Recent policy initiatives illuminate the need for greater teacher awareness about dyslexia in secondary and tertiary education. Yet the debates about dyslexia are often narrowly based and can exclude some teachers. This book attempts to open up the debate by bringing together different ways of talking and thinking about dyslexia. Fundamental questions about how to respond to dyslexia in teaching and support contexts are addressed and the significance of ???exploratory conversions??? between learners and tutors is recognised. The need to restructure ???the structured approach??? and to consider meta-affectivity as well as metacognition is explored. Practitioners in both secondary and tertiary sectors can gain ready access to contributions from internationally respected writers and teachers in the field. Alan Hurst??'s preface refers to ???this important book??? as paving the way to a more truly inclusive attitude and approach to education in and beyond compulsory schooling.

Children with developmental disabilities inhabit a gray zone: they live and learn under normal conditions in some aspects of their lives, while their "inconvenient brains" present a range of challenges in other school and life contexts. Dr. Martha Bridge Denckla provides parents and educators with general knowledge, research findings, and practical recommendations about a variety of these developmental conditions, including dyslexia, dyscalculia, ADHD, autism spectrum disorder, problems with motor coordination, and executive dysfunction. Inspired by her efforts to explain these conditions to parents over 45 years of clinical practice, she provides a science-based understanding of the issues in an accessible format. She uses the science of cognitive and behavioral neurology to help readers understand how the interrelationships of brain, environment, and behavior produce these developmental disorders, and to provide a basis for parenting and education programs based upon understanding how variations in brain development should guide plans for what is taught when to whom. Such developmentally appropriate, evidence-based, differentiated instruction within general education can diminish the demand for separate special education, and will thus serve all kinds of brains, whether "typical" or "inconvenient."

People can best help dyslexic students once they understand dyslexia's association with anxiety and effective coping strategies, both cognitively and emotionally. By highlighting the perspectives of dyslexic students, this book evidences the prevalence of anxiety in dyslexic communities. The shared experience from a range of dyslexic learners pinpoints best practice models and helps combat the isolation felt by many with learning difficulties. The author targets academic areas where students struggle, offering techniques to overcome these barriers. Such obstacles are not always due to cognitive factors but may be associated with negative experiences, leading to fear and uncertainty. Recounting these sticking points through student voices, rather than from a staff viewpoint, enables readers to find meaningful solutions to dyslexia-related problems. Through this dynamic methodology, the book shows researchers and practitioners how to understand dyslexic needs on an emotional level, while presenting dyslexic readers with practical coping methods.

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.

Kate Ripleya (TM)s work in the topical area of Emotional Literacy has shown that children must first learn to discriminate and label their own emotions before they can focus on understanding other people's. This comprehensive programme is designed to assist early years practitioners help children to achieve these first important steps, the pack consists of:

• theoretical rationale a " long and short version
• how the programme fits within the current legislative framework
• baseline assessment details
• pratical strategies to support the programme
• evaluation from pilot study
• bibliography and recommended materials.

In addition to the book there is a CD-ROM containing a twenty minute video film showing behaviour to be addressed and intervention in action, a demonstration in powerpoint to show to colleagues and stories to use for baseline assessment.

This comprehensive and practical resource is a second volume to the highly influential Dysfluency Resource Book (2010). It brings together the very latest developments in the field of stammering and dysfluency in adults and teenagers and builds upon some of the approaches explored in the Dysfluency Resource Book. The book draws on the expert knowledge of contributors from a wide range of fields, such as specialist speech and language therapy, education, psychology and youth work, with a focus on presenting practical guidance for those working in this complex area. This valuable resource: * Has chapters exploring the latest clinical developments, such as acceptance and commitment therapy (ACT) and narrative therapy. * Provides in-depth discussion of some established therapeutic practices, including avoidance-reduction therapy and group work. * Offers concrete application to theory, both the social and medical models, guiding the reader on how to integrate new evidence into clinical practice. * Provides a wealth of activities and photocopiable handouts that can be used in practice. Designed for clinicians and students working with teenagers and adults who stammer, this flexible and practical book embeds an ethos of reflection and adaptation. The detailed overview of therapeutic approaches allows the reader to explore a wide range of techniques, building a strong foundation of knowledge from which to tailor and develop their own practice.

Developmental Dyslexia from Birth to Eight takes a fresh approach to a condition which is often poorly understood and unjustly stigmatised. Illuminating the latest neurological advances in the field, this book will empower educational professionals to play a decisive role in supporting and encouraging children with dyslexia. With an overarching focus on the ways in which practitioners can advance children's development and learning, Developmental Dyslexia from Birth to Eight recognises the varying guises in which this information-processing difference might present, and addresses the challenges that this creates for children and practitioners alike. Each chapter provides the reader with a thorough examination and explanation of dyslexia, along with reflective examples, case studies and relevant further reading. Areas of focus include: The origins and identification of dyslexia Intervention strategies and alternative therapies Observation and assessment Dyslexia and English as a foreign language Dyslexia-friendly settings National and global policy on provision for dyslexic children An engaging and accessible guide, this book will be an invaluable resource for educational practitioners and childcare specialists seeking to enhance their knowledge and understanding of dyslexia, to better support the children in their care.

A seminal handbook in the field for more than 20 years, this new and updated edition of Mathematics for Dyslexicsand Dyscalculics contains the latest research and best practices for helping learners with numerical and mathematical difficulties. * Provides a complete overview of theory and research in the fields of dyslexia and dyscalculia, along with detailed yet pragmatic methods to apply in the classroom * Contains enhanced coverage of place value and the role of the decimal point, why fractions can challenge a developed logic for arithmetic, and the complexity of time along with new material on addressing anxiety, fear, motivation, and resilience in the classroom; and links to new resources including standardized tests and recommended reading lists * Written by two mathematics teachers with 50 years of teaching experience between them, much of it in specialist settings for students with specific learning difficulties * Offers effective teaching strategies for learners of all ages in a structured but accessible format

This highly practical handbook meets the need for a general guide that provides teachers with the skills, techniques and structure to help children with specific learning difficulties achieve success.

* Why do some pupils experience maths learning difficulties? * How can you determine whether there is a specific learning difficulty such as dyscalculia, dyspraxia or dyslexia? * What teaching strategies can help overcome maths anxiety and specific maths learning difficulties? Without doubt maths is one of the most important subjects taught in schools and yet it is the one subject that can strike fear and dread in children from the very start of their education. In this book Judy Hornigold explores potential causes of maths learning difficulties and particularly the specific difficulties that learners with dyscalculia, dyslexia and/or dyspraxia experience. It considers how general maths anxiety impedes mathematical development and then examines whether this, or a more fundamental and specific difficulty with maths such as dyscalculia, is the real root of difficulties. The book then looks in detail at a wide range of strategies to help overcome general maths anxiety and more specific learning difficulties. It addresses four distinct areas - core number, reasoning, memory and visual spatial awareness - as the main areas of difficulty for learners with dyscalculia (core number and reasoning), dyslexia (memory) and dyspraxia (visual spatial awareness).

Increasingly, teachers are expected to identify problem areas and help children with ASD to change or manage their behavior appropriately. This book offers off-the-shelf support to teachers and includes: helpful categorization of problem areas; solutions that allow teachers to help children promptly and effectively; advice on setting IEP targets; and photocopiable resources.

The purpose of this book is to help educators increase their proficiency in analyzing and teaching writing to students with learning disabilities. The text is organized into nine chapters. The first is the introductory chapter, the second provides a review of the various components of written language and the types of difficulties that students may have with handwriting, spelling, usage, vocabulary and text structure. The third chapter provides an overview of the writing process approach. The fourth chapter reviews the legal protections and various accommodations to which students are entitled. Chapters five, six and seven contain summaries of instructional strategies that may be used to enhance student performance in the areas of handwriting, basic skills and written expression. The eighth chapter presents analyses of writing samples from students in first-through eighth-grade levels that are reviewed within a diagnostic-prescriptive format. Chapter nine contains writing samples with guided questions that can be used for independent study, as assignments, or for in-class discussions.

Winner of the Summer 2015 Academics' Choice Smart Book Award. Written by three experienced occupational therapists, this book offers a combination of theory and strategies. It is a perfect tool for those working with young children, but also broad enough to be adapted for older children and adults. Building Bridges provides creative techniques and useful tips while offering innovative strategies and practical advice for dealing with everyday challenges, including managing behaviors, improving muscle tone, developing social skills, selecting diets, and more. Part one explains the role of the occupational therapists in treatment and examines sensory integration theories. Part two offers methods of identifying sensory problems in children along with numerous strategies and activities. Helpful topics include: what is occupational therapy?; what is sensory integration?; what are the sensory systems?; identifying problems with sensory integration strategies for challenging behaviours; ideas for self-care skills; adapting home, school, and childcare settings.

Offering strategies and techniques for teaching modern foreign languages - an often severely challenging subject for pupils with dyslexia - this book is specifically designed to meet the needs of the busy subject specialist teacher looking for guidance on supporting pupils. The book examines alternative approaches to teaching modern languages and introduces useful teaching materials and software. A list of references to resources and organizations offer the reader further assistance. While the book focuses on foreign language learning and teaching at the secondary level, ideas are provided on how to adapt the strategies for both younger and older foreign language learners with dyslexia. The book can be used effectively as a professional text for in-service and pre-service foreign language teachers as well as support staff.

This book focuses on realistic strategies for non-specialists to use when working with pupils who have dyslexia.
It offers detailed, practical guidance on defining and identifying dyslexia, dyslexia in the early and middle years and at secondary school, and worked examples of IEPs. It also discusses providing effective support for the literacy and numeracy hours, raising self-esteem, and working with parents and voluntary organizations. In addition, the authors cover using checklists and assessments, choosing suitable programs and resources, and useful addresses and books.
Teachers and teaching assistants in mainstream classrooms and parents wanting to help their children will find this book invaluable.

This practical guide will help busy teachers and learning support staff present the design technology curriculum in a way that will make it accessible to dyslexic pupils and create a more flexible and positive learning environment. Drawing upon her experience as a designer, teacher and mother of two dyslexic children, and also as a dyslexic learner herself, the author: dispels myths about the difficulties faced by dyslexic learners explains the variety of learning difficulties that they experience highlights the help that they need to access their potential gives an insight into issues relating to craft and design offers flexible strategies and solutions that can be used in the classroom or workshop.

A new approach to help kids with ADHD and LD succeed in and outside the classroom

This groundbreaking book addresses the consequences of the unabated stress associated with Learning disabilities and ADHD and the toxic, deleterious impact of this stress on kids' academic learning, social skills, behavior, and efficient brain functioning. Schultz draws upon three decades of work as a neuropsychologist, teacher educator, and school consultant to address this gap. This book can help change the way parents and teachers think about why kids with LD and ADHD find school and homework so toxic. It will also offer an abundant supply of practical, understandable strategies that have been shown to reduce stress at school and at home.Offers a new way to look at why kids with ADHD/LD struggle at schoolProvides effective strategies to reduce stress in kids with ADHD and LDIncludes helpful rating scales, checklists, and printable charts to use at school and home

This important resource is written by a faculty member of Harvard Medical School in the Department of Psychiatry and former classroom teacher.

This practical handbook provides SENCOs, class teachers and teaching assistants with a step-by-step guide to the identification of speech and language disorders, a basic knowledge of the underlying causes and guidance for developing strategies for support and intervention in the classroom.

It gives a foundation for assessment and differentiation, which will help the teacher or teaching assistant to work effectively in collaboration with speech and language therapists. It suggests appropriate materials and programmes of work for enabling the child to access the curriculum as fully as possible.

The book includes photocopiable assessments and worksheets, which can be used as part of planning and intervention for individual children or small group work.

This practical book provides teachers with techniques and suggestions to help dyslexic pupils. Written by a team of experienced practitioners who work in a specialist school, it offers clear guidance and tried and tested strategies to help those who need support in this area. The book addresses reading and spelling difficulties and also other aspects of pupils' learning difficulties, including: accessing the curriculum; dyspraxia and motor development problems; learning mathematics; the use of ICT; developing phonological coding; and understanding dyslexics' behaviour. Teachers and teaching assistants working in specialist and mainstream primary and secondary schools should find the book useful. It is also relevant to those doing specialist courses in dyslexia.

This book, which has been adopted as a set text for a number of training and diploma courses, is long established as a comprehensive source book for both students and practitioners in the field. For this edition the book has been updated both in response to new teacher training needs and to take account of the rapid developments in research and ideas on dyslexia which have occurred in recent years.

The latest research findings cover such topics as demographic studies, phonological skills, the use of the British Ability Scales, and sub-types of dyslexia. The material on teaching has been expanded, with particular attention given to phonics and word analysis skills, essay planning and writing, the use of computers and word processing and evaluating teaching programmes.

Designing an inclusive curriculum for all pupils is not easy. The practising teachers who have written this book offer clearly laid out ideas and objectives for learning that goes beyond the National Curriculum. It incorporates a holistic approach to the development of a curriculum relevant for pupils and students who experience profound and multiple learning difficulties (PMLD).;The book should help all those working with pupils and students who experience PMLD to: enrich and enhance experiences and opportunities for pupils in general; provide age appropriate learning experiences and contexts for pupils at each key stage; set developmentally appropriate learning targets for individual pupils; and incorporate paramedical and therapeutic provision into an inclusive framework.;This book is a proactive contribution to the use of "P-Scales" and to the ongoing debate on developing meaningful learning opportunities for pupils and students who experience PMLD.

Supporting Inclusive Education is a case study of a London primary school which includes a wide range of learners. It looks at: different teaching and learning styles; the effective use of learning support assistants; responding to challenging behaviour; using specialist strategies; how to research inclusive education; and what makes for a connective pedagogy. It is written for an audience of teacher-researchers in a jargon-free style.
Jenny Corbett is a leading expert in the field of inclusive education; her experience in supporting individual learners in mainstream education and the way she links theory to practice make this an essential read for all involved in the area.

eBook available with sample pages: 0203453336

This book provides teachers and therapists with a user-friendly bank of practical ideas and suggestions to use in the MSE for pupils with profound and multiple learning difficulties. These include equipment and resources that can be used to engineer the environment to promote particular outcomes; a set of photocopiable, fast, easy to complete observation and assessment forms; a selection of practical strategies and methods that can be used in the MSE; and ideas to help teachers integrate environment, assessment and instruction to maximize individual programs.

" This is an account of a Native American family in central Kentucky in the year 1585. Fishes-With-Hands, his wife She-Who-Watches, and their family grind corn, make cooking pots, and build their homes while in their summer village. In autumn, they attend the funeral and mourning feast of Masked-Eyes. Then they move to their winter hunting camp, where they process nuts, make arrows, and hunt and butcher animals in preparation for the winter. Readers will soon realize that their lives and experiences in many ways parallel those of this family from Kentucky's not-so-distant past.

This work discusses the development of English (communication and literacy) for children below level one of the National Curriculum. The authors take account of the latest QCA guidelines for pupils with significantly below age-related expectations.;The book contains: the revised "Redway School Communication Assessment"; a curriculum framework based on early childhood development linking cognitive progression with learning styles adopted by children at particular developmental stages; the application of theory to the development of early functional communication; an examination of early literacy; a framework for a complete "English Scheme of Work" for children below level one of the National Curriculum; and a framework which facilitates a coherent and systematic working partnership for teachers and speech and language therapists.