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 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

* Outlines strategies for educators to support positive educational and social outcomes for refugee and asylum-seeker students *Illustrates the link between theory and practice in supporting the emotional and cognitive needs of multilingual, multicultural students whose common experiences are displacement, trauma and loss. *Provides insights from educators who are doing this work successfully in five different countries.

This book draws on an extensive international literature and policy context, from a wide range of fields of enquiry, to challenge the orthodoxies and systemic issues that serve to marginalise children and young people and lead the way for schools to become more equitable, inclusive and compassionate in their practice. With a particular focus on children with social, emotional and behavioural/mental health needs, it critiques policy and practice as they pertain to behaviour management and school discipline in the UK and the USA, and offers alternative perspectives based on collaborative and relational approaches to promoting positive behaviour and building community. Each chapter features reflection points to provoke discussion as well as offering additional suggested reading, culminating in a discussion of the role of school leaders in leading for social justice. Ultimately, this book will be of benefit to scholars, researchers and students working in the fields of behaviour management, inclusion and special needs education, and education, policy and politics more broadly. It will also offer substantial appeal to education professionals, school leaders and those with a locus on the mental health and wellbeing of children and young people.

This empowering workbook and guide will help children and young people to develop a positive understanding of their autistic identity, whilst providing key adults with the tools needed to support their journey and initiate important conversations. The workbook is highly structured and visual, broken down into key sections such as Interests and Focus, Masking, Emotions and My Autistic Identity Statement to create a personal passport and to develop a deeper understanding of what autism means to the young person as an individual. The accompanying guide provides background information, covering topics such as the social and medical models of disability and Monotropism, as well as a clear approach to help the adult to initiate key conversations, with examples of 'possible prompts' as well as concrete, supportive strategies. Content has been shaped by autistic advisors and contributors, with first-hand experiences woven throughout both books. Having a positive understanding of your autistic identity is an indicator of higher self-esteem and wellbeing as an adult. This set supports the development of this and will be valuable for autistic children and young people aged 10+ and the adults working with them.

Autism Spectrum Disorder (ASD) can cause significant social, communication and behavioural challenges. Introducing Therapeutic Robotics for Autism is the first book to explore the use of Robot Assisted Therapies (RAT) for children with ASD. Raheel Nawaz and Sara Ali present a holistic picture, exploring state-of-the-art robot assisted therapies available for supporting children with ASD, the impact of various robot assisted therapies on different communication skills, and challenges with robotic therapies. The book concludes with policy recommendations for parents, psychologists, therapists, and roboticists working in the domain. Written accessibly from the user's perspective, Introducing Therapeutic Robotics for Autism is a must read for researchers from related disciplinary backgrounds including robotics, educational psychology, cognitive sciences, and ASD.

This guidebook is designed to be used alongside the storybook The Man-Eating Sofa (for 8-12 year-olds). Written in an engaging and accessible style, chapters explore the educational, social and psychological impact of autism and social communication and interaction difficulties (SCID). Strategies are provided to help parents and practitioners recognise and support these issues in the school environment. A chapter-by-chapter exploration of The Man-Eating Sofa provides an opportunity to generate discussion and facilitate understanding of autism and SCID amongst young people and adults who might not have considered the impact of social communication difficulties upon day-to-day life. Key features include: an accessible introduction to autism and SCID discussion points for use with The Man-Eating Sofa, to accompany young people's reading of the story strategies are provided to support the education, mental health and wellbeing of young people who find social communication, interaction, sensory processing and emotional regulation challenging in mainstream educational settings. This is an essential resource to help parents, teachers and professionals understand and support pupils who are autistic as well as those who find social communication a challenge in the mainstream classroom.

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.

Provides a focused, organised discussion about the role that research plays in pedagogical practices when teaching children and young people with disabilities in physical education classes. Explores the research-base of pedagogical practices that are advocated by academics and utilised by practitioners when teaching children and young people with six specific disabilities. Scrutinises practices that are commonly used by practitioners and advocated by academics by discussing the research- and practice-base that supports them.

This accessible guide offers a concise introduction to the science behind worry in children, summarising research from across psychology to explore the role of worry in a range of circumstances, from everyday worries to those that can seriously impact children's lives. Wilson draws on theories from clinical, developmental and cognitive psychology to explain how children's worry is influenced by both developmental and systemic factors, examining the processes involved in pathological worry in a range of childhood anxiety disorders. Covering topics including different definitions of worry, the influence of children's development on worry, Generalised Anxiety Disorder (GAD) in children, and the role parents play in children's worry, this book offers a new model of worry in children with important implications for prevention and intervention strategies. Understanding Children's Worry is valuable reading for students in clinical, educational and developmental psychology, and professionals in child mental health.

Our book examines the role of three factors, God, Money, and Politics, in the epistemological theory of blindness, (the theory of the construction of knowledge on blindness and touch by social and cultural change). This book also illustrates this development has, in the main, been motivated by an attempt to assert or gain power and why the study of blindness in conventional academic subjects such as psychology, history and sociology is so important. We do this by presenting the main theories of disability and blindness that have informed the writing of this book, and a frame of reference for the historical story. Which places the book in the broad context of theories of disability and blindness, within an academic and symbolic context of physical impairment and the social mythologies that accompany such understanding.

This book is the first to offer a comprehensive overview of Naturalistic Developmental Behavioral Interventions (NDBI), which are evidence-based interventions that integrate both behavioral and developmental approaches in the treatment of children with Autism Spectrum Disorder.

Reviewing the history, causes and methods of identifying and evaluating ADD students, Dr Parker provides information about ADD for teachers, guidance counsellors, school psychologists and educational administrators interested in practical ways to help students with ADD in schools.

'[Park Lane Stables] is such a force for good' - Rob Brydon '[An] uplifting story' - Horse and Rider This is the story of Park Lane Stables. It is about hope, about horses and about lots and lots of heroes. Natalie O'Rourke was an ordinary little girl from Birmingham in all respects save one: she was lonely. When she discovered how much she loved horses, she decided she wanted to grow up and run a riding stables. She wanted her stables to cater for children and adults with disabilities, additional needs and anyone who needed a friend - people who you might not expect to find riding, but who she knew could find happiness through horses, because she had. Full of guts and optimism, Natalie fought tooth and nail to achieve that dream in the face of some hefty tragedy, heartbreak and hardship. Even the Covid-19 crisis couldn't slow her or her league of fearless Park Lane colleagues down - despite barely surviving financially in lockdown, the stables' 'Pavement Ponies' paid visits to the community on a mission to cheer their neighbours up, and tirelessly supported the NHS. But when the news came that the landlord was selling the stables, and that the Park Lane horses and their humans would be evicted unless they found a whopping GBP1,000,000 to buy the plot, it seemed a mountain too high even for this plucky team to climb. Could they win the support of the nation and with it their fight to save the stables?

Drawing upon research and practice in a number of countries, the contributors to this volume describe advances in meeting the needs of children and young people with emotional and behavioural difficulties. Following the Salamanca agreement and other international treaties, sovereign states are pursuing, at different rates, a more inclusive educational agenda. There is concern for those pupils who are excluded and in danger of becoming increasingly marginalized in their societies as their engagement in education decreases. Foremost amongst these pupils are those with emotional and behavioural difficulties. The issues surrounding their inclusion in education, particularly mainstream education, are explored, along with the factors that contribute to successful interventions. Contributors from Spain, Norway, Australia, Canada, Finland and the United Kingdom describe ways of meeting their emotional and behavioural needs within education. The authors raise factors, which could contribute towards greater inclusive practice.

Disability Studies is an area of study which examines social, political, cultural, and economic factors that define 'disability' and establish personal and collective responses to difference. This insightful new text will introduce readers to the discipline of Disability Studies and enable them to engage in the lively debates within the field. By offering an accessible yet rigorous approach to Disability Studies, the authors provide a critical analysis of key current issues and consider ways in which the subject can be studied through national and international perspectives, policies, culture and history. Key debates include: The relationship between activism and the academy Ways to study cultural and media representations of disability The importance of disability history and how societies can change National and international perspectives on children, childhood and education Political perspectives on disability and identity The place of the body in disability theory This text offers real-world examples of topics that are important to debates and offers a much needed truly international scope on the questions at hand. It is an essential read for any individual studying, practising or with an interest in Disability Studies.

Having a positive understanding of yourself is empowering and boosts wellbeing. The young people's workbook is written with the young people at the forefront, so it is autism-friendly and has a positive focus on difference. When a young person receives an autism diagnosis, many parents and professionals do not know how to talk to them about this, and this book pairing gives them the tools and confidence to do that. There isn't currently a book on the market that enables a lead adult to feel skilled enough to have these conversations with a young person. Rebecca Duffus has years of experience using this format with young people, with positive outcomes, as well as 14 years of experience of working with young people, families and education settings.

The "missing piece" in successfully developing and using sensory modulation plans with elementary students this is an illustrated children's book about an exuberant little boy who had difficulty paying attention in class and doing his school work until he was equipped with the tools to accommodate his sensory needs. Written from Arnie's point of view, the book uses simple language to describe some of the sensory tools and strategies he uses at school and home to help him achieve a more optimal level of alertness and performance. Arnie and His School Tools creates an environment that is accepting of students with sensory modulation difficulties, including many on the autism spectrum. Occupational therapists, teachers and parents will find this book an engaging way to introduce elementary students to basic sensory tools used to help children focus in classroom settings, such as fidgets, chewy pencil toppers, and weighted vests.Additional resources are provided at the end of the book, including definitions of sensory processing and sensory modulation disorder, suggested discussion questions, and lists of related books and websites.

In Helping Parents of Diagnosed, Distressed, and Different Children, Eric Maisel provides clinicians with the tools they need to address the issues facing the parents of diagnosed children. In these pages, mental health professionals will find tips for using the right language to guide families through situations such as sibling bullying and parental divorce, as well as guidelines for thinking critically about children's mental health. Filled with hands-on resources including checklists and questionnaires, this valuable guide offers clinicians a set of strategies to help parents deal effectively with their child's distress, regardless of the source.

This beautifully illustrated and sensitively written storybook and accompanying professional guide have been created to help young children understand about domestic abuse and coercive control. Floss is a happy little puppy who loves going to Doggy Daycare and playing with her best friend, Houdini. The story explores how things change when her Mum's new friend, Boss, comes into their lives. Floss's story supports children who have experienced domestic abuse and trauma as they make sense of their feelings, teaching them to seek help and stay safe. The supporting guidebook helps adults to work through the story effectively, putting the professional in a position to have important conversations with children about what to do if something at home does not feel right. This set: Can be used to address the topic of domestic abuse and coercive control with individuals, small groups and whole classes, enabling dialogue around a sensitive issue Offers activities for supporting children, safety planning strategies and guidance for taking on a key adult role Can be used to support the PSHE curriculum, particularly around the topic of healthy relationships This set is a vital tool for teachers, social care staff, therapists and other professionals working to teach young children about domestic abuse and coercive control. It provides an important vehicle for talking to children about staying safe and their emotional wellbeing.