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Books > Social sciences > Education > Teaching of specific groups > Teaching of those with special educational needs > Teaching of children with emotional & behavioural difficulties
A guide to the intersection of trauma and special needs, featuring
strategies teachers can use to build resilience and counter the
effects of trauma on learning and behavior. Childhood trauma is a
national health crisis. As many as two out of every three children
in any classroom across the country have experienced some form of
trauma. Meanwhile, a recent study in Washington State showed that
80 percent of the children eligible for special education services
were exposed to early childhood trauma, which has been linked to
developmental disabilities. Add in the fact that Black children are
four times more likely to be classified with intellectual
disabilities and five times more likely than white students to be
classified with an emotional or behavioral disorder, and the
already daunting complexity of effectively serving kids with an
individualized education program (IEP) becomes overwhelming.This is
a whole school problem that requires a whole school solution. All
educators in both general and special education should learn how
trauma affects the brain and how any resulting atypical
neurological and psychological development affects learning and
behavior. In Trauma-Informed Teaching and IEPs, trauma expert
Melissa Sadin presents strategies for supporting the most
vulnerable students in general or special education settings,
across grade levels, and across the curriculum. You'll learn to *
Understand the effects of childhood trauma on the brain, learning,
and behavior. Weave caring into trauma-informed instruction. Apply
a trauma-informed lens to crafting IEPs. Conduct trauma-informed
functional behavior assessments. Once you understand the effects of
trauma on learning and development, you will explore classroom
strategies and IEP goals and modifications that can actually help
to heal your students.With rich examples and helpful strategies,
Trauma-Informed Teaching and IEPs gives teachers the most effective
tools to help build resilience for every student, no matter their
needs.
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Love Conquers All
(Hardcover)
Diana Gomes Sajoo; Illustrated by Ariana Fong, Asher Fong
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R591
R535
Discovery Miles 5 350
Save R56 (9%)
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Ships in 10 - 15 working days
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Sarah
(Hardcover)
Esther Vliegenthart; Translated by Susanne Chumbley
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R480
Discovery Miles 4 800
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Ships in 10 - 15 working days
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This book focuses on practical and productive techniques that can
be used in a variety of behaviour crisis situations that may occur
in a classroom. Teachers have told us that one of their major
concerns has been dealing with severe behavior problems in the
classroom. While there are many different types of crisis
situations that may occur having the proper ""tools"" can prevent a
situation from becoming even worse. The Classroom Teacher's
Behavior Management Toolbox provides a variety of crisis tools for
all types of situations. These tools have been gathered over the
years and have been very successful in actual classroom situations.
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Gus
(Hardcover)
Jolanda Haverkamp; Illustrated by Anita De Vries; Translated by Susanne Chumbley
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R725
Discovery Miles 7 250
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Ships in 12 - 19 working days
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The aim of this practical and user-friendly A to Z handbook is to
enable the interested reader to gain quick and easy access to
entries relating to or associated with emotional and behavioral
difficulties. It focuses on adult problems as well as those of
children and adolescents. The entries clearly and succinctly define
and explain emotional behavioral terms and some of the different
ways in which emotional and behavioral problems can be approached
or treated. Where appropriate, entries are accompanied by a brief
bibliography. Useful addresses and contact phone numbers are also
provided where appropriate. This guide is useful for all teachers,
mentors, social workers, educational social workers, educational
psychologists, counselors, care workers, students and other
professionals and voluntary workers in allied fields. It will also
be of interest to parents and carers.
The way we teach our pupils and the way we run our schools is under
scrutiny right now. In the midst of all the change going on, we
often end up losing sight of the educative tool that is the most
important of all - ourselves! Bomber and Hughes' book gives
educators permission to engage with pupils relationally. They
provide aalternative ways to the kinds of behaviourist models,
fear-based approaches and increased levels of power, authority and
control still exercised in many schools at present, which disturb
already troubled pupils and further prevent them from accessing
school. Bomber and Hughes have seen pupil attainment increase
through their work in supporting school staff by switching their
initial focus to the troubled pupil's attachment system, before
engaging the pupil's exploratory (learning) system. The authors
also challenge the educational myths that somehow relationships are
secondary to learning, rather than essential to enabling troubled
children's brains to be freed to work at their full capacity. Every
child still does matter. This cutting edge book from a dynamic
partnership is essential reading for all those concerned in and
with the education of our children.
High-risk youth are rarely able to succeed in school, on the
job, in their family relationships, or in society at large. They
often express hopelessness, frustration, anger. Even after they
have acquired skills and have begun to work, they tend to lose
jobs, fail again in schools, and become involved in crimes. There
is a noted connection between youth who come from dysfunctional
families and have low academic skills, nonexistent career goals,
poor work history, drug and/or alcohol abuse, and involvement with
the juvenile justice system.
Ivan C. Frank explains the need for longer term alternative
educational programs in highly supportive environments for
high-risk youth. He describes the features and coverage of programs
in Israel and in some American cities that have rehabilitated
high-risk youth.
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