deaf or hard of hearing, autism spectrum disorder, or intellectual disability) struggling with language and literacy comprehension and social communication skills (such as social communication disorder)

This essential book offers clear guidelines for determining if the Culturally Linguistically Diverse (CLD) students / English Language Learners (ELL) in your general education classroom are experiencing typical language differences, learning disabilities, or both. By combining helpful case-studies with insightful research, the authors provide a framework for differentiating instruction that uses culturally appropriate interventions to build upon student strengths while creating a foundation for further learning and achievement. You will discover how to: Connect your own and your students' cultural assets to classroom content; Review language acquisition stages and design corresponding instruction; Collaborate with peers and discuss the realities of reaching out for support and problem solving; Choose effective and appropriate instructional strategies based on documentation of data through progress monitoring; Move from a traditional behavioristic perspective to a more culturally responsive perspective; Identify patterns in formal assessments and informal instruction in order to distinguish between language differences and learning disabilities. In addition, the book includes a number of activities and graphs that can be implemented immediately in any classroom. Many of these materials can be downloaded for free from the book's product page: www.routledge.com/9781138577756.

Create an inclusive classroom with these fun and accessible activities for science and computing lessons. Each lesson is tailored to objectives for children working below National Curriculum levels and includes a learning objective, the resources needed, the main activity, a plenary and a consolidation activity to support children's understanding and engagement. When working with children, and especially those with SEN, lessons need to meet their interests as well as their needs by containing visual stimulus and promoting fine and gross motor skills. The activities in this book have been specifically designed with this in mind. Straightforward and practical, it offers 101 creative classroom activities for teaching Science and Computing to pupils who are working below national curriculum levels, as well as mapping the range of additional skills they will acquire.

This is a textbook for undergraduate and graduate students enrolled in special and general education teacher preparation programs (as well as practicing professionals) offering a solid, research based text on instructional methodologies for teaching students with intellectual disability across the spectrum of intellectual abilities. Additionally, this book adopts developmental or life span approach covering preschool through adolescence and young adulthood.

Create an inclusive classroom for all through engaging maths activities such as Shape Bingo, Cake Splat! and Fruity Fractions, all of which have been matched to the UK National Curriculum P Levels 4 - 8. Tailored to the specific P Level, each lesson plan includes a learning objective, the resources needed, the main activity, a plenary and a consolidation activity to help support children's understanding. When working with children, and especially those with SEN, lessons need to meet their interests as well as their needs by containing visual stimulus, movement and fine and gross motor skills, and the activities in this book have been specifically designed with this in mind. This straightforward and practical book offers you 101 creative classroom activities for teaching maths to pupils who are achieving at P Levels 4 - 8 and Key Stage One as well as mapping the range of additional skills they will acquire.

Advances in human genetics and genomics are beginning to move outside the traditional realm of medicine and into the classroom. How will educational officials react when asked to incorporate personalized genomic information into the educational program? This volume bridges the divide between science, education and ethics around the emergent integration of genomics and education. By pairing comprehensive analysis of the issues with primers on the underlying science, the authors put all relevant parties on a level field to facilitate thorough consideration and educated discussion regarding how to move forward in this new era, as well as how best to support the future of education and the future of all students. The volume is unique in bringing together not only scholarly experts but also parents and laypersons. In doing so, it gives voice and understanding to a broad spectrum of disciplines that have a stake in the future of education.

Social Stories (TM) are a widely used and highly effective intervention for supporting children on the autism spectrum, but it can feel overwhelming to follow all the rules put in place to create personalised stories. Developed with the input of parents and professionals, and informed by new Social Stories research, this is a comprehensive, clear, easy step-by-step guide to writing effective personalised Social Stories (TM) that give children social information, creating many benefits for them. The book includes many examples of real Social Stories created for children by parents and teachers working together, and handy downloadable checklists that highlight the essential components of a Social Story, helping to ensure that each story you write achieves the best possible results.

Parents can easily be confused when they suspect that their child may have a developmental delay. The family members can have many questions about the process of seeking special education support, and they often feel isolated from friends and family ask they attempt to make the best decisions for their child. Does My Child Have a Developmental Delay?: A Guide for Parents on the Early Intervention Process is a step-by-step guide for families on how to navigate the early intervention process. The book also includes personal stories of families that have experienced the early intervention process with their own children.

In this friendly guide, a girl called Amy tells all about her Auditory Processing Disorder (APD). Together with her friend Tom and sister Lucy, Amy explains how every child with APD is affected in unique ways, and how to get help if you have APD. This illustrated guide is ideal for helping children aged 7+ with APD to understand the condition, while increasing their self-esteem and confidence. Explaining about causes, symptoms, diagnosis and comorbidity in child-friendly terms, it dispels myths and encourages children to self-advocate and seek help at home and at school. It is also an excellent starting point for parents, teachers and other professionals wishing to tailor support to the type and severity of a child's APD, and includes a helpful list of recommended sources for additional support.

Animals, Disability, and the End of Capitalism is a collection of essays from the leaders in the field of eco-ability. The book is rooted in critical pedagogy, inclusive education, and environmental education. The efforts of diverse disability activists work to weave together the complex diversity and vastly overlooked interconnections among nature, ability, and animals. Eco-ability challenges social constructions, binaries, domination, and normalcy. Contributors challenge the concepts of disability, animal, and nature in relation to human and man. Eco-ability stresses the interdependent relationship among everything and how the effect of one action such as the extinction of a species in Africa can affect the ecosystem in Northern California. Animals, Disability, and the End of Capitalism is timely and offers important critical insight from within the growing movement and the current academic climate for such scholarship. The book also provides insights and examples of radical experiences, pedagogical projects, and perspectives shaped by critical animal studies, critical environmental studies, and critical disability studies. Contributors include Sarah R. Adams, Marissa Anderson, Judy K. C. Bentley, Mary Fantaske, Amber E. George, Ava HaberkornHalm, John Lupinacci, Hannah Monroe, Anthony J. Nocella II, Nicole R. Pallotta, Meneka Repka, and Daniel Salomon.

This bestselling book for teaching literacy to children and young people aged 4-16 years with dyslexia and other specific literacy difficulties has been fully updated for its third edition. Providing a structured multi-sensory programme, 'Conquering Literacy', that includes placement tests, well-established strategies and examples of lesson planning, teaching activities, and reading, spelling and literacy concept cards, this book is an essential practical resource for teachers. This new edition includes: an additional section for learners who need an individualised, structured programme at an advanced stage (Stage II); a section on planning shorter, targeted interventions for learners with a particular difficulty e.g. spelling, revising; three new chapters on teaching reading, spelling and writing within mainstream classrooms using strategies which are successful with learners with dyslexia downloadable teaching resources available from the companion website.

Dyscalculia is a learning difference affecting the ability to process numbers. This illustrated guide provides children aged 7+ with the tools and confidence to understand the condition, discover helpful techniques, and seek additional support. It guides parents and teachers on how to help at home and at school, and includes an extensive resource list.

Since dyslexia was first described in the British Medical Journal in 1896, there has been debate about the definitions and diagnostic procedures used, with some casting doubt on its very existence. However, there is now a considerable body of research regarding the nature and characteristics of this relatively common learning disorder. The contemporary view of dyslexia has emerged from a century of research in medicine, psychology and more recently neuroscience, and we now understand enough about this learning disorder to guide policy and practice. This Very Short Introduction provides an accessible overview of this exciting field of research, beginning with its history, and drawing on testimony from people living with dyslexia. Considering the potential causes of dyslexia, and looking at both genetic and environment factors, Margaret Snowling shows how cross-linguistic studies have documented the prevalence of dyslexia in different languages. Discussing the various brain scanning techniques that have been used to find out if the brains of people with dyslexia differ in structure or function from those of typical readers, Snowling moves on to weigh up various strategies and interventions which can help people living with dyslexia today. ABOUT THE SERIES: The Very Short Introductions series from Oxford University Press contains hundreds of titles in almost every subject area. These pocket-sized books are the perfect way to get ahead in a new subject quickly. Our expert authors combine facts, analysis, perspective, new ideas, and enthusiasm to make interesting and challenging topics highly readable.

The first edition of this highly successful book received praise from many practioners in the field of language and learning difficulties. "Any practioner with an interest in the acquisition of literacy who takes the time to study Overcoming Dyslexia in some detail...will gain fresh insights iinto how they might approach the teaching of reading and spelling." ----British Journal of Special Education The second edition of this practical book has been richly nourished by the experience of teachers and pupils usiing the first edition in the classroom. The authors have created new links between multisensory learning and the National Literacy Strategy and have applied these to the National Literacy Framework and the structure of the Literacy Hour. Part one gives an informative account of ther development of literacy skills and the barriers to learning for the dyslexic learner. Part two, a Skills in Action,a provides a clear route to the development of Individual Education Plans, and will appeal to SENCOs and teachers and assistants working with the updated Code of Practice, providing additional support at school level and a School Action Plus.a Part three, a The Step by Step Programme,a details a systematic approach to learning letter sounds and high frequency words that can be used as part of a specialist programme or within the Literacy Hour.