A two-colour graphic novel about speaking-up and standing out when you feel different. Perfect for fans of Raina Telgemeier How do you find your voice when everyone around you is telling you to be quiet? Frankie is different, and so is her best-friend, Sam. So when they both start secondary school, it's tough. Particularly when there are so many rules to follow, like: No talking in class! Be quiet in the hallways! Silence for assembly! Frankie doesn't know how she'll manage, because constantly talking is how she copes. So when she gets the chance to compete in a Battle of the Bands contest, Frankie couldn't be more excited. Except, to have a band, you need to have band members. And to have band members, you need to be good at making friends... Can Frankie learn to find her voice and stand out? A unique perspective on Autism, told with humour and heart. Brought to life with glorious colour artwork in a distinctive blue and orange palette. Perfect for fans of Raina Telgemeier. Praise for FRANKIE'S WORLD: "I loved Frankie's story and could really identify with her character. This is such an amazing graphic novel that represents neurodiversity really realistically." Libby Scott "Aoife Dooley captures Frankie's autistic experience with great care, humour and love." Lizzie Huxley-Jones "A fun and relatable read about awkwardness, self-acceptance, family and friendship." Sarah McIntyre "Unique and often funny ... I cheered Frankie on through her journey." Sue Cheung "Frankie's World is funny, fresh and honest and I wish it had be around to read when I was little." Holly Smale "Offers an amusing and relatable story that celebrates neurodiversity through its sensitive exploration of Frankie's alienation from her peers" IRISH TIMES "A wonderfully charming, honest and funny look at growing up... one of my favourite books of the year" IRISH EXAMINER "Warm, funny and original" GUARDIAN "A great story about growing up and learning who you are" BOOKTRUST

A guide to the intersection of trauma and special needs, featuring strategies teachers can use to build resilience and counter the effects of trauma on learning and behavior. Childhood trauma is a national health crisis. As many as two out of every three children in any classroom across the country have experienced some form of trauma. Meanwhile, a recent study in Washington State showed that 80 percent of the children eligible for special education services were exposed to early childhood trauma, which has been linked to developmental disabilities. Add in the fact that Black children are four times more likely to be classified with intellectual disabilities and five times more likely than white students to be classified with an emotional or behavioral disorder, and the already daunting complexity of effectively serving kids with an individualized education program (IEP) becomes overwhelming.This is a whole school problem that requires a whole school solution. All educators in both general and special education should learn how trauma affects the brain and how any resulting atypical neurological and psychological development affects learning and behavior. In Trauma-Informed Teaching and IEPs, trauma expert Melissa Sadin presents strategies for supporting the most vulnerable students in general or special education settings, across grade levels, and across the curriculum. You'll learn to * Understand the effects of childhood trauma on the brain, learning, and behavior. Weave caring into trauma-informed instruction. Apply a trauma-informed lens to crafting IEPs. Conduct trauma-informed functional behavior assessments. Once you understand the effects of trauma on learning and development, you will explore classroom strategies and IEP goals and modifications that can actually help to heal your students.With rich examples and helpful strategies, Trauma-Informed Teaching and IEPs gives teachers the most effective tools to help build resilience for every student, no matter their needs.

A stunning and poignant account of an extraordinary teacher's determination never to abandon a child in need from the internationally bestselling author of 'One Child' and No. 1 bestseller 'Ghost Girl'. Seven-year-old Venus Fox never spoke, never listened, never even acknowledged the presence of another human being in the room with her. Yet an accidental playground 'bump' would release a rage frightening to behold. The school year that followed would prove to be one of the most trying, perplexing, and ultimately rewarding of Torey's career, as she struggled to reach a silent child in obvious pain. It would be a strenuous journey beset by seemingly insurmountable obstacles and darkened by truly terrible revelations. Yet encouraged by sometimes small, sometimes dazzling breakthroughs, as a dedicated teacher, Torey remained committed to helping a 'hopeless' girl, and patiently and lovingly leading her toward the light of a new day.

Torey Hayden returns with this deeply-moving sequel to her first book, One Child (the Sunday Times bestseller). After seven years, Torey is reunited with Sheila, the disturbed 6-year-old she tried to rescue. Sheila was a deeply disturbed six-year-old when she came into Torey Hayden's life - a story poignantly chronicled One Child. The Tiger's Child picks up the story seven years later. Hayden has lost touch with the child she helped to free from a hellish inner prison of rage and silence. But now Sheila is back, now a gangly teenager with bright orange hair - no longer broken and lost, but still troubled and searching for answers. This story of dedication and caring that began in childhood moves into a new and extraordinary chapter that tests the strength and heart of both Sheila and her one-time teacher. In The Tiger's Child the skilled and loving educator answers the call once again to help a child in need through her difficult yet glorious transition into young womanhood.

Biliteracy, or the development of reading, writing, speaking, listening, and thinking competencies in more than one language, is a complex and dynamic process. The process is even more challenging when the languages used in the literacy process differ in modality. Biliteracy development among deaf students involves the use of visual languages (i.e., sign languages) and auditory languages (spoken languages). Deaf students' sign language proficiency is strongly related to their literacy abilities. The distinction between bilingualism and multilingualism is critical to our understanding of the underserved, the linguistic deficit, and the underachievement of deaf and hard of hearing (D/HH) immigrant students, thus bringing the multilingual and immigrant aspect into the research on deaf education. Multilingual and immigrant students may face unique challenges in the course of their education. Hence, in the education of D/HH students, the intersection of issues such as biculturalism/multiculturalism, bilingualism/multilingualism, and immigration can create a dilemma for teachers and other stakeholders working with them. Deaf Education and Challenges for Bilingual/Multilingual Students is an essential reference book that provides knowledge, skills, and dispositions for teaching multicultural, multilingual, and immigrant deaf and hard of hearing students globally and identifies the challenges facing the inclusion needs of this population. This book fills a current gap in educational resources for teaching immigrant, multilingual, and multicultural deaf students in learning institutions all over the world. Covering topics such as universal design for learning, inclusion, literacy, and language acquisition, this text is crucial for classroom teachers of deaf or hard of hearing students, faculty in deaf education programs, language instructors, students, pre-service teachers, researchers, and academicians.

More students on the autism spectrum are taught in general education settings today than ever before, bringing an array of notable strengths and skills that add intriguing new dimensions to educational programs. But these students also present challenges that are broader, deeper, and more intractable than those of their typically developing peers. Because reaching and teaching students on the autism spectrum in an inclusive environment complicates the work of teachers, school and district administrators must be prepared to provide knowledgeable, mindful leadership. With warmth and wisdom informed by her experience as a school administrator, autism educator, clinician, and parent of a son on the spectrum, Barbara Boroson provides a holistic look at the challenges students on the spectrum face in the areas of anxiety, executive function, sensation, communication, socialization, engagement, and cognitive acquisition. You'll learn to decode the functional and behavioral manifestations of these challenges, and you'll gain practical and research-based preemptive, supportive, and responsive strategies. You will also find: Insight into the perspectives of parents and guardians, along with guidance on partnering with them in ways that acknowledge both their expertise and yours. Tips for modeling transparency and creative differentiation in order to set an inclusive tone throughout your school or district. Supplemental materials to help you engage and educate families and the entire school community about autism, inclusion, and best-practice policies. Decoding Autism and Leading the Way to Successful Inclusion empowers school and district leaders to ensure that students on the spectrum are welcome, supported, understood, and set up for success. It's an essential resource for any education leader committed to achieving a differentiated, equitable, and inclusive learning environment for all students in their care.

Structured Discovery Cane Travel (SDCT) is an Orientation and Mobility (O&M) curriculum which focuses on the foundational techniques necessary to develop future independence for students who are blind or visually impaired. The ABCs of Structured Discovery Cane Travel for Children addresses essential non-visual concept development, techniques and mobility skills needed to travel efficiently, gracefully and safely within a myriad of natural environments while using the long, white cane with a metal tip as the primary mobility tool. This curriculum utilizes transformational knowledge and problem-solving opportunities through teachable moments to develop personal reflection and mental mapping which can be utilized post instruction. These students maximize their cognitive intrinsic feedback while completing everyday mobility tasks. Parents and instructors of children who are blind or visually impaired will comprehend the essentials of SDCT by reading The ABCs of Structured Discovery Cane Travel for Children; in addition, they will receive a treasure trove of O&M skill-building activities.