This revised and updated third edition, previously titled The Effective Teacher's Guide to Dyslexia and Other Learning Difficulties (Learning Disabilities), unravels the complexity of specific learning difficulties in an accessible and user-friendly way. Each chapter provides key information about the disorder in question, giving a clear definition before discussing prevalence, causal factors, identification, and assessment and provision. Implications for the curriculum and related assessment, pedagogy, resources, therapy/care, and school and classroom organisation are explained, allowing providers to reflect and adapt their practice in response to the needs of the individual. The book informs effective provision, with the aim of encouraging the best achievement and personal and social development for children and young people. The book authoritatively and lucidly addresses issues associated with * impairment in reading/dyslexia, * impairment in written expression/dysgraphia, * impairment in mathematics/dyscalculia, and * developmental co-ordination disorder/dyspraxia. Recognising the importance and the challenge of multi-professional working, the book relates provision to the roles of parents and carers alongside that of the practitioner. Underpinned by research and widely held professional judgement, this will prove a practical, readable, and inspiring resource for professionals in the UK, US, and elsewhere including teachers, therapists, psychologists, and students entering these professions.

Increasingly dyslexia is becoming a whole-school issue. The responsibility for addressing the needs of dyslexic students no longer rests with one individual but is the responsibility of all school staff - subject specialists and school management. This timely book addresses this need by providing specific guidance to secondary school staff on how to support dyslexic students within different subject areas and within the principles and practices of inclusion.

This book is designed as a college-level textbook introducing readers to all aspects of intellectual disability in children, from birth to the end of schooling, with an educational focus. The book will be of interest to persons training as special education teachers or who are training as regular teachers with a focus on special education. It will also be relevant reading for parents of children with intellectual disability, for practicing teachers, and for other professionals working with such children (psychologists, social workers, nurses, therapists). The field of special education and intellectual disability practice has been strongly influenced by legislation in the United States. The United States is also the source of most research in the disability field. For this reason, there is an emphasis in this book on research and practice in the United States. However, there is also coverage of research and practice in Australia (where the author is located); the UK, where there are several leading research groups; and other parts of the world. Instructors may wish to use the book as the basis of a one-semester unit on the education of students with intellectual disability. Each chapter could be treated over 1 or 2 weeks, depending on the focus of the group and the particular interest of the instructor. A group with an early childhood focus would spend more time on early intervention. A secondary-focused group might spend more time on postschool options. Each major chapter section has questions for discussion or reflection, and there are also discussion questions about the case studies provided in each chapter. This book provides readers with up-to-date information on the latest research on the identification and definition of intellectual disability, assessment of intellectual disability and adaptive behavior, causes of intellectual disability, educational options and alternatives, early intervention for young children with intellectual disability, and practical approaches to teaching and intervention. In the final chapter, the author reviews options for students at the end of their formal schooling.

This book considers how individuals with Autism can be enabled to learn through specific approaches to teaching that draw together understandings of how such individuals think and learn, and the implications for those who aim to teach them. A new and coherent perspective on the education of individuals with Autism is offered - a pedagogy for Autism.
Both teachers and parents will benefit from the insights this book offers into reasons behind Autistic ways of behaving and guidance about ways of responding

Volume 13 of "Advances in Learning and Behavioral Disabilities" presents a variety of topics relevant to disorders of learning and behavior, from a diverse international group of researchers. In the first chapter, H. Lee Swanson presents a comprehensive discussion and analysis of working memory in readers with learning disabilities and its relation to deficits in executive processing. A chapter by Kathryn Fletcher, Marcia Schott, Lois-Lynn Deuel, and Beda Jean-Francios reviews comparative research on cognitive abilities of individuals with learning disabilities and mild mental retardation. Patrizio Tressoldi and Daniela Lucangeli discuss a conceptual approach to mathematical word problem solving, and provide implications for diagnosis and treatment. Francesca Pazzaglia, Rossana De Beni, and Lucia Caccio discuss working memory and disorders in reading comprehension. Teresa Crenshaw, Kenneth Kavale, Steven Forness, and Ronald Reeve provide a meta-analysis of research on the effects of stimulant medication on Attention Deficit Hyperactivity Disorder (ADHD), and discuss implications for practice. Panayota Mantzicopoulos and Delmont Morrison describe a tutoring model for improving behavior problems of at-risk students, and describe results of relevant research. Frederick Brigham and Jane Cole provide a chapter on developments in research on selective mutism, discussing causes, characteristics, assessment, and treatment. Finally, Ana van Berckelaer-Onnes and Daniela Lucangeli provide an analysis of theoretical perspectives on autism, and discuss recent relevant research. Taken together, this volume contributes reviews and discussions of a variety of perspectives and topics relevant to the study of learning and behavioral disabilities.

Recognizing the characteristics of children with learning disabilities and deciding how to help them is a problem faced by schools all over the world. Although some disorders are fairly easily recognizable (e.g., mental retardation) or very specific to single components of performance and quite rare (e.g., developmental dyscalculia), schools must consider much larger populations of children with learning difficulties who cannot always be readily classified. These children present high-level learning difficulties that affect their performance on a variety of school tasks, but the underlying problem is often their difficulty in understanding written text. In many instances, despite good intellectual abilities and a superficial ability to cope with written texts and to use language appropriately, some children do not seem to grasp the most important elements, or cannot find the pieces of information they are looking for. Sometimes these difficulties are not immediately detected by the teacher in the early school years. They may be hidden because the most obvious early indicators of reading progress in the teacher's eyes do not involve comprehension of written texts or because the first texts a child encounters are quite simple and reflect only the difficulty level of the oral messages (sentences, short stories, etc.) with which the child is already familiar. However, as years go by and texts get more complex, comprehension difficulties will become increasingly apparent and increasingly detrimental to effective school learning. In turn, studying, assimilating new information, and many other situations requiring text comprehension -- from problem solving to reasoning with linguistic contents -- could be affected.
Problems with decoding, dyslexia, and language disorders have attracted more interest from researchers than have specific comprehension problems and have occupied more room in specialized journals. Normal reading comprehension has also been a favorite with researchers. However, scarce interest has been paid to subjects who have comprehension difficulties. This book is an attempt to remedy this situation. In so doing, this volume answers the following questions:
* Does a reading comprehension problem exist in schools?
* How important and widespread is the problem?
* Is the problem specific?
* How can a reading comprehension difficulty be defined and identified?
* Does the "syndrome" have a single pattern or can different subtypes be identified?
* What are the main characteristics associated with a reading comprehension difficulty?
* When can other well-identified problems add to our understanding of reading comprehension difficulties?
* Which educational strategies are effective in preventing and treating reading comprehension difficulties?
* What supplementary information can we get from an international perspective?

It is becoming recognized that the multiple and complex problems of children with emotional and behavioral problems and their families exceed the capacity of any single service system. Emerging School-Based Approaches for Children With Emotional and Behavioral Problems presents educators and social service practitioners with innovative programs and practices for these children while in school with emphasis on inter-service collaboration. The book fulfills a growing need for an organized discussion of how the integrated service paradigm can be applied in the context of school settings. Special consideration is given to the issues and problems that are idiosyncratic to schools as institutions. Emerging School-Based Approaches for Children With Emotional and Behavioral Problems shows school administrators, teachers, and child service providers conceptual, practice, and research aspects of integrated service programs in school settings. Professionals gain insight for planning organizational change as prominent experts and practitioners share their work across a range of issues and geographic sites. They explore these topics: systems of care for children and families schools as health delivery sites parent involvement for students with emotional and behavioral disorders program planning and evaluation planned organizational changeChapters provide readers with general information about the features of an integrated approach, provide practical examples of exemplary programs, and consider organizational change issues that can facilitate or impede movement toward a more collaborative approach. Programs presented focus on the development of more broad-based community services, less restrictive child placement, prevention of hospitalization and out-of-home placement, interagency collaboration, flexible and individualized services, and cost containment and efficiency. The integrated service movement in children s services holds much promise as a means to create more comprehensive and coordinated school-based systems of care for children and families. Special education teachers and administrators, school and child clinical psychologists, and school counselors will find Emerging School-Based Approaches for Children With Emotional and Behavioral Problems fundamental to their understanding of the integrated systems approach and a helpful guide as they undergo their own organizational changes.

Written during a period of reexamination and change in the field of special education, this book was developed in order to provide a better understanding of the contexts in which children receive their formal education. The movement toward the "least restrictive environment" for the education of children with disabilities is weathering a wave of reinterpretations including mainstreaming, the regular education initiative, and inclusion. While each interpretation has its proponents and critics, limited theory and few data are available to guide these important policy decisions.
Focusing specifically on classrooms -- the settings where educators can have the most immediate impact and where research is most needed -- this volume's goals are:
* to establish what is known about classroom ecologies from both general and special education perspectives,
* to integrate the perspectives of researchers and practitioners, and
* to chart directions for further research specifically related to children with learning disabilities.
The construct of classroom ecology is defined as three interrelated domains: instruction, teacher and peer interaction, and organization and management. This scheme provides the structure for the book. Taken as a whole, the content of the volume underscores the limits of current knowledge and at the same time provides directions for needed changes in both research and practice.

This book explores what happens to people with profound intellectual and multiple disabilities (PIMD) when they reach adulthood. It provides an examination of various terms and definitions in use and a critical exploration of current UK policies. The author brings a wealth of many years' experience as a family carer, independent consultant and trainer to demonstrate the significant changes that a person-centred, specialised therapeutic and incremental approach can make to an individual's life. Advances in medical science mean more than ever, people with (PIMD) are growing into adulthood. What is this experience like for an adult who needs support in all aspects of their life? How do we include them in planning support when their intellectual disability means they cannot tell us first hand, what they want or need? Too often this group are overlooked or considered as an afterthought in policy and planning. Notions of independence, employment and mainstream inclusion are all problematic policy ideas for this group of people. Within one-size-fits-all service planning this focus means there is less capacity to meet their life-long specialist, complex and individualised needs. Understanding Profound and Intellectual and Multiple Disabilities in Adults is essential reading for anyone who is involved in the lives of adults with profound intellectual and multiple disabilities, whether as a researcher, student, carer or policy-maker.

The journey towards inclusive education and collaborative practices in different countries is complex and interdependent within each unique geopolitical landscape. Instructional Collaboration in International Inclusive Education Contexts looks at the instructional collaboration between special education and general education in international educational contexts and the role this plays in enabling inclusive education. This book provides insights into how collaborative practices are enacted in support of inclusive education in different countries around the world. Presenting a theoretical framework of instructional collaboration to provide an understanding of the commonalities, differences, and challenges of collaboration internationally. Scholars from thirteen nations each contribute towards the implementation of instructional collaborative practices and highlight how instructional collaboration is developed from teacher preparation programs, describing how this is implemented in schools to provide insight of the social and political considerations that impact on the promotion of inclusive education in the context of their country. Instructional Collaboration in International Inclusive Education Contexts is essential reading for researchers and professionals with a focus on inclusive and special education.

The category of learning disabilities continues to be among the most contentious in special education. Much of the debate and dissent emanates from a lack of understanding about its basic nature. The failure to evolve a comprehensive and unified perspective about the nature of learning disabilities has resulted in the concept being lost. The loss is best illustrated through the failure to answer this seemingly simple question: "What is a learning disability?"
Using historical, empirical, theoretical, conceptual, and philosophical analyses, this volume explores a number of problems and issues facing the field of learning disabilities. The chapters cover historical influences, definitional problems, primary characteristics, assessment practices, theoretical development, major themes, research and measurement models, and long-term outcomes. The goal is to explicate the nature of learning disabilities by analyzing what it was supposed to be, what it has become, and what it might be. A predominant theme running through this text is the necessity for the field of learning disabilities to regain integrity by recapturing its essence.

I realised EVERYTHING I was doing was wrong. I needed to learn. I needed to change. During Laura Kerbey's time teaching autistic children, she had a sudden realisation that those with Pathological Demand Avoidance (PDA) are children like no other! None of her tried and tested autism strategies would work to help them focus or learn and most of her time was spent wondering, what am I doing wrong? If you feel the same, this short, easy-to-read guide is here to teach you everything you need to know from one educator to another. With an introduction to what PDA is followed by PDA tailored advice on how to connect with your student and create an autonomous, spontaneous environment that is personalised for you both, this guide is here to ensure that you and your PDA student thrive! Illustrated by the popular Eliza Fricker and packed with entertaining anecdotes (including one about Jabba the Hut's poo), this go-to-guide contains everything you need to start implementing PDA friendly learning to help you connect with your student and help them make the most of their learning experience.

Understanding Twice-Exceptional Learners offers an in-depth look at the needs and lived experiences of students who are twice-exceptional. This book: Includes detailed examinations of co-occurring disabilities commonly found in twice-exceptional populations. Features studies of ADHD, dyslexia, dyscalculia, autism spectrum disorders (ASD), anxiety, OCD, and more. Bridges the divide between research about and practical strategies for teaching gifted students with learning challenges. Is Ideal for university teacher preparation courses and graduate programs. Provides strength-based strategies that focus on students' unique gifts and talents. Each chapter includes a comprehensive literature review, suggested interventions, resources for further exploration, and vignettes that highlight experiences of twice-exceptional students and the behaviors and needs that practitioners might commonly see in the classroom.

- Adopts a unique case study approach to help clinicians and students reflect on clinical decision-making involving the assessment and management of patients presenting with fluency disorders - Draws on the expertise of leading scholars and clinicians - Accompanied by additional resources including weblinks, diagrams, inter-linking theoretical models of intervention, video clips, and data regarding worldwide stereotypes/attitudes towards stuttering

This volume has been developed as a direct result of a conference sponsored by the International Academy for Research in Learning Disabilities, held at the University of California at Los Angeles. The text provides a review and critique of current research in the areas of intelligence, social cognition, achievement, and subtyping as they relate to learning disabilities. In addition, the concept that social behavior is an aspect of intelligence and the relationship between language and reading are discussed in detail by noted experts.

Playtime is essential for children's wellbeing and provides key opportunities to make friends. Yet for some children, unstructured play can present real challenges. This original resource provides ideas and tools to support children aged 6-9 with communication conditions as they socialise with their peers. The set includes: Zedie & Zoola's Playtime Cards - a pack of 25 cards containing ideas for fun playground games that encourage children with different communication styles to play together. Zedie & Zoola Light Up the Night - a beautifully illustrated storybook, which draws on themes relating to friendships, neurodiversity, participation, and advocacy. Zedie & Zoola's Playful Universe - an evidence-based guide offering additional advice for adults to use the cards effectively, with helpful contextual information to assist in making playtimes more accessible. The first of its kind to draw attention to the barriers to play experienced by children with communication conditions, this practical and informative set aims to engage children and foster an inclusive and supportive environment. It is suitable for use at both school and at home, with plenty of opportunities to encourage play, and will be a valuable resource for primary school teachers, speech and language therapists, and parents.

Underachievement is approached from a broad, integrated perspective in this insightful look at the talented adolescent who always performs below his or her optimum level of achievement. Professor Griffin examines the psychological, social, and scholastic reasons behind the phenomenon of the distracted and disengaged high school student. The result of this in-depth study: A unique volume describing effective student learning behavior, providing curricular and instructional proposals for motivating underachievers, and offering a construct that provides the basis for understanding the various factors that account for academic achievement.

Rising recognition of semantic and pragmatic disabilities in children with specific language impairment has created a demand for a satisfactory framework and suitable methods for assessment and remediation. Work in tackling these problems is at an early stage. This book reports on progress in research and practice in a form accessible to professionals from a variety of backgrounds.

First published in 1986. Routledge is an imprint of Taylor & Francis, an informa company.

This critical resource provides foundational information and practical strategies for d/Deaf or hard of hearing (d/Dhh) multilingual learners. These learners come from backgrounds where their home languages differ from the dominant spoken or sign languages of the culture. This book is a one-stop resource for professionals, interventionists, and families, helping them to effectively support the diverse needs of d/Dhh multilingual learners by covering topics such as family engagement, assessment, literacy, multiple disabilities, transition planning, and more. The book provides vignettes of learners from 25 countries, discussion questions, and family-centered infographic briefs that synthesize each chapter. Deaf and Hard of Hearing Multilingual Learners is a groundbreaking step towards better supporting the many languages and cultures d/Dhh students experience in their lifetimes through strength-based and linguistically responsive approaches.

Now in a fully revised and updated second edition, this innovative and wide-ranging book shows how storytelling can open new worlds for individuals with special educational needs and disabilities. Providing a highly accessible combination of theory and practice, the contributors to this book define their own approaches to inclusive storytelling, describing the principles and theory that underpin their practice, whilst never losing sight of the joy at the heart of their work. Topics include therapeutic storytelling; language and communication; interactive and multi-sensory storytelling; and technology. Each chapter includes top tips, and signposts further training for practitioners who want to start using stories in their own work, making this book a crucial and comprehensive guide to storytelling practice with diverse learners. This new edition: * has been fully updated to reflect the way in which this field of storytelling has grown and developed * uses a broad range of chapters, structured in a way that guides the reader through the conceptualisation of a storytelling approach towards its practical application * includes an additional chapter, sharing the lived experiences of storytellers who identify as having a disability. Full of inspiring ideas to be used with people of all ages and with a range of needs, this book will be an invaluable tool for education professionals, as well as therapists, youth workers, counsellors and theatre practitioners working in special education.