First published in 1997. This book examines recent and contemporary trends in training teachers in special educational needs. It views initial teacher education and subsequent professional development as part of a continuum in which significant opportunities exist for innovation. It presents a series of chapters in support of this optimistic stance which provide practical examples of effective ways of working, written by authors who have direct experience in the field. For student teachers, tutors, lecturers and school-based mentors in both general subjects and SEN.

First published in 1991. This work is about training and special education needs in the international arena. The book was commissioned as a result of the 1990 International Special Education Conference in Cardiff. The contributors, from the USA, Canada, Africa and the United Kingdom, have focused on innovative approaches to staff training. The identification of a contribution as innovatory has been done on the basis of either the description of an alternative method of planning or delivery, a focus of a frequently ignored client group or in relation to the existence of specific problems which affect the provision of training.

First published in 1995. This book responds to the multiplying demands for support and training for teachers of integrated classes in mainstream schools. Such support through school-based development initiatives enhances teachers' abilities to meet the emotional, behavioural and learning needs of their pupils. This volume aims to assist school staff to further their efforts in curriculum content and delivery, teacher-pupil and classroom relationships and parent involvement.

First published in 1996. Three major and topical issues which affect the lives of people with learning difficulties and those who work and live with them are sexuality, integration and age appropriateness. These issues are contentious and controversial and there are no simple solutions. In this book, preconceived, established and sometimes narrow views of what constitutes integration, sexuality and age appropriateness are challenged and a discussion of thought-provoking alternatives are explored from the perspective of the child or adult with learning difficulties.

First published in 1978. Reading for Slow Learners is a practical guide for teachers, defining the objectives of the reading curriculum, identifying important aspects of teaching method and suggesting various approaches. This title will also be of interest to parents of children with learning difficulties.

First published in 1985. This book examines in-depth the administrative, curricular, attitudinal and pastoral care changes that are needed if teachers in ordinary schools are to meet their pupils' special needs successfully. Drawing on extensive research the author shows that the needs of a minority of 'special' pupils cannot sensibly be seen in insolation from those of the other pupils in the school. Schools that cater successfully for the majority of their pupils with special needs. Conversely, the curriculum and organisational problems in some schools create tensions which are reflected in the pupils' poor behaviour and performance. These are taken as evidence that the pupils have special needs.

First published in 1999. This book offers clear, practical advice and guidance on how to encourage and support children who have special educational needs without losing sight of the needs of the rest of the class. The focus is on children with a wide variety of special educational needs including emotional and behavioural difficulties, visual or hearing impairments, speech and language difficulties and autistic spectrum disorders. By looking closely at the key features of each difficulty, the authors show how to plan for these pupils and includes proven strategies.

First published in 1989. The 1984 Act and the Warnock Report urged greater integration of pupils with special needs into ordinary schools. This book examines how schools cope with a wide variety of special needs - ranging from emotional and behavioural problems to physical disabilities and including the problem faced by gifted children - and assesses how successful the integration of children with special needs can be for both teachers and pupils. The author recommends the whole school approach where heads, form teachers, subject teachers, the special needs departments and parents work together in making the curriculum as accessible to as many students as possible. The whole school approach enables the fullest participation of all the children in the life of the school whatever their special needs. This book provides an extremely clear-sighted and positive analysis of integration and will be invaluable to all heads and teachers teaching, remediating or counselling children with special needs.

First published in 1986. The primary purpose of this book is to provide information about the use of medication for several childhood disorders that require long-term treatment. It is the author's expectation that this information will allow caregivers to make better decisions about the use of medication. This title also examines the importance of evaluating various aspects when medicating a child, including their characteristics, their family situation, and school setting.

* Advises counselors in a positive way and aims to change the lives of students with learning disabilities by preparing them for college in an effective, concrete way * The first part is an overview of learning disabilities as they apply to the role of the elementary school counselor * The second part of the book is a step-by-step program for creating counselor-led groups for elementary school students with learning disabilities

First published in 1992. At one level, this book is about the care and education of children with very special needs. The needs result from emotional damage which impinges on their lives both at school and at home. At another level, it is about the development of a holistic approach to education - applicable to all children generally. The first part of the book describes the Raddery experience - a school set up in 1979 based on a holistic and therapeutic community approach to children with special needs. The second part of the book examines the implications of the Raddery experience for educational and child-care policy and practice at a time when there has been growing emphasis on integrating children with special needs into mainstream schools. Are the needs of the children at Raddery very different from others who have been successfully retained in normal classes? If Raddery, and schools like it, have a particular contribution, what is their secret? Can it be shared with ordinary schools?

The Handbook of Research on Emotional and Behavioral Disorders explores the factors necessary for successful implementation of interventions that foster productive relationships and ecologies to establish, reinforce, and sustain adaptive patterns of emotional and behavioral functioning across childhood and into adulthood. Although there has been a concerted focus on developing evidence-based programs and practices to support the needs of children and youth with emotional and behavioral disorders, there has been less emphasis on the developmental, social, and environmental factors that impact the implementation and effectiveness of these approaches. Chapters from leading experts tackle this complexity by drawing on a range of disciplines and perspectives including special education; mental health services; school, clinical, and community psychology; social work; developmental psychology and psychopathology; and prevention science. An essential resource for scholars and students interested in emotional and behavioral disorders, this volume crafts an essential framework to promote developmentally meaningful strategies for children and youth with even the most adverse experiences and intensive support needs.

This fully revised and expanded edition considers the meaning of 'vulnerability' - a key concept in early intervention - and the relationship between vulnerability and the individual, communities and society. It includes new chapters on children's voices, young people and vulnerability, and working with vulnerable parents. Introducing students to a broad debate around what constitutes vulnerability and related concepts such as risk and resilience, it examines how vulnerability has been conceptualised by policy makers with a clear focus on early intervention for preventing social problems later in life. It adopts a case study approach, using chapters examining the concept of vulnerability from sociological, psychological and social policy perspectives before looking at examples around leaving care, victims of violence, sexual abuse, and the Internet. Supporting students in engaging with and evaluating the conceptualisation and application of vulnerability in professional practice, this book is suitable for anyone either preparing for or currently working within the children's workforce, from social work and health care to education and youth work.

The purpose of this book is to provide educators with effective, research based interventions to improve the literacy skills of students with emotional and behavioral disorders (EBD) in K-12 classrooms. This book identifies, defines, and describes a number of research-based literacy interventions, and discusses their effectiveness as supports for students with EBD. Also included are examples of and guidance for how educators can implement the interventions in the classroom. Topics on integrating the use of technology-based instruction, culturally and linguistically diverse learners, and considerations for working with students with EBD in alternative educational settings are discussed as well.

Lesson Study has been developed and used in Japan for over a century and is increasingly used in the Far East, USA and now in Europe. Lesson Study: Making a Difference to Teaching Pupils with Learning Difficulties shows how this powerful model of professional learning has been integrated with the principles of inclusive practice by classroom teachers in the challenging area of teaching pupils in the spectrum from Moderate Learning Difficulties (MLD) to low attainment. The book illustrates how Lesson Study has been practiced and explores the optimal conditions in schools for its effective use. Essential reading for trainee and practicing teachers with an interest in how professional practice can enhance reflective practice as a means of school improvement and innovation for all pupils.

Measuring the Impact of Dyslexia shows the considerable benefits of recognising and celebrating the skills of those with information processing differences, explains their unique brain organisation and shows how they can excel as contributing members of society with proper support and guidance. It offers a balanced and research-based perspective to living with this condition, highlighting the huge number of children leaving school with low literacy levels, as a result of undiagnosed information processing differences. Full of critically reflective questions, case studies and interviews with those affected by dyslexia, this text encourages educators of children and young people with dyslexia to challenge their own perceptions by understanding the links between low literacy and anti-social behaviour, poor health, unemployment and limited educational attainment, and includes helpful pointers for improving practice and outcomes. This accessible and readable text is aimed at students, practitioners, researchers and experienced professionals in a range of disciplines to enhance CPD. It is particularly relevant for students working on both taught and research based masters degrees, especially programmes related to specific learning difficulties.

Conversations with Families of Children with Disabilities creates a space for diverse families of children with disabilities to share their stories with pre-service and in-service teachers. Specifically designed for professionals preparing to work with families of children with disabilities, this text invites the reader to listen in as families reflect on their personal journeys in conversation with the authors. This powerful book helps educators develop a deeper understanding of families and enhance their capacity for authentic partnerships.

Skinned Knees and ABCs critically analyzes schools as sites for applied behaviour systems. It delves deep into the origin of various behavioural theories that affect these institutions and utilizes scientific theories in mathematics, behavioural economics and psychology (social, cognitive and educational) to examine the complexities, failures and successes of school systems. The book discusses the complex and chaotic nature of schools and the fundamental psychological constructs which form the basis for curriculum and behavioural designs. It also highlights the problems and peculiarities faced by students, parents and educators and suggests alternatives and solutions through real-life case studies. Drawing on in-depth research and theoretical know-how, the book will be of interest to students, teachers and researchers of school education, organizational behaviour, behavioural sciences and applied psychology. It will also be of interest to parents of school-going children, school management heads, policy makers and educators.

During the early nineteenth century, schools for the deaf appeared in the United States for the first time. These schools were committed to the use of the sign language to educate deaf students. Manual education made the growth of the deaf community possible, for it gathered deaf people together in sizable numbers for the first time in American history. It also fueled the emergence of Deaf culture, as the schools became agents of cultural transformations. Just as the Deaf community began to be recognized as a minority culture, in the 1850s, a powerful movement arose to undo it, namely oral education. Advocates of oral education, deeply influenced by the writings of public school pioneer Horace Mann, argued that deaf students should stop signing and should start speaking in the hope that the Deaf community would be abandoned, and its language and culture would vanish. In this revisionist history, Words Made Flesh explores the educational battles of the nineteenth century from both hearing and deaf points of view. It places the growth of the Deaf community at the heart of the story of deaf education and explains how the unexpected emergence of Deafness provoked the pedagogical battles that dominated the field of deaf education in the nineteenth century, and still reverberate today.

The updated edition will offer the most updated, useful, and relevant information on immigration and immigrant students. Rong and Preissle will help educators understand the significance of the demographic data on immigration and what it means to their schools. By analyzing various educational practices and policies, the authors guide educaotrs in finding evidence-based practices and policies that can improve the environment for immigrant studtents.

This handbook examines what education would look like if it prepared gifted students to transform the world-to make it a better place for all, not just for those who receive extra resources from schools in return for being labeled as "gifted." The editors explore how transformationally gifted people can seek to make the world a better and more just place: they try to make a positive, meaningful, and possibly enduring contribution to changing things in the world that are not working. They do not view "giftedness" merely as a transaction whereby, in exchange for being labeled as "gifted," they accrue benefits to themselves: such as a more prestigious education, more income, or residence in a more exclusive community. The overarching aim of this book is to present conceptions of what identification and instruction of the gifted would look like if the focus of gifted education was transformational rather than transactional. What if gifted education did not focus so much on acceleration vs. enrichment, or pull-out versus in-class integration, but rather on how to be gifted in giving back-in using one's gifts to create a better world?

The decision to go to college is a big one. It signifies a transition into young adulthood and the increasing expectations for independence that can feel exciting, liberating, and daunting! For students with disabilities this transition may be even more challenging. Despite the challenges, more and more students with disabilities are attending postsecondary colleges and universities. While this is certainly encouraging, students with disabilities are less likely to successfully complete their postsecondary programs when compared with their general population peers. So, what do we do? We can learn from our successes during early education and from successful postsecondary programs, taking what we have learned and bring these lessons to scale so that fully inclusive postsecondary programs are available for all students with special education needs. This book was originally published as a special issue of European Journal of Special Needs Education.

This book is designed to support professionals with the sensitive and effective use of the storybook, Floss and the Boss, created to help young children understand about domestic abuse and coercive control. By defining domestic abuse and coercive control and exploring the effects upon children and their education, this guidebook puts the professional in a position to have important conversations with children about what to do if something at home does not feel right. When used with the storybook, it provides a vehicle for talking to children about staying safe and their emotional wellbeing. Key features of this book include: Page-by-page notes, with discussion topics and points for conversation around the Floss and the Boss story Activities for supporting children, safety planning strategies and guidance for taking on a key adult role A comprehensive list of helplines and organisations in place to support adult victims of domestic abuse This is a vital tool for teachers, social care staff, therapists and other professionals working with the Floss and the Boss story to teach young children about domestic abuse and coercive control.

First published in 1994. This book is a practical guide for those involved in the daily care, education and development of people with learning disabilities and additional behavioural and emotional disturbances. It will assist professional helpers in understanding the nature of an individual's difficulties and in developing interventions aimed at alleviating them.

First published in 1995. This book is about the issues in the education of pupils with learning difficulties. It redefines the relationship between the established curriculum for pupils with learning difficulties, the whole curriculum and the National Curriculum within the context of personal and social development. Particular themes running through the book include the ways in which the individual needs of pupils can be met through group work and planning for meaningful pupil involvement.