The relationship of language to cognition, especially in development, is an issue that has occupied philosophers, psychologists, and linguists for centuries. In recent years, the scientific study of sign languages and deaf individuals has greatly enhanced our understanding of deafness, language, and cognition. This Counterpoints volume considers the extent to which the use of sign language might affect the course and character of cognitive development, and presents a variety of viewpoints in this debate.
This volume brings the language-thought discussion into a clearer focus, both theoretically and practically, by placing it in the context of children growing up deaf and the influences of having sign language as their primary form of communication. The discussion is also sharpened by having internationally recognized contributors, such as Patricia Siple, Diane Lillo-Martin, and Ruth Campbell, with specialties in varied areas, all converging on a common interest in which each has conducted empirical research. These contributors clarify and challenge the theoretical assumptions that have driven arguments in the language-thought debate for centuries. An introduction by the editors provides a historical overview of the issues as well as a review of empirical findings that have been offered in response to questions about language-thought relations in deaf children. The final chapters are structured in the form of "live" debate, in which each contributor is given the opportunity to respond to the other perspectives presented in this volume.

This fully updated third edition contains practical and useful advice that will be invaluable for students with dyslexia, their parents and all of those involved in teaching and supporting them in their studies. Including the latest research into dyslexia, changes in legislation and information technology and the real-life experiences of six former Bangor students this book will:

- guide students through the process of applying for university, suggesting strategies for general organisation and for particular aspects of study

- outline how to get the best personally and academically from higher education

- give practical advice on setting up and using support facilities (both human and technological)

- be an accessible text for mainstream lecturers and tutors who need to be aware of the implications of the Disability Discrimination Act.

New chapters include 'Dyslexia plus', giving information on dyspraxia, attention disorders, Asperger's syndrome, and the more controversial 'dyscalculia'. 'Out of College and into Work' gives advice for students on the challenges they face after graduation.

This fully updated third edition contains practical and useful advice that will be invaluable for students with dyslexia, their parents and all of those involved in teaching and supporting them in their studies. Including the latest research into dyslexia, changes in legislation and information technology and the real-life experiences of six former Bangor students this book will: * guide students through the process of applying for university, suggesting strategies for general organisation and for particular aspects of study * outline how to get the best personally and academically from higher education * give practical advice on setting up and using support facilities (both human and technological) * be an accessible text for mainstream lecturers and tutors who need to be aware of the implications of the Disability Discrimination Act. New chapters include 'Dyslexia plus', giving information on dyspraxia, attention disorders, Asperger's syndrome, and the more controversial 'dyscalculia'. 'Out of College and into Work' gives advice for students on the challenges they face after graduation.

This beautifully illustrated and sensitive therapeutic fairy tale has been created for children experiencing feelings of loneliness and social isolation. With engaging and gentle illustrations to help prompt conversation, it tells the story of a young girl encouraged to feel more confident in herself by an animal guide, using nature as a support. Therapeutic Fairy Tales is a series of short modern tales dedicated to exploring challenging feelings and life situations that might be faced by young children. Each short story is designed to be used by parents, carers, teachers, and therapists as they support children's mental and emotional health. This book is also available to buy as part of the Therapeutic Fairy Tales, Volume 2 set, which includes The Waves and Into The Forest. Other books in the series include: Storybook Manual: An Introduction To Working With Storybooks Therapeutically And Creatively The Waves: For Children Living With OCD Into The Forest: For Children With Feelings Of Anxiety The Night Crossing: A Lullaby For Children On Life's Last Journey The Storm: For Children Growing Through Parent's Separation The Island: For Children With A Parent Living With Depression The Sky Fox - part of the Therapeutic Fairy Tales series - is born out of a creative collaboration between Pia Jones and Sarah Pimenta. .

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.

Previously considered a rare condition among children and adolescents, recent research on obsessive-compulsive disorder (OCD) has indicated an increased prevalence among this age group, insofar as it is now considered one of the most common of all psychiatric illnesses affecting youth. "Handbook of Child and Adolescent Obsessive-Compulsive Disorder "is the definitive book on OCD in children and adolescents. It provides a comprehensive review of the existing literature on pediatric OCD, and is a welcome contribution to the extant literature, which otherwise lacks a text detailing the state of knowledge in this area. Emphasizing developments made in recent years, this new volume serves to disseminate information regarding effective treatments, etiology, and accurate assessment, and guides practitioners to formulate new questions that will further elucidate this condition.
 
Distinct in its thorough coverage of various issues in pediatric OCD, "Handbook of Child and Adolescent Obsessive-Compulsive Disorder "features:
*detailed biological and genetic chapters, including chapters on PANDAS, psychopharmacology, and neurobiology;
*discussions of assessment and pharmacological and psychological treatment;
*research relevant to the settings of the family, school, and primary care; and
*dialogue on OCD spectrum disorders and co-morbidities.
 
This significant work is intended for clinical psychologists and psychiatrists, school psychologists, graduate students, and all other mental health professionals. Primary care physicians will also consider this text useful, as will school counselors.

The study of new literacies is quickly emerging as a major research field. This book « samples work in the broad area of new literacies research along two dimensions. First, it samples some typical examples of new literacies - video gaming, fan fiction writing, weblogging, role play gaming, using websites to participate in affinity practices, memes, and other social activities involving mobile technologies. Second, the studies collectively sample from a wide range of approaches potentially available for researching and studying new literacies from a sociocultural perspective. Readers will come away with a rich sense of what new literacies are, and a generous appreciation of how they are being researched.

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.

From bestselling author and teacher Mary Maccracken comes the engaging and inspiring story of five troubled children who she fought to bring back from the brink Joey is the class clown, but alone proves to be an intensely dark seven-year old who still can't read. Eric is a kindergartener, left withdrawn and speechless by the horrors he's witnessed at home. Alice appears the model fifth year child, but secretly scores zero on every maths test. Charlie, an eight-year old, struggles to understand his place in the world, leaving him confused and alone. Ben comes from a comfortable life at home, but has been called stupid so many times he now believes it. These are some of the learning-disabled children who were in deep trouble until Mary MacCracken, an extraordinary therapist and teacher, works her magic with them and transforms their lives. Her heart-warming book is a testament to her talent, compassion and love.

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.

The Early Years Intervention Toolkit provides a range of ready-made activities to enable early years practitioners and health visitors to address observed difficulties in a child's development prior to starting school. It includes a checklist of observed behaviours which links to a range of effective and engaging activities to support children's development across the three prime foundational areas of learning: Communication and Language; Physical Development; and Personal, Social and Emotional Development. Activities focus on a variety of crucial skills such as speaking and listening, moving and handling, and forming relationships, making use of materials that are readily available in every early years setting. This toolkit offers: A time-saving approach to interventions, with additional guidance on planning, providing, and recording appropriate interventions Advice and activities to share with parents for them to try at home A framework to enable early years practitioners to identify specific difficulties in key areas of development Downloadable resources to support activities and interventions The Early Years Intervention Toolkit is an inclusive programme and all children in the early years will benefit from taking part in the activities. It will be an essential resource for early years practitioners to effectively identify and support learning needs in child development and will boost the confidence of young children as they prepare for Key Stage One.

There is little doubt that ADHD is a 21st century, global phenomenon, nor that it is having a significant affect on the lives of children, parents and teachers worldwide.
Reasons for the growth in diagnoses of the condition are debatable and contentious. This edited collection unpicks the myths surrounding ADHD, and leaves no stone unturned in its search for answers. Whether ADHD has evolved because of the dominance of US psychiatric models, the need for new markets for major pharmaceutical companies, or because of the increasing use of the internet amongst parents and professionals, contributors to this book take a critical, highly international perspective on the topic and raise a number of concerns that are often not covered by material currently in the public domain.
In a world where moves to educational inclusion are paradoxically paralleled by ever increasing use of medication for children's behavior, this book scrutinizes current accepted practice and offers alternative perspectives and strategies for teachers and other educational professionals. Anyone with a professional or personal interest in ADHD and other behavioral difficulties cannot afford to ignore this book.

Written by an experienced school and meditation teacher, this book is packed with tried and tested mindfulness exercises and relevant follow-up wellbeing, pastoral and academic activities for anyone working with young people. It includes discussions about education and wellbeing, anecdotes from real life experience and numerous testimonies from students and teachers, as well as easy to follow instructions and plenty of useful in-depth explanations. All activities in this book link to variety of school subjects, including science, maths, philosophy, music, art and sport. Divided into two parts, the book explores: What mindfulness and grounding are How mindfulness and grounding works at home, in daily life and in education How teachers can use mindfulness and grounding in the classroom and how parents can support mindfulness and grounding at home What effects can be expected from mindfulness meditation This book is an invaluable resource for secondary teachers, youth workers, therapists and parents and can be used in classrooms, pastoral offices, youth clubs or at home.

Providing a new and proven way forward for practitioners who want to help children, but who do not have recourse to a qualified therapist, this book covers: Tried and tested practical activities to use with children; Simple explanations of how and why dramatherapy works; Informative case studies that show activities being used in practice; A useful list of further reading, centres for training and qualifications. helping children come to terms with their experiences, emotions and difficulties through drama (role-play, metaphor, story-telling etc).

Diagnosing children and young people as "disorderly" "troublesome" or "emotionally disturbed" is becoming increasingly commonplace. Once "diagnosed" these children are then seen as a problem for schools and the education system. Furthermore, the diagnosis often leads to damaging predictions of mental disorders or even criminality and violence in adulthood.
Diagnosing Disorderly Children explores the effects of this growing tendency to diagnose children as disorderly, and questions whether what is being done is right for the child and for society.
Based on the author's extensive research with children diagnosed with behavioral difficulties, this book provides a thorough critique of today's practices, and examines:
- The traditional analysis of behavioral disorders and the making of "disorderly" children
- The influence of "expert knowledge" on behavioral disorders and its influence on schools, communities and a new generation of teachers
- The effect of discourses of mental disorder on children and young people
- The increasing "medicalization" of children by prescribing drugs such as Ritalin
Diagnosing Disorderly Children offers an innovative, accessible and timely analysis of a critical issue facing schools and society today. The book uses Foucaultian notions to pose critical questions of the practices that make children disorderly. Rich in case studies and interviews with children and young people, this will make fascinating reading for students, academics and researchers working in the fields of education, inclusion, educational psychology and youth studies.

Diagnosing children and young people as "disorderly" "troublesome" or "emotionally disturbed" is becoming increasingly commonplace. Once "diagnosed" these children are then seen as a problem for schools and the education system. Furthermore, the diagnosis often leads to damaging predictions of mental disorders or even criminality and violence in adulthood.
Diagnosing Disorderly Children explores the effects of this growing tendency to diagnose children as disorderly, and questions whether what is being done is right for the child and for society.
Based on the author's extensive research with children diagnosed with behavioral difficulties, this book provides a thorough critique of today's practices, and examines:
- The traditional analysis of behavioral disorders and the making of "disorderly" children
- The influence of "expert knowledge" on behavioral disorders and its influence on schools, communities and a new generation of teachers
- The effect of discourses of mental disorder on children and young people
- The increasing "medicalization" of children by prescribing drugs such as Ritalin
Diagnosing Disorderly Children offers an innovative, accessible and timely analysis of a critical issue facing schools and society today. The book uses Foucaultian notions to pose critical questions of the practices that make children disorderly. Rich in case studies and interviews with children and young people, this will make fascinating reading for students, academics and researchers working in the fields of education, inclusion, educational psychology and youth studies.

This informative book will equip pre-school and reception teachers with the kind of practical knowledge needed when teaching young children with dyslexia effectively. The author tackles the topic accessibly and realistically, addressing a variety of classroom issues such as:
- assessment and identification of dyslexia
- summarizing and commenting on current debates
- exploring the links between dyslexia, language and social and emotional development
- the most effective instructional methods and teaching styles conducive to supporting pupils with dyslexia in early years settings
Whilst this book has been written with the non-expert in mind, the author encourages the reader to think critically in terms of the changing nature of special educational needs and teaching and learning in the early years, as well as considering the implications of current research for every day classroom practice.
The author also makes recommendations fordeploying a range of new technologies and accessing web-based information and resources and information.
Full of activities, real-life case studies, tasks and suggestions, this book will be vital for any reception teacher or early years practitioner who is concerned about a child with dyslexia in their care.

Drawing on years of research among the Maya, David Carey documents the role of women in modern Mayan Communities. The text presents the fascinating oral histories of women as told in their native language, Kaqchikel, covering their views on education, labour, work in the home, female leadership, and globalization. Significant events in Mayan history are explored, focusing on their importance to women and how the inherent gender differences in Mayan society impact on their historical perspectives approaches to recording history. This intimate view of modern Mayan history reveals the extent to which women's diligence and creativity has provided them with increased autonomy in their society, bolstered their earnings, and helped them to assert their indispensable roles within communities. One of the first books to present the history of Mayan women in their own voices, this text will be of interest to students and scholars of anthropology, history and gender studies.

This book focuses on inter- and intracultural differences in academic writing and ways of understanding. The example of primary and lower secondary history textbooks has been chosen as a rich source of cultural viewpoints, and in particular the topic of 'The Romans' as part of a common European heritage. Textbooks (and their related curricula) are examined in terms of their writing styles, the kinds of skills demanded in pupil tasks and overall objectives. Researchers working in different European countries: Austria, England, France, Germany (2 different LC$nder), Ireland and Italy present case-studies of 'The Romans' from their own country. It is thus possible to track cultural differences closely, and the intercultural expertise of the team also adds an informing dimension here. The writing team came together for a conference in February 2002 at the University of Bath to present and discuss their research. The book can thus be said to build on an interactive understanding of inter- and intracultural difference.

This book explores the works of Michel Foucault, emphasizing his relevance for educational theory and practice. Gail McNicol Jardine investigates Foucault's early examinations of the transformation of systems of knowledge as societies change, his in-depth, critical analyses of Knowledge-Power, and his increasingly more explicit examination of the relationship of the Self to acts of Knowledge-Power. Specific themes that are explored from Foucault's work are archeology, genealogy, disciplinary knowledge and power, normality, the gaze, panopticism, the examination, critique and resistance. This primer contains ample references that allow the reader to examine Foucault's own use of these important analytic concepts and tools. This book will be useful in undergraduate and graduate courses in education, critical theory, educational theory, critical pedagogy, philosophy, psychology, and sociology.

This book addresses the specific mental health needs of girls and young women with autism spectrum disorder (ASD). Looking at the ways autism presents differently in girls than in boys, and the mental health conditions that occur most frequently in girls with ASD, this is the essential guide for clinicians and educators on tailoring interventions and support to meet girls' needs. Describing the current assessment process for autism diagnosis, the book explains why girls are under- or mis-diagnosed, leading to later mental health issues. It outlines the types of intervention that are particularly helpful for working with girls to reduce anxiety, improve social interaction skills, and manage self-harm. The book also covers how to manage eating disorders and feeding difficulties, focusing on working with girls with sensory processing difficulties. There is advice on how to deal with the emotional impact on parents, carers and families, and the challenges they face when negotiating appropriate psychological and educational support.

The Teacher and the Teenage Brain is essential reading for all teachers and students of education. This book offers a fascinating introduction to teenage brain development and shows how this knowledge has changed the way we understand young people. It provides a critical insight into strategies for improving relationships in the classroom and helping both adults and teenagers cope better with this stage of life. Dr John Coleman shows how teachers and students can contribute to healthy brain development. The book includes information about memory and learning, as well as guidance on motivation and the management of stress. Underpinned by his extensive work with schools, Dr Coleman offers advice on key topics including the importance of sleep, the social brain, moodiness, risk and risk-taking and the role of hormones. This book is extensively illustrated with examples from classrooms and interviews with teachers. It explicitly links research and practice to create a comprehensive, accessible guide to new knowledge about teenage brain development and its importance for education. Accompanied by a website providing resources for running workshops with teachers and parents, as well as an outline of a lesson plan for students, The Teacher and the Teenage Brain offers an innovative approach to the understanding of the teenage brain. This book represents an important contribution to teacher training and to the enhancement of learning in the classroom.

What can schools and teachers do to promote discipline in the classroom? How do discipline and learning interact? The Elton Committee was set up in 1989 to consider 'what action can be taken to secure the orderly atmosphere necessary in schools for effective teaching and learning to take place'. In this collection of papers, originally published in 1992, ten leading figures in the psychology of education reflect on some of the issues raised by the Elton Report and provide a series of psychological models for tackling problems of discipline, disorder and disruption in schools. Areas covered include whole-school approaches to discipline, the connection between learning difficulties and discipline problems, the effectiveness of positive behavioural methods of classroom management, the possible uses of techniques derived from family therapy in classroom discipline situations and the 'good relationship' between teacher and student as an agent of change. Though the perspectives of the contributors are very different, the emphasis throughout is on establishing a way forward for schools that will be valid and workable both in institutional terms and for the individual teacher in the classroom.

This practical guide is written to help assistants in supporting children who have behavior difficulties. The author provides a description of the role of the assistant in working with the class teacher to enable children to learn good behavior in schools, a clear description of the range of behavior difficulties, and information on strategies that work in managing behavior.
The book is relevant and useful for any assistant working directly with children, as all assistants in the course of their work need to develop a repertoire of effective strategies for managing behavior. It is particularly helpful for assistants who work routinely with children who present behavior problems as it guides understanding and provides a helpful framework for knowing where to start, what to do and how to do it. The book is also an invaluable resource in the training of assistants.

What's the Buzz? is an internationally renowned series of programmes designed to help children and young people develop social and emotional awareness. Now available in a revised second edition, What's the Buzz for Primary Students is a sixteen-lesson programme targeting everyday social challenges faced by primary aged children, such as peer pressure and bullying style behaviours; competition and handling disappointment; feelings and wellbeing and self-awareness. Each lesson is designed around the SAFE criteria (Sequenced; Active; Focused; Explicit) and includes: A new and beautifully illustrated 'Archie' story, in which the popular character faces a new and relatable social challenge A series of lively and exciting games and activity suggestions Role-plays and discussion points so that children can put their skills into practice in a supportive environment Having already proven to appeal to teachers and support staff, counsellors and psychologists worldwide, this resource is suitable for anybody looking to enrich the social lives of children. Resources and training modules to support this book can be found on the website www.whatsthebuzz.net.au.