Teaching Reading and Phonics to Children with Language and Communication Delay is an accessible and jargon-free book full of practical ideas for teaching the first stages of reading and phonics to children who have speech and language delay. Written by a bestselling author, this invaluable toolkit covers approaches to the teaching of reading for a variety of needs so that no child is left behind. Features include: * a wide range of practical activities * useful checklists at the end of each chapter for assessing progress and further planning * links to example photo books to demonstrate how reading can be personalised and interactive * tips for teaching reading and motivating children in their learning * template material which can be photocopied and downloaded as eResources Packed with helpful illustrations and examples that can be used in lessons, this book offers a variety of methods of teaching reading, including an emphasis on visual strategies which are well suited to children with language delay and complex communication needs. Clear explanations and step-by-step instructions mean the book can be used by parents as well as non-specialist teachers and teaching assistants, and the book will be ideal reading for any educators working with young children to improve their literacy.

Inclusion is Dead is a provocative polemic against the widely held notion that inclusion for all children and young people with SEN is both possible and desirable. For those with severe learning difficulties (SLD) and profound and multiple learning difficulties (PMLD), the authors argue, it is neither. Imray and Colley assert that the dominance of inclusion has meant that there has been no serious attempt to look at the educational difficulties faced by learners with PMLD and SLD. As a vision of egalitarianism and equality for all, they say, inclusion is dead. The authors controversially believe that unless education changes, it will remain as a disabling institution that does the exact opposite of its intention. The book presents the argument that theorists of inclusion have failed to provide practical solutions on how inclusion can be achieved when SLD and PMLD learners are involved, as well as discussing the drawbacks of the 'inclusion for all argument'. With up-to-date references throughout, Inclusion is Dead will be an insightful read for teachers and SENCO trainers, as well as postgraduates and undergraduates studying courses on politics, philosophy and society.

This fully revised and updated second edition of Learning through Touch is essential reading for practitioners who support learners with multiple disabilities and vision impairment. These learners will rely on support from their learning partners throughout their education to mediate their learning experiences. The text explores the key role that touch plays in the education of these learners and provides practical advice about how to develop the skills through touch that they will need to become 'active agents' in their own development. The book reflects international initiatives that seek to ensure that people with disabilities have opportunities to take meaningful control within their learning and their lives. Key features include: Chapters that support curriculum access for learners with visual impairments; Reflections on up-to-date research studies and guidance for further reading throughout, allowing for a strong conceptual foundation for practice; Portfolio activities designed to help implement effective learning opportunities within your own practice. Written to assist teachers and other professionals who support children with visual impairment and additional difficulties, this text will appeal to professionals and students alike. It is an invaluable resource for anyone looking to explore the role of touch in creating effective learning experiences.

Dyslexia: Theories, Assessment and Support offers a broad perspective on dyslexia, providing a range of views from theory to practice which help explain the continued controversy surrounding the condition. Offering a framework on which to understand the concept of dyslexia, the book considers procedures that can both identify the condition and help support those with it. With a focus on self-concept, the authors highlight ways to positively influence both literacy acquisition and individual well-being. This book is ideal reading for those taking courses on dyslexia or literacy learning difficulties within education, psychology and related disciplines. It will be of great interest to specialist teachers, special education staff, educational psychologists and those in related occupations.

Dyscalculia is a specific learning difficulty that affects the acquisition of numerical skills. A far larger number of pupils, while not dyscalculic, fail to acquire the basic numerical skills required for everyday life. Whatever the cause of poor numeracy it is essential that these difficulties are identified and addressed. This book looks at how adults can help identify each child's specific areas of difficulty and describes a multi-sensory approach that can be adapted for the needs of each student to help them better understand numbers and apply that understanding to solve problems. It covers the origins of number sense and how the brain deals with numbers, assessment, planning intervention, what to teach and how to teach it, and how parents can help their children. This straightforward guide will be essential reading for any parent, teacher or education professional working with a child with dyscalculia or numeracy difficulties.

Here is a unique picture book of learning solutions for teachers who are   trying to help students struggling in three main areas of learning – attention, memory, and organization.  For each area, it identifies specific problems such as difficulties with left to right scanning (an attention problem), presents an  observed student behavior, explains the problem, and provides strategies and visuals to correct it, including illustrated worksheets.

This volume is intended for researchers and graduate students of psychology, education, and special education. Because social, cultural, and economic conditions are varied from country to country, there is a need to explore how learning disabilities are identified, perceived, and addressed around the world. Up-to-date research from North and South America, Europe, and the United Kingdom is included to provide a global overview of a wide variety of learning and behavioral disorders. Internationally prominent authors discuss their research pertaining to the following areas: working memory, reading disabilities, ADHD, hearing impairments, motivational orientations, measurement of socio-cultural level, ecological perspectives on social behavior, and students with disabilities in international schools. International contributions ensure global coverage of subject matter. It includes unprecedented coverage of learning and behavioral disabilities in one volume.

Meet Harry. Harry likes to play football, climb trees, and hang out with friends, but Harry doesn't like reading. That is until his teacher explains that Harry has dyslexia, which makes things like reading and writing particularly hard for him - and with help from his mum, teacher and an educational psychologist, Harry learns specific strategies for reading with dyslexia. This delightful picture book for children aged 5-11 includes tips for reading with dyslexia and lovable, supportive characters who show that it's ok to discuss dyslexia and to seek help when needed.

Intended for those professionals whose work brings them into contact with children with learning difficulties, but who do not always have the opportunity to share their expertise with others, this work covers the theoretical rationale for the approaches used by each professional and examples of the practical activities and techniques used. The book has a broad base of learning difficulty which includes autism and Asperger's syndrome. Dyslexia is also included, and the authors also cover a wide developmental life span, from working with young babies to adolescents; and the whole spectrum of mental handicap, from mild learning difficulties to children with severe learning difficulties, and profound and multiple handicaps.

This book brings together a selection of papers from those presented at the Fourth International Conference of the British Dyslexia Association in April 1997. The three main themes of the conference are biology, identification and intervention.

Dyslexic teacher Alais Winton is back with all-new games and activities to make learning simple and fun. This inventive and practical workbook is packed with tried-and-tested games and activities to help children aged 7-13 who have dyslexia. It is ideally suited to home-schooling, independent learning, or classroom or small group setting, and includes activities such as The Multiply Matrix Game, Drop the Ball and Number Tag. The book is packed with cartoons, and there's a quiz at the start to help you discover whether you learn best from pictures, movement, socially or through music. You can use this book to find the strategies and activities you enjoy the most, and that support you to learn most effectively. If you have ideas about how you would like to add to the games or invent your own, go for it! With even more engaging activities and updated advice for parents and carers, this is another essential tool for making learning simple and enjoyable.

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

Originally published in 1976, this introductory text for those intending to work with slow learners was concerned with the practical implications of recent British and North American research in the field of psychology and education at the time. Slow learners are young people who for a variety of reasons, continuously or for long periods, under-function in terms of intelligence, educational attainment and social skills. This book offers a clear analysis of the problems facing slow learners, their psychology and the types of education open to them. Dr Brown reassesses the needs of disabled children and adults in the context of their families, with the emphasis on the practical level of activity and training possible for them. The aim is the integration of the disabled person in society, and the belief is that services for the disabled should be integrated, with no professional person working on an isolated basis, but as part of a multidisciplinary professional team. Design for individuals entering the field of teaching, particularly those concerned with special education, training and rehabilitation programmes, the book should also be of value to social workers, psychologists and other professional people working in the field, as well as to parents of disabled children.

Despite the wide array of services offered to students with learning disabilities, attention-deficit disorder, and a variety of comorbid conditions, large numbers of students are caught in the struggle of surviving school. Unfortunate school experiences may impact their sense of self and the degree of tenacity with which they pursue further training or challenging opportunities in the workplace. These are the people for whom educational therapy provides relief, enlightenment, and the coveted prize of success. The second edition of The Clinical Practice of Educational Therapy, the first textbook in its field, provides a comprehensive perspective of this interdisciplinary profession and practice, reaching out to a more global audience. The book describes the scope and practice of educational therapy from its European roots to its growing presence in the United States, providing readers with case studies and research that illustrate the work of educational therapists across the lifespan in diverse settings. Interdisciplinary Perspective - Other books focus on either educational or therapeutic interventions but rarely discuss the blend and synergy of disciplines (e.g., special education, neuropsychology, assessment, and social work) that are the hallmark of this unique profession. Illustrative Cases - The text draws heavily on case studies as a means of understanding the practice of educational therapy, especially the dynamic relationship that exists between therapist and client. Numerous charts and tables provide visuals for educational therapists as well as allied professionals, parents, and those with learning challenges. Expertise - The editors are both highly visible educational therapists. Chapter authors are either experienced educational therapists or allied professionals who have made scholarly contributions to the profession, such as Trisha Waters, Roslyn Arnold, and George McCloskey. In addition to benefiting educational therapists and students, this book is appropriate for professionals who work in related fields such as special education, regular education, school and educational psychology, neuropsychology, school counseling, psychology, speech and language pathology, art therapy, occupational therapy, and social work, as well as in medicine and psychiatry. NEW TO THE SECOND EDITION The second edition of The Clinical Practice of Educational Therapy: Learning & Functioning with Diversity has revised and updated the chapters from the first edition, and added three new chapters which further define and broaden this field by exploring diverse perspectives: Chapter 10, "Cultivating Character Development: Educational Therapy's Impact on Individuals, Families, Schools, Educational Policy, and Society" by Maxine Ficksman Chapter 12, "Women and Girls Who Are Disenfranchised: A Global and Interdisciplinary Approach to Educational Therapy" by Jane Utley Adelizzi Chapter 17, "Examining the Efficacy of Graduate Programs in Educational Therapy at California State University, Northridge (CSUN): Educational Therapy Intern, Graduate and Parent Perspectives" by Marcy Dann, Nancy Burstein, Tamarah Ashton, and Sue Sears. These additional chapters, supported by brain-based research, characterize the shifts and changes experienced in a range of settings. Through the treatment alliance, educational therapists address students' and clients' ability to experience a more comprehensive model of learning, dependent upon the psychological, social, emotional, cultural and academic environments. The three new chapters range in focus from formal research and graduate training in the field of educational therapy to students throughout the lifespan whose social and educational experiences require a careful eye to not only the academic task at hand but also to the ways in which they cope and adapt to a range of environments and challenges. Lastly, educational therapy's empathic foundation in practice is exemplified when we consider the global experience of students who strive to learn in situations and settings that threaten their survival and disenfranchisement from society.

Children with Fetal Alcohol Spectrum Disorders (FASD) have emerged as a major phenomenon within the education and health care systems. Prenatal exposure to alcohol is known to result in a range of birth anomalies for infants and children. Children with FASD experience a range of developmental delays, which limit their participation and progress in a range of educational and social settings. Written by one of the UK's top experts in the field, this practical and informative resource explores the complex and compounding socio-cultural, historical and political factors surrounding maternal drug and alcohol use, and the implications this has for young children's learning and development across the childhood workforce. The book provides a framework of knowledge and understanding as a tool to develop inclusive practice. Developing Inclusive Practice for Young Children with Fetal Alcohol Spectrum Disorders is an essential read for all early childhood professionals and practitioners. It offers a range of pedagogical strategies to improve children's long-term developmental trajectory, whilst supporting children and families in a sensitive, respectful manner.

This book contains dyslexia-friendly practical activities and ideas that can be readily accessed by parents of dyslexic children and teens, to support their learning in ways that work for them. It includes 70 activities to boost dyslexic learners' reading, writing, spelling and executive functioning, as well as aspects which are often overlooked, such as emotional wellbeing, memory and social communication, which are fundamental to self-esteem and positive education experiences. The authors, experienced practitioners in this field, equip parents to support and monitor their child's progress and work through the activities together. Accessible, motivating and engaging, this is an essential tool for supporting dyslexic students of all ages.

Prepare SLPs and educators to support this growing population with the third edition of this bestselling textbook, developed by three influential experts on bilingual language development and aligned with Head Start guidelines on cultural and linguistic responsiveness. Updated with the latest research and recommended practices, this book gives a broad audience of future professionals the clear and comprehensive information they need to promote positive outcomes for young dual language learners and make informed decisions about assessment and intervention when a disorder is present. Readers will get up-to-date guidance on a wide range of key topics, including recognizing the typical stages of second language learning, supporting development in both languages, distinguishing a language delay from a disorder, planning culturally appropriate interventions, addressing reading disorders in bilingual children, and more. New and enhanced student-friendly features make this edition even more engaging and practical, and a robust new package of online support materials will help faculty members use the book effectively in their courses. With the foundational knowledge in this state-of-the-art textbook-also a valuable resource for in-practice SLPs and educators-professionals will be ready to help young dual language learners thrive, both at home and in the classroom. WHAT'S NEW: - New chapter on supporting heritage language development in children with immigration backgrounds - Important updates throughout the book on best practices and recent research findings from the field - Updated student-friendly features, including learning outcomes at the start of each chapter, tables and figures that illustrate key concepts and research, and Voices from the Field text boxes - Two downloadable parent questionnaires to help SLPs gather critical information when working with culturally and linguistically diverse children - New online companion materials: discussion questions and class activities for each chapter, plus a final integrative course project

This book is a practical guide to the intellectual assessment of children and adolescents in the schools. Although primarily intended for graduate students in school psychology training programs and practicing school psychologists, it should also be useful for those involved with making decisions in schools that are based, in part, on the results of intelligence tests, including counselors, teachers, administrators, and other school personnel. In writing it, we placed particular emphasis on evidence-based practices pertaining to the use and interpretation of intelligence tests. The assessment of intelligence has long been mandated by law for eligibility determination for special education and related services. At the current time, however, there is widespread disagreement about the use and interpretation of intelligence tests. Nevertheless, none of the currently available books on intellectual assessment critically reviews the scientific evidence regarding the critical role played by intelligence tests in the schools for the determination of eligibility for special education and related services. One of the main intentions of this book was to fill that gap and to recommend best practices with scientific support.

Learning through play is a well-established principle that underpins much educational practice, yet it is often overlooked in association with children with autistic spectrum disorders. This book considers the wide-ranging benefits of developing play and taking it into drama with these children. The authors demonstrate how to implement such approaches via a highly practical, structured developmental framework, within which participants may gradually learn to be creative. They also discuss the psychology and pedagogy of autism in relation to play and drama and connect them to everyday learning situations using a wealth of examples. This accessible approach to play and drama can offer a powerful, memorable, integrating way forward for children with autistic spectrum disorders - and enjoyable, fun opportunities for teaching and learning.

What is stammering? How does it present itself? When does it occur? Why does it happen? What are the most effective strategies you can use to help? Providing background information about stammering as well as a wide range of tools and strategies, this practical book addresses the key challenges faced at nursery and school. There are separate sections on early years, primary and secondary level and include the most common areas that teachers must consider when supporting children who lack speech fluency, including: identifying children at risk of developing a stammer how to manage incidents of stammering how to manage classroom communication and oral participation helping children to make and maintain relationships help children to manage feelings associated with stammering working alongside speech and language therapists. Recent changes to the curriculum means that there is now a greater demand on children's communication skills than ever. This book will help you provide the necessary support to a child who stammers by offering a clear explanation of the presentation of stammering and the best ways you manage the occurrence of stammering in a range of school contexts. Full of tips and advice this book will enable teachers and other professionals to work effectively with a child who stammers. This accessible book is essential for anyone concerned about a child in their care who presents with a stammer, including teachers, student teachers, SENCOs and parents.

The FIRST children's book by these two authors, Temple Did It and I Can Too! will help guide and inspire kids to reach their full potential. Winner of a 2015 Academic's Choice Award, this book explains the obstacles Dr. Temple Grandin faced while growing up, the rules she followed to overcome them, and her path to becoming a leading animal scientist and a world-famous advocate for those with autism. This colorful, hardcover book even includes worksheets for kids to identify and reach their goals!

To meet the demands of today's rigorous standards in inclusive classrooms, teachers are increasingly relying on paraeducators' assistance. This comprehensive guide highlights the benefits and challenges of collaborating with classroom assistants so that students with special needs have access to a highly qualified curriculum in the general education classroom and the individualized attention that promotes learning for all students. Masterfully woven throughout the book are accounts of three paraeducators whose experiences, challenges, and rewards illustrate the unique roles and responsibilities that paraprofessionals carry out in K-12 classrooms. These vignettes demonstrate how educators and paraeducators can effectively collaborate in a climate of high-stakes testing, accountability, NCLB, and the reauthorization of IDEA 2004.

The SEND Code of Practice (2015) has reinforced the requirement that all teachers must meet the needs of all learners. This topical book provides practical, tried and tested strategies and resources that will support teachers in making history lessons accessible and exciting for all pupils, including those with special needs. The authors draw on a wealth of experience to share their understanding of special educational needs and disabilities and show how the history teacher can reduce or remove any barriers to learning. Offering strategies that are specific to the context of history teaching, this fully revised edition will enable teachers to: Make history education accessible and engaging to pupils of all abilities Create an inclusive classroom environment that responds to the emotional needs of the class and nurtures a culture of learning Develop inclusive practical demonstration and role play techniques to aid conceptual understanding Set assessment objectives Deploy in-class support effectively An invaluable tool for continuing professional development, this text will be essential for teachers (and their teaching assistants) seeking guidance specific to teaching history to all pupils, regardless of their individual needs. This book will also be of interest to SENDCOs, senior management teams and ITT providers. In addition to practical activities and supporting material contained in the book, there are also free online resources for readers to download and use in the preparation of successful, inclusive lessons for all pupils.

Playtime is essential for children's wellbeing and provides key opportunities to make friends. Yet for some children, unstructured play can present real challenges. This beautifully illustrated guide is designed to be used alongside: Zedie & Zoola's Playtime Cards - a pack of 25 cards containing ideas for fun playground games that draw from Zedie & Zoola's Playful Universe and encourage children with different communication styles to play together. Zedie & Zoola Light Up the Night - a colourful storybook, which draws on themes relating to friendships, neurodiversity, participation, and advocacy. The cards and storybook explore the topic of communication differences through engaging characters and games. This accompanying guide offers additional advice for adults to use the cards effectively, with helpful contextual information to assist in making playtimes more accessible for children with communication conditions. This is an essential resource for parents, primary school teachers, and speech and language therapists, as well as anyone looking for new ways to foster an inclusive environment to help children aged 6-9 with different communication styles engage and play with their peers.

This book chronicles the experiences of ten autistic self-advocates who use rapid prompting method and facilitated communication. Their narratives document the complexities that autistic individuals navigate when choosing to use a highly controversial, alternative form of communication in educational and community Settings. Using letter boards and keyboards to write their chapters, the authors describe powerful stories in the context of aiming for disability rights. The book concludes by presenting research-based educational practices that schools and colleges enact to support students who use alternative forms of communication.