This book provides an in-depth look at what a little-known clinician, the educational therapist, does and how they do it. It goes behind the clinician s door to illustrate the unusual and broad range of interventions both academic/vocational and social/emotional that an educational therapist employs. This particular case study involves a young woman named Nora who had a severe but undiagnosed auditory processing disorder. She could not give meaning to the spoken language that came at her too rapidly, leaving her in a constant fog of words that she couldn t comprehend.

This case discloses the problems, their causes, and the emotional toll that had to be considered when developing an effective educational/therapeutic plan for Nora. It vividly illustrates the dynamic exchanges and mutual learning that goes on between client and therapist. Parts I and II illustrate how the psycho-educational interventions that addressed Nora s academic and non-academic needs were gradually formulated over the first year. Part III provides a series of vignettes from subsequent years that illustrate the ongoing applications of the therapist s work.

Distinguishing Features

Explanatory Sidebars The rationale behind particular techniques and interventions is clarified through a system of explanatory sidebars that inform the reader without distracting from the story. This approach makes the book both an instructional tool well as compelling story.

Organic Curriculum The rationale for and application of an "organic (personalized) curriculum" is explained and applied throughout the book as a model for others to use in working with this population.

A Longitudinal Perspective The initial work with Nora began many years ago, so this book provides a long view of her life and tracks the influences that educational therapy exerted on her development into a fully functioning adult.

Cognitive/Emotional Integration The core of educational therapy the interdependence of cognitive skills and emotional response is clearly documented throughout the book.

In addition to educational therapy students and practitioners, this book is appropriate for those working in related fields such as special education, school psychology, school counselling, and social work in educational settings.

Winner of an iParenting Media Award, this book uses photographs of students engaging in a variety of real-life social situations. The realistic format plays to the visual strengths of children with ASD to teach appropriate social behaviors. Color photographs illustrate the 'right way' and 'wrong way' to approach each situation - and the positive/negative consequences of each. A facilitator - parent, teacher, etc. - is initially needed to explain each situation, and ask questions such as 'What is happening here?' Children role-play skills until confident enough to practice them in real-life interactions.

Every teacher knows them: bright students who face learning difficulties that interfere with their ability to shine at school. 101 School Success Tools for Smart Kids With Learning Difficulties is a comprehensive resource that will help educators recognize and nurture the potential in these students, providing strategies to empower smart kids with learning challenges to become successful, confident, and independent learners.
In this book, teachers will find essential information to help them gain a better understanding of these kids and how best to address their needs. In addition, student scenarios will bring these ideas to life, and practical tools will support teachers' planning and implementation of best practices within the classroom. Written for educators, but also useful as a guide for parents, the book provides ways of revealing and developing a child's strengths. By combining their knowledge and expertise with the tools in this book, teachers can create a dynamic learning environment in which their students will thrive

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.

What can schools and teachers do to promote discipline in the classroom? How do discipline and learning interact? The Elton Committee was set up in 1989 to consider 'what action can be taken to secure the orderly atmosphere necessary in schools for effective teaching and learning to take place'. In this collection of papers, originally published in 1992, ten leading figures in the psychology of education reflect on some of the issues raised by the Elton Report and provide a series of psychological models for tackling problems of discipline, disorder and disruption in schools. Areas covered include whole-school approaches to discipline, the connection between learning difficulties and discipline problems, the effectiveness of positive behavioural methods of classroom management, the possible uses of techniques derived from family therapy in classroom discipline situations and the 'good relationship' between teacher and student as an agent of change. Though the perspectives of the contributors are very different, the emphasis throughout is on establishing a way forward for schools that will be valid and workable both in institutional terms and for the individual teacher in the classroom.

In the early 1980s there had been a marked increase in the application of behavioural methods in schools. However, much of this work was weak conceptually and limited in its remit. Behaviour analysis has more to offer education than 'smarties' and time-out. Originally published in 1986, this collection of twenty papers, many of them experimental, serves to demonstrate the power of behaviour analysis in a wide variety of applications. The editors stress the importance of antecedent control, as well as consequence management strategies, and illustrate their relevance in solving problems in everyday situations at school and in the home. The Editors, whose own work is well represented in this collection, are acknowledged as leading researchers in this field.

Turn your school into a place where every child achieves. This book provides leaders with all that they need to promote differentiation in their schools and districts. Through research and first-hand experience, the authors have identified effective strategies for hiring differentiation-minded staff members, communicating the need for differentiation to all stakeholders, motivating teachers to differentiate, and using differentiated teacher evaluation to effect change. Contents include: First Things First: What is Differentiation? Can Differentiation Work in a High-Need School or District? Change Agents are Knowledgeable Leaders: The Value of a Professional Learning Community Evaluating Teacher Differentiation and Differentiating Teacher Evaluation Hiring the Best Teachers for the Job A valuable resource for principals and other leaders, this book will serve as the go-to-guide to assist you on your journey in embedding differentiation into the culture of your school or district.

What is assessment and how is it a cultural practice? How does failure to account for linguistic and cultural variation among students jeopardize assessment validity? What is required to achieve cultural validity in assessment? This resource for practicing and prospective teachers as well as others concerned with fair and valid assessment provides a thorough grounding in relevant theory, research, and practice. The book lays out criteria for culturally valid assessment and recommends specific strategies that teachers can use to design and implement culturally valid classroom assessments.

Assessment plays a powerful role in the process of education in the US and has a disproportionately negative impact on students who do not come from mainstream, middle-class backgrounds. Given the significance of testing in education today, cultural validity in assessment is an urgent issue facing educators. This book is essential reading for addressing this important, relevant topic.

'Michael Farrell offers well sourced overviews of the conflicting and contradictory advice that is available to schools, suggests a variety of solutions to challenges, empowering the reader to make their own choices.' - Carol Smart, Special Needs Information Press

Fully updated with the latest research and advice on best practice, this new edition of The Effective Teacher s Guide to Behavioural and Emotional Disorders covers a range of conditions that cause learning difficulties for children, including disruptive behaviour, attention deficit hyperactivity disorder, anxiety and depressive disorders. The theoretical underpinning is fully updated but also condensed in this edition to make way for more practical strategies for teachers.

Teachers are likely to meet children with varying types and degrees of emotional behavioural disorders. This comprehensive guide equips you with informed and practical strategies to ensure that all pupils are included and provided for in the best possible way. The new edition has also been adapted to be more widely relevant to readers in different countries, focusing more on the strategies that work regardless of national context.

Writing in his popular accessible style, Michael Farrell suggests the best ways of dealing with a variety of conditions, always with practical classroom situations in mind. In each section, the book:

• sets out the definitions of the condition
• looks at the range of provision
• suggests intervention and support strategies
• gives points for reflection and suggested further reading.

Highly accessible and authoritative, this book provides teachers with an invaluable resource to help you create a truly inclusive classroom.

"RtI for Gifted Students" provides a comprehensive overview of Response to Intervention (RtI) frameworks that include gifted students. One of the books featured in the CEC-TAG Educational Resource series, the book incorporates national, state, and local RtI models and how gifted learners can be included within these frameworks. Specific attention is given to addressing the needs of students who are twice-exceptional and to culturally responsive practices. The book concludes with ways of assessing a school's RtI model and challenges for using RtI in gifted education.

'Michael Farrell offers well sourced overviews of the conflicting and contradictory advice that is available to schools, suggests a variety of solutions to challenges, empowering the reader to make their own choices.' - Carol Smart, Special Needs Information Press

Fully updated with the latest research and advice on best practice, this new edition of The Effective Teacher's Guide to Behavioural and Emotional Disorders covers a range of conditions that cause learning difficulties for children, including disruptive behaviour, attention deficit hyperactivity disorder, anxiety and depressive disorders. The theoretical underpinning is fully updated but also condensed in this edition to make way for more practical strategies for teachers.

Teachers are likely to meet children with varying types and degrees of emotional behavioural disorders. This comprehensive guide equips you with informed and practical strategies to ensure that all pupils are included and provided for in the best possible way. The new edition has also been adapted to be more widely relevant to readers in different countries, focusing more on the strategies that work regardless of national context.

Writing in his popular accessible style, Michael Farrell suggests the best ways of dealing with a variety of conditions, always with practical classroom situations in mind. In each section, the book:

• sets out the definitions of the condition
• looks at the range of provision
• suggests intervention and support strategies
• gives points for reflection and suggested further reading.

Highly accessible and authoritative, this book provides teachers with an invaluable resource to help you create a truly inclusive classroom.

'Michael Farrell offers well sourced overviews of the conflicting and contradictory advice that is available to schools, suggests a variety of solutions to challenges, empowering the reader to make their own choices.' - Carol Smart, Special Needs Information Press

Fully updated with the latest research and advice on best practice, this new edition of The Effective Teacher's Guide to Sensory and Physical Impairments covers a range of conditions that cause learning difficulties for children, including visual impairment, hearing impairment, deafblindness, orthopaedic impairment, motor disorders and health impairments, as well as a brand new chapter on traumatic brain injury.

Teachers are likely to meet children with varying types and degrees of sensory and physical impairments. This comprehensive guide equips you with informed and practical strategies to ensure that all pupils are included and provided for in the best possible way. The new edition has also been adapted to be more widely relevant to readers in different countries, focusing more on the strategies that work regardless of national context.

Writing in his popular accessible style, Michael Farrell suggests the best ways of dealing with a variety of conditions, always with practical classroom situations in mind. In each section, the book:

• explains the legal contexts
• looks at the range of provision
• suggests intervention and support strategies
• gives points for reflection and suggested further reading.

Highly accessible and authoritative, this book provides teachers with an invaluable resource to help you create a truly inclusive classroom.

Discover the full potential of the Blobs! Eagerly awaited, this comprehensive resource book for understanding and using Blobs provides: a fantastic insight into Blobs and Blob Trees, their development and the theory behind them; clear instructions on how Blobs can be used to discuss a wide variety of important issues, emotions or feelings; session ideas and activities for working with groups and individuals of all ages; questions to use with the Blobs; and, what not to do when using Blobs! Ideal for anyone new to the Blobs resources, this manual will also provide background information and additional ideas for those familiar with this engaging series.

This book is a how-to manual for school mental health professionals, educators, and administrators that discusses a series of steps that can be used to proactively manage and prevent many different types of behavioral problems in a positive manner. It incorporates both the high structure and high behavioral expectations that are crucial for school success, but also describes following this structure in such a way that students feel included, important, and respected. Rather than requiring the mental health providers to investigate the research themselves and come up with a behavioral problem solving model, this book includes step-by-step guides on how to implement school-wide and classroom-wide interventions in a response-to-intervention format. For those students who demonstrate more behavior problems, more intensive interventions are included to help alleviate those problems.

The first section of the book discusses Tier I interventions and assessments designed to ensure that the school is effectively implementing a high quality, research-based behavioral management system. The next section covers Tier II interventions, those used for students who do not respond adequately to those of Tier I. These interventions are research-based, rigorous, and designed to address a broad range of behavior problems. Finally, the last section discusses Tier III interventions for students in need of highly individualized and intensive interventions to manage behavior problems.

Originally published in 1996, Art for All is aimed at the non-specialist teacher of art, and offers a practical approach for working with pupils with wide-ranging learning needs. It presents a developmental framework for art in the light of National Curriculum requirements, with strategies for structuring and supporting appropriate art activity. It is presented in two volumes with colour illustrations: The Framework, which describes the principles of art education in relation to pupils learning difficulties and The Practice, which deals with the specifics of delivering these principles in the classroom. Whilst they stand as independent texts, they are intended to be used together. Art for All will be of interest to all those working in this and related fields in mainstream as well as special education.

Originally published in 1996, Art for All is aimed at the non-specialist teacher of art, and offers a practical approach for working with pupils with wide-ranging learning needs. It presents a developmental framework for art in the light of National Curriculum requirements, with strategies for structuring and supporting appropriate art activity. It is presented in two volumes with colour illustrations: The Framework, which describes the principles of art education in relation to pupils learning difficulties and The Practice, which deals with the specifics of delivering these principles in the classroom. Whilst they stand as independent texts, they are intended to be used together. Art for All will be of interest to all those working in this and related fields in mainstream as well as special education.

Behavior Analysis for Effective Teaching is a clear, comprehensive book on the integration of non-aversive behavior analysis principles into classrooms and other school settings. Carefully revised and updated throughout, this third edition includes new content on precision teaching and a new chapter on how teachers can provide appropriate education for students with special disabilities who are included in their classrooms. Focused on merging behavior management with effective student instruction and illustrated with examples from real teachers' experiences, the book is an ideal primary resource for undergraduate and graduate courses in teacher education, special education, school psychology, and school counseling, as well as for preparation toward the BACB Credentialing Exam.

33 Ways to Help with Spelling equips teachers and teaching assistants with a wide range of practical resources to help children who are having difficulties learning the basic skills of spelling.

Offering a range of activities and games to engage children and encourage motivation in the classroom, this essential classroom companion provides ready-to-use material that doesn t need lengthy forward preparation. Activities include auditory and visual mnemonics, phonetics and tactile tasks.

These practical and fun ideas incorporate a variety of learning styles, using kinaesthetic and auditory techniques, that put the emphasis on games rather than work . The activities are especially suitable for teaching assistants working with individuals or small groups. The book works step-by-step through practical activities which:

• keep children motivated and enjoying learning
• don't require extensive knowledge or experience from the adult
• are adult-led so children don't have the opportunity to repeat mistakes
• are grouped into different basic skills, so teachers can choose the activity best suited for the child s needs
• have clear, concise and pedagogically sound reasons for the activity
• include extension activity where appropriate to challenge pupils.

Aimed mainly at primary pupils, secondary teachers will also find this book invaluable to use with pupils who are falling behind. The series facilitates good inclusive provision and is a resource from which useful ideas and materials can be taken without having to plough through chapters of theory and research.

Books in the Teaching English Language Learners (ELLs) across the Curriculum Series are written specifically for pre- and in- service teachers who may not have been trained in ELL techniques, but still find themselves facing the realities and challenges of today's diverse classrooms and learners. Each book provides simple and straightforward advice on how to teach ELLs through a given subject area, and how to teach content to ELLs who are at different levels of English language proficiency than the rest of their class. Authored by both language and content area specialists, each volume arms readers with practical, teacher-friendly strategies, and subject-specific techniques.

Teaching Science to English Language Learners offers science teachers and teacher educators a straightforward approach for engaging ELLs learning science, offering examples of easy ways to adapt existing lesson plans to be more inclusive. The practical, teacher-friendly strategies and techniques included here are proven effective with ELLs, and many are also effective with all students. The book provides context-specific strategies for the full range of the secondary sciences curriculum, including physical science, life science, earth and space science, science as inquiry, and history and nature of science and more. A fully annotated list of web and print resources completes the book, making this a one volume reference to help science teachers meet the challenges of including all learners in effective instruction.

Special features:

• practical examples of science exercises make applying theory to practice simple when teaching science to ELLs
• an overview of the National Science Education Standards offers useful guidelines for effective instructional and assessment practices for ELLs in secondary grades
• graphs, tables, and illustrations provide additional access points to the text in clear, meaningful ways.

Effective Programs for Treating Autism Spectrum Disorder is written for teachers, parents, and the many service providers who work with individuals with autism spectrum disorder (ASD). Part one reviews the characteristics of ASD, summarizes major theories and research findings regarding cause(s) of ASD, and discusses the most popular treatment claims, examining each approach's scientific base and value. Part two provides an informative overview of applied behavior analysis, focusing on the principles of learning and basic procedures based upon those principles. These two parts provide a foundation for understanding the strategies implemented by the outstanding treatment programs described in Part three.

The eight models described in Part three represent comprehensive, evidence-based programs for the treatment of persons with ASD, from infancy through adulthood. Programs reviewed include the Lovaas Institute, Koegel Center, Strategic Teaching and Reinforcement Systems (STARS), Project DATA, New England Children's Center, May Institute, Princeton Child Development Institute, and Judge Rotenberg Center. Strategies explained include intensive early behavioral intervention, Pivotal Response Training, verbal behavior, script fading, social stories, visual activity schedules, functional analysis, the Picture Exchange Communication System, and the Family-Teaching Model.

Psychoeducational Assessment of Preschool Children, Fifth Edition, provides academics and school-based practitioners such as psychologists, speech-language pathologists, and social workers with an up-to-date guide to the assessment of young children. Long recognized as the standard text and reference in its field, this comprehensive, skill-building overview is organized into four sections: foundations, ecological assessment, assessment of developmental domains, and special considerations. Chapters written by recognized scholars in the field cover theory, research, and application. This thoroughly revised new edition addresses current developments in preschool assessment, new policies and legislation, and student/family population demographics.

Effective Programs for Treating Autism Spectrum Disorder is written for teachers, parents, and the many service providers who work with individuals with autism spectrum disorder (ASD). Part one reviews the characteristics of ASD, summarizes major theories and research findings regarding cause(s) of ASD, and discusses the most popular treatment claims, examining each approach's scientific base and value. Part two provides an informative overview of applied behavior analysis, focusing on the principles of learning and basic procedures based upon those principles. These two parts provide a foundation for understanding the strategies implemented by the outstanding treatment programs described in Part three. The eight models described in Part three represent comprehensive, evidence-based programs for the treatment of persons with ASD, from infancy through adulthood. Programs reviewed include the Lovaas Institute, Koegel Center, Strategic Teaching and Reinforcement Systems (STARS), Project DATA, New England Children's Center, May Institute, Princeton Child Development Institute, and Judge Rotenberg Center. Strategies explained include intensive early behavioral intervention, Pivotal Response Training, verbal behavior, script fading, social stories, visual activity schedules, functional analysis, the Picture Exchange Communication System, and the Family-Teaching Model.

Building on comprehensive research conducted in US schools, this accessible volume offers an effective model of school leadership to develop and implement school-wide, trauma-responsive approaches to student discipline. Recognizing that challenging student behaviours are often rooted in early experiences of trauma, the volume builds on a model from the Substance Abuse and Mental Health Services Administration (SAMHSA) to walk readers through the processes of realizing, recognizing, responding to, and resisting the impacts of trauma in school contexts. Research and interviews model an educational reform process and explain how a range of differentiated interventions including Positive Behaviour Interventions and Supports (PBIS), social-emotional learning (SEL), restorative justice, and family engagement can be used to boost student resilience and pro-social behaviour. Practical steps are supported by current theory, resources, and stories of implementation from superintendents, principals, and teachers. This text will benefit school leaders, teachers, and counsellors with an interest in restorative student discipline, emotional and behavioural difficulties in young people, and PreK-12 education more broadly. Those interested in school psychology, trauma studies, and trauma counselling with children and adolescents will also benefit from the volume.

Confronting Obstacles to Inclusion uniquely and comprehensively addresses interpretations of inclusive education by drawing upon the experiences and expertise of leading writers and academics who have direct experience of teaching and researching this area around the world.

This landmark publication combines theoretical chapters with practical material demonstrating how the theories can be put in to action in the classroom. The contributors, who all have regular contact with pupils and teachers in inclusive settings, provide a broad spectrum of ideas, examine a number of key themes and interpret these in an international context, such as:

• the causes of exclusion, the obstacles to inclusion and how these can be overcome
• supporting families
• how we can learn from students
• professional development
• enhancing teaching and learning
• support in the classroom.

This authoritative text will be of immense interest and use to practitioners, policy-makers, researchers and campaigners who are working towards a more equitable and inclusive society. Through a synthesis of theory and practice the book offers readers an opportunity to explore local, national and international perspectives and raises questions with regards to our current understanding of inclusion. Whilst the interrogation of the concept of inclusion is, in itself important, the book provides examples of professional approaches to the key questions which are currently challenging the education of a diverse range of learners.

Written by expert professionals, this book provides comprehensive information about available support for women and girls with ADHD and tips for clinicians and professionals who work with them. The symptoms of ADHD are no less impairing in females than males, but can be missed or misunderstood. This book arms professionals, parents, and women themselves as it maps out where to go for information, who can help and how to understand ADHD better. It explains routes to assessment and diagnosis for girls and young women, how to access support in education, available treatments, and the impact of living with ADHD on overall mental health. It explores the benefits of ADHD coaching for girls to help develop their unique strengths and talents. There is also a focus on ADHD diagnosis for women in adulthood and specific advice about treatment and medication for later in life. Central to the book are the personal experiences of ADHD from women and girls from a variety of backgrounds. These tell of late diagnosis, missed opportunities, a lifetime of adaptations and the power of recognition and treatment and are powerful stories for professionals and individuals with ADHD alike.