My primary goal is to help all children and adults with this disorder and to provide them with the opportunity to learn how to become motivated, successful learners, to receive social acceptance, and to live drug-free.

My secondary goal is to help parents of children with ADHD and adults with ADHD realize that the guilt or shame felt, due to the resulting problems, need not be a continual burden. Many of my clients have indicated that they were made to feel responsible for their child's anti-social and inappropriate behaviour and that their approach to parenting was the cause. For the over 1000 families with whom I've worked, this couldn't be further from the truth. Every one of the parents indicated they had tried every conceivable approach recommended: parenting classes, psychotherapy, marriage counseling, medication, behaviour modification techniques, etc. with limited success. With this group of families, the majority had tried, or were still using, medication as a means of controlling the symptoms. None were content to use medication as a long-term approach and hence their interest in a drug-free alternative...

Please remember that a journey takes time and it is completed one step at a time.

If you are a parent struggling with the problems caused by having a child with ADHD, this approach may provide answers to resolving those problems. If you help to eliminate the underlying causes of ADHD, you will enable your child to be what he/she was meant to be. By completing the questionnaire and linking revealed information resulting from ADHD symptoms, you will identify problematic areas.

Upon completion of her doctorate, which identified characteristics commonly found in students with ADHD, Dr. Sandra Starr designed a program to teach the role nutritional deficiencies play in this disorder. A generic program has been found to work for most, and has been successfully implemented for the past fifteen years with thousands of families. Clients have provided personal progress reports revealing evidence of physical, behavioural, and cognitive improvements which identified the link between symptoms and vitamin and mineral deficiencies. The vitamin regimen outlined has been shown to build strength in the immune system, and over time will eliminate the symptoms that gave rise to the ADHD label.

Dr. Starr has been engaged in pro bono work for the past four years and as a result of this work, clients have encouraged her to publish her research.

The book provides an up-to-date consideration of how drives to support mental health can be supported by approaches to managing and developing children's social behaviour. Current media interest in 'off-rolling' in schools is discussed; the reasons for it, and the impact it has on children's behaviour. Chapters would cover the impact of the wider educational climate on perspectives on managing behaviour as well as drawing on current theory and research to provide practical, classroom-based strategies. Compares and contrasts a wide range of perspectives on managing and developing children's behaviour

The book provides an up-to-date consideration of how drives to support mental health can be supported by approaches to managing and developing children's social behaviour. Current media interest in 'off-rolling' in schools is discussed; the reasons for it, and the impact it has on children's behaviour. Chapters would cover the impact of the wider educational climate on perspectives on managing behaviour as well as drawing on current theory and research to provide practical, classroom-based strategies. Compares and contrasts a wide range of perspectives on managing and developing children's behaviour

This practical resource helps school staff to reframe behaviour as a means of communicating a need, ensuring they can sensitively and effectively support children with a range of Social, Emotional and Mental Health (SEMH) needs and Special Educational Needs and Disabilities (SEND). With case studies and examples woven throughout, the book focuses on relational and strength-based approaches to improve mental health and wellbeing, self-esteem, sense of safety and, in turn, behaviour and educational outcomes. All advice is carefully designed to have the maximum positive impact on the child and minimum impact on teacher time and resources. Key features include: Accessible explorations of a range of difficulties and their effects on school life A variety of supportive strategies, tips and advice, designed to be easy to implement effectively within a busy classroom A focus on building and maintaining positive relationships, making the classroom a safe learning environment Small adjustments can make a huge difference to wellbeing, whether they are for those with a diagnosis, with SEND, with SEMH needs, with anxiety, or just those having a hard time. This book will be an essential tool for teachers, SENCOs and school leaders in both mainstream and specialist settings.

- Uses the Flexible Mindsets approach to blend research and practice and provide the freedom to explore self-directed learning - Takes into account the distance learning and disruption that schools, teachers and pupils have been facing - Focussed on self-directed learning, this text provides teachers with the tools to equip their students with the confidence they need to believe they are capable and can take learning-related risks.

* The program and philosophy described in the book is unique as it presents the concept with a basis in behavioral analysis, and how improvised theatre can be used as a tool, rather than as simply a recreational activity or social event * Includes a comprehensive listing of 80+ different games/activities. Each activity is clearly explained, including the methodology, process and insight for teachers, as well as the underlying purpose each game is designed to address * In addition to professionals teaching social skills to individuals with autism spectrum disorder, the content of the book is also designed so that parents of special needs students can easily access the activities for at-home instruction and recreational use with their children

Providing a series of chapters, written by teacher educators in three continents, this edited volume explores the concepts, challenges, possibilities, and implementations of competency-based instruction for developing English competencies in English as a foreign language (EFL) contexts. Recent trends in education have emphasized the need to develop competencies that connect learning with real-life performances. This need has brought about a massive increase in the number of studies and scholarly works devoted to research into competency-based education. However, for teachers and learners of EFL, it is challenging to develop competencies for using a language that does not seem to connect with their real-life scenarios. The chapters apply the concept of competency-based instruction in different EFL contexts and are structured around three themes: Theory: current thoughts on theories of competency-based education Research: empirical research on competency-based teacher education Practice: integrating competency-based instruction into teacher education This book offers examples of competency-based EFL teacher education through both research and practical applications. In addition to the innovation in competency approaches, the inclusion of language learning in virtual environments offers a valuable resource for scholars, educators, researchers, and all those concerned with current and future education.

Using the Systems Approach for Aphasia introduces therapists to systems theory, exploring the way in which a holistic method that is already a key part of other health and social care settings can be employed in aphasia therapy. Detailed case studies from the author's own extensive experience demonstrate how systemic tools can be incorporated into practice, offering practical suggestions for service delivery and caseload management in frequently overloaded community health services. Exploring the treatment process from first encounters, through the management of goals and attainments, to caring for patients after therapy has ended, the book demonstrates a method of delivering therapy in a way that will better serve the people who live with aphasia and their families, as well as the clinician themselves. Key features of this book include: * An accessible overview of systems theory and its use in aphasia therapy. * Consideration of how current popular ideas such as self-management, holistic rehabilitation and compassion focussed therapy can be incorporated to provide the best treatment. * Guidance on when and how to involve families based on case studies. * Case studies throughout to fully illustrate systemic approaches. An essential resource for both students and seasoned clinicians, the theory explored in this book will provide a fresh approach to therapy and new skills for working with people with aphasia and their families.

Using the Systems Approach for Aphasia introduces therapists to systems theory, exploring the way in which a holistic method that is already a key part of other health and social care settings can be employed in aphasia therapy. Detailed case studies from the author's own extensive experience demonstrate how systemic tools can be incorporated into practice, offering practical suggestions for service delivery and caseload management in frequently overloaded community health services. Exploring the treatment process from first encounters, through the management of goals and attainments, to caring for patients after therapy has ended, the book demonstrates a method of delivering therapy in a way that will better serve the people who live with aphasia and their families, as well as the clinician themselves. Key features of this book include: * An accessible overview of systems theory and its use in aphasia therapy. * Consideration of how current popular ideas such as self-management, holistic rehabilitation and compassion focussed therapy can be incorporated to provide the best treatment. * Guidance on when and how to involve families based on case studies. * Case studies throughout to fully illustrate systemic approaches. An essential resource for both students and seasoned clinicians, the theory explored in this book will provide a fresh approach to therapy and new skills for working with people with aphasia and their families.

In the current political climate of the U.S., newcomer immigrant and refugee students seeking an education and a better life for themselves face their most uncertain future yet. Particularly, English learners who have experienced interrupted or limited schooling in their home country and language face challenges in adjusting to a new environment. They deserve differentiated support to succeed both in school and in their new communities. What sets this book apart are the student stories which shed light on the significant resilience they exhibit despite many obstacles faced during all stages of migration. This includes immigration hurdles, housing instability, negative stereotyping and, for some students, the difficult experience of crossing the border as an unaccompanied minor. In Creating Responsive Classroom Communities for Newcomers, readers will hear from educators, counselors and students in a study of 4 high schools across New York State. They will learn what is being done to develop classrooms and schools that can be culturally and linguistically responsive to the needs of diverse newcomer students with interrupted schooling. The book shares observations and details of a SIFE-centered English Language Arts curriculum developed with these students' needs in mind, including best practices in both academic instruction and in cultivating a welcoming classroom culture that builds upon student strengths and background knowledge. Readers will come away with a deeper understanding not only of the challenges these students face but also ideas for strategies to better serve them by transforming and improving their own school communities.

- disadvantaged white boys are the lowest achieving of any main ethnic group in our school system, with girls also struggling - even the best schools have struggled to close the attainment gap for this group - there is increasing evidence from research about what works, clearly summarised here in an accessible way - the school case studies bring research to life, showing what can be achieved with creativity, commitment and persistence

Children with both giftedness and special educational needs are often found in the mainstream classrooms. This essential resource provides an overview of existing knowledge about dual and multiple exceptionality (DME), examining the needs of gifted and talented children from both the class teacher's and SENCo's perspectives. Diane Montgomery explores both the specialist interventions that some children will need at least for part of their school life, as well as the general inclusive provision that every school can develop to meet the needs of all children. Focusing on evidence-based identification throughout, chapters in this accessible book cover: An analysis of the terms 'giftedness and talent' and the different methods that can be used for identifying them and assessing their limitations Identifying and supporting a range of difficulties, syndromes and disorders such as dyslexia, dyscalculia, DCD, ASD, ADHD and SEBD How to manage classroom behaviour, improve school ethos and create a DME-friendly school through inclusive teaching and learning This invaluable resource will assist you in creating a DME friendly school, help to integrate learners with a range of difficulties and enable them and others to learn.

For students who struggle with learning to read, time is of the essence. Dyslexia Defused: Reading Struggles and Reading Solutions offers an effective and efficient instructional plan to expedite mastery. Supplementing the strongest elements of research-based programs, the original strategies readily apply to all levels of reading instruction (developmental, corrective, remedial, and adult literacy). The novel and concise techniques address all task components: phonics, decoding, sight vocabulary, oral reading, fluency, contextual analysis, and comprehension. Furthermore, contributing factors that delay reading mastery and are most often overlooked in current reading programs are identified and treated. Finally, this book underscores the social and emotional impact of reading failure on the child and those who support him or her.

This fully revised second edition of Observing, Assessing and Planning for Children in the Early Years provides a detailed analysis of what is meant by the observation of young learners and why this is so vital to early years practitioners and students. In this accessible and insightful text, Sandra Smidt examines the various theories of how young children develop and learn, which have been put forward by thinkers and writers across time and place so the reader has a genuinely global view of early childhood. She then highlights how important it is for practitioners in schools, nurseries and settings to think carefully about what they have seen and heard in light of what they, as adults, already know about the children and their learning. Also included in this text is a helpful 'Try Your Hand' section where readers are invited to make their own judgements about what they have read, as well as a section on observing and assessing not only the nursery-aged children but also babies and toddlers.

This richly updated third edition of Math Instruction for Students with Learning Difficulties presents a research-based approach to mathematics instruction designed to build confidence and competence in preservice and inservice PreK- 12 teachers. Referencing benchmarks of both the National Council of Teachers of Mathematics and Common Core State Standards for Mathematics, this essential text addresses teacher and student attitudes towards mathematics as well as language issues, specific mathematics disabilities, prior experiences, and cognitive and metacognitive factors. Chapters on assessment and instruction precede strands that focus on critical concepts. Replete with suggestions for class activities and field extensions, the new edition features current research across topics and an innovative thread throughout chapters and strands: multi-tiered systems of support as they apply to mathematics instruction.

For students who struggle with learning to read, time is of the essence. Dyslexia Defused: Reading Struggles and Reading Solutions offers an effective and efficient instructional plan to expedite mastery. Supplementing the strongest elements of research-based programs, the original strategies readily apply to all levels of reading instruction (developmental, corrective, remedial, and adult literacy). The novel and concise techniques address all task components: phonics, decoding, sight vocabulary, oral reading, fluency, contextual analysis, and comprehension. Furthermore, contributing factors that delay reading mastery and are most often overlooked in current reading programs are identified and treated. Finally, this book underscores the social and emotional impact of reading failure on the child and those who support him or her.

Now in its Second Edition, this seminal handbook offers a comprehensive exploration of how students with disabilities might be provided classrooms and schools that are both inclusive and effective. With an enhanced focus on the elementary level, this new edition provides readers with a richer, more holistic understanding of how inclusive settings operate in K-5, featuring expanded chapters on principal engagement, teacher preparation, district-level support, school-based improvement practices, and more. Fully revised and updated to reflect changes in the field, each chapter synthesizes the research, explores if and how this knowledge is currently used in schools, and addresses the implications for practice and directions for future research.

Now in its Second Edition, this seminal handbook offers a comprehensive exploration of how students with disabilities might be provided classrooms and schools that are both inclusive and effective. With an enhanced focus on the elementary level, this new edition provides readers with a richer, more holistic understanding of how inclusive settings operate in K-5, featuring expanded chapters on principal engagement, teacher preparation, district-level support, school-based improvement practices, and more. Fully revised and updated to reflect changes in the field, each chapter synthesizes the research, explores if and how this knowledge is currently used in schools, and addresses the implications for practice and directions for future research.

Dispelling common myths about acceleration, the author describes what it is, what forms it takes and what it can do for gifted students--intellectually, socially, and emotionally. Case studies and illustrations of specific mindsets offer readers a new perspective on how prevailing attitudes have influenced their districts and deprived students of opportunities to develop their talents. This guidebook also presents nuts-and-bolts guidance for: Implementing and applying accelerated learning strategies in different school settings Providing accelerated learning opportunities for underserved groups, such as multicultural and urban poor students

This revised and updated third edition, previously titled The Effective Teacher's Guide to Dyslexia and Other Learning Difficulties (Learning Disabilities), unravels the complexity of specific learning difficulties in an accessible and user-friendly way. Each chapter provides key information about the disorder in question, giving a clear definition before discussing prevalence, causal factors, identification, and assessment and provision. Implications for the curriculum and related assessment, pedagogy, resources, therapy/care, and school and classroom organisation are explained, allowing providers to reflect and adapt their practice in response to the needs of the individual. The book informs effective provision, with the aim of encouraging the best achievement and personal and social development for children and young people. The book authoritatively and lucidly addresses issues associated with * impairment in reading/dyslexia, * impairment in written expression/dysgraphia, * impairment in mathematics/dyscalculia, and * developmental co-ordination disorder/dyspraxia. Recognising the importance and the challenge of multi-professional working, the book relates provision to the roles of parents and carers alongside that of the practitioner. Underpinned by research and widely held professional judgement, this will prove a practical, readable, and inspiring resource for professionals in the UK, US, and elsewhere including teachers, therapists, psychologists, and students entering these professions.

Beyond Equality in the American Classroom: The Case for Inclusive Education addresses the basis of inclusive education for students with exceptionalities from the perspective of social justice and scholarship-activism. Drawing on historical, legislative, and philosophical references, this book builds the case for including individuals with exceptionalities in general education classrooms as a matter of social justice and civil rights. Providing a comprehensive foundation for exploring the concept of inclusive education scholastically, Shyman provides a well-organized and clearly-structured treatise for both the philosophy of inclusive education as well as a means of putting inclusive education into practice in American schools. With pointed critiques of the current trend of standardization and traditionalization in the current educational climate, a new philosophy for addressing inclusive education is put forth. The book is both readable and scholastically legitimate, and can be adapted for personal academic use or as a teaching tool for undergraduate or graduate classes in the areas of education, philosophy and sociology.

An unprecedented collaboration between leading names from the independent and state sectors, this thought-provoking book addresses the current crisis in education for the most able. Grounded in the classroom, the authors draw on their own first-hand experiences and international research to scrutinise techniques and practices from leading countries, exploring the more divisive issues that have damaged teaching worldwide. Demonstrating what works well in teaching the most able, and also what does not work, the book offers a radical solution, a stimulus to thought and a way forward for teachers, academics and all those with responsibility for ensuring high standards in education, including governments and members of regulatory authorities.

In the beloved classic book The Way I See It, Dr. Temple Grandin gets to the REAL issues of autism the ones parents, teachers, and individuals on the spectrum face every day. In this updated fifth edition, Temple offers helpful dos and don'ts, practical strategies, and try-it-now tips all based on her insider perspective and a great deal of research. Revised and updated chapters include: Alternative Vs. Conventional Medicine Do Not Get Trapped By Labels The Importance of Early Educational Intervention Too Much Video Gaming and Screen Time Try On Careers and many more! Temple has packed a wealth of knowledge into this book, which serves as an excellent reference resource for a multitude of topics related to ASD. Whether you're searching for something specific or reading cover-to-cover, The Way I See It is required reading for everyone whose life has been touched by autism.

This unique resource book explores what wellbeing, community participation and independence mean to young people with profound and multiple learning difficulties (PMLD). Bringing together results of an extensive survey of more than 100 schools that teach young people with PMLD, the authors present many innovative ways in which schools are working to ensure young people with PMLD have lives of value that are as rich and meaningful as possible. Organised into three cohesive parts, this book provides a comprehensive insight into established theories and current perspectives on wellbeing and independence for people with PMLD before exploring the results from the Lives Lived Well survey and other international research, and then it helpfully illustrates best practice in action with a close look at an established, very successful specialist school. This book can be used as a guide, resource and inspiration for adults sharing their lives with young people with PMLD - whether practitioners or parents - and concludes by asking what we can learn from these young people to support us all in living life to the full.