This second edition of this award-winning book provides instructional resources and strategies for both teachers and parents of elementary students with autism. Appropriate social and communicative behavior is a fundamental concern for parents, caregivers, and teachers of school children.Children should be able to move in a safe and socially successful manner through their school years despite changing family culture, their activity level or degree of insight into the consequences of their behavior. One would also hope that they develop a positive character and good values about human rights and social responsibility along the way. The most important long-term goal, however, is that they grow into content, kind, and successful fellow human beings. This book illustrates more than 120 goals for developing positive personality features, adequate social behavior and communicative competence. Ideas for long- and short-term goals have been selected from existing school programs, general education of values, as well as from parents and teachers.

Theory of mind is a key consideration in autism spectrum conditions and is frequently associated with social, emotional, behavioural and mental health difficulties. The latest practical workbook in the TALKABOUT series, this book is designed to support those for whom theory of mind does not come naturally. It teaches strategies that can be used to identify others' thoughts and feelings based on their behaviour, as well as to adapt behaviour in order to competently manage social situations and have positive interactions. With fully illustrated activities covering topics such as thoughts, feelings and actions, knowledge and beliefs, and respect, the programme outlined in this book can be used with children and young people to develop and confidently implement an awareness of theory of mind. Key features include: Assessments, targets, lesson plans and over ninety activities to support theory of mind Structured activities which progress from simple concepts to more complex skills Opportunities for skills to be practised and recapped Fully photocopiable and downloadable resources Packed full of flexible activities to suit different levels and ages, this is a vital resource for educators and therapists looking to support children and young people with poor theory of mind as they develop the skills necessary to create positive interactions.

Is Attention Deficit Hyperactivity Disorder a made-up' term? Is it simply an excuse for bad behaviour? How do children with ADHD really experience school? This practical teacher's guide dispels all the myths and gets down to the facts about ADHD. It explores the nitty-gritty of what you need to know in order to help the children in your class to cope with this complex condition. This fully revised second edition gives an overview of the disorder based on the broad internationally recognised approach to ADHD, which takes account of its biological as well as environmental elements. It includes: * real-life classroom scenarios and case studies of specific children; * practical management strategies for both teachers and parents; * an exploration of prevailing attitudes to ADHD; * advice on initial diagnosis and ongoing assessment. Packed full of no-nonsense advice and tips, this book will help you adopt the educational strategies and behaviour management approaches that are best suited to each individual child. It also explores the use of alternative treatments, such as psychological and psychiatric strategies, medication, counselling, coaching and changes to diet. Children who have ADHD can often experience school failure, expulsion and emotional, behavioural and social problems. By demystifying the disorder and its coexisting conditions, this book will help you to understand and manage ADHD, enabling you to offer the children you teach a more positive future.

The books in this set centre around the mindfulness practice of being with emotions and experiences - allowing them to be - as opposed to teaching strategies to manage or fix them. Beginning 2020, all pupils in primary school will be taught about the importance of mental wellbeing. This resource provides the perfect starting place for these conversations. No training or understanding of psychology is needed to use the books. They are uncomplicated, relying on the simplicity of listening and open-ended creativity.

Multiperspectivity on School Bullying is unique in providing a comprehensive account of school bullying from the perspectives of schools, teachers, parents, students and institutional authorities. It identifies diverse viewpoints and discusses their implications for addressing bullying and thereby improving the mental health and well-being of children. Drawing on findings from studies conducted in a wide range of countries, including those undertaken by the author in his own country, Australia, this book examines experiences of bullying and debates around how bullying can be best understood, managed and discouraged. It outlines what is needed before an agreed understanding of the problem can be reached and more effective anti-bullying programs devised and implemented. The book examines both historical and cultural factors relating to bullying and violence; major theoretical and research perspectives on bullying; views of different social groups affected by bullying; and how different institutional authorities view school bullying. It highlights the need for a multiperspectivity approach to bullying, taking into account and evaluating a variety of viewpoints that are currently held. This book will be of great interest to academics, researchers and students in the fields of bullying, wellbeing and mental health in schools. It will also be valuable reading for educational leaders around the globe.

Teenagers and older children on the autism spectrum are, like everyone else, surrounded by complex social codes and rules that govern everyday interaction, but have much more difficulty in interpreting them. Reading cues such as sarcasm, idioms and body language often presents an impossible challenge, but this book of realistic and thought-provoking stories provides much needed help. Written with both parent and teen in mind, every story outlines a real-life situation that young people on the autism spectrum are likely to encounter. Each story is followed by questions such as 'what else might he have done?', 'how do you think she felt?' and 'why do you think they were upset?' along with practical tips for parents on how to initiate constructive discussions. As teens consider these questions with adults, they will begin to be able to put themselves into someone else's shoes and think about how their actions and behaviour may affect those around them. This process will equip them to transfer this invaluable understanding and confidence to other everyday life situations. Packed with 60 stories exploring real-life situations, this book will be an essential tool for parents, caregivers, teachers, and anyone else wishing to enable young people on the autism spectrum to acquire great social skills.

Trauma can have a significant impact on the stability of a child's development and can put additional pressures on the education staff working with them. Showing you how you can best support children who have experienced adverse childhood experiences, this guide is full of practical guidance on how you can adapt your teaching with this group. Covering a range of issues a child may have, such as foetal alcohol spectrum disorder, pathological demand avoidance, attachment difficulties and many more, this book provides the trauma-informed tools you need to care for these children and to give the best possible opportunities from their education. It also addresses the difference children may experience in learning, how they behave, how teachers can ensure home--school cooperation, and how teachers can act in a trauma-informed manner.

The PEERS (R) Curriculum for School-Based Professionals brings UCLA's highly acclaimed and widely popular PEERS program into the school setting. This sixteen-week program, clinically proven to significantly improve social skills and social interactions among teens with autism spectrum disorder, is now customized for the needs of psychologists, counselors, speech pathologists, administrators, and teachers. The manual is broken down into clearly divided lesson plans, each of which have concrete rules and steps, corresponding homework assignments, plans for review, and unique, fun activities to ensure that teens are comfortable incorporating what they've learned. The curriculum also includes parent handouts, tips for preparing for each lesson, strategies for overcoming potential pitfalls, and the research underlying this transformative program.

School Success for At-Risk Students: A Culturally Responsive Tiered Approach introduces a model that incorporates cultural responsiveness into the familiar three-tiered model of behavioural and academic support. The model is designed to modify learning environments to support all students, identify students at risk, and provide a continuum of supports for those who need it. The characteristics, outcomes, and support needs of at-risk students are explored in detail. These students include those with disabilities, those who are English language learners, refugees, indigenous, LGBT+, students from low SES backgrounds, and those who are involved with the juvenile justice or out-of-home care systems. The concepts of cultural responsiveness and competence are defined and discussed, then incorporated into a framework that includes the Response to Intervention and Positive Behavioural Interventions and Supports frameworks. This revised framework is investigated in regards to theory, research, and practice. The importance of cultural competence for at-risk students and ways to improve this in schools are suggested. This book is a necessary companion for educators and researchers who have an interest in exploring the nature and context of educating at-risk students from the perspective of a culturally responsive multi-tiered system of support. It will also be of interest to a wide range of individuals working in education with at-risk youth, including preservice and veteran teachers, leadership teams, school psychologists, and school counsellors, as well as teacher educators.

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.

'The organization and layout make it the perfect 'go-to' guide for virtually any problem. This book will revolutionize my management methods' - Amy M. Turkowski, Student Teacher, Clement Avenue School, Racine, WI 'It covers more practical information than I've seen compiled anywhere else' - Deborah Gordon, Math Teacher, K-6, Madison School District, Phoenix, AZ 'A great reference no matter how long you have taught' - Katina Keener, Second Grade Teacher, Gloucester County Schools, VA This revised edition of the authors' best-selling Common-Sense Classroom Management for teachers in K-6 classrooms will be an indispensable resource for new and veteran teachers, as well as their mentors, trainers, and supervisors. Covering more than 70 best practices for managing the typical school day, the authors use a straightforward format that features five steps or fewer for each strategy, with icons highlighting strategies that have been customized for the youngest learners and for special learners in the inclusive classroom. With cartoons, resources, and illustrations, this guide will ensure that every school day includes humor and common sense.

The books in this set centre around the mindfulness practice of being with emotions and experiences - allowing them to be - as opposed to teaching strategies to manage or fix them. Beginning 2020, all pupils in primary school will be taught about the importance of mental wellbeing. This resource provides the perfect starting place for these conversations. No training or understanding of psychology is needed to use the books. They are uncomplicated, relying on the simplicity of listening and open-ended creativity.

This book covers a wide range of emotional literacy topics relevant to todays young people and can be used in any setting by learning mentors and other professionals. Each topic includes group and individual session activities, solutions to problems, take home tasks and tips for the professional. It can be used when designing and implementing individual behavior plans and helping young people overcome the challenges in life. It is unique in that a professional in any setting can readily adapt the ideas to their requirements. The topics covered are: profiling, changing, behavioral change, self-esteem, bereavement, family change, study skills, stress busting, motivation, self learning, drug awareness, bullying, school refusal and frustration. The book contains ideas and suggestions which can be readily adapted by the professional to best suit their setting. It is one of the few resources which cover all aspects of emotional intelligence for all ability groups.

Autism and depression are very commonly diagnosed together in young adults. This book is for them. Katie Saint and Carlos Torres, authors of Awkward: The Social Dos and Don'ts, have created another user-friendly resource by combining the issues and needs of young adults with both Autism and Depression into one workbook. Autism and Depression uses Acceptance and Commitment Therapy (ACT) to target emotional regulation skills, perspective-taking, acceptance, independent goal setting, and skill-building related to symptoms associated with depression. This book can be used individually or with a trusted therapist or friend.

From an early age, deaf children excel in thinking about and remembering what they learn through visual spatial instruction. This strength in information processing can be used in the mathematics classroom to achieve better learning outcomes.

This book discusses ways to teach deaf children about the four arithmetic operations through spatial representation in problem solving. Examples for the teaching of fractions and graphs are also included. These visual representations are useful to support the children's understanding of mathematical concepts and to promote peer collaboration.

The teaching programme was tested with deaf children in six schools with excellent results: the children in the project made significantly more progress in one school year than expected for either deaf and hearing children over the same time.

This work was made possible through the generous support of The Nuffield Foundation.

Exceptional People: Lessons Learned from Special Education Survivors is a unique work that describes disabled (exceptional) students' and their parents' perspectives as they journeyed through the education system. For educators, it provides a window to the souls of the children whose lives they affect on a daily basis and offers proven strategies that can be implemented immediately. For students, it describes how they can successfully overcome the embarrassment of their special education label, the humiliation of being bullied by classmates, and the discomfort felt when called "stupid" or "lazy" by their teachers. For parents, it captures their pain when they first learned their child had a disability and the fight they faced as they attempted to advocate for their child (usually not knowing their legal rights, the correct questions to ask, or the organizations available to support them). An easy read with a powerful message, Exceptional People conveys significant insights through its personal stories and professional tips.

The structure of secondary education demands that young people are well-organised, self-sufficient, increasingly autonomous learners, who can cope with a wide range of teachers and a diverse timetable based around multiple locations and buildings. However, a substantial number of young people have motor co-ordination and perceptual difficulties which affect their participation in class activities. This condition was previously termed 'dyspraxia' but is now more universally referred to as 'developmental coordination disorder' or DCD. This book will provide readers with an insight into how DCD can affect students at Key Stages 3 and 4, and provide some practical strategies to help each young person to reach their potential. It is also intended to help parents/carers of young people with DCD to understand the potential help available to their child as they transition into secondary education. MORE ABOUT THE BOOK: For pupils with DCD, poor handwriting, erratic organisation, and difficulties with reading, mathematics and physical education may have been noted at primary school with their associated detrimental effect on academic success, peer relationships, social skills and self-confidence. However, these issues are felt more keenly in secondary school due to the desire to 'fit-in' and be accepted by a potentially large and often unforgiving peer group. This book is intended to inspire teachers and health care professionals to: understand the unique needs of young people with DCD; understand why young people with DCD have difficulties in perceptual and motor planning; appreciate the impact of DCD on learning; consider the added influence of peer-pressure and puberty on DCD; provide practical strategies to help; consider post-16 and vocational training. It is also intended to help parents/carers of young people with DCD to understand the potential help available to their child as they transition into secondary education.

Anti-racism studies have blossomed over the years with scholarship and political work reinforcing each other to cement anti-racist change. But how do we understand anti-racist research? How is anti-racist research methodology different from other methods of research investigation? What are the principles of anti-racism research? This edited collection attempts to provide some answers by bringing together works that examine the perils and desires of anti-racist research with a particular focus on the notion of 'difference' and a serious consideration of the race, gender, class, and sexuality intersections/implications of educational research.

Often thought of as a predominantly 'male' disorder, autism has long gone unidentified, unnoticed and unsupported in girls - sometimes with devastating consequences for their social and mental well-being. As current research reveals a much more balanced male-to-female ratio in autism, this book provides crucial insight into autistic girls' experiences, helping professionals to recognize, understand, support and teach them effectively. Drawing on the latest research findings, chapters consider why girls have historically been overlooked by traditional diagnostic approaches, identifying behaviours that may be particular to girls, and exploring the 'camouflaging' that can make the diagnosis of autistic girls more difficult. Chapters emphasize both the challenges and advantages of autism and take a multidisciplinary approach to encompass contributions from autistic girls and women, their family members, teachers, psychologists and other professionals. The result is an invaluable source of first-hand insights, knowledge and strategies, which will enable those living or working with girls on the autism spectrum to provide more informed and effective support. Giving voice to the experiences, concerns, needs and hopes of girls on the autism spectrum, this much-needed text will provide parents, teachers and other professionals with essential information to help them support and teach autistic girls more effectively.

Mental health and wellbeing is a hugely important agenda in education, both nationally and internationally. Promoting Positive Mental Health in the Primary School unpacks scientific and psychological research and evidence to explain positive mental health through the lens of a primary classroom in the language of teaching professionals. Chapter by chapter, the book focuses on specific elements fundamental to positive mental health promotion in the classroom, including developing positive relationships, emotional literacy, empowering children as learners as well as the importance of teacher wellbeing, and illustrates how these can be achieved. It offers: An examination into the connection between positive mental health and good teaching Guidance underpinned by evidence for teachers and school leaders who wish to embed a consistent approach to positive mental health promotion Practical suggestions for whole school professional learning Written from first-hand experience in both teaching and research, this accessible text makes positive mental health promotion meaningful to teachers, helping them build understanding and move from theory into practice. It is an essential resource for all practising teachers, trainee teachers, school support staff and school leaders.

Clearly illustrated, this is the ultimate practical handbook for all professionals working with children with eating and drinking difficulties, and an essential guide for all students studying this area of therapy. Covering the complex issues involved in the field of eating and drinking difficulties in children, this text: examines the theoretical background while maintaining a clear focus on its practical application provides essential information on all the relevant issues contains an invaluable range of photocopiable material for each chapter, which can be given to families and professional colleagues provides a range of appendices with details of useful resources including a reference list and suppliers of equipment.

This book gives the reader a unique insight and approach to the complex condition of dyspraxia. Drawing on considerable experience of the syndrome, as well as current research findings, the authors help teachers and other education professionals to genuinely understand the needs of a dyspraxic child. Through the implementation of practical strategies, they show how teachers can make all the difference to a child's ability to succeed in the classroom, and demonstrate through case studies how parents, teachers and therapists can work together to facilitate learning. Whilst providing a comprehensive overview of dyspraxia, this lively, informative text also examines specific cases and scenarios, considering the perspective of teachers and parents and those surrounding the child. It handles a range of crucial topics such as: issues surrounding diagnosis; the developmental differences and characteristics of dyspraxia; conventional and alternative intervention strategies; an exploration of the pressure of families; ways of improving home/school liaison; Teachers, SENCos and other educational professionals will find this book provides a wealth of essential information and guidance whilst p

This ground-breaking book gives an accessible overview and synthesis of current knowledge of relevance to the development of excellence in autism education. By situating understandings of autism within a 'bio-psycho-social-insider' framework, the book offers fresh insights and new ways of thinking that bring together global pedagogic practice, research, policy, and the insider perspective. Guldberg critiques current notions of Evidence-Based Practice and suggests ways of bridging the research-practice gap. She explores the interrelationship between inclusive principles, distinctive group learning needs and the individual needs of the child or young person. Eight principles of good autism practice provide a helpful framework for how education settings and practitioners can adapt classroom environments and teaching so that autistic children and young people can thrive. Written for anyone who wants to make a difference to the lives of autistic pupils, Developing Excellence in Autism Practice provides practitioners and students on education courses with tools for best practices, and shows how to draw on these to implement true positive change in the classroom.

This essential resource is designed to help busy early years practitioners to support the mental health of young children through outdoor play. Promoting social and emotional wellbeing in childhood has never been more important, and outdoor play is a crucial tool to build resilience, develop healthy relationships, and boost self-esteem. Using relatable case studies that demonstrate achievable change, the book is full of practical advice and strategies for exploring nature in both natural and man-made landscapes, and includes guidance on how to co-create inviting play spheres with children. Each chapter provides: Adaptable and cost-effective activities designed to help children feel more confident and connected to the world around them. Case studies and reflective opportunities to prompt practitioners to consider and develop their own practice. An accessible and engaging format with links to theorists, risk assessment, and individual schemas. Outdoor play allows young children to explore who they are and what they can do. It supports them as they learn to think critically, take risks, and form a true sense of belonging with their peers and with the wider community. This is an indispensable resource for practising and trainee early years practitioners, Reception teachers, and childminders as they facilitate outdoor play in their early years setting.