Off-the-shelf support containing all the vital information practitioners need to know about Epilepsy, this book includes * Different types of seizures and what causes them * What to do when a person has a seizure * Advice on how to address school issues * Organizing out of school activities

Good communication between teachers and pupils, and between pupils themselves, helps to build a good learning environment where all pupils can achieve. This book covers key communication issues including: forming sound relationships understanding non-verbal behavior accentuating the positive and eliminating the negative.

The management of special needs, especially those of students of secondary age, has received considerable attention in the past decade and, in the light of the new education legislation, will assume a new urgency. "The Management of Special Needs in Ordinary Schools" provides an overview of the issues facing teachers in secondary schools with pupils who have special needs. These issues include managerial and curricular problems, in-service training, the use of new technology and the development of community links. The book also illustrates the changes in thinking and practice since the publication of the Warnock Report "Special Educational Needs" (1978). The authors range from teachers to chief educational officers, and include head teachers, psychologists, advisors and administrators, as well as those involved in educational research. Drawing on their experience in the mainstream and in special schools, at secondary level and in further education, the contributors reflect an active involvement in the development of new approaches within this area of education. The educational experiences of those with special needs can be considerably broadened and enhanced through imaginative man

This book provides the busy teacher with all the information they need to make social inclusion a reality within schools. By demonstrating how teachers and schools must work together to promote the wider welfare of all children, the book focuses particularly on the welfare of children on the margins of society who need the most protection. It shows how teachers can aim to reduce inequalities and maximise the learning opportunities available for these vulnerable children, whatever their background or social class. The author addresses key issues such as: attendance and achievement exclusion and behaviour safeguarding and child protection children at risk of missing education. By emphasizing the Every Child Matters agenda and the importance of joined-up partnership approaches with other professionals and agencies, this book is essential reading for all practitioners working to support pupils at risk of exclusion.

Multiple Perspectives in Persistent Bullying: Capturing and listening to young people's voices recognizes that bullying plays a significant role in influencing the social, emotional, physical and cognitive wellbeing of many children and young people. The authors of this insightful text question what reinforces and perpetuates persistent bullying despite intensive interventions and suggests proactive strategies to address this phenomenon. Multiple perspectives on persistent bullying are provided by giving voice to those who bully, are victimized, are both bully and victim and those who desist their bullying behaviour. This book foregrounds these voices to gain new insights into the characteristics of those who persistently bully and the mechanisms that reinforce their behaviour. Examples drawn on include discussions of turning points, teacher expectancy theory and self-verification. Multiple Perspectives in Persistent Bullying includes international research that explores bullying in relation to education, psychology and social media, with implications for policy and practice. It is a crucial and fascinating read for anyone wishing to gain insight into the lives of those who are victimized or bully and find proactive support measures involving all stakeholders. These multiple perspectives will inform future school-based interventions and serve to improve the life trajectories and wellbeing of students, their peers and the school community.

The lessons in Getting to Know Me aim to foster positive attitudes towards self and others. The book contains worksheets, games, cards and study grids to assist teachers in their day-to-day work in the classroom. All worksheets come with teachers notes suggesting ways of presenting the lessons, and can be used as a structured learning programme, as part of a 1:1 lesson, or to address problems as they arise. Lessons cover: self-image self esteem social skills anger management handling and resolving conflict. For all teachers in mainstream schools and pupil referral units, particularly SENCos, pastoral staff, behaviour management personnel, mentors and LSAs, and teachers of personal, social and health education.

First Published in 2003. This book provides guidance to teachers, teaching assistants, service staff, parents and other professionals regarding the inclusion of children with visual impairments in mainstream primary schools. Rich and detailed case studies of inclusion in four schools are used to enable the development of an understanding that is grounded in the contexts and circumstances of real schools. Whilst focus is on children with visual impairments, many of the themes running through the book hold resonance in relation to thinking about the inclusion of other children with special educational needs.

"The Motor Impaired Child" provides a wealth of information and practical guidance for teachers on both the social and educational implications of impairment. Issues covered include working with parents, physical disability in childhood, and the problems posed by limited mobility. Practical advice is given on the integration of impaired children in the classroom, and the final sections focus on how a motor impaired child may be helped through adolescence towards independent adulthood.

This book is designed to help; schools and LEAs meet their responsibilities under the new Social Inclusion: Pupil Support guidance; and teachers successfully include and reintegrate pupils with emotional and behavioral difficulties and challenging behaviors by offering a structured program that includes assessment, group work and post-intervention strategies.

Improving Behaviour Management in Your School provides a common sense approach to understanding the causes and triggers of students' challenging behaviour and equips teachers and school leaders with simple tools that can be easily implemented in any school. In his accessible and upbeat style, Tim Dansie uses case studies throughout the book which draw on strategies based on CBT and mindfulness. These strategies have proven to make a huge difference to school life and to how challenging students are managed. Teachers are encouraged to question how schools and classrooms are structured, in order to create environments where all students have the greatest possible opportunity to learn and grow as individuals. This resource includes accessible chapters about: What are the challenging behaviours? What are the causes of challenging behaviours in students? How to work with parents How to get staff on board This is a must-read for all practising and training teachers who wish to understand the reasons for challenging behaviour and how to improve it.

First Published in 2005. Routledge is an imprint of Taylor & Francis, an informa company.

This complete INSET course for schools shows teachers how to improve behaviour in the classroom. It provides support, guidance and information to facilitate the application of positive behaviour management approaches. The authors have produced photocopiable resources and training materials for use with staff groups or individuals, and the materials have been developed for use with both established and newly qualified staff, 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 daily and discuss how teachers can meet these challenges.

With the current emphasis on including children with emotional and behavioral difficulties into the mainstream school every teacher needs to address the problem of children who behave badly in school. This new edition addresses the skills and strategies needed to support the emotional needs of pupils within the National Curriculum framework and school improvement agenda. Many of the activities in the book have direct application in the curriculum for Personal, Social and Health education and Citizenship and will support the whole class, not just those children identified as having behaviour difficulties.

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.

Autism is a lifelong condition that requires special care and consideration right into adulthood, and has an impact on many lives. This book is aimed at those concerned with the education and welfare of children with autism; particularly at teachers in Special Education and the psychologists and care professionals who work with teachers and parents of children with autism. Although there is no miracle cure for autism, this book brings a message of hope: that early intervention is advantageous and that, by a better understanding of autism and the different ways it is experienced by individual children, more effective ways can be found to meet educational needs and improve quality of life. Understanding the development processes and problems of children with autism, and the implications of these problems for social and educational learning, is the purpose of this book. The authors provide an accessible account of psychological concepts and research in social and emotional development, communication, cognition and behaviour, as related to individuals with autism. The fundamental problems of autism relationships, communication and flexibility of thought and behaviour are addressed, and practical guidance is offered on how these might be overcome or circumvented, in both home and school. This book specifically addresses the needs of children, but much of it will remain relevant to those working with adults who will appreciate the book s exploration of the roles played by emotion and cognition in the autistic condition, and the way in which these affect teaching and learning.

'I would highly recommend the skills, expertise and delivery that Cath can bring to a school and can guarantee that any school following her advice will not regret it.' Carl McIver, Head of School, St. Willibrord's R.C. Primary, Manchester 'I have worked with Cath Hunter now in two schools and find that the work she does with children, parents and staff is amazing.' Sam Foord, Headteacher, Ravensbury Community School, Manchester Understanding and Managing Children's Behaviour provides the reader with an insight into children's emotional wellbeing and helps them to understand what and how children communicate and how to respond in a way that provides positive messages, increases their emotional vocabulary and encourages them to change their behaviour. It provides an alternative and effective child centred way of managing children's behaviour through introducing the concept of reflective language and other tools, equipping staff with new skills that are transferable across the school in any role. The book is divided into two sections, enabling the reader to link theory with practice. The first section takes the reader on a journey to help them understand the different factors that influence children's behaviour. The second section of the book focuses on the group work programmes, how they can be used, their value and the impact they can have on children and the school as a whole. The activities in the group work programme explore the concept of using reflective language as a behaviour management tool and are designed to motivate, build confidence, self-esteem and resilience. Useful pedagogical features throughout the book include:- Practitioner and classroom management tips and reflective tasks; Strategies and practical ideas for staff to use to help them engage more deeply with the contents of the book; Flexible, tried and tested group work programmes designed to promote inclusion rather than exclusion; Clear step by step instructions for delivering the work programmes; Case studies showing behaviour examples with detailed explanations for the behaviour and strategies to respond to it. The book is aimed at all primary school staff, especially teaching assistants, learning mentors and family workers who can deliver the group work programmes. It is also recommended reading for SENCOs and trainee teachers and will also be useful for therapists who work with children and are looking at delivering other approaches in their work.

This book is a practical guide to the following eight perspectives on behaviour: biological - focusing on biological and biochemical processes in accounting for behaviour; behavioural (or behaviourist) - focusing on overt, observable and measurable behaviours and their reinforcement in accounting for behaviour; cognitive (or cognitive-behavioural) - focusing on cognitive processes (beliefs, attitudes, expectations and attributions) in accounting for behaviour; combines both the cognitive and the behavioural perspective; social learning - focusing on observational learning, perceived self-efficacy and expectancies in accounting for behaviour; psychodynamic - focusing on unconscious conflicts in early childhood as accounting for current behaviour; humanistic - focusing on low self-esteem and problems in coping with and exploring feelings in accounting for behaviour; ecosystemic - focusing on positive and negative interactions between teachers and students within the school and those that externally affect the school; these interactions are seen as accounting for behaviour; ecological - focusing on the influence of systems and the environment in accounting for behaviour.The aim of the book is to enable the reader to develop a structured approach to emotional and behavioural problems by drawing on one or more of the above perspectives.

This completely revised edition is an easy to use resource for teachers, TAs and SENCOs concerned about behavioural issues in the classroom. It will support school staff in their approach to a range of behavioural issues, through a range of tried-and-tested strategies, including: How to create an environment of support and acceptance Techniques to provide an effective leaning environment Ways in which to communicate clearly with children with poor communication skills Whole class and whole school approaches for a positive learning environment How to maintain appropriate behaviours during unstructured break times This accessible reference tool will help any teacher to create and maintain a classroom environment conducive to learning. Packed with resources, it also includes templates and example Personal Support Plans, written by practitioners for practitioners.

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.

All children are challenging to some extent, but some are more challenging than others. Students with social, emotional and behavioural difficulties (SEBD) can be tough to support and teach. "The Challenging Behaviours Pocketbook" focuses on three particular behaviour disorders: Attention Deficit Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD). Making extensive use of cartoons and diagrams to support the text, the book explains why some children are prone to developing a can't learn, won't learn or don't care attitude. The author devotes a chapter each to ADHD, ODD and CD. He illustrates each behaviour type through the characters Liam, Vicky and Darren, identifies typical characteristics and then offers classroom strategies for supporting and managing students with these SEBD. Lesson scenarios with example dialogues demonstrate how different teacher responses can lead to different outcomes and a final chapter suggests a whole-school approach to promoting good behaviour.

This completely revised edition is an easy to use resource for teachers, TAs and SENCOs concerned about behavioural issues in the classroom. It will support school staff in their approach to a range of behavioural issues, through a range of tried-and-tested strategies, including: How to create an environment of support and acceptance Techniques to provide an effective leaning environment Ways in which to communicate clearly with children with poor communication skills Whole class and whole school approaches for a positive learning environment How to maintain appropriate behaviours during unstructured break times This accessible reference tool will help any teacher to create and maintain a classroom environment conducive to learning. Packed with resources, it also includes templates and example Personal Support Plans, written by practitioners for practitioners.

Drawing on their considerable experiences of the syndrome, as well as current research findings, the authors help teachers and other education professionals to better understand the needs of a dyspraxic child. Through practical strategies, they show how teachers can make all the difference to a child's ability to succeed in the classroom, and case studies show how parents, teachers and therapists can work together to facilitate learning. Whilst providing a unique insight and approach to the complex condition of dyspraxia, this lively, informative text also examines specific cases and scenarios, considering the perspectives of teachers and parents. 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 parents will also find much to support them in the daily care and welfare of their child.

"Tustin deals very sensitively and sensibly with the knotty problem of parents' contribution to autistic development, providing a balanced interactive view which does not allocate blame. Her discussion of autistic objects and autistic shapes is illuminating and has widespread clinical applicability. This book is highly recommended reading" - Mary Boston, British Journal of Medical Psychology.

How an understanding of intellectual disability transforms the pleasures of reading Narrative informs everything we think, do, plan, remember, and imagine. We tell stories and we listen to stories, gauging their "well-formedness" within a couple of years of learning to walk and talk. Some argue that the capacity to understand narrative is innate to our species; others claim that while that might be so, the invention of writing then re-wired our brains. In The Secret Life of Stories, Michael Berube tells a dramatically different tale, in a compelling account of how an understanding of intellectual disability can transform our understanding of narrative. Instead of focusing on characters with disabilities, he shows how ideas about intellectual disability inform an astonishingly wide array of narrative strategies, providing a new and startling way of thinking through questions of time, self-reflexivity, and motive in the experience of reading. Interweaving his own stories with readings of such texts as Faulkner's The Sound and the Fury, Haddon's The Curious Incident of the Dog in the Night-Time, Kingston's The Woman Warrior, and Philip K. Dick's Martian Time-Slip, Berube puts his theory into practice, stretching the purview of the study of literature and the role of disability studies within it. Armed only with the tools of close reading, Berube demonstrates the immensely generative possibilities in the ways disability is deployed within fiction, finding in them powerful meditations on what it means to be a social being, a sentient creature with an awareness of mortality and causality-and sentience itself. Persuasive and witty, Michael Berube engages Harry Potter fans and scholars of literature alike. For all readers, The Secret Life of Stories will fundamentally change the way we think about the way we read.

Taking an innovative approach to autism and play, this practical text focuses on the particular form play and friendship takes for children with autism and their peers. Autistic children have clear preferences for play, with sensory-perceptual experience remaining a strong feature as they develop. Play and Friendship in Inclusive Autism Education offers a framework for supporting children's development through play, with step-by-step guidance on how to facilitate the playful engagement of children with autism. Up to date research findings and relevant theoretical ideas are presented in an accessible and practical way, highlighting what theory means to ordinary practice in schools, whilst focusing on practical knowledge in autism education. Split into five chapters, this book covers some of the main issues surrounding inclusive education and play: discourses and definitions of play the difference between play and playfulness autism, play and the inclusion agenda in education the nature of sensory-perceptual experience in children's play cultures effective ways of supporting children's friendships. With practical guidance on how to support children with autism through play, this book will be essential reading for teachers, learning support assistants, SENCos and play workers, as well as professionals working in an advisory capacity. Students studying courses that cover autism will also find Play and Friendship in Inclusive Autism Education a valuable resource.