This accessible book provides an overview of fluency disorders. Written by a team of speech language pathology researchers and practitioners in India, it examines the concepts of fluency and dysfluency with illustrative examples in English and Indian languages. Understanding and Managing Fluency Disorders introduces different fluency disorders and gives an overview of current research and the theoretical background. Clinical aspects of each fluency disorder are also described, and the book outlines assessment protocols and intervention methods. Maruthy and Kelkar address the definitions and prevalence of fluency disorders, stuttering assessments as well as acquired neurogenic stuttering. One of the highlights of the book is the chapter dedicated to typical disfluency, which could be of immense use to beginning clinicians who wish to increase the specificity and accuracy of their assessment. Other salient features include case vignettes, activity examples, easy steps to carry out intervention approaches, and the added advantage of an ICF perspective, making this a practitioner's guide to management of fluency disorders. Offering a comprehensive overview of theoretical and clinical aspects of stuttering, cluttering and fluency disorders, this volume will be highly relevant reading for students of fluency disorders and speech and language therapy. It will also provide clinicians and trainees working in the field with up-to-date theoretical and clinical information about assessment and intervention.

This accessible book provides an overview of fluency disorders. Written by a team of speech language pathology researchers and practitioners in India, it examines the concepts of fluency and dysfluency with illustrative examples in English and Indian languages. Understanding and Managing Fluency Disorders introduces different fluency disorders and gives an overview of current research and the theoretical background. Clinical aspects of each fluency disorder are also described, and the book outlines assessment protocols and intervention methods. Maruthy and Kelkar address the definitions and prevalence of fluency disorders, stuttering assessments as well as acquired neurogenic stuttering. One of the highlights of the book is the chapter dedicated to typical disfluency, which could be of immense use to beginning clinicians who wish to increase the specificity and accuracy of their assessment. Other salient features include case vignettes, activity examples, easy steps to carry out intervention approaches, and the added advantage of an ICF perspective, making this a practitioner's guide to management of fluency disorders. Offering a comprehensive overview of theoretical and clinical aspects of stuttering, cluttering and fluency disorders, this volume will be highly relevant reading for students of fluency disorders and speech and language therapy. It will also provide clinicians and trainees working in the field with up-to-date theoretical and clinical information about assessment and intervention.

This book examines issues of citizenship, citizenship education, and social change in China, exploring the complexity of interactions among global forces, the nation-state, local governments, schools, and individuals - including students - in selecting and identifying with elements of citizenship and citizenship education in a multileveled polity. It also provides a clear, detailed guide to studies on China, discussing the country's responses to global challenges and social transitions for over a century - from its military defeats by foreign powers in the 1840s to its rise as a world power in the early 21st century - on its path toward reviving the nation and making a modern Chinese citizenry. Citizenship and Citizenship Education in a Global Age is accessible to readers in the fields of sociology, globalization, citizenship studies, comparative education, and China's development.

Parent’s Quick Start Guide to Dyslexia provides parents and caregivers with an immediate overview of dyslexia and steps they can take to support and encourage their child. Each chapter is packed with detailed and helpful information, covering identification, public schools versus private settings, and how (and when) to seek professional help. Summary and resource sections at the end of each chapter give quick guidance to busy readers. Topics include a wealth of research-backed activities, nurturing talent and creativity, motivating your child to read, and more. Offering straightforward, easy to understand, and evidence-based information, this book is a go-to resource for caregivers parenting a child with dyslexia.

The 50 Fantastic Ideas series is packed full of fun, original, skills-based activities for Early Years practitioners to use with children aged 0-5. Each activity features step-by-step guidance, a list of resources, and a detailed explanation of the skills children will learn. Creative, simple, and highly effective, this series is a must-have for every Early Years setting. Every year, an increasing number of children enter the Early Years setting either new to English or with English as an additional language (EAL), which can be daunting, not just for the child but for the practitioner too. How can Early Years practitioners ensure that the right support is in place for the child and themselves? What practical ideas can be used successfully to enrich an EAL child's understanding of a new language, while, at the same time, allowing that child to bond with their peers? 50 Fantastic Ideas for Children with EAL is an invaluable resource to help integrate children with EAL into the classroom with fresh, exciting and engaging activities that are easy to resource, require little preparation and are fun to carry out. The activities include simple speak-and-repeat games, visual ideas to support learning new words and phrases and activities that evoke feelings of being at home, allowing the children to feel welcomed and part of the school's diverse community. Traditional games are also featured to help children with EAL play with their peers, as well as feel that they can contribute to the learning of others. Perfect for promoting inclusion and self-esteem, 50 Fantastic Ideas for Children with EAL is ideal for supporting children as they navigate the ups and downs of having English as an additional language.

Why does a public high school, despite having resources and educators with good intentions, end up graduating English learners (ELs) without preparing them for college and career? This book answers this question through a longitudinal ethnographic case study of a diverse high school in Pennsylvania. The author takes the reader on a journey with seven EL students through their last two years of high school, exploring how and why none of them reached the postsecondary destinations they originally aspired to. This book provides a sobering look into the systemic undereducation of high school ELs and the role of high schools in limiting their postsecondary options.

Why does a public high school, despite having resources and educators with good intentions, end up graduating English learners (ELs) without preparing them for college and career? This book answers this question through a longitudinal ethnographic case study of a diverse high school in Pennsylvania. The author takes the reader on a journey with seven EL students through their last two years of high school, exploring how and why none of them reached the postsecondary destinations they originally aspired to. This book provides a sobering look into the systemic undereducation of high school ELs and the role of high schools in limiting their postsecondary options.

Relationship-Based Learning provides a helpful range of accessible strategies, approaches, practical ideas and guidance on how to implement 'behaviour for learning' for children with social, emotional and mental health issues, as well as those at risk of exclusion from school. This essential resource explores the conceptual framework of Ellis & Tod's highly effective 'behaviour for learning' conceptual framework, with each chapter featuring practical strategies and foundations that can be used at an organisational or whole-school level, as well as in the classroom. It includes tried-and-tested structures and strategies which have been proven to improve the learning and behaviour of children. The implementation of the 'behaviour for learning' framework has been evidenced to have a significant impact on the quality of teaching and learning with outstanding and, in some cases, exceptional outcomes for all learners. The strategies and approaches explored in this book are relevant for teaching children in any school or alternative provision, especially those with social, emotional and mental health needs. Relationship-Based Learning is a must-read for practitioners, senior leaders, teachers and support staff, outreach services and multi-agency staff who are committed to improving outcomes for children with social, emotional, and mental health needs.

Relationship-Based Learning provides a helpful range of accessible strategies, approaches, practical ideas and guidance on how to implement 'behaviour for learning' for children with social, emotional and mental health issues, as well as those at risk of exclusion from school. This essential resource explores the conceptual framework of Ellis & Tod's highly effective 'behaviour for learning' conceptual framework, with each chapter featuring practical strategies and foundations that can be used at an organisational or whole-school level, as well as in the classroom. It includes tried-and-tested structures and strategies which have been proven to improve the learning and behaviour of children. The implementation of the 'behaviour for learning' framework has been evidenced to have a significant impact on the quality of teaching and learning with outstanding and, in some cases, exceptional outcomes for all learners. The strategies and approaches explored in this book are relevant for teaching children in any school or alternative provision, especially those with social, emotional and mental health needs. Relationship-Based Learning is a must-read for practitioners, senior leaders, teachers and support staff, outreach services and multi-agency staff who are committed to improving outcomes for children with social, emotional, and mental health needs.

This handbook provides a comprehensive overview of the theories of cognition and language processing relevant to the field of communication disorders. Thoroughly updated in its second edition, the book explores a range of topics and issues that illustrate the relevance of a dynamic interaction between both theoretical and applied clinical work. Beginning with the origins of language evolution, the authors explore a range of both developmental and acquired communication disorders, reflecting the variety and complexity of psycholinguistics and its role in extending our knowledge of communication disorders. The first part outlines some of the major theoretical approaches from psycholinguistics and cognitive neuroscience that have been influential in research focusing on clinical populations, while Part 2 features examples from researchers who have applied this body of knowledge to developmental disorders of communication. Part 3 features examples focusing on acquired language disorders, and finally, Part 4 considers psycholinguistic approaches to gesture, sign language, and alternative and augmentative communication (AAC). The new edition features new chapters offering fresh perspectives, further reading recommendations and a new epilogue from Jackie Guendouzi. This valuable text serves as a single interdisciplinary resource for graduate and upper-level undergraduate students in cognitive neurosciences, psychology, communication sciences and disorders, as well as researchers new to the field of communication disorders or to psycholinguistic theory.

Supporting Disabled Students in Higher Education is a practical and inclusive handbook designed to ensure disabled students are supported in their journey through mainstream higher education. Informed by case studies, this essential guide highlights how this can be achieved through the adoption of practical, reasonable adjustments. Coupled with recommendations for best practice across higher education, this book outlines experiences and barriers to inclusion and provides detailed guidance for inclusive practices including: adjustments to accommodation, accessing physical and virtual learning spaces, teaching activities, developing the curriculum, and assessment. Written by an experienced dyslexia and disability coordinator within higher education, chapters encourage readers to develop a greater understanding of the impact that disabilities may have on students' academic progress. Areas explored include: Specific learning difficulties (SpLD) Mental health conditions Visually impaired and blind students Deaf and hearing-impaired students Physical impairments Long term medical conditions This book lays out the step-by-step process to enable effective communication between disability staff, academic staff and students and is a crucial guide for anyone with an interest in promoting and facilitating accessibility, inclusion and widening participation in higher education.

• Shows school leaders and teachers how they can address race inequality in their school • Includes a wide range of case studies from leaders, teachers, staff, parents and pupils to illustrate the challenges and show what schools have already done to confront and eradicate racial inequity. • Offers practical strategies and advice for greating an impactful anti-racist ethos and culture in the whole schools

High Leverage Practices for Intensive Interventions provides special education teachers with descriptions and practical instructions on how to use High Leverage Practices (HLPs) to improve student outcomes. Since many students with disabilities spend their school day in inclusive general education classrooms, these intensive interventions are delivered in separate or tier 3 settings to meet the students' individualized needs. Each chapter focuses on a specific High Leverage Practice with explanations of its purpose and essential components, accompanied by examples for use with small groups of students or the individual student. This accessible and comprehensive guide is key for pre-service teachers in special education programs or those who provide intensive interventions with students.

Over the past 40 years, Jim Cummins has proposed a number of highly influential theoretical concepts, including the threshold and interdependence hypotheses and the distinction between conversational fluency and academic language proficiency. In this book, he provides a personal account of how these ideas developed and he examines the credibility of critiques they have generated, using the criteria of empirical adequacy, logical coherence, and consequential validity. These criteria of theoretical legitimacy are also applied to the evaluation of two different versions of translanguaging theory - Unitary Translanguaging Theory and Crosslinguistic Translanguaging Theory - in a way that significantly clarifies this controversial concept.

Accessibly written with the needs of trainee teachers and Higher Level Teaching Assistants in mind, this new edition of Wendy Spooner's popular SEN Handbook provides an up-to-the-minute introduction to key issues. Student teachers and teaching assistants will find the case studies and vignettes invaluable as they bring these issues to life, and present important opportunities for reflection on how these issues relate to practice. Core standards for teachers, QTS and HLTA qualifications are highlighted enabling the reader to understand exactly what is expected of them -- and how to achieve it. Coverage includes: * self-assessment of your own attitudes towards SEN issues * legal definitions and current legislation and guidance * identification, assessment and support for children with SENs across the Key Stages * issues of inclusion and exclusion * a range of teaching approaches and strategies * school-based training and SEN issues that may arise * further reading, websites and resources lists. Practical and comprehensive, this is an invaluable resource for all teaching professionals working towards providing inclusive learning environments.

This book discusses critical issues concerning autism and education, and what constitutes effective pedagogy for this group of learners. Autism is a high-profile area within the discipline of special education, and the issue of how to teach autistic learners remains a contested one: recent theorising has questioned a techno-rationalist approach that places the burden of change on the autistic pupil. The author explores the values that underpin educational approaches within existing pedagogical practice: while these approaches have their individual merits and shortcomings, this book introduces and expands upon a strengths-based approach. This book will appeal to students and scholars of autism and education, with particular regard to teaching autistic learners.

It seems each year we are faced in dealing with more and more students who are displaying ever increasing levels of anger, anxiety, and complex behavioral issues. Why are these children so angry? So anxious? Exhibiting so many challenging behaviors? How do we deal with students when they are annoyed, frustrated, anxious or destructive? What works and perhaps, just as importantly, what does not? In this informative book we will attempt to look at the context that seems to foster these student's behaviors. Additionally, we will take a step back and look at how to practically deal with the many factors that support or positively modify these behaviors in a productive and practical fashion. Then, and most importantly, we will look at real-world and simple tools that can be used immediately to decrease the incidents of tantrums, diminish worry, destructiveness, and angry behaviors within the school setting. How to foster communication with parents for a more positive outcome as well as what we can do as an educational system to support these vulnerable youths. The goal of this book is to supplement and enrich your existing tools with others you can quickly implement when working with these students during their most challenging states.

How can you design more inclusive learning experiences and environments? How can you overcome some of the challenges of designing and implementing more inclusive learning? Readers will find the answers to these questions and much more in this dynamic new text. Asserting that good teaching is inclusive teaching, it demonstrates how university modules and courses can be designed so that each student, regardless of their complex diversity, is valued equally. Drawing from the contributions of over 80 experts and colleagues alongside her own extensive experience, Rossi explores how to embed inclusivity at the point of course design and how to set up, run, assess and evaluate inclusive learning environments and experiences. Following a unique 'roots to shoots' journey through an inclusive learning design tree, chapters focus on 5 dimensions: Values Context Content Assessment Evaluation An accessible and practical guide for higher education course design, this book is a must read for higher education educators looking to be more inclusive in the way they design and offer learning experiences. For further reading, please visit inclusivelearningdesign.com where you'll find extended contributor bios, more case studies, key concepts and background, an 'inclusive learning design' checklist and glossary.

• Content fully updated to reflect new SEND Review. • Fresh analysis of evidence-based intervention programmes and the replacement of school case studies with new ones. • Greater emphasis on what high quality inclusive classroom teaching and school/classroom environments look like. • Addition of key takeaways at end of each chapter, and suggestions on how SLT and governors can support the SENCO in implementing the ideas . • Jean Gross is a national expert on special needs, formerly holding the role of England’s Communication Champion for children and has had widespread exposure in the media.

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.

This second edition of Trauma-Informed Practices for Early Childhood Educators continues to guide childcare providers and early educators working with infants, toddlers, pre-schoolers, and early elementary-aged children to understand trauma as well as its impact on young children's brains, behavior, learning, and development. The book covers a range of trauma-responsive teaching and family engagement strategies that readers can use to create strength-based environments that support children's health, healing, and resiliency. Updates include a greater emphasis on resilience and collaborating with mental health specialists, a new chapter on developing children's sensory literacy and additional case studies to use in workshops or professional development. Supervisors and coaches will learn a range of powerful trauma-responsive practices that they can use to support workforce development and enhance their quality improvement initiatives.

The book provides multiple perspectives and insights on the area of Inclusion, Equity and Access for people with disabilities and brings together various inclusive effective practices from 21 countries across the world most comprehensively in one book. The book documents perspectives from educational researchers and teacher educators through first-hand experience using cutting-edge research and conceptual understandings, thought processes, and reflections. The book brings together various methodologies to expose scientific truths in the area of disability and inclusion. Chapter authors utilize a self-reflective stance, representing state of the art theory and practice for exploring notions of disability. Authors examine cultural relational practices, common values and beliefs, and shared experiences for the purpose of helping cultural members and cultural strangers better understand interdependent factors. Each chapter is an attempt to unravel a thought provoking, comprehensive, and thorough understanding of the challenges and abilities of individuals with disabilities shaped by their own culture, society and country, re-engaging the promise of scientific research as a generative form of inquiry. The book is designed to be of use to a wide range of professionals; researchers, practitioners, advocates, special educators and parents providing information and or discussions on educational needs, health care provisions, and social services irrespective of country and culture.

This book is the first edited international volume focused on critical perspectives on plurilingualism in deaf education, which encompasses education in and out of schools and across the lifespan. The book provides a critical overview and snapshot of the use of sign languages in education for deaf children today and explores contemporary issues in education for deaf children such as bimodal bilingualism, translanguaging, teacher education, sign language interpreting and parent sign language learning. The research presented in this book marks a significant development in understanding deaf children's language use and provides insights into the flexibility and pragmatism of young deaf people and their families' communicative practices. It incorporates the views of young deaf people and their parents regarding their language use that are rarely visible in the research to date.

This book is the first edited international volume focused on critical perspectives on plurilingualism in deaf education, which encompasses education in and out of schools and across the lifespan. The book provides a critical overview and snapshot of the use of sign languages in education for deaf children today and explores contemporary issues in education for deaf children such as bimodal bilingualism, translanguaging, teacher education, sign language interpreting and parent sign language learning. The research presented in this book marks a significant development in understanding deaf children's language use and provides insights into the flexibility and pragmatism of young deaf people and their families' communicative practices. It incorporates the views of young deaf people and their parents regarding their language use that are rarely visible in the research to date.