* The main themes look at describing AutPlay Therapy, the phases of therapy, the primary target areas, assessment procedures, intake and other therapy forms, and play therapy interventions to address therapy goals * Describes how to work with children across the spectrum with various presentations. The AutPlay Therapy Follow Me Approach (FMA) is described which explains how to work with children who have limited or no engagement ability. Additional issues are also coved such as using AutPlay Therapy to address regulation and trauma issues, and the use of technology in AutPlay Therapy * Empowers the therapist to confidence and effectiveness in working with the autistic and neurodiverse populations

Aims to give parents, teachers and health professionals the confidence and know-how to diagnose and assess dyspraxia. The text includes: background information on the neurological basis of the condition; strategies for identification, diagnosis and assessment; proven programmes of intervention which can be monitored by anyone closely involved with the child; strategies to improve curricular attainments; remediation activities to develop perceptual and motor skills; programmes to develop self-esteem; and information about where to find help.

Experts from all over the world take a critical, highly international and often controversial perspective on the ADHD phenomenon - a condition that has reached global proportions, significantly affecting the lives of children, parents and teachers worldwide. This book raises a number of concerns often not covered by the material currently available to parents and practitioners. Critical New Perspectives on ADHD unpicks the myths surrounding the development of this phenomenon and leaves no stone unturned in its search for answers. An in-depth exploration into the reasons for the emergence and maintenance of ADHD lead to suggested explanations of the dominance of US psychiatric models and the need for new markets for major pharmaceutical companies, as well as the functions that ADHD diagnoses fulfil in families, classrooms and communities. In a world where moves to educational inclusion are paradoxically paralleled by the ever-increasing use of medication to control children's behaviour, this book scrutinises current accepted practice and offers alternative perspectives and strategies for teachers and other education professionals. This in an invaluable resource for anyone with a serious interest in ADHD and other behavioural difficulties.

People often say that 'school is the best time of your life', but for Lara, school is loud and confusing. She much prefers watching James Bond films or building furniture in her dad's workshop. When the teachers at Lara's new school realise that she is autistic, they are able to help with strategies to make school more tolerable for her. All except Mr Prender-ghastly. The headmaster has been looking for a way to gently direct Mr Prendergast towards a change of career, but it is Lara, and her special man-eating sofa, who finally help rid the school of the fearsome teacher. This entertaining story, suitable for readers aged 8-12, explores some of the challenges faced by autistic pupils and those with social communication and interaction difficulties in mainstream schools. It highlights the stress and anxiety that young people with sensory processing and social interaction difficulties may feel in the noisy and unpredictable school environment, and identifies some strategies that can be used to support them. Also available as a set with a supporting guide, this book operates as a fun and engaging standalone story, both for children who are autistic themselves and those who are not. It is a must-have book for every classroom.

This is a practical yet imaginative guide to the management and education of children with severe motor difficulties. The book covers a wide range of approaches, including physiotherapy, speech therapy, and parental and teacher assistance.

This concise guide offers an accessible introduction to the key theoretical perspectives and methodologies in developmental psychology. It integrates insights from typical and atypical development to reveal fundamental aspects of human growth and development, and common developmental disorders. The topic books in this series draw on international research in the field and are informed by biological, social and cultural perspectives, offering explanations of developmental phenomena with a focus on how children and adolescents at different ages actually think, feel and act. In this succinct volume, Stephen von Tetzchner outlines the main theoretical perspectives including psychodynamic psychology, behaviorism, logical constructivism, social constructivism, evolutionary psychology, ethological psychology, ecological psychology, information processing and critical developmental psychology. He provides a guide to methods of gaining knowledge about children and introduces child and adolescent disorders. Together with a companion website that offers topic-based quizzes, lecturer PowerPoint slides and sample essay questions, Typical and Atypical Child and Adolescent Development 1: Theory and Methodology is an essential text for all students of developmental psychology, as well as those working in the fields of child development, developmental disabilities and special education. The content of this topic book is taken from Stephen von Tetzchner's core textbook Child and Adolescent Psychology: Typical and Atypical Development. The comprehensive volume offers a complete overview of child and adolescent development. For more information visit www.routledge.com/9781138823396

* Explores the essential role of play-based approaches for SEND. * Offers very practical guidance and provides detail on the physical, cognitive and mental health benefits of play. * Considers some of the challenges that arise in implementing play-based and therapeutic approaches. * Gives examples of how play has been successfully integrated into the practice of a number of special schools. * Provides helpful photocopiable resources to help the reader introduce therapeutic play and play-based learning in their school.

Identification and assessment of learning and behavioural disabilities have long been issues of great concern, and have become increasingly important in recent years. Identification and assessment issues determine how students are characterized as having disabilities, provide implications for treatment, and provide evidence for the success or failure of interventions. and assessment of learning and behavioural disabilities are discussed by leading scholars, in reviews of recent relevant research, policy analyses, and new investigations with original data. Included in the volume are discussions of issues regarding identification of learning disabilities; reviews of research on response to instruction (RTI) models; alternative models for identification of learning disabilities; assessment of abilities in individuals with mental retardation; the influence of IQ and reading level on treatment outcomes; assessment of self-regulation in post-secondary populations with and without learning problems; and test anxiety and academic achievement.

Tally is autistic and proud. She used to feel like she had to hide her autism, but now Tally is determined to make sure people see who she really is. But now Tally has a new worry - her school trip. And that means new places, new people and new challenges. She quickly falls in with the popular girls and is grateful that they don't make a big deal about her autism, but it's not long before Tally realises that, while the girls are popular, they aren't very kind. With a jolt Tally understands that she's not the only one who's been made to feel like she has to hide her true self. But will she find the strength to stand up for herself and the people she knows are being treated unfairly, or will she stay quiet? And will Tally ever find her people? The second book written in collaboration with Libby Scott When Libby's mum shared a short piece of Libby's writing online it soon went viral, with tens of thousands of people saying that Libby's writing helped them understand autism for the first time This fictionalised portrayal of a young autistic girl is written by Rebecca Westcott, in close collaboration with Libby Scott, making it a truly original and inspirational book that will give readers of all ages a deeper understanding of what it's like to be autistic Perfect for fans of The Goldfish Boy, Wonder and The Curious Incident of the Dog In the Night-time BOOKS BY LIBBY SCOTT AND REBECCA WESTCOTT Can You See Me? (2019) Do You Know Me? (2020) Ways To Be Me (2021)

*Features teachers voices and experience from around the Globe *Includes practical take-home messages and implications for teaching *Video clips are provided to offer practical demonstrations for each instructional behaviour

This is a clear and concise guide to classroom practice for teachers dealing with pupils with attention deficit / hyperactivity disorder, a condition that is estimated to affect on average one in every twenty-five children. In this new and revised edition, the authors present in an accessible style and with regard for the everyday realities of the classroom life: key issues commonly raised by teachers about AD/HD; sources of information on the nature and assessment of AD/HD; advice to teachers on how to communicate with both parents and professionals; and practical classroom strategies and interventions for effectively tackling the condition.
All teachers of pupils in the 5-16 age range will benefit from the explanation and advice on AD/HD offered in this resource book. It will be of particular interest to SENCOs, teachers concerned with Home School Liaison and those concerned with emotional and behavioral difficulties in the classroom.

With diary entries written by eleven-year-old Libby Scott, based on her own experiences of autism, this pioneering book, written in collaboration with esteemed author Rebecca Westcott, has been widely praised for its realistic portrayal of autism. Tally is eleven years old and she's just like her friends. Well, sometimes she is. If she tries really hard to be. Because there's something that makes Tally not the same as her friends. Something she can't cover up, no matter how hard she tries: Tally is autistic. Tally's autism means there are things that bother her even though she wishes they didn't. It means that some people misunderstand, her and feel frustrated by her. People think that because Tally's autistic, she doesn't realise what they're thinking, but Tally sees and hears - and notices - all of it. And, honestly? That's not the easiest thing to live with. The first book written in collaboration with Libby Scott When Libby's mum shared a short piece of Libby's writing online it soon went viral, with tens of thousands of people saying that Libby's writing helped them understand autism for the first time This fictionalised portrayal of a young autistic girl is written by Rebecca Westcott, in close collaboration with Libby Scott, making it a truly original and inspirational book that will give readers of all ages a deeper understanding of what it's like to be autistic Perfect for fans of The Goldfish Boy, Wonder and The Curious Incident of the Dog In the Night-time BOOKS BY LIBBY SCOTT AND REBECCA WESTCOTT Can You See Me? (2019) Do You Know Me? (2020) Ways To Be Me (2021)

Ensuring classrooms are inclusive to all students, particularly those with disabilities such as autism spectrum disorder, is crucial in today's educational landscape. It is vital that educators are prepared and knowledgeable on the current best practices and policies in order to provide these students with the most thorough education possible. Rethinking Perception and Centering the Voices of Unique Individuals: Reframing Autism Inclusion in Praxis introduces a new model of reframing autism spectrum disorder inclusion for professors of preliminary teacher candidates and provides meaningful understanding and support for professors who prepare preliminary teacher candidates. Covering key topics such as equity, mental disorders, inclusive education, and educational reform, this reference work is ideal for administrators, stakeholders, policymakers, teacher educators, counselors, researchers, academicians, scholars, practitioners, instructors, and students.

This complete INSET course for schools shows teachers how to improve behaviour in the classroom. It provides support, guidance and information to facilitate the enhancement of positive behaviour management approaches. The authors have provided photocopiable resources and training materials for use with staff groups or individuals. The materials have been developed for use with both established and newly qualified staff and is appropriate to primary and secondary settings.
Drawing on their experience of dealing with children's emotional and behavioural difficulties and their work in mainstream schools, the authors explore the behavioural issues that challenge teachers on a daily basis and discuss how teachers can meet these challenges. Staff support is essential to meeting the challenge of school behaviour and Better Behaviour in Classrooms provides the appropriate support and training systems within the school context.

eBook available with sample pages: 020316461X

Difficult pupil behaviour presents a number of issues for teachers, parents, other pupils as well as for children themselves. Inevitably it raises a number of emotions and challenges people's sense of their own personal effectiveness.
This edited collection of short, concise chapters provides advice and guidance to professionals on how to respond to the emotions experienced and generated by pupils with behavioural difficulties in schools. Many chapters are written by such professionals themselves and address common problems in a practical and accessible way. Working with Emotions is an essential text for all schools, support services, LEAs, SENCOs and voluntary agencies and includes discussions on the government's current Social Inclusion initiative.

eBook available with sample pages: 0203165519

It is estimated that at any one time around 135,000 school children are suffering from post-traumatic stress disorder (PTSD). They may be survivors of abuse (physical, emotional or sexual) or bullying. Some may have been involved in a road accident, an accident at home or any other traumatic event. This book provides teachers, support staff and other educational professionals with the information they need to, really understand the implications of PTSD, ably and effectively support and educate a traumatized child, address questions such as what can cause PTSD in young people? and understand how PTSD might affect the education of children at school.

This book considers how individuals with Autism can be enabled to learn through specific approaches to teaching that draw together understandings of how such individuals think and learn, and the implications for those who aim to teach them. A new and coherent perspective on the education of individuals with Autism is offered - a pedagogy for Autism.
Both teachers and parents will benefit from the insights this book offers into reasons behind Autistic ways of behaving and guidance about ways of responding

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

Difficult Students and Disruptive Behavior in the Classroom addresses the most common problem behaviours encountered in the classroom. Offering not just problem-specific "best practices" but an attachment-based foundation of sound principles, it empowers educators to act wisely when problem behaviours occur, improve their relationships with students and teach with greater success and confidence.

Bringing Hygge into the Early Years is a "how-to" guide for every early educator who wishes to bring more calmness and balance into their day, in turn, leaving them feeling empowered to teach and live well. Drawing from the author's experience of embracing the Scandinavian way of living well, "hygge," this book explores how this approach can have a positive impact across your early years setting, from improved mental health and wellbeing, to embracing child-led play and high-quality outdoor provision. With step-by-step guidance on how to embed the approach alongside examples of hygge from early educators around the world, the book is divided into four main parts: Re-balance you The hygge environment Slow teaching Embracing nature Throughout each chapter, case studies and activities provide the opportunity to reflect on existing practice and support you as you make positive changes to both your wellbeing and provision. This guide will be essential reading for all early years professionals, offering further support to improve mental health and wellbeing, as well as valuable tools to lead early years practice with confidence and joy.

This book sets out the basis for addressing the individual needs of children with a wide range of visual impairments within the Code of Practice. It includes information about opthalmics; the identification and assessment of aspects of vision, and the role of different agencies likely to be involved; a comprehensive range of practical strategies; and advice on the use of low vision aids, appropriate decor and physical layouts, lighting conditions and equipment, and relevant IT. Drawing on recent research, this book argues that it is the quality of the child's social interactions which promotes play, language and learning. This is a highly accessible text addressed to parents, teachers and those who support schools professionally.

There is much evidence to show that digital technologies greatly impact children's lives through the use of computers, laptops and mobile devices. Children's uses of digital technologies are, therefore, currently of huge concern to academics, teachers and parents. Disabled Children and Digital Technologies investigates disabled children's learning with digital technologies within the context of inclusive education. Sue Cranmer explores the potential benefits of using digital technologies to support disabled children's learning whilst recognising that these technologies also have the potential to act as a barrier to inclusion. Cranmer provides a critical overview of how digital technologies are being used in contemporary classrooms for learning. The book includes detailed analysis of a recent study carried out with disabled children with visual impairments aged between 13 - 17 years old in mainstream secondary schools. The chapters consider the use of digital technologies in relation to access, engagement, attitudes, and skills, including safety and risk. These perspectives are complemented by interviews with teachers to explore how digital technologies can support disabled children's learning and inclusion in mainstream settings more effectively.

This book is a practical guide to implementing the Intensive Interaction Approach in a school setting and provides essential technical support to teachers and practitioners from nursery to Post-16 who want to embed it into their classroom practice. Geared mainly towards supporting children with communication and social-communication difficulties arising from autism or learning difficulties, the principles apply equally to students of all levels of cognitive ability who struggle with social situations and emotional or sensory regulation. The Intensive Interaction Classroom Guide brings together contributions from experienced teachers, teaching assistants, and headteachers, who reflect on their practice and share practical tips to facilitate social-communication development within a nurturing classroom environment. Offering practical advice on curriculum and pedagogy and drawing on case studies, authors address key themes on a practical level, while grounding their discussions theoretically and methodologically. Filled with practical advice and techniques, this book will be essential to anyone working in classroom settings with students who experience social-communication difficulties or need a nurturing approach to emotional well-being.