Practical, up-to-date guidance on identifying Specific Learning Disability Essentials of Specific Learning Disability Identification provides accessible, authoritative guidance on specific learning disability (SLD), with the most up-to-date information on assessment, identification, interventions, and more. Contributions by leading experts examine multiple theoretical orientations and various identification approaches for dyslexia, dyscalculia, dysgraphia, and other common SLDs. Emphasizing real-world utility, this book provides important information for professionals who work with children and youth at risk; many of the SLD identification practices can be put to work immediately, and the expert coverage offers many strategies and interventions for student support in the classroom. This new second edition has been updated to align with the most current understanding of SLD manifestations, diagnostic assessment, and evidence-based interventions, and includes new material covering nonverbal learning disability, speech-language impairment, general learning difficulties, and differentially diagnosing SLD from other conditions. Early SLD identification and the right kind of help can raise the trajectory of a child's life. This book provides in-depth information to facilitate accurate identification and appropriate intervention to help you help the children in your care. * Understand how SLD manifests in academic performance * Learn theory- and research-based approaches to SLD identification * Examine the latest information about new aspects of SLD determination * Utilize appropriate and effective intervention strategies for student support If a child's learning disability is caught early, and the correct type of support is provided, that child gets the chance to develop the skills that lead to achievement in school and beyond. As a high-incidence disorder, SLD affects 10-15 percent of the general population, making successful identification an essential skill for those who work with children. Essentials of Specific Learning Disability Identification provides authoritative guidance and practical methods that can help you start changing children's lives today.

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

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.

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 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 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.

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 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.

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 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.

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.

Are you a practitioner, supervisor, practice educator, mentor or university tutor supporting students who are struggling on, or failing, their practice placement? Here is the practical guidance you need. Jo Finch draws on both her own experience training Practice Educators, and international multi-disciplinary research and literature. Chapters examine the signs and symptoms of a struggling student, emotional impact and emotional processes of decision making, and strategies for working effectively with students and academic institutions. Reflective exercises enable you to bring these methods to your own practice. The ideas here will further knowledge and engender confidence for any teachers, assessors and supervisors on courses with a practice learning component.

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.

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

Using Technology to Enhance Special Education, Volume 37 of Advances in Special Education, is a logically, thoughtfully organized, and well-sequenced text. It focuses on how general and special educators can use technology to work with children and youth with disabilities. This cutting-edge book involves researchers, scholars, educators, and leaders who are knowledge producers in the field. It is written to respond to today's changing world where technology has become a very powerful force. As it stands, the world is getting smaller and smaller; and what is happening in a location quickly becomes known everywhere. For example, during the tense periods of the global COVID pandemic, technology became the livewire of our world. This book begins with an introduction to technology and students with disabilities; and the remaining chapters focus on the role of technology in the education of students with learning disabilities, emotional and/or behavioral disorders, and intellectual disabilities, autism spectrum disorders, physical and health impairments, hearing impairments/deafness, visual impairments, and traumatic brain injuries. In addition, some chapters focus on the role of technology in achieving equitable and inclusive education, building culturally and linguistically responsive general and special education, and creatively using digital comics to improve written narratives. In the end, this book concludes with a chapter that forward looking ways to infuse technology in special education. We feel that this volume is an excellent resource for special education researchers, scholars, practitioners, and professionals who teach and serve students with disabilities.

The range of educational options available to a child with Autism and Asperger syndrome is broad, but choosing the right path can often be a complex task for all involved. This book provides information and advice for professionals and parents making crucial decisions about meeting the needs of children with autistic spectrum disorder.
It covers the range of intellectual ability from those having severe learning difficulties to those of above average intelligence. Practical advice for those working with children from preschool to post-16 is given on: choosing the most appropriate educational placement; making decisions on which educational interventions to follow; creating an effective educational environment; working with staff and other children to maximum effect; writing effective individual education plans; working with parents and families; enabling a smooth transition between classes and stages of education; and life beyond school.

The aim of this book is to offer some help to teachers who are not very confident of their own understanding of mathematics, but want to give some basic help to dyslexics and others in the particular areas needed by them. To that end the chapters give separate topics with clear explanations for the teacher of the content to be taught, suggestions about how to teach it, exercises with answers, and in the Appendix a list of helpful materials and software. Teachers can pick out a topic without necessarily following the order in the book.

Bringing together over 25 years of research into the social aspects of learning disabilities (LD), this book presents a range of topics that reflect on the richness of research interests in the discipline. In honor of Tanis Bryan, the pioneer in research on social competence of children with LD, the researchers that follow her lead systematically examine critical issues in the social relationships of these children. The book begins by placing the work of Bryan and her research associates' in context, in terms of the prevailing theoretical frameworks and social political influences that led to the enormous impact of the work. The chapters that follow discuss:
*social cognition in children and adolescents with LD;
*self-understanding and self-esteem in children and adults with LD;
*the lonely plight, peer influence, and friendship patterns of children with LD;
*parental understanding and how this understanding shapes their scaffolding of learning in their children with language disabilities;
*a new intervention approach toward enhancing self-concept and reading comprehension in LD students through bibliotherapy;
*important and timely information on interventions for enhancing peer relations and preventing drop-out in adolescents;
*models in longitudinal research with implications for research on social dimensions of LD; and
*the important role of teachers in enhancing classroom social experiences for students with LD.
Summarizing research findings and their implications in the various areas in the field, this book will be an excellent text for a special topics course in graduate programs in learning disabilities, special education, psychology, and social work. In addition, it will be a highly important resource for university/college teachers, researchers, graduate and honors students, and professionals in learning disabilities, social psychology, and social work.

bThe detailed study of learning disability features rarely in university courses. To a large extent this reflects the low value attributed by our society and its human services to people with learning difficulties. This unusual book, based on one of those rare courses, includes contributions from academic specialists, students and people with learning difficulties, all of whom have participated in the course. Its 'social approach' challenges the very idea of what should be taught about the subject of learning disability and who should teach it.
Learning Disability - A Social Approach looks at how people's lives are affected by human services. It covers specific policy and service issues, different aspects of working with people and key debates. The unique insights gained from the combination of academic knowledge and real life experience make it a topical and thought-provoking text for anyone involved with learning disability - student, teacher, professional or policy maker.

bThe detailed study of learning disability features rarely in university courses. To a large extent this reflects the low value attributed by our society and its human services to people with learning difficulties. This unusual book, based on one of those rare courses, includes contributions from academic specialists, students and people with learning difficulties, all of whom have participated in the course. Its 'social approach' challenges the very idea of what should be taught about the subject of learning disability and who should teach it.
Learning Disability - A Social Approach looks at how people's lives are affected by human services. It covers specific policy and service issues, different aspects of working with people and key debates. The unique insights gained from the combination of academic knowledge and real life experience make it a topical and thought-provoking text for anyone involved with learning disability - student, teacher, professional or policy maker.

Effective use of ICT can enhance many dyslexic pupils' access to the curriculum, but it has to be used appropriately. This book will be useful to all teachers, teaching assistants, SENCOs and parents who are keen to have practical advice on how to help a child in this way. Full of strategies and suggestions that are based on the author's extensive classroom experience, this accessible book is suitable for the ICT novice and more advanced user alike.

The book has been fully updated to guide the user through the maze of hardware and software currently available, identifying those most suitable for different Key Stages and curriculum subjects as well as providing ICT solutions to the problems of assessing and screening for dyslexia.

This accessible and practical teaching resource focuses on access to the history curriculum for pupils with learning difficulties. Within an inclusive framework of participation and achievement for all, the book provides activities designed to be accessible to pupils with diverse individual needs, guidance on the P levels, assessment and recording opportunities, and advice on teaching history in a cross-curricular way.

By keeping in mind the needs of the busy practitioner, the book avoids jargon and concentrates on the real teaching opportunities.

With more parents of disabled children seeking a mainstream place for their child, educational professionals are increasingly being faced with the task of making these placements successful. For many this can be their first experience of including a child with significant difficulties. This book is aimed at all those, be they parents, teachers, learning support assistants, SENCOs, school managers, governors or LEA officers who are charged with ensuring that inclusion is effective both for individual children and for schools as a whole.
Each chapter looks at the practicalities from a different perspective, focusing on the questions that need asking, the work that needs to be carried out before the child starts and practical steps that each person in the network can take to make sure that all those concerned are happy, are learning effectively and are fully included in the life of the school.