This highly practical guide shows how learning support teachers and assistants can work effectively with secondary school pupils who are struggling with their reading. It relates directly to the working practices of teachers, steering them through issues such as: assessing the low-age reader working with reading withdrawal groups finding and creating resources for low-age readers constructing spelling strategies to support reading understanding the emotional dimension to being a poor reader how to effectively involve parents. Paul Blum offers valuable advice on how to make challenging mainstream subject textbooks accessible to low-aged readers and help on where to find good free resources as well as commercial materials to suit them. Exploring the vital relationship between the mainstream and learning support function, he also outlines the ways in which the two can be harnessed to make a significant difference to reading improvement.

Learning to read is arguably the single most important educational challenge a child faces in the first years of schooling, setting a child up for future academic success and opportunities. However, it is estimated that one in six children experience literacy difficulties. This is the go-to book for psychologists, educationalists and other professionals wanting a deeper understanding of current thinking around dyslexia, reading comprehension difficulties, and related SpLDs. Drawing on six fictional case studies to illustrate her points, and using examples of good practice throughout, Valerie Muter unpacks the latest psychological theories and research on literacy disorders. She discusses the interconnections between underlying cognitive problems and learning and educational and behavioural issues, as well as the common co-occurrence of these conditions. This authoritative book also provides accessible guidance on making assessments and tailoring interventions within the home or school. Written by a lead thinker in the field, this is an essential evidence-based guide for those working with children with literacy difficulties and supporting them to achieve their full potential.

This practical teaching resource has been designed to give children aged 9-12 the basic tools required to challenge some of the conflicting information which they may encounter in everyday life. With increasing exposure to modern information technology and social media, amongst other things, children are increasingly exposed to misleading information that can seriously influence their worldview and self-esteem. The sooner they are helped to approach some of this material with a critical eye, the better they will be able to make independent judgements and resist undue persuasion. Key features of this book include: * Short texts designed to give opportunities for critical examination, created to be points of discussion with individuals, groups or whole classes * Topics covering seven areas of critical thought, ordered in level of difficulty, including finding contradictions, and detecting bias and fake news * Supporting teacher prompts and questions, as well as photocopiable resources without prompts The ability to question and evaluate information is an essential life skill, as well as a key skill for academic learning, yet it remains one of the most challenging aspects of comprehension to teach. This is a vital text for teachers, teaching assistants and other professionals looking to develop critical thinking skills in their students.

Ableism, a form of discrimination that elevates "able" bodies over those perceived as less capable, remains one of the most widespread areas of systematic and explicit discrimination in Western culture. Yet in contrast to the substantial body of scholarly work on racism, sexism, classism, and heterosexism, ableism remains undertheorized and underexposed. In this book, James L. Cherney takes a rhetorical approach to the study of ableism to reveal how it has worked its way into our everyday understanding of disability. Ableist Rhetoric argues that ableism is learned and transmitted through the ways we speak about those with disabilities. Through a series of textual case studies, Cherney identifies three rhetorical norms that help illustrate the widespread influence of ableist ideas in society. He explores the notion that "deviance is evil" by analyzing the possession narratives of Cotton Mather and the modern horror touchstone The Exorcist. He then considers whether "normal is natural" in Aristotle's Generation of Animals and in the cultural debate over cochlear implants. Finally, he shows how the norm "body is able" operates in Alexander Graham Bell's writings on eugenics and in the legal cases brought by disabled athletes Casey Martin and Oscar Pistorius. These three simple equivalencies play complex roles within the social institutions of religion, medicine, law, and sport. Cherney concludes by calling for a rhetorical model of disability, which, he argues, will provide a shift in orientation to challenge ableism's epistemic, ideological, and visual components. Accessible and compelling, this groundbreaking book will appeal to scholars of rhetoric and of disability studies as well as to disability rights advocates.

This book reflects on issues relating to the assessment and support of students with dyslexia within Universities and other institutions of higher education. It considers primarily how current practice in higher education can be developed to facilitate inclusion. The authors present the results of a series of qualitative and quantitative studies which investigate the coping, adjustment and perceptions of students with dylsexia, and the attitudes, perceptions and support strategies of academic and support staff. The book gives important information and advice and also food for thought for academic and support staff within the University sector who are concerned to improve the educational experience of all students. It should also be of interest to teachers in secondary and further education who are preparing students for higher education. Researchers in dyslexia as well as dyslexic students themselves will also find much to increase their understanding of this complex aspect of individual development.

This book has been designed to provide educators with practical strategies and approaches to support the motor and coordination development of children within an educational setting. Difficulties with movement and coordination can significantly affect participation and learning, in Early Years settings and schools, but many of these children can be supported through changes to their educational environment, or the implementation of universal strategies. This invaluable resource demonstrates how professionals can positively impact on children's educational progress, outcomes and social participation. This book: Combines perspectives of occupational therapy and special educational needs, using evidence-based research to provide professionals with the knowledge and confidence to enhance quality first teaching skills for all children, in all settings. Promotes inclusion and participation in activities that affect pupil progress, such as handwriting, self-care, lunchtime, physical activities and play. Offers a range of activities, tips and guidance to help improve progress and academic achievement for all children. Taking a holistic approach to early learning and teaching, this is a vital resource for teachers and trainee teachers, teaching assistants, SENCOs, student occupational therapists and all practitioners working in Early Years settings.

This book has been designed to provide educators with practical strategies and approaches to support the motor and coordination development of children within an educational setting. Difficulties with movement and coordination can significantly affect participation and learning, in Early Years settings and schools, but many of these children can be supported through changes to their educational environment, or the implementation of universal strategies. This invaluable resource demonstrates how professionals can positively impact on children's educational progress, outcomes and social participation. This book: Combines perspectives of occupational therapy and special educational needs, using evidence-based research to provide professionals with the knowledge and confidence to enhance quality first teaching skills for all children, in all settings. Promotes inclusion and participation in activities that affect pupil progress, such as handwriting, self-care, lunchtime, physical activities and play. Offers a range of activities, tips and guidance to help improve progress and academic achievement for all children. Taking a holistic approach to early learning and teaching, this is a vital resource for teachers and trainee teachers, teaching assistants, SENCOs, student occupational therapists and all practitioners working in Early Years settings.

What is dyslexia and hown is it assessed in adults? What is the most appropriate training for those who work with dyslexic people?
This comprehensive guide is for professionals working with adults with dyslexia in the learning and working environment. It uses practical definitions and offers advice that can be understood by professionals and employers with little or no previous understanding of dyslexia.
Dyslexia in Adults: Education and Employment covers key aspects of learning in adults with dyslexia, including individual profiles, strengths and difficulties, the role of the tutor, course design, assessment and method of teaching, as well as providing a number of support strategies. Case studies highlights the needs of employers and dyslexic adults in the workplace and give examples of good practice.
An invaluable text for teachers and practitioners in the field of dyslexia, adults with dyslexia, employers, and educational and occupational psychologists.
"Adult dyslexics have long been misunderstood. Their considerable talents have often been unrecognized and unrealized. Fortunately all this is changing. With the help of this new book by Gavin Reid and Jane Kirk many will come to see that dealing with difficulties must be balanced by understanding talents." Thomas G. West, Visualisation Research Institute, US National Dyslexia Researc Foundation, and author of In the Mind's Eye
"This book provides factual information for educators, employers and dyslexia adults themselves. The authors tell the truth about the depressing effects of unacknowledged dyslexia, challenging each of us to think in a different way. They send out a clear, strong message: listen to dyslexic people." Joanne Rule, Chief Executive, British Dyslexia Association
"In my opinion this authoritative and well-researched account should be recommended reading for anyone giving vocational guidance to clients with dyslexia or helping them deal with employment or training." Tim Edmonds of the Employment Service

Fragile X syndrome is the most common inherited cause of learning difficulties, affecting a child's ability to tackle key areas such as literacy and numeracy, and causing behaviour problems and social anxiety. This text provides support and information for teachers, for whom meeting the educational need of children with Fragile X presents demanding challenges. The book benefits from the expertise of an international field of researchers, whose variety of perspectives contribute to this multi-professional approach. Each chapter of the book suggests practical intervention strategies, based on sound educational principles expressed in accessible non-specific terms. A range of important topics are considered, including the physical and behavioural characteristics of Fragile X; the effects of Fragile X on learning; adults and women with Fragile X; medication and therapy; and related conditions such as autism and attention deficit disorders. As it breaks down the barriers of professional practice, this book establishes the groundwork for successful and valuable multi-professional teamwork. By providing immediate access to a body of empirical knowledge and advice from other disciplines, i

Contents:
Introduction 1. The menace of the 'other' within 2. Whose history is this? Challenging 'official' narratives of educational history 3. Lives in special education: disciplinary transitions 4. Lives in special education: postwar expansion 5. Lives in special education: the management of learning difficulties 6. Special education and the politics of educational reform 7. Time, space and the construction of identity 8. Citizenship 9. Seizing the future by recapturing the past: breaking the culture of silence

Discussion about educational provision for children with learning difficulties has largely ignored the voices of those for whom that provision is intended. Experiences of Special Education argues that these 'insider perspectives' are of central importance for a fuller understanding of special educational needs policy.
Bringing a unique focus to the subject of special needs education, Derrick Armstrong reassesses the history of special educational policy through the life-stories of those who have first-hand experience. These stories contest official policy discourses and inform an understanding of the competing political and professional debates in this area, allowing the Armstrong to:
* investigate the social and historical contexts of special educational needs policy
* challenge traditional notions of policy research
* explore alternative policy discourses informed by the voices of the excluded.
This thought-provoking book is based on detailed case-study analysis of the experiences of over thirty adults who attended special institutions/schools between 1994 and the present. It provides a fresh perspective on current discussions of special educational provisions for teachers, student teachers, policy makers and academics, involved in special education.

This practically oriented book has been predominantly targeted at undergraduate speech and language therapy students, speech and language therapists who have recently started work in this field and other professionals working with people with learning disabilities. All the authors have had practical experience and/or conducted research in this field.

The presentation of the chapters follow a 'need to know' order, starting with an exploration of a range of 'Service Delivery' issues, continuing with theoretical and practical issues related to 'Appraisal and Assessment of Communication Needs' and quickly moving on to management issues starting with 'Management Models' which is followed by a chapter on 'Early Intervention', work on 'Pre-symbolic and Pre-linguistic' development, and transition from 'Word to Phrase'.

For those requiring to extend their knowledge in more specialised areas, a number of chapters deal with subjects such as the use of 'Augmentative and Alternative Communication', and working with 'Parents and Members of Related Professions'. The last two chapters address topics which have more recently attracted attention, these being the management of the communication needs of service users with 'Challenging Behaviour' and those with 'Dual Diagnosis' (learning disability and mental illness combined).

Most chapters include case studies to illustrate a number of practice issues. Whereas the main focus is on children with learning disability, where appropriate discussion relevant to adults with learning disability is included.

This revised and updated second edition aims to enable teachers and care staff working with people with PMLD in any context to create a positive interactive environment for the people with whom they work. Using information from the latest research and from everyday practice, the author discusses the different aspects of a responsive environment and suggests practical strategies that staff can use to create such an atmosphere.

This short series of three books - "Number", "Shape and Space" and "Measures and Handling Data" - gives teachers and parents a range of ideas to help children with mathematical learning difficulties get to grip with mathematics. In order to help these children effectively, statements and teaching points need to be rephrased and produced in a variety of ways, using concrete and pictorial aids.;The activities in these books aim to help teachers to offer children a wide-ranging mathematical vocabulary - adding meaning to the words children already use rather than just adding words to their repertoire. These activities are flexible and can be used in order with children of a range of ages and ability levels.;Activities focusing on number include: early counting activities; acquisition and use of number bonds; using the 100 square in understanding the four rules of number and number patterns; strategies to help with place value; an introduction to the Maths Monster; and activities to help memory training.

This short series of three books - "Number," "Shape and Space" and "Measures and Handling Data" - gives teachers and parents a range of ideas to help children with mathematical learning difficulties get to grip with mathematics. In order to help these children effectively, statements and teaching points need to be rephrased and produced in a variety of ways, using concrete and pictorial aids.

The activities in these books aim to help teachers to offer children a wide-ranging mathematical vocabulary - adding meaning to the words children already use rather than just adding words to their repertoire. These activities are flexible and can be used in order with children of a range of ages and ability levels.

Activities focusing on shape and space include: symmetry; shapes and patterns; properties of shapes; points of the compass; angle and turn; measurement of angles and use of compass and protractor; and coordinates.

This short series of three books - "Number," "Shape and Space" and "Measures and Handling Data" - gives teachers and parents a range of ideas to help children with mathematical learning difficulties get to grip with mathematics. In order to help these children effectively, statements and teaching points need to be rephrased and produced in a variety of ways, using concrete and pictorial aids.

The activities in these books aim to help teachers to offer children a wide-ranging mathematical vocabulary - adding meaning to the words children already use rather than just adding words to their repertoire. These activities are flexible and can be used in order with children of a range of ages and ability levels.

Activities focusing on measure and handling data include: the language of measure; the use of measuring equipment and estimation; formulae; digital and analogue clocks; passage of time, 24-hour clock and timetables; using and constructing graphs; and probability.

This book will provide the class teacher with a straightforward introduction to dyslexia. The authors highlight methods of identification of dyslexia within the classroom context and provide examples of how dyslexia can be dealt with by the class teacher. There are sections on learning styles and thinking skills as well as on policy and provision. The book will serve as an introduction to the BDA/Fulton series on dyslexia. Whilst the emphasis throughout is on supporting the dyslexic student in the classroom context there are also sections on staff development and a brief introduction to current research into the background of dyslexia.

Many children experience difficulties which impact on their learning at home and school. Some children are considered to have a specific learning difficulty such as dyslexia or dyspraxia, but other children display a range of indicators which cross the boundaries of specific named 'conditions'. If teachers are to offer appropriate support, the authors of this highly practical book argue that they must look beyond the label to assess the whole child.
This informative book,
*encourages teachers to consider children as individuals rather than attempting to match them to existing sets of indicators
*pinpoints the overlap of indicators within different specific learning difficulties
*considers the process of assessment
*explains the implications of the children's difficulties
*offers tried and tested strategies to promote inclusive learning.
Teachers, Teaching Assistants, SEN Coordinators and students undertaking teacher education courses will all find this a refreshingly accessible book.

Many children experience difficulties which impact on their learning at home and school. Some children are considered to have a specific learning difficulty such as dyslexia or dyspraxia, but other children display a range of indicators which cross the boundaries of specific named 'conditions'. If teachers are to offer appropriate support, the authors of this highly practical book argue that they must look beyond the label to assess the whole child.
This informative book,
*encourages teachers to consider children as individuals rather than attempting to match them to existing sets of indicators
*pinpoints the overlap of indicators within different specific learning difficulties
*considers the process of assessment
*explains the implications of the children's difficulties
*offers tried and tested strategies to promote inclusive learning.
Teachers, Teaching Assistants, SEN Coordinators and students undertaking teacher education courses will all find this a refreshingly accessible book.

This concise text helps the reader to understand why dyslexics find maths difficult and offers practical ideas for supporting them most effectively.

It explains which areas of maths dyslexics tend to have particular difficulty with, assesses current teaching philosophies and methods, describes a framework of general learning principles that allow dyslexics to make progress in maths, and outlines a number of specific and effective teaching recommendations.

The book helps teachers at primary and secondary levels to better understand the maths performance of dyslexics and gives them an overview of the ways in which dyslexics can best be supported in all aspects of maths learning.

Of all the humanitarian impulses in world politics today, one of the most widely recognized is the need to protect refugees. However, as The Problems of Protection explores, what on the surface appears to be a simple proposition can quickly become complex and controversial. This complexity results in troubling variation in how we respond to our obligation to protect refugees - while NATO launches a major military intervention on behalf of Albanians in Kosovo amidst worldwide media attention, the international community's response to Sierra Leonean refugees is slow, inefficient and inadequate. Who qualifies as a refugee in need of protection? Should refugees be returned as soon as possible, or integrated into safer host countries? The contributors to this volume address the often lacking political will among powerful countries and donors, shifting attitudes among affected countries, and the difficulty of rebuilding societies in a world in which the number of refugees will almost certainly continue to increase.

Of all the humanitarian impulses in world politics today, one of the most widely recognized is the need to protect refugees. However, as The Problems of Protection explores, what on the surface appears to be a simple proposition can quickly become complex and controversial. This complexity results in troubling variation in how we respond to our obligation to protect refugees - while NATO launches a major military intervention on behalf of Albanians in Kosovo amidst worldwide media attention, the international community's response to Sierra Leonean refugees is slow, inefficient and inadequate. Who qualifies as a refugee in need of protection? Should refugees be returned as soon as possible, or integrated into safer host countries? The contributors to this volume address the often lacking political will among powerful countries and donors, shifting attitudes among affected countries, and the difficulty of rebuilding societies in a world in which the number of refugees will almost certainly continue to increase.

This book provides an account of the social cognitive development of children with learning disabilities and discusses ways in which this might be related to their social adjustment. Research shows that children with learning disabilities may experience social and emotional as well as cognitive difficulties. The book provides an overview of research in this area and, with the use of various models, examines aspects of social functioning. Applications of research to educational and other more general settings are discussed, as are implications for the design of intervention strategies.

The Psychology of Dyslexia is an introductory text for teachers undertaking a training course on Dyslexia. The book is based on Mike Thompsons lecture course to the Dyslexia Institutes Postgraduate Diploma in Dyslexia and Literacy. Although primarily for teachers the book will be of interest to other professionals, such as Speech Therapists, who are undertaking a course on dyslexia, as well as parents of dyslexic children. The book covers the basic psychology of, for example, memory, neuro-psychology and reading development, followed by these topics application to Dyslexia.Dr Thompson is a Chartered Psychologist as well as Principal of East Court, a school for dyslexic children, and the book provides the background to the assessment of dyslexia as well as to theoretical topics.There is a guide to further reading at the end of every chapter.Contents a[ The Nature of Dyslexia a[ Basic Psychometrics and Assessment a[ Assessing the Dyslexic a[ Definition and Discrepancies a[ Basic Neuro-psychology a[ Neuro-psychology of Dyslexia a[ Models of Reading and Spelling a[ Models of Memory a[ Phonological and Memory a[ Deficits in Dyslexia

This practical and accessible book addresses the sensitive issue of difficulties in literacy development. The authors outline what is meant by 'literacy' and the barriers to literacy development such as social class, ethnicity, culture and gender. The book emphasises practical strategies and programmes to help reduce these barriers at school, family and community levels. Throughout, the authors relate cognitive, psychological, and socio-cultural perspectives to current curriculum policies, controversies and ethical considerations.
This book enables practitioners to reflect critically upon the choices available to them in assessing and supporting students who experience difficulties in literacy development. Topics covered include a thorough consideration of dyslexia, the conceptualising of literacy, equity issues, and suggestions for assessment and planning for pupils. It will be essential reading for students on initial teacher training courses, and teachers on CPD courses in the area of special needs, literacy and dyslexia.