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.

Writing Strategies for Talent Development helps educators incorporate effective and engaging writing strategies into their classroom that are designed to reach struggling and gifted students alike. This guide demonstrates how teachers can provide the means to write (with appropriate tools and classroom structures), the motivation to write (through engaging genre-based lessons), and the opportunity to write more frequently across multiple subjects. Covering genres from fantasy, crime, and humor, to horror, non-fiction, and even romance, this book provides the tools to support every writer in the room.

This book outlines best practice and effective strategies for teaching English as a foreign language to D/deaf and hard of hearing (DHH) students. Written by a group of researchers and experienced practitioners, the book presents a combination of theory, hands-on experience, and insight from DHH students. The book brings together a variety of tried and tested teaching ideas primarily designed to be used for classroom work as a basis for standby lessons or to supplement courses. Placing considerable emphasis on practical strategies, it provides educators and practitioners with stimulating ideas that facilitate the emergence of fluency and communication skills. The chapters cover a wide range of interventions and strategies including early education teaching strategies, using sign -bilingualism in the classroom, enhancing oral communication, speech visualization, improving pronunciation, using films and cartoons, lip reading techniques, written support, and harnessing writing as a memory strategy. Full of practical guidance grounded in theory, the book will be a useful resource for English teachers and all those involved in the education of deaf and hard of hearing learners across the world; including researchers, student teachers, newly qualified teachers, school supervisors, and counsellors.

This text responds to the growing need for speech-language pathologists in school settings by asking how factors including people, work, pay, opportunities for promotion, and supervision impact the overall job satisfaction of school-based speech-language pathologists. Drawing on data from a quantitative study conducted in schools in the US, the text foregrounds the experiences and perspectives of speech-language pathologists working in the public school sector, and illustrates the critical role of effective and supportive educational leadership and administration in ensuring effective recruitment, retention, and job satisfaction amongst these much needed professionals. The text highlights growing responsibilities of speech-language pathologists in schools and considers recruitment and challenges in the sector can be remedied by greater understanding of how job satisfaction relates to speech-language pathologists' experiences and perspectives on pay, work, opportunities for promotion, and support from a supervisor. This short text is aimed at researchers, scholars, and administrators in meeting the growing needs of children and students with speech and language difficulties in Early Childhood, Elementary, and Secondary education settings . The text will be particularly valuable for school leaders looking to support speech-language pathologists in their setting.

New material focused on reading skills for online sources - increasingly important in a time of increased online learning Presents a unique visual approach to academic writing and composition specifically tailored to the needs and learning preferences of dyslexic students in Higher Education Uses a unique system of visual diagrams and icons which have been designed specifically with dyslexic students in mind. Considers how dyslexic students can learn the basic principles of grammar through visual strategies, which is something no other dyslexia / study guide currently does. Dedicates an entire chapter to editing and proofreading strategies - something never seen in study guides / academic writing guides Underpinned by extensive experience in teaching academic writing, professional academic writing and publishing, a year-long research project into dyslexia, provision for dyslexic students within Higher Education, and visual academic writing strategies for dyslexic students. Data from the UK Higher Education Statistics Agency show that the number of students with a 'known disability' increased by 49.75% from 2013-2019

Published in 1986 this book considers how relationships within the education system are growing more complicated as staff, pupils and parents are increasingly aware of their legal rights and willing to assert them. It discusses possibilities for conflict such as growing teacher militancy and an emphasis on staff development and appraisal causing tension. The book also considers moves towards accountability and the increasing involvement of governors and teachers presenting further sources of conflict. Finally, it looks as truancy and other pupil difficulties involving legal issues. Teachers, headmasters, and other concerned parties are frequently unaware of the precise nature of their rights and responsibilities. However, underlying and regulating all educational activities is educational law as set out in various Acts of Parliament. This book provides a comprehensive overview of educational law from 1986 and discusses how it relates to controversies in education. It covers all aspects of the topic including the administrative arrangements, the independent sector, multiracial education and teachers' contractual obligations.

Published in 1987, the central question with which this book is concerned is what can, and should, teachers do about teacher-pupil conflict in schools? Few teachers in secondary education would need to have this sort of conflict described as even if that have been fortunate enough to avoid it themselves they will know of it from staffroom discussion and from the media. In can be seen in disorderly classrooms where pupils 'mess about' and 'have a laugh', and in the bleak expression on the face of their teacher. Equally it can be detected in those classrooms where the teacher is in firm control, but where pupils gaze listlessly out of the window, or only minimally comply with work demands. It is characterized by sudden blazing temper on both sides, and also by long periods of weariness, boredom and disengagement. It is not that conflict which might arise from temporary private troubles, from having a bad day or going through a bad patch, for it is there week in week out, and involves significant numbers. Such conflict has been of interest to both psychologists and sociologists of education and important contributions have been offered by both of these disciplines. Sociologists have mapped out the differing cultural values and norms which appear to promote it. They have identified the social constraints present within the environment in which it is produced, constraints which emanate from the socio-economic organization of society and from the maintenance of an institutional framework, and which affect the micro-dynamics of teacher-pupil interaction. Psychologists have described the effects on behaviour of genetic factors, environmental conditions and cognitive states. Important though such insights are, however, they can only speak indirectly to teacher practice. This book provides an educational approach to the subject discussing topics including theoretical considerations, teacher-pupil discussion and relationships between classroom behaviour and the curriculum. It will appeal to those involved with schools and education, as well as psychologists, educational sociologists and researchers.

Published in 1981, this book describes and critically examines the standardised tests and modes of assessment available and most commonly used by speech therapists, psychologists and educationalists. Tests and other assessment procedures are discussed and therapeutic strategies suggested. Thus, psycholinguistic approaches such as ITPA, the Reynell Developmental Language Scales and the Aston Index; linguistic techniques such as LARSP and phonological assessments are described, and adult disorders as well as childhood problems, are reviewed. There is also a brief consideration of the problem of assessing the language of those not speaking English as a first language. The book serves as a core text for student speech therapists and also as a reference for those practicing or researching in speech therapy, special education and linguistic pathology.

This book argues that contemporary neuroscience compliments, extends, and challenges recent and influential posthuman and new materialist accounts of the relations between rhetoric, affect, and writing pedagogy. Drawing on cutting-edge neuro-philosophy, Comstock re-thinks both historical and current relations between writing and power around questions of affect, attention, and plasticity. In considering the uses and limits of exciting new findings from the neurobiology, this volume both theorizes and offers pedagogical strategies for teaching writing in a digital age characterized by the erosion of wonder and pervasive disaffection. Ultimately, in response to recent critiques transcendental reason and subjectivity, and related calls for the increased inclusion of multi-modal and digital writing and rhetoric, Comstock argues for an embodied pedagogy that values the substantial relations between writing and pedagogical care.

This collection unites expert scholars in a comprehensive survey of critical topics in bilingual deaf education. Drawing on the work of Dr. Robert Hoffmeister, chapters explore the concept that a strong first language is critical to later learning and literacy development. In thought-provoking essays, authors discuss the theoretical underpinnings of bilingual deaf education, teaching strategies for deaf students, and the unique challenges of signed language assessment. Essential for anyone looking to expand their understanding of bilingualism and deafness, this volume reflects Dr. Hoffmeister's impact on the field while demonstrating the ultimate resilience of human language and literacy systems.

This beautifully illustrated and sensitive therapeutic fairy tale has been created for children experiencing feelings of loneliness and social isolation. With engaging and gentle illustrations to help prompt conversation, it tells the story of a young girl encouraged to feel more confident in herself by an animal guide, using nature as a support. Therapeutic Fairy Tales is a series of short modern tales dedicated to exploring challenging feelings and life situations that might be faced by young children. Each short story is designed to be used by parents, carers, teachers, and therapists as they support children's mental and emotional health. This book is also available to buy as part of the Therapeutic Fairy Tales, Volume 2 set, which includes The Waves and Into The Forest. Other books in the series include: Storybook Manual: An Introduction To Working With Storybooks Therapeutically And Creatively The Waves: For Children Living With OCD Into The Forest: For Children With Feelings Of Anxiety The Night Crossing: A Lullaby For Children On Life's Last Journey The Storm: For Children Growing Through Parent's Separation The Island: For Children With A Parent Living With Depression The Sky Fox - part of the Therapeutic Fairy Tales series - is born out of a creative collaboration between Pia Jones and Sarah Pimenta. .

This beautifully illustrated and sensitive storybook is designed to be used therapeutically by professionals and caregivers supporting children with OCD (obsessive thoughts/compulsive behaviours). With engaging and gentle illustrations to prompt conversation, it tells the story of a girl helped by an animal-guide to find ways to manage overwhelming feelings and intrusive thoughts. Therapeutic Fairy Tales is a series of short modern tales dedicated to exploring challenging feelings and life situations that might be faced by young children. Each short story is designed to be used by parents, carers, teachers, and therapists as they support children's mental and emotional health. This book is also available to buy as part of the Therapeutic Fairy Tales, Volume 2 set, which includes The Sky Fox and Into The Forest. Other books in the series include: Storybook Manual: An Introduction To Working With Storybooks Therapeutically And Creatively The Sky Fox: For Children With Feelings Of Loneliness Into The Forest: For Children With Feelings Of Anxiety The Night Crossing: A Lullaby For Children On Life's Last Journey The Storm: For Children Growing Through Parent's Separation The Island: For Children With A Parent Living With Depression The Waves - part of the Therapeutic Fairy Tales series - is born out of a creative collaboration between Pia Jones and Sarah Pimenta.

This beautifully illustrated and sensitive therapeutic fairy tale is designed to be used therapeutically by parents, caregivers and professionals supporting children with feelings of anxiety. With engaging and gentle illustrations that can be used to prompt conversation, it tells the story of a boy who is taught by an animal-guide how to live in the present rather than fear the future. Therapeutic Fairy Tales is a series of short modern tales dedicated to exploring challenging feelings and life situations that might be faced by young children. Each short story is designed to be used by parents, carers, teachers, and therapists as they support children's mental and emotional health. This book is also available to buy as part of the Therapeutic Fairy Tales, Volume 2 set, which includes The Waves and The Sky Fox. Other books in the series include: Storybook Manual: An Introduction To Working With Storybooks Therapeutically And Creatively The Waves: For Children Living With OCD The Sky Fox: For Children with Feelings of Loneliness The Night Crossing: A Lullaby For Children On Life's Last Journey The Storm: For Children Growing Through Parent's Separation The Island: For Children With A Parent Living With Depression Into The Forest - part of the Therapeutic Fairy Tales series - is born out of a creative collaboration between Pia Jones and Sarah Pimenta.

Pete and Jem are having lots of fun at the zoo, but they both want to see different animals, and are pulling their mother in different directions! Targeting Subject-Verb-Object sentences and regular plurals, this book provides repeated examples of early developing syntax and morphology which will engage and excite the reader while building pre-literacy skills and make learning fun, as well as exposing children to multiple models of the target grammar form. Perfect for a speech and language therapy session, this book is an ideal starting point for targeting client goals and can also be enjoyed at school or home to reinforce what has been taught in the therapy session.

Belle loves to try and get involved with all of the things that her big bother, Pete, can do, but she's not quite big enough to sprint or swim or read. They discover things that they can both do. Targeting Subject-Verb sentences, pronouns and the auxiliaries 'can' and 'do', this book provides repeated examples of early developing syntax and morphology which will engage and excite the reader while building pre-literacy skills and make learning fun, as well as exposing children to multiple models of the target grammar form. Perfect for a speech and language therapy session, this book is an ideal starting point for targeting client goals and can also be enjoyed at school or home to reinforce what has been taught in the therapy session.

Jem's friend, Lottie, has come to play, but Jem is taking all the toys for herself. She learns that adventures are more fun when you share. Targeting Subject-Verb-Object sentences and pronouns, this book provides repeated examples of early developing syntax and morphology which will engage and excite the reader while building pre-literacy skills and make learning fun, as well as exposing children to multiple models of the target grammar form. Perfect for a speech and language therapy session, this book is an ideal starting point for targeting client goals and can also be enjoyed at school or home to reinforce what has been taught in the therapy session.

This book offers a variety of effective, concrete ways to better assimilate arts therapies in the educational system. Featuring leading art therapists and the models they have honed as a result of their arts experience in education, Integrating Arts Therapies into Education discusses systemic issues and challenges related to work in the education system such as confidentiality, multidisciplinary teamwork with educators and contact with parents. Divided into two parts, the first discusses systemic issues related to work in the education system, and the second presents a series of dedicated models that can be implemented in the education system. Each chapter consists of a theoretical background, a description of the working model, a clinical example or case study and a summary. Creative arts and expressive therapy practitioners will find this guide filled with the most effective ways to approach and deliver arts therapies in a school setting.

Assessing Dyslexia guides readers through the design, administration, and interpretation of dyslexia assessments. Grounded in research on the linguistic and neural foundations of dyslexia, as well as the clinical outcomes of reading and writing processes, this concise volume provides a comprehensive framework for assessment, diagnosis, and intervention. Utilizing detailed examples to illustrate methodology and concepts, this book is critical reading for students looking to deepen their understanding of assessment, literacy, and the written language challenge.

* Helps teachers/leaders incorporate social justice themes and lessons into their curriculum; aligns well with CCSS * Written practically and accessibly to make it easy for readers to engage with * Features ready to use rubrics and assignment sheets as well as access to digital resources.

* Helps teachers/leaders incorporate social justice themes and lessons into their curriculum; aligns well with CCSS * Written practically and accessibly to make it easy for readers to engage with * Features ready to use rubrics and assignment sheets as well as access to digital resources.

The Big Book of Blob Trees features 70 different Blob trees that can be used as prompts to explore feelings. This unique collection of Blob trees with its range of different Blob characters is a fabulous way of opening up discussions about feelings and developing understanding of emotions, empathy and self-awareness. The trees show a variety of different scenarios that people may relate to, and can be used as a springboard for conversations with people of any age group. This second edition includes a new set of Blob trees relevant to many topical issues, including Blob trees themed around autism, eating, free speech, anxiety and smartphones. Each Blob tree comes with suggested questions that can be used to guide the discussion; for example: Which Blob do you feel like? Which Blob seems happiest? Which Blob confuses you? Which Blob annoys you, and why? Which Blob would you like to feel like? Offering handy photocopiable resources, The Big Book of Blob Trees provides a unique way to initiate discussion and gently approach emotive topics with individuals or groups.

The movement towards inclusive education is undoubtedly an international phenomenon, and it has resulted in the development of policy initiatives impacting on schools in all nations.
This informative, wide-ranging text brings together key illustrative material from an international field. It adopts a critical perspective on policy issues, but goes beyond this by making explicit the assumptions that drive policy development. Readers will be encouraged to develop their own framework, allowing them to conduct policy analysis and evaluation within their own educational context.
Students and researchers interested in how principles of inclusive education are being translated into educational practices around the world will find this book an enlightening read.