First published in 1994, Implementing the Whole Curriculum for Pupils with Learning Difficulties explores practical ways of addressing the curriculum for pupils with learning difficulties. It draws upon the experience of classroom teachers in developing their practice within and beyond the National Curriculum. It provides examples of ways in which pupil's personal and social development may be fostered through pupil self-advocacy, pupil participation, pupil directed learning and group work. This book is an essential read for teachers and educationists.

Newly updated, Gavin Reid s best-selling handbook remains an essential resource for those helping dyslexic individuals of all ages, from preschoolers to adults in the workplace. * Combines theoretical explanations, the latest research, and practical solutions with a focus on inclusion and meeting the individual s needs * New and expanded coverage includes: multilingualism; the use of technology; co-existing conditions such as dyspraxia, dyscalculia, and ADHD; and positive dyslexia * Assembles the latest policies and best practices for dyslexia from around the world, and makes current debates regarding education and literacy accessible to trainees and practitioners

This guidebook has been created to accompany the Grammar Tales story books, a collection of beautifully illustrated picture books designed to support grammar and language development in children. Including accessible activities and ideas to help children use grammar forms expressively, the guidebook discusses the specific grammatical form focused on in each story, and offers support in using the storybooks effectively. Photocopiable and downloadable handouts for parents and carers allow therapy work to continue beyond the therapy session. This guidebook is an essential accompaniment to the Grammar Tales storybooks for Speech and Language therapists working with children.

This work is a game-changer! Recognizing an all too often tragic outcome ("School to Prison Pipeline"), it provides the tools to alter prognosis. Attention hones the identification and treatment of those underlying and often overlooked causative factors that result in long-term reading failure. Smart Kids, Struggling Readers. reconsiders the current models and methods for Teaching Reading. It offers creative strategies that support and enhance existing research-based techniques. It provides efficient and effective methods that rapidly ameliorate the overt and subtle interference to skills mastery. Rapid progress is assured because intervention supports both Academic and Affective needs. The novel instructional plan, Reading In A Nutshell, incorporates the strong intellectual potential bright students bring to task. The learner comes to apply information (metacognition, error analysis, instructional options) as a primary functional tool. Slow-paced repetitive practice and drills are avoided.

First published in 1979, this book concerns itself primarily with the mothers of mentally handicapped children. It discusses the problems of assistance that they may have experienced from their families, the community, or the available services. Whilst arguing for far more support for mothers when they are the main carer, this book also suggests reasons why some families are more easily able to cope with the problems of caring for severely handicapped children. This study is based on research that was conducted for and funded by the Department of Health and Social Security between 1973 and 1976.

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.

In this text, the emphasis is placed on the theoretical aspects of developmental dyspraxia, the latest research data and the neurological basis of the condition. The focus is to enable professionals to diagnose the disorder and determine the most appropriate and effective methods of intervention.

Students with communication difficulties need skills to communicate functionally in everyday situations, without the usual support and protection from home and school. These skills need to be explicitly taught, to enable them to become confident young adults. SmiLE Therapy is an innovative therapy designed to equip students with the skills necessary to become responsible individuals who operate at the highest level of independence that their circumstances and condition allow. Teachers and speech and language therapists have always included functional life skills practice in their work with students. Now, for the first time, they can do so using a therapy with a proven method that has demonstrable outcomes. This book is a practical step-by-step resource, designed to guide teachers and SLTs in the delivery of SmiLE Therapy with students who have communication difficulties due to deafness, specific language impairment, learning difficulties, autism or physical disability. It includes a clear step-by-step approach to preparing, running and evaluating SmiLE Therapy, with photocopiable resources and clear outcome measures from each module to share with parents, staff, education and health managers.

* Provides valuable guidance for all student and practising SLTs who are working with older people with communication and swallowing difficulties. * Offers a holistic approach, not only looking at the physiological/biological effects, but taking into account the psychological and social impacts of aging. * Bridges theory and practice, with an emphasis on practical strategies and advice for clinicians to use in their daily work. * Dispels the myths which sound aging (due to a lack of knowledge of what is considered to be within normal range), which can lead to misdiagnosis.

Writing is a very complex process that is difficult to teach, learn, and research. Although many students struggle with writing, composing often presents major challenges for students with disabilities. One area of written expression that presents particular difficulties for students with disabilities is motivation. Motivation is a key aspect of written expression that helps all writers complete difficult composing tasks. However, students with disabilities may have more negative motivational patterns and may also be less positive about writing and their ability as writers than their normally achieving peers. Logically, this means that effective writing intervention efforts must not only address how to write but must also articulate methods to increase students' motivation to write. This book, written for teachers, scholars, and researchers, focuses on the essential issue of helping students learn how to want to write. Each contributing author presents an important theoretical or pedagogical element of writing motivation, for example: The historical beginnings of research in this area Conceptual and methodological advances in the field of motivation to write Developmental trajectories of writing motivation in typical and atypical populations The effect of playful writing tasks on the development of writing ability as well as on motivation to write The impact of writing prompts on motivation How reading motivation relates and supports writing motivation This book was originally published as a special issue of Reading and Writing Quarterly.

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.

Language Acquisition: The Basics is an accessible introduction to the must-know issues in child language development. Covering key topics drawn from contemporary psychology, linguistics and neuroscience, readers are introduced to fundamental concepts, methods, controversies, and discoveries. It follows the remarkable journey children take; from becoming sensitive to language before birth, to the time they string their first words together; from when they use language playfully, to when they tell stories, hold conversations, and share complex ideas. Using examples from 73 different languages, Ibbotson sets this development in a diverse cross-cultural context, as well as describing the universal psychological foundations that allow language to happen. This book, which includes further reading suggestions in each chapter and a glossary of key terms, is the perfect easy-to-understand introductory text for students, teachers, clinicians or anyone with an interest in language development. Drawing together the latest research on typical, atypical and multilingual development, it is the concise beginner's guide to the field.

Children and young people with Complex Learning Difficulties and Disabilities (CLDD) have co-existing and overlapping conditions which can manifest in complex learning patterns, extreme behaviours and a range of socio-medical needs which are new and unfamiliar to many educators. Their combination of issues and layered needs - mental health, relationship, behavioural, physical, medical, sensory, communication and cognitive - mean they often disengage from learning and challenge even our most experienced teachers. This book provides school practitioners and leaders with an approach and resources to engage this often disenfranchized group of children in learning. The Engagement for Learning Framework has been developed and trialled by over 100 educational settings (both special and mainstream) with learners from early years to post-16. It gives practitioners from a range of disciplines a shared means of assessing, recording and developing personalized learning pathways and demonstrating progression for these children. The focus on inquiry means that however complex a young person's needs, educators will be able to apply the approach. This practical and engaging book provides literature, tools and case study examples outlining who children and young people with CLDD are, why their engagement for learning is important and how the Engagement for Learning Framework can be used effectively by teachers and other professionals to ensure the best possible outcomes for these children.

The Early Years Intervention Toolkit provides a range of ready-made activities to enable early years practitioners and health visitors to address observed difficulties in a child's development prior to starting school. It includes a checklist of observed behaviours which links to a range of effective and engaging activities to support children's development across the three prime foundational areas of learning: Communication and Language; Physical Development; and Personal, Social and Emotional Development. Activities focus on a variety of crucial skills such as speaking and listening, moving and handling, and forming relationships, making use of materials that are readily available in every early years setting. This toolkit offers: A time-saving approach to interventions, with additional guidance on planning, providing, and recording appropriate interventions Advice and activities to share with parents for them to try at home A framework to enable early years practitioners to identify specific difficulties in key areas of development Downloadable resources to support activities and interventions The Early Years Intervention Toolkit is an inclusive programme and all children in the early years will benefit from taking part in the activities. It will be an essential resource for early years practitioners to effectively identify and support learning needs in child development and will boost the confidence of young children as they prepare for Key Stage One.

Underachievement in school is one of the most widely used terms in education today. As a discourse it has been responsible for influencing government policy, staffroom discussions, as well as the pages of academic journals and the TES. It is also a subject which raises questions about what we expect from a fair and equitable education system. This book provides a critical analysis of two sides of the underachievement debate, at each of the three levels of focus - international, the UK and the individual. On the one hand, it will consider the 'crisis' account; of falling standards and failing pupils and, on the other, present an alternative account, which urges a re-evaluation of the underachievement debate in order to consider who might be underachieving and why.

-Offers a detailed, accessible introduction to what research from cognitive neuroscience tells us about dyslexia and mathematical development, and how to use this knowledge via effective interventions with children. -Covers the key areas of mathematical development including base-10 representation, arithmetic, word-problem solving and rational numbers, and provides a literature review, advice on assessment and step-by-step guidelines for effective interventions. -Provides advanced students and professionals in developmental and educational psychology, as well as specialist teachers and SENDCos with deep knowledge and understanding.

With Music in Mind supports parents and professionals as they use music to enhance the lives of children with neurodegenerative disease including vision impairment. Illustrated cards outline practical activities, using an ability-led model to encourage active participation in music and sound-making at the different stages of neurodegenerative disease. In a portable format, with accessible language designed for non-specialists, this innovative resource empowers parents and professionals to use music pedagogically, therapeutically and recreationally in day-to-day life with their child. The activities cover two broad areas: Music activities. These follow the Sounds of Intent framework of musical development, to focus on music itself and for its own sake. These include listening, playing and singing, and making music with others. Beyond music activities. These explore ways of engaging with music to promote wider development and to foster a sense of wellbeing. They cover topics such as socialising, feeling, communicating and understanding. Based on pioneering research promoted by The Amber Trust and undertaken at the Applied Music Research Centre at the University of Roehampton by Professor Adam Ockelford, With Music in Mind supports carers as they scaffold the acquisition of skills and offer rich musical experiences both early on and in the later stages of a child's life. They can be used in conjunction with the micro-songs available on The Amber Trust's website (www.ambertrust.org). Intended for use in educational settings and/or therapy contexts under the supervision of an adult. This is not a toy.

This indispensable book critically sets out the skills and knowledge required by a specialist educator for students who present with dyslexia. The British Dyslexia Association Professional Criteria (BDA, 2012) provides an anchor throughout for this book's content. Chapters are explicitly mapped to specific professional criteria, offering the reader confidence that guidance in Key Perspectives on Dyslexia is underpinned by this internationally recognised professional framework. Key issues in the education and care of those affected by dyslexia are critically explained and explored in this publication, using both author's years of specialist experience in this field. As established scholars both authors also suggest how research can inform and enrich how an educator responds to these issues. The content of this book includes: Detailed case studies disclosing how dyslexia presents in different individuals and which richly illuminate the issues considered by each chapter A concise examination of reading instruction in the context of typically-developing students and in relation to those who present with dyslexia: this incorporates an expert but accessible review of international policy and educational practice, including influential findings from research Detailed guidance on how to identify possible dyslexia and key issues to consider in referral and assessment of those affected, including associated models here such as Response to Intervention (RTI) Consideration of intelligence and in how this figures in relation to assessment for dyslexia, including the possible role of intellectual disability (ID). Comprehensive evaluation of the role of behaviour in relation to dyslexia, with guidance on how this can be used to inform a programme of support for students with social, emotional or behavioural difficulties (EBD/SEBD). Consideration of how the professional role of a specialist educator might travel across the English speaking world and also beyond in China or India. Key Perspectives on Dyslexia is an essential text for educators and will become a landmark guide for educational practice and policy.

This book chronicles the professional life of a career-long, inclusive educator in New York City through eight different stages in special and general education. Developing a new approach to research as part of qualitative methodology, David J. Connor merges the academic genre of autoethnography with memoir to create a narrative that engages the reader through stories of personal experiences within the professional world that politicized him as an educator. After each chapter's narrative, a systematic analytic commentary follows that focuses on: teaching and learning in schools and universities; the influence of educational laws; specific models of disability and how influence educators and educational researchers; and educational structures and systems-including their impact on social, political, and cultural experiences of people with disabilities. This autoethnographic memoir documents, over three decades, the relationship between special and general education, the growth of the inclusion movement, and the challenge of special education as a discrete academic field. As part of a national group of critical special educators, Connor describes the growth of counter-theory through the inception and subsequent growth of DSE as a viable academic field, and the importance of rethinking human differences in new ways.

This volume presents the findings of a large-scale study of individual differences in spoken (and heard) language development during the school years. The goal of the study was to investigate the degree to which language abilities at school entry were stable over time and influential in the child's overall success in important aspects of development. The methodology was a longitudinal study of over 600 children in the US Midwest during a 10-year period. The language skills of these children -- along with reading, academic, and psychosocial outcomes -- were measured. There was intentional oversampling of children with poor language ability without being associated with other developmental or sensory disorders. Furthermore, these children could be sub-grouped based on their nonverbal abilities, such that one group represents children with specific language impairment (SLI), and the other group with nonspecific language impairment (NLI) represents poor language along with depressed nonverbal abilities. Throughout the book, the authors consider whether these distinctions are supported by evidence obtained in this study and which aspects of development are impacted by poor language ability. Data are provided that allow conclusions to be made regarding the level of risk associated with different degrees of poor language and whether this risk should be viewed as lying on a continuum. The volume will appeal to researchers and professionals with an interest in children's language development, particularly those working with children who have a range of language impairments. This includes Speech and Language Pathologists; Child Neuropsychologists; Clinical Psychologists working in Education, as well as Psycholinguists and Developmental Psychologists.

* Accessible and easy to use, this key guide is fully of practical tips and case studies which will be easy to implement in HE and FE classrooms * With FE and HE courses becoming ever more inclusive and with a harder jobs market, there is likely to be an increase in dyslexic adults with English as an additional language (EAL) * This book specifically looks at dyslexic adults with English as an additional language (EAL)

This book is about raising standards in literacy for children with dyslexia by putting the child at the centre of everything you do, focusing on wellbeing, and recognising the role that adults have to play in ensuring all children reach their potential. Concentrating on children in primary schools and early years settings the book looks at: Early intervention Pupil voice Working as a team New literacies Child-centred identification, assessment and provision Challenges for the inclusive school. Suitable for all those working with children with dyslexia this book contains strategies that can be easily adopted to academically and emotionally benefit the children you are working with.

Individuals with ASD and related disorders are supported by a variety of people throughout their day, whether in educational and work settings, transition programs or at home. Structured work systems are one method that can be used to ensure that they develop and maintain their ability to work on their own, without assistance and prompting from others. Briefly, structured work systems are designed to give visual information about what work needs to be done, how much works needs to be done, when the work is completed and what will happen next. Due to the predictability and sense of accomplishment that are built into the system, many individuals with ASD find the structured work time their favourite time of the day. Full of colour photos and case examples spanning age and levels of functioning, the book provides an A-Z guide to work systems, including assessment, how to build them into the curriculum, IEPs, lesson planning and more.

This volume presents the findings of a large-scale study of individual differences in spoken (and heard) language development during the school years. The goal of the study was to investigate the degree to which language abilities at school entry were stable over time and influential in the child's overall success in important aspects of development. The methodology was a longitudinal study of over 600 children in the US Midwest during a 10-year period. The language skills of these children -- along with reading, academic, and psychosocial outcomes -- were measured. There was intentional oversampling of children with poor language ability without being associated with other developmental or sensory disorders. Furthermore, these children could be sub-grouped based on their nonverbal abilities, such that one group represents children with specific language impairment (SLI), and the other group with nonspecific language impairment (NLI) represents poor language along with depressed nonverbal abilities. Throughout the book, the authors consider whether these distinctions are supported by evidence obtained in this study and which aspects of development are impacted by poor language ability. Data are provided that allow conclusions to be made regarding the level of risk associated with different degrees of poor language and whether this risk should be viewed as lying on a continuum. The volume will appeal to researchers and professionals with an interest in children's language development, particularly those working with children who have a range of language impairments. This includes Speech and Language Pathologists; Child Neuropsychologists; Clinical Psychologists working in Education, as well as Psycholinguists and Developmental Psychologists.