There is so much to consider in any clinical consultation: identifying the individual is the one you expected, who is with the individual, which therapy intervention, resources, signposting, referrals, being cued in to responses for contextual information, evaluation and outcomes, planning next steps ... and this is all before you throw 'virtual' in the mix! This clinical companion presents 50 transferable, adaptable, practical and accessible chapters for speech and language therapists and others working via remote consultations. Divided into four sections, the book covers: The remote practitioner. The remote rules. Creating a digital tool kit. A remotely possible future. Aimed at students encountering their first remote consultations, newly qualified clinicians with limited practical experience of virtual clinics through to clinicians who are experienced in their own specialities but now need to transfer those skills to remote ways of delivery, this concise text will provide confidence and guidance for the reader. It will also prove useful to clinicians beyond speech and language as many of the skills and practical advice and guidance are applicable in specialities across a range of settings, both public and private, healthcare and education.

* 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.

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.

"Foundations of Assessment in Early Childhood Special Education "gives pre-service and in-service early childhood and special education teachers the tools they need to best meet the needs of all children in their classrooms. Using a clear, accessible approach, the authors present the ideas in a way that is applicable both at home and in the classroom. A variety of formal and informal assessments are described, along with a number of practical skills for working effectively with all children. Real-life case studies help to explain the main ideas of each chapter, and a variety of web links plus current research help readers further explore the topics presented.

Dyslexia is a disability that exists in all countries that have high expectations for literacy. The inability to read in spite of normal intellectual potential represents one of the most puzzling educational challenges for literate societies, regardless of the culture or language. This book examines medical, psychological, educational, and sociological data from comprehensive case studies of preteen dyslexic children, in order to profile the disability as it occurs in seventeen different nations. Interviews with the children and their parents reveal how children with dyslexia are identified and treated around the world, and provide a look at various perceptions of dyslexia and its challenges. Researchers and practitioners in education, psychology, and health-related professions will find this case book to be an excellent reference. Parents of children with dyslexia will find the advocacy recommendations helpful.

-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.

A complete assessment tool for investigating maths difficulties in children, this book also provides advice for implementing the findings into teaching plans. The Dyscalculia Assessment is a tool for investigating pupils' numeracy abilities. It is designed to inform a personalised teaching programme for individuals or small groups of pupils who have difficulties with numbers. The assessment was devised at Emerson House, a specialist centre in London supporting pupils with difficulties in numeracy and literacy. The bestselling first edition of the book, written by Jane Emerson and Patricia Babtie, was the winner of the ERA Best Special Educational Needs Resource 2011. This fully revised and updated second edition features a brand new design, making the step-by-step assessment even easier to navigate and use, wither by SENCOs or those with no specific special needs training, The suggested script for each stage of the investigation that runs alongside the photocopiable assessment sheets, make this book an extremely user-friendly, accessible teaching and learning resource. This book also includes: - an introduction to dyscalculia and co-occuring conditions - guidance on how to conduct the assessment, including tips on behaviours to look out for - information on the equipment you need and how to use it - instructions on how to interpret the results of each stage of the assessment and how to produce a personalised teaching plan - games and activities to engage the pupils and reinforce numeracy skills. The Dyscalculia Assessment is ideal for use with primary school children, but can easily be adapted for older students, and is invaluable for SENCOs, TAs, educational psychologists and mainstream teachers keen to support students with numeracy difficulties in their class.

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.

This book provides a unique and accessible account of current research on reading and dyslexia in different orthographies. While most research has been conducted in English, this text presents cross-language comparisons to provide insights into universal aspects of reading development and developmental dyslexia in alphabetic and non-alphabetic languages.

The book brings together contributions from a group of leading literacy researchers from around the world. It begins by examining the development of language skills in monolingual speakers of alphabetic and non-alphabetic languages; it then explores literacy acquisition in bilingual children learning to read in languages with different spelling-sound rules, including English, French, Greek, Welsh and Japanese. The second section is devoted to developmental dyslexia in monolingual and bilingual speakers of different languages and examines the impact of variations in orthography on the symptoms and aetiology of dyslexia. The final section explores the contribution of brain imaging to the study of impaired and unimpaired reading, giving an up-to-the-minute picture of how the brain deals with different languages and writing systems.

This is ideal reading for advanced undergraduates and postgraduates who have an interest in language acquisition, reading and spelling, as well as speech and language therapists, teachers and special educational needs professionals.

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.

This book reinforces the need for understanding and support for children
with dyslexia from parents and teachers, but also the importance of the
children's own understanding of their strengths and weaknesses in order
to fulfil their potential. It should be recommended reading for all
those involved in dyslexia. - Professor Angela Fawcett, Director of the Centre for Child Research, Swansea University

What is it like living with dyslexia on a day-to-day basis?

Based on interviews with dyslexic children and their families, this insightful book presents first-hand accounts of how dyslexia affects the children themselves and the people around them.

Living with Dyslexia, Second Edition places the original fascinating findings within the context of current research and practice in the UK, Europe, Australia and the USA. The author:

• examines issues of confidence and self-esteem;
• explores the coping strategies adopted by children and adults with dyslexia;
• investigates the concept of dyslexia-friendly schools;
• studies how children were first identified as having dyslexia, and the social and emotional difficulties they encountered;
• offers guidance on how teachers and parents can best support children with specific learning difficulties;
• considers the cognitive, educational, social and emotional perspectives in order for teachers and parents to gain a better understanding of dyslexia.

This new edition provides an updated account of cognitive research and examines important changes in relation to Special Educational Needs policy and practice in the last ten years, including the Revised SEN Code of Practice (2001), Removing Barriers to Achievement (2004) and the National Literacy Strategy (2006).

Living with Dyslexia recognises that the voices of children with dyslexia are increasingly important in developing good educational practice and makes an important contribution to the literature on dyslexia.

The issue of access is at the forefront of the practical challenges facing people with learning difficulties and people working with or supporting them. This engaging text brings together evidence, narratives and discussions that question and advance our understanding of the concept of access for people with learning difficulties. Seale and Nind draw on their expertise to analyse a wide range of situations, including access to public spaces, citizenship education, community participation, and employment.

Through a series of related chapters, key researchers in the field of inclusion and learning difficulties enrich the access debate by:

With contributions from a variety of stakeholders including people with learning difficulties, Understanding and Promoting Access for People with Learning Difficulties clarifies the concept of access without over-simplifying what is involved. Through rigorous critique, this book provides a unique rationale for a new multi-dimensional model of access and ways of promoting it.

Proposing a reconceptualisation of the risk associated with promoting access for people with learning difficulties, this book will be of immense interest to students, researchers and professionals involved in inclusion and disability issues.

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.

Language Disabilities in Cultural and Linguistic Diversity takes a critical perspective on traditional bio-cognitive-social approaches to language disabilities - specific language impairment, communication difficulties, dyslexia and deafness. A socio-cultural approach orientates a reinterpretation of research, educational practices and policies in assessment, teaching and intervention. A Vygotskian framework affords repositioning of assessment, learning and development for language disabilities as they are influenced and shaped by experiences of multilingualism, culture, ethnicity and race. The author, rather than present definitive answers, aims to offer new analyses and extend current understanding of linguistic phenomena fraught by dilemmas of disentangling diversity and disability. The volume serves as a source of reflection and inquiry for students, professionals and policy makers in education and health who are interested in disability and language disabilities in multilingual and multicultural contexts.

The ultimate guide to ensuring school success for kids with attention deficits.

School Success for Kids With ADHD offers parents and teachers the support they need to ensure children with attention deficits build on their strengths, circumvent their weaknesses, and achieve to their fullest potential. With the growing number of children diagnosed with attention problems, parents and teachers need practical advice for helping these children succeed in school.

Topics include recognizing the causes and types of attention deficits and how they appear in the school context, requesting school evaluations and diagnoses, understanding the laws regarding students with special needs, advocating for these students in the school environment, and coaching students with attention deficits to success.

The authors also include a brief overview of research and medical perspectives on attention deficits, strategies used by teachers of children with ADHD, and helpful tools for parents and teachers to employ, such as homework checklists and self-advocacy charts.

Word Aware 3 is a comprehensive, practical and engaging resource that focuses on teaching vocabulary and word learning skills to children aged 6 to 11 years who have vocabulary learning needs. For many children, particularly those with Special Educational Needs and Disabilities (SEND) or those whose home language isn't English (ELL or EAL learners), the vocabulary of the classroom can be a barrier to learning. This book outlines how to best support these children who require extra help, offering concrete, easy-to-implement activities and resources for use in small groups, to maximise the impact on learning and open up access to the curriculum. Word Aware 3: Takes a highly practical, evidence-based and curriculum-focused approach to vocabulary learning that supports a broad range of learners Includes photocopiable and downloadable planning, intervention and evaluation resources Provides staff training resources and an overview video presented by the authors This book can be used as an adjunct to Word Aware 1, or as an intervention on its own. Although it is most suited to children aged 6 to 11 years, it may be adapted for older students with significant learning needs. It is an essential resource for teaching assistants and learning support assistants and will also save time for special educational needs co-ordinators (SENCOs) and speech and language therapists (SaLTs) who are keen to establish effective vocabulary interventions.

This highly practical book focuses on the teaching and learning of students with dyslexia in the context of the mainstream secondary curriculum, and provides practical guidance for school managers and subject teachers by highlighting the barriers to learning experienced by dyslexic learners in today's curriculum.

Full of advice for removing or minimising these barriers, this book is packed full of strategies for supporting learning and raising the attainment of students with dyslexia. Teachers of students aged 11 - 19 will find valuable information on:

how dyslexia affects dyslexic learners access to and progress in the subject curriculum

how secondary teachers can identify possible barriers to learning in their subject delivery

the development and provision of appropriate support strategies for meeting the needs of dyslexic students

good practice in the identification and assessment of dyslexia that may be masked by high ability or divergent behaviour.

The use of case studies helpfully highlights the impact of dyslexia on students as they transfer to secondary school. They illustrate how and why this condition may be mistaken for behavioural - or other - difficulties, consider whole-school issues and relate throughout the book to a practical framework of proven support strategies.

This revised and updated second edition of Working with Children's Language has been created to support practitioners who work with young children with delayed language acquisition. Rooted in a developmental theory of language learning, it covers topics such as attention control and listening, the role of play, verbal comprehension and the acquisition of spoken expressive language. Each chapter offers a straightforward overview of current research relating to the specific language skill before introducing a wealth of targeted games and activities that can help support the development of those skills. Key features include: * A structured approach to language learning that can be followed as a programme or adapted for informal use by individual practitioners. * Accessible activities, games and ideas suitable for small group or individual intervention, linked to specific aims based on developmental norms. * Photocopiable and downloadable resources, including a record sheet to track progress in each skill against aims and outcomes for individual children. Clearly linking theory and practice in an engaging and easy-to-follow format, this is an invaluable resource to support children in early years settings and Key Stage 1 whose language is delayed, but who are otherwise developing normally. It is a must-have book for early years practitioners, teachers, SEND professionals and speech and language therapists with varying levels of experience.

Now in a fully updated second edition, this comprehensive and practical book outlines the theoretical underpinnings for vocabulary and acts as a 'how to' guide to developing word learning across the school and curriculum. It is packed with easy-to-implement activities, worksheets and resources that can be put into practice immediately with individual students or groups, whole classes and throughout the school. The Word Aware approach provides a structured framework to promote vocabulary development in all children and has been rigorously tried and tested. Now in full colour, with photocopiable and downloadable materials, it is an outstanding resource that will be an essential addition to any school and classroom. The second edition of Word Aware 1 brings: An even wider range of ready-to-go vocabulary activities Fine-tuned teaching techniques Enhanced resources to develop children's independent word learning skills A step-by-step guide to developing a whole school approach Word Aware 1 is an invaluable tool for teachers and other professionals looking to support children as they broaden their vocabulary. It is particularly suited to children aged 5-11 years but can easily be adapted for older children.

Making School Count reports on four years of classroom research in which alternative teaching strategies, designed to motivate under-achieving inner-city, African-American middle school students were used and evaluated.
The book offers insights into the discrepancy between students' academic dreams (their high performance aspirations) and the realities of their classroom performance.
Issues include:
*the authors' convictions that the disproportionate under-achievement of African-American students is the result of inappropriate teaching strategies
*the prevalent use of a Eurocentric curriculum
*results of the authors' research
*a guide for teachers wishing to carry out their own research
*a study of the collaboration between a university and a schools in an attempt to bring about change from the ground up.

eBook available with sample pages: 0203134273

Effective Relationships and Sex Education (RSE) provision is a right for all learners, yet it often proves challenging for educators and caregivers, particularly those teaching learners with additional needs. This book provides practical guidance for teachers and Special Educational Needs Coordinators (SENCOs) who require the knowledge, skills and confidence to deliver effective RSE to young people with Special Educational Needs. It offers both specific support tailored to pupils with Profound & Multiple Learning Difficulties (PMLD) and Severe Learning Difficulties (SLD), Down's Syndrome and Autism, as well as broad support to embed a whole-school approach in mainstream and special settings. Chapters guide the reader through a range of key topics, with advice, strategies and ready-to-use resources to teach RSE in a positive and respectful way. This much-needed book will be invaluable for education professionals, residential care providers, and anybody looking to support young people with Special Educational Needs as they learn about relationships and sex. It will also help schools to meet statutory requirements covering the delivery of Relationships and Sex Education.

This book is part of the Phoneme Factory Project undertaken by Granada Learning in partnership with the Speech and Language Therapy Research Unit (SLTRU) in Bristol.

It aims to provide guidance for teachers, SENCos, SLTs and parents regarding:

• criteria for referral to speech and language therapy
• phonological disorders
• appropriate intervention approaches that can be used in the classroom and at home.

Complementing the book is a CD containing downloadable resources including a picture library for the classroom and the home, as well as checklists and other time-saving documents.

Morph Mastery is an accessible, practical guide designed to support learners with specific learning difficulties (SpLD) who are struggling with spelling, reading and vocabulary. It is an effective, research-based and fun solution for when phonics-based teaching has run its course. Understanding the morphological regularities in English helps to support both spelling and reading comprehension, yet there are few practical interventions that take a morphological approach. Morph Mastery combines this exciting new approach with tried-and-tested teaching methods that work. The activities in this book follow three engaging ninja-like characters, Prefa, Root and Sufa, who represent the three core components of morphology (prefixes, root words and suffixes) and use their sceptres to craft words. Key features include: * Exciting and engaging activities and games, designed to be used by individuals or small groups * Detailed, curriculum-linked assessments, enabling specific target setting * Photocopiable and downloadable activity sheets and resources Written in a user-friendly tone, for teaching assistants, teachers and other professionals with little or no specialist knowledge, this book is a must for any school with struggling readers and writers aged 9-13.

Communication at the Heart of the School introduces a simple, practical approach for communication development in schools, with a specific focus on children with Severe Learning Difficulties (SLD) or Profound and Multiple Learning Difficulties (PMLD). The tried-and-tested framework offers a shared approach to communication development between teachers and speech and language therapists, moving through three crucial stages: the communication assessment, the communication pathway and the classroom environment. It provides a clear structure for the role of each professional and explains how they contribute to every aspect of the child's communication development. Key features include: A communication pathway that follows a yearly cycle of assessment, plan and intervention, identifying specific communication needs and offering advice on creating communication-friendly environments A focus on the shared vision of teachers and speech and language therapists, creating a united and team-led approach to communication development, ensuring that both therapists and teachers feel supported in tackling complex communication challenges effectively Photocopiable and downloadable assessment forms for accurately measuring outcomes in a time-friendly and accessible way Underpinned by the Communication and Cognitive Framework currently used by teachers, speech and language therapists and families, this resource offers a complete package of communication support. It is an essential tool for speech and language therapists and teachers supporting children communicating at early developmental levels.

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 & 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.