The fully revised second edition of this easy-to-use resource introduces the sensory differences autistic children may face, and explores how these differences can affect their ability to make sense of the world. It is invaluable in helping those adults working with autistic children to identify the possible triggers for the child's behaviour and consider it through a sensory lens. Children have varying sensory needs so the book offers both a wealth of enjoyable activities for sensory exploration and play, whilst also providing suggestions for strategies and ideas that can be used at home or in school to create an autism-friendly environment. This book: Highlights the possible link between behaviours that challenge and sensory difficulties for autistic children. Provides practical and accessible resources, helping parents, carers and practitioners to gain a greater understanding of sensory differences. Includes an online assessment with accompanying aids to create a visual representation of the child's sensory needs. With both downloadable and photocopiable resources, this practical guide will be an essential tool for parents, carers and practitioners working with autistic children, enabling them to to create a visual profile of areas of difficulty which can form the basis of personalised strategies and fun sensory activities to support the child.

This book furthers the discussion concerning critical pedagogy and its practical applications for urban contexts. It addresses two looming, yet under-explored questions that have emerged with the ascendancy of critical pedagogy in the educational discourse: (1) What does critical pedagogy look like in work with urban youth? and (2) How can a systematic investigation of critical work enacted in urban contexts simultaneously draw upon and push the core tenets of critical pedagogy? Addressing the tensions inherent in enacting critical pedagogy - between working to disrupt and to successfully navigate oppressive institutionalized structures, and between the practice of critical pedagogy and the current standards-driven climate - The Art of Critical Pedagogy seeks to generate authentic internal and external dialogues among educators in search of texts that offer guidance for teaching for a more socially just world.

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.

Educator Wellbeing, written in response to the 2020 Global Pandemic, speaks to the long-ignored expectations that Educators live with and the impact on their wellbeing that going above and beyond to serve their students has. This book is a relatable and practical read for teachers to build tools for life, bringing their wellbeing to the forefront. It provides a toolbox of preventative and responsive strategies to help Educators look after their wellbeing so they can continue with supporting their students. Madhavi Nawana Parker provides a supportive and practical wellbeing framework that can be tailored to meet teachers' unique and personal needs, and supports theory with personal vignettes to bring to life topics such as: Areas for improved wellbeing in the current climate Giving yourself permission to prioritise wellbeing Wellbeing for Educators going forward A timely response to an international event with far-reaching effects, Educator Wellbeing has never been more needed by practitioners, as a contemporary answer and basis for a new tradition of supportive practice.

If teachers want to educate deaf learners effectively, they have to apply evidence-informed methods and didactics with the needs of individual deaf students in mind. Education in general - and education for deaf learners in particular - is situated in broader societal contexts, where what works within the Western world may be quite different from what works beyond the Western world. By exploring practice-based and research-based evidence about deaf education in countries that largely have been left out of the international discussion thus far, this volume encourages more researchers in more countries to continue investigating the learning environment of deaf learners, based on the premise of leaving no one behind. Featuring chapters centering on 19 countries, from Africa, Asia, Latin America, and Central and Eastern Europe, the volume offers a picture of deaf education from the perspectives of local scholars and teachers who demonstrate best practices and challenges within their respective regional contexts. This volume addresses the notion of learning through the exchange of knowledge; outlines the commonalities and differences between practices and policies in educating deaf and hard-of-hearing learners; and looks ahead to the prospects for the future development of deaf education research in the context of recently adopted international legal frameworks. Stimulating academic exchange regionally and globally among scholars and teachers who are fascinated by and invested in deaf education, this volume strengthens the foundation for further improvement of education for deaf children all around the world.

This book will introduce fourteen of the most important soft skills in the field of education. It will explain how each skill is used in teaching as well as ideas for how to model and explain them in college classrooms, field experiences, and student teaching. The chapters also contain ideas for administrators and mentor teachers who are working with beginning teachers. Hopefully, by learning the soft skills of teaching, pre-service education students and beginning teachers will become successful instructors and models of good citizenship in future classrooms.

Critical Issues and Practices in Gifted Education is the definitive reference for a summary and evaluation of the literature on giftedness, gifted education, and talent development. This third edition: Presents more than 40 summaries of important topics in the field. Features updates to all topics. Introduces new topics, including neuroscience and the roles of leaders in the field. Dives into the latest research. Explores how the research applies to gifted education and the lives of gifted learners. This book also provides an objective assessment of the available knowledge on each topic, offers guidance in the application of the research, and suggests areas of needed research.

What are the components of a quality education ESL program? TESOL's Standards for Adult Education ESL Programs answers this question by defining quality components from a national perspective. Using program indicators in eight distinct areas, the standards can be used to review an existing program or as a guide in setting up a new ESOL program.

Bilingual language exposure is highly variable, with wide-ranging influences on early language skills. This underscores the need for understanding what to expect in early language acquisition so that those with typical language development can be differentiated from those who are struggling or at risk, and so requiring early intervention. One of the key ways to look at language development in very young children is to investigate their vocabulary development, and for bilingual children, this means measuring their abilities in both languages. This book takes an important step in this direction: it documents the expressive vocabularies of children aged 16-45 months who were exposed to different language pairs and bilingual contexts, and investigates the risk and protective effects of various environmental factors. In each of the six studies, the vocabularies of typically-developing children were measured using the vocabulary checklist of the MacArthur-Bates Communicative Development Inventories and its adaptations to other languages. Developmental and language background questionnaires provided additional information on children's developmental history, risk factors for language impairment, language exposure, as well as parental education and occupation. This harmonised methodology was designed within COST Action IS0804 (Language Impairment in a Multilingual Society: Linguistic Patterns and the Road to Assessment). The outcomes of this cross-linguistic research contribute towards answering theoretical questions regarding early bilingual vocabulary acquisition. They also have clinical relevance, potentially assisting speech-language pathologists and those interested in early language development in distinguishing between clinically significant bilingual delays and the natural consequences of bilingual exposure. This book was originally published as a special issue of the International Journal of Bilingual Education and Bilingualism.

First published in 1992. This book provides accounts of case-study research and evaluation in the area of special educational needs carried out by teachers in ordinary and special schools. Contributors discuss their experiences of the problems and possibilities of teacher research and provide advice on information-gathering, analysis and writing up. The findings presented address both whole-school matters, such as the use of support staff in ordinary schools, and the development of an assessment policy in a special school, and a range of current issues, such as partnership with parents and the teaching of children with emotional and behavioural difficulties. It is of interest to all teachers and tutors involved in research-based courses, students in primary and secondary initial teacher training, teachers on in-service courses, support staff for special educational needs.

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.

Highlighting the voices less commonly showcased to the public - voices of young people, parents, and social and health practitioners - this book comments on gender and sexuality in the contexts of formal and informal education, peer cultures and non-conformity, social sustainability and equal rights. At a time of mounting conservatism globally - when broader issues of equity and justice around sexuality and gender in education and health have come under attack - it is critical that health workers, social service practitioners and educators share approaches, stories, and data across these spaces to advocate for informative, inclusive approaches to sex, gender and sexuality education in an effort to speak back to the conservative voices which currently dominate policy spaces. This book was originally published as a special issue of Sex Education.

* 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

* 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

Originally published in 1989. Drawing on extensive teaching and research experience, Bernadette Walsh provides a practical approach to teaching pupils with language learning difficulties in the secondary school. Many of these pupils enter secondary school believing themselves to be failures in all areas because of their inability to express themselves in words. Walsh emphasises that learning difficulties of this sort often stem from emotional problems and can only be overcome by establishing warm teacher-pupil relationships based on trust and mutual acceptance and fostered by the spoken language. The book is based around the teacher's diary which Bernadette Walsh kept as a daily record of her work in the classroom. This vivid and immediate account lends weight to her argument that only an arts-based curriculum involving poetry, story, drama, dance, art, and - above all - talk, can help the development of children with special educational needs. Student teachers will find this text a compelling and realistic introduction to a challenging area of their future profession.

First published in 1988. Language is an important developmental ability which facilitates communication both at home and at school. It is also the foundation of many of a child's learning experiences in school. A certain level of language is often a pre-requisite both for success in particular curriculum areas and for the ability to conceptualise generally. Language developing is thus a major concern for those who work with mentally handicapped children and it has come to be regarded as one of the main objectives within the special school curriculum. This book is concerned with the opportunities for language learning which special schools make available for severely mentally handicapped children. It describes how special schools seek to meet the very diverse needs of their pupils and provides a discussion of the success of contemporary approaches to encouraging language development. The author makes a number of constructive criticisms and suggestions for improving practice which should interest anyone whose work involves teaching children with severe learning difficulties.

First published in 1987. Most non-handicapped children entering school are prepared for the school curriculum in that they have acquired, incidentally, a range of skills that are needed for school-type attainments (reading, numbers, etc.). However, by definition mentally handicapped children make slower progress and do not learn so easily in this indirect fashion. This book is a manual presenting a programme which sets specific objectives and methods by which mentally handicapped children can be taught the basic prerequisites of school success. Implicit in this intention is the assumption that many such children can and should be admitted to ordinary schools. A linked assumption is that parents and non-specialist teachers will therefore need practical guidance in this area. The book will also be of value to teachers in special schools for the handicapped because it focuses on the difficult-to-teach basic prerequisites of school attainments. Each chapter contains: 'ceiling' objectives; an outline summary of step-by-step objectives; an assessment-for-teaching checklist; background teaching activities; general teaching rules; and specific teaching procedures for each stage.

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?

First published in 1988. With the Education Reform Act 1988 firmly in place and impacting upon the education of children and young people with Special Educational Needs, this book examines the issues that arose from its implementation. It aims to promote debate as well as providing a record of the achievements in practice, policy and provision in Britain since the Warnock Committee reported. The challenges which remain or have been created since the introduction of the Education Act 1981 are also discussed.

First published in 1981. Based on a three-year study of children moving into special ESN-M education in an English city in the mid-1970s, this book questions the whole concept of mild educational subnormality by examining the criteria according to which professionals make decisions to place children within this stigmatised category. It suggests that the beliefs that the professionals hold about the behavioural, family and class characteristics of the children help to determine their judgements, and that these beliefs are related to their own position within the social structure.

First published in 1992. For disabled people and people with learning difficulties the transition from school to college, work or training can be stressful and frustrating; job choices are often restricted, and they face barriers which are beyond their control. This book is about their struggle for choice. It sets special needs in further education in a socio-political context. By exploring the concept of 'transition to adulthood' in terms of class, race, gender and disability differences, and relating it to social, economic and political influences, it seeks to challenge complacency and encourage dialogue and debate.

First published in 1985. The field of mental handicap is a broad one encompassing the interests of many professional groups. As a result, there is a need periodically to present wide-ranging reviews of advances in the field. This is the central aim of this volume. Two chapters focus on the cognitive domain, and are especially pertinent in view of the recent release of the new Kaufman Assessment Battery for Children which uses Das's theoretical position as its foundation. Another contribution reviews the area of non-speech communication with those with special needs, a subject of much current interest and controversy. Other chapters focus on major issues such as maladaptive behaviour and deinstitionalization and use of new technology. The book is thus likely to be relevant to all those with an interest in advances in mental handicap research.

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 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.

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.