First published in 1995. This book responds to the multiplying demands for support and training for teachers of integrated classes in mainstream schools. Such support through school-based development initiatives enhances teachers' abilities to meet the emotional, behavioural and learning needs of their pupils. This volume aims to assist school staff to further their efforts in curriculum content and delivery, teacher-pupil and classroom relationships and parent involvement.

First published in 1985. Information technology can offer huge benefits to the disabled. It can help many disabled people to overcome barriers of time and space and to a much greater extent it can help them to overcome barriers of communication. In that way new information technology offers opportunities to neutralise the worst effects of many kinds of disablement. This book reviews the possibilities of using information technology in the education of the disabled. Commencing with an assessment of the learning problems faced by disabled people, it goes on to look at the scope of information technology and how it has been used for the education of students of all ages, particularly in the United Kingdom and the United States. A penultimate section considers most of the contentious issues that faced users of technology, whilst the conclusion devotes itself to the immediate and longer-term future, suggesting possible future trends and the consequent problems that may arise.

First published in 1978. Reading for Slow Learners is a practical guide for teachers, defining the objectives of the reading curriculum, identifying important aspects of teaching method and suggesting various approaches. This title will also be of interest to parents of children with learning difficulties.

First published in 1985. The field of mental handicap is a broad one encompassing the interests of many professional groups. As a result, there is a need periodically to present wide-ranging reviews of advances in the field. This is the central aim of this volume. Two chapters focus on the cognitive domain, and are especially pertinent in view of the recent release of the new Kaufman Assessment Battery for Children which uses Das's theoretical position as its foundation. Another contribution reviews the area of non-speech communication with those with special needs, a subject of much current interest and controversy. Other chapters focus on major issues such as maladaptive behaviour and deinstitionalization and use of new technology. The book is thus likely to be relevant to all those with an interest in advances in mental handicap research.

All children require mathematical understanding to access as full a life as possible. This practical book explores the curriculum required to accommodate the various difficulties faced by children with severe and profound learning difficulties. It describes how children's mathematical thinking first develops and how it can be nurtured to ensure real understanding and support essential life skills. Chapters explore key concepts including: quantity recognition and counting sequence and measurement comparisons space and shape time monetary value. Mindful of the diverse challenges faced by teachers and pupils, the book explains the neurological and pedagogical theories that underpin the development of early mathematical thinking. It considers how mathematical skills that will best support children's everyday functioning can be developed. Practical ideas and activities for application in the classroom are further supported by illustrative diagrams, case studies and detailed online reading to deepen teachers' understanding and confidence when working with pupils. An essential and inspiring guide for teachers, special educational needs coordinators, teaching assistants, and parents, this text proves that with the appropriate strategies, each child is able to develop the mathematical skills essential to everyday living.

Effective Augmentative and Alternative Communication Practices provides a user-friendly handbook for any school-based practitioner, whether you are a special education teacher, an augmentative and alternative communication (AAC) consultant, assistive technology consultant, speech language pathologist, or occupational therapist. This highly practical book translates the AAC research into practice and explains the importance of the use of AAC strategies across settings. The handbook also provides school-based practitioners with resources to be used during the assessment, planning, and instructional process.

This book compiles cases of teaching and learning that were written by practitioners from a variety of backgrounds in education-elementary school, middle school, high school, and adult instruction-in public, charter, and private institutions, face-to-face and online. Cases of Teaching and Learning Across and Beyond K-12 Settings is intended primarily for use in education courses that have students from different specializations, but it also can be an important resource for instructors and students in any education courses who want to develop a broad focus on learning (for example, thinking about middle school students as former elementary and future high school, college, and adult learners). A historical and developmental approach to learning is a founding principle of this book: all cases are written as stories of never-ending multi-faceted development, making them distinct from video cases that are gaining popularity. These cases capture memorable experiences related to teaching and learning that problematized existing practices and thus presented ample opportunities for critical thinking and creative performances. Each case in Cases of Teaching and Learning Across and Beyond K-12 Settings is paired with analysis written by its author that relied on the theories and research summarized in the first part of the book. The selection of the theories was based on their presence in current research literature, mainly serving as foundations for empirical research, and relevance to various standards for teacher education and leadership. The analyses embedded these theories and allowed for their in-depth understanding and exploration. They can serve as springboards for various written and oral assignments, collaborative and individual.

This book compiles cases of teaching and learning that were written by practitioners from a variety of backgrounds in education-elementary school, middle school, high school, and adult instruction-in public, charter, and private institutions, face-to-face and online. Cases of Teaching and Learning Across and Beyond K-12 Settings is intended primarily for use in education courses that have students from different specializations, but it also can be an important resource for instructors and students in any education courses who want to develop a broad focus on learning (for example, thinking about middle school students as former elementary and future high school, college, and adult learners). A historical and developmental approach to learning is a founding principle of this book: all cases are written as stories of never-ending multi-faceted development, making them distinct from video cases that are gaining popularity. These cases capture memorable experiences related to teaching and learning that problematized existing practices and thus presented ample opportunities for critical thinking and creative performances. Each case in Cases of Teaching and Learning Across and Beyond K-12 Settings is paired with analysis written by its author that relied on the theories and research summarized in the first part of the book. The selection of the theories was based on their presence in current research literature, mainly serving as foundations for empirical research, and relevance to various standards for teacher education and leadership. The analyses embedded these theories and allowed for their in-depth understanding and exploration. They can serve as springboards for various written and oral assignments, collaborative and individual.

This book addresses specific learning difficulties in reading and spelling - developmental dyslexia. Set in the cross-linguistic context, it presents issues surrounding dyslexia from the perspective of a foreign language teacher. It is intended to serve as a reference book for those involved in foreign language teaching, including experienced in-service teachers and novice teachers, as well as teacher trainers and trainees. It offers an up-to-date and reader-friendly study of the mechanisms of dyslexia and an overview of the current research on the disorder, in theoretical and practical terms. Its aim is to help teachers tackle one of the many challenges they face in the modern classroom: the organization of an effective foreign language teaching process for students with dyslexia.

Time to Talk provides a powerful and accessible resource for practitioners working to improve children's language and communication skills. Showcasing effective approaches in schools and settings across the country from the early years through primary and secondary education, it summarises research on what helps children and young people develop good communication skills, and highlights the importance of key factors: a place to talk, a reason to talk and support for talk. This timely second edition has been fully updated to reflect Pupil Premium, curriculum, assessment and special needs reforms, and can be used by individual practitioners as well as supporting a whole-school or setting approach to spoken language. It includes: whole-class approaches to developing all children and young people's speaking and listening skills; 'catch-up' strategies for those with limited language; ways of differentiating the curriculum for those with difficulties; ways in which settings and schools can develop an effective partnership with specialists to help children with more severe needs; models schools can use to commission their own speech and language therapy services; examples of good practice in supporting parents/carers to develop their children's language skills; and answers to practitioners' most frequently asked questions about speech and language. Now in full-colour, this practical and engaging book is for all who are concerned about how to help children and young people with limited language and communication skills - school leaders, teachers, early-years practitioners, and the speech and language therapists they work with.

The book will focus on Autism Spectrum Disorders and Other Severe Disabilities (ASD/SD). Its purpose is to discuss the enhancement of the pedagogical skills of special education teachers who work specifically with students on the autism spectrum and have concurrent, significant intellectual disabilities. Due to the increase in diagnosis of autism, the editors recognize the need for teachers to have expertise working successfully with students on the spectrum. In the interest of pedagogical flexibility that the editors have explored options beyond, and in addition to, standard ABA guidelines. This book provides instructional strategies/methodologies for students on the low and high ends of the spectrum, as defined by the DSM, Fifth Edition, and with other concurrent severe disabilities

This Routledge Classic Edition brings together widely experienced editors and contributors to show how access to a whole school curriculum can be provided for learners with moderate to profound and multiple learning difficulties. Along with a new appraisal of the contents from the editors, the contributors raise debates, illustrate effective teaching ideas and discuss strategies for providing a high-quality education for these pupils and a celebration of their achievements. The book also discusses the active involvement of family members and the learners themselves in these processes and considers issues surrounding empowerment of learners, professional development of the workforce and curriculum principles such as differentiation, personalisation, and engagement. Winner of the prestigious nasen/TES Academic Book Award in 1996, Enabling Access is an essential read for students and lecturers in higher education, and for teachers, support staff, and other professionals in all educational settings in the UK and abroad catering for these learners.

This Routledge Classic Edition brings together widely experienced editors and contributors to show how access to a whole school curriculum can be provided for learners with moderate to profound and multiple learning difficulties. Along with a new appraisal of the contents from the editors, the contributors raise debates, illustrate effective teaching ideas and discuss strategies for providing a high-quality education for these pupils and a celebration of their achievements. The book also discusses the active involvement of family members and the learners themselves in these processes and considers issues surrounding empowerment of learners, professional development of the workforce and curriculum principles such as differentiation, personalisation, and engagement. Winner of the prestigious nasen/TES Academic Book Award in 1996, Enabling Access is an essential read for students and lecturers in higher education, and for teachers, support staff, and other professionals in all educational settings in the UK and abroad catering for these learners.

This unique book features a collection of lively stories on the integration of Intensive Interaction practice into schools and adult service settings. It addresses communication development, both from a micro and macro level across a variety of service settings, with each chapter written by a different practitioner. These personal accounts cover individual practice and reflection with a single case-study person, as well as influencing organisational change. The authors assert that within adult services and educational settings, Intensive Interaction can be used as a way to develop communication and confidence and to work with the principles of inclusion and person-centred acceptance and support. The book develops an understanding of issues that can be addressed within training and mentoring other staff, and uses case studies throughout as a powerful training tool. Filled with practical advice and techniques to develop communication with people who find it hard to communicate, as well as guidance on ensuring the sustainable extension of the use of Intensive Interaction by embedding the approach within organisational ways of working, this book will be of value to anyone working within children and adult services for people with communication impairments.

Fully updated, and with new sections on behaviourism, attachment disorders, neuro-scientific developments and working with dis-engaged learners, this second edition of Turning the Tables contains real-life case studies, strategies for identification and handy hints and tips throughout. It is the authoritative guide to tackling challenging behaviour and working effectively with children, young people and adults with severe learning difficulties (SLD), profound and multiple learning difficulties (PMLD) and those on the autistic spectrum with a dual ASD and learning difficulties diagnosis. With a unique approach, the author stresses the need to diagnose not only the correct difficulty but the degree of learning difficulty for a lasting resolution, as well as tackling common behavioural problems such as attention needing and task avoidance. Chapters are split into three specific areas, SLD, PMLD and ASD/SLD, covering: the 'Magnificent Seven' fundamental principles of challenging behaviour strategies for correct identification of the main area of learning difficulty improving teaching methods and strategies to resolve challenging behaviour, including handy hints and tips when things don't go to plan extensive use of real case studies to illustrate strategies for resolution guidance on writing your own Behaviour Support Plan. This is a practical and authoritative guide to dealing with the myriad of challenging behaviours that constantly puzzle practitioners. It is an essential read for all professionals, parents and carers working with children, young people and adults with SLD, SLD/ASD and PMLD.

A thorough and comprehensive guide for both education professionals and those affected by dyslexia, this book is predominantly a guidebook. It includes lots of practical advice and is based on the authorsa (TM) sound knowledge of current theory and practice.

It includes:

• photocopiable materials
• contact and reference details
• personal organisation advice
• ways forward for potential problems
• information on secondary or associated difficulties.

An Emerging Approach for Education and Care provides a synthesis of the extensive research that has been conducted worldwide about the International Classification of Functioning, Disability and Health for Children and Youth in education and care. The main purpose of the ICF is to provide a classification of functioning for adults and children with difficulties, considering their everyday lives, all the activities they perform and the environments they are embedded in, in addition to their health condition, which has been the traditional focus of Special Education provision in many countries. Each chapter presents an evidence-based study describing how the ICF has been used to improve the provision of services for children and young people with Special Educational Needs around the world. Moreover, each chapter is written by an expert on the ICF from a different country, thus providing an overview of how the ICF can be applied in international educational contexts with different educational and health systems and cultural backgrounds. This synthesis of world-leading research focuses on the ICF as a framework to approach assessment, intervention and classification for children and young people with SEN, whilst also providing practical examples of how it can be implemented. An Emerging Approach for Education and Care will be essential reading for academics, researchers and practitioners working on Special Educational Needs provision and rehabilitation. It should also be of great interest to those involved in the study of early childhood education, and for postgraduate students aspiring to work in these settings.

Based on the research of the Bristol Language Development Scales (BLADES), Chataway is a structured programme of work designed to help children develop speaking skills. Chataway is based around conversational skills, allowing children to prepare for social challenges as well as academic work the programme is written in a clear and straightforward way, with progress easy to monitor can be used with all children those with average range skills and those with special needs group work focus extra training for staff not required. For all teachers and teaching assistants in settings from Foundation Stage and Key Stages 1 and 2, to pupils with special needs at Key Stage 3 and in Special Schools. The book is also relevant for parents, carers and all speech and language therapists and assistants working to develop speaking skills.

First published in 1973, this book considers the differences between mainstream schools and special educational needs schools, for children with learning disabilities. It contains a wealth of research data, case history material and reference to existing literature, designed to answer many questions which parents, heads, and schoolteachers have asked. Questions considered include whether children with disabilities do as well in ordinary schools as children without, whether they are as happy and well adjusted, and how they fit into the social structure of the class. The book also looks at whether much teasing occurs and how practical difficulties can be overcome.

First published in 1987, this book focuses on childhood disability within the family. It examines the very nature of disability itself, as well as many of the fundamental elements of families. The book was written at a time when the meaning level of disability and its effect on family and society were rapidly changing and people with disabilities were starting to benefit from opportunities to compensate for whatever disabilities they may have had. Modern technology and an affluent society afforded advantages to support many of its disabled members. Contributors examine the contemporary context of disability, the cost of disability to families, ethical, philosophical and social issues underlying the treatment and rehabilitation of children with severe disabilities, and the role of professionals, amongst other topics. This book will be of interest to those involved in teaching, research and direct care with families who have children with disabilities. Although written in the late 80s, the work discusses subjects that are still vital today.

This practical guide will help busy teachers and learning support staff present the design technology curriculum in a way that will make it accessible to dyslexic pupils and create a more flexible and positive learning environment. Drawing upon her experience as a designer, teacher and mother of two dyslexic children, and also as a dyslexic learner herself, the author: dispels myths about the difficulties faced by dyslexic learners explains the variety of learning difficulties that they experience highlights the help that they need to access their potential gives an insight into issues relating to craft and design offers flexible strategies and solutions that can be used in the classroom or workshop.

- Offers a wealth of practical suggestions on how to support 5-11 year old children with speech, language and communication difficulties - Fully updated with new strategies and sections focusing on working with parents, identification, and supporting children post-pandemic. - First edition won the NASEN/TES Teaching and Learning Award in 2005. - Both authors provide training for practitioners working with pupils of all ages with SLCN and manage the ‘Language for Learning’ project based in Worcestershire. - Like the previous two editions, the book will be printed in full colour.

Much research has focused on dyslexia and co-ordination. This book examines the literature and provides a framework to support pupils with dyslexia, not only during PE lessons but in less structured environments, for example during break time when pupils are likely to be involved in physical activities.

The Second Language Learning Processes of Students with Specific Learning Difficulties is the only recent book available to offer a detailed and in-depth discussion of the second language learning processes of students with specific learning difficulties (SpLDs). It summarizes research advances in the fields of cognitive and educational psychology and integrates them with recent studies in the area of second language acquisition (SLA). Thus the book is relevant not only to readers who are particularly interested in the role of specific learning difficulties in learning additional languages, but also to those who would like to understand how individual differences in cognitive functioning influence SLA. The book focuses on four important areas that are particularly relevant for language learners with SpLDs: the processes of SLA in general and the development of reading skills in particular, the effectiveness of pedagogical programs, the assessment of the language competence of students with SpLDs and identifying SpLDs in another language. The book also views learners with SpLDs in their social and educational contexts and elaborates how the barriers in these contexts can affect their language learning processes. This is an excellent resource for language teachers, students, and researchers in the areas of second language acquisition and applied linguistics.

Accessing up-to-date information about general and specific learning difficulties is made easy, with this indispensable reference book. Covering difficulties that relate to children, adolescents and adults, it includes: crucial legislation to keep practitioners 'in the know' useful addresses, telephone numbers and websites It also includes explanations of leaning difficulties including those less than well-known syndromes such as semantic pragmatic difficulties.