In Intervention Strategies to Increase the Success Rate on the General Educational Development Examination for Adjudicated Youths, Floyd A. Johnson provides a unique model that significantly increases the changes for at-risk and adjudicated youths to earn a GED. The population of this study consists of students who may not have ever completed a standard high school diploma curriculum or a general GED program. Johnson's study outlines unique methods for instructions, expanding instructions, motivating students to learn, improving school and class attendance, and creating a broad base support system which will help facilitate the effectiveness of the total process. This book relates to the educational goals and objectives that are being attempted through the use of standard GED programs for at-risk youths who are confined to juvenile detention centers, group homes, shelter houses, community-based facilities and those participating in adult education programs, night schools or other alternative schools.

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.

Understanding and Managing Children's Behaviour through Group Work Ages 3-5 provides the reader with an insight into children's emotional well-being 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 classroom environment 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 early years practitioners and any students training to work with children of E.Y.F.S age. 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 provides a quick and easy reference guide to different types of sensory impairment, including causes, symptoms and the implications on teaching and learning. With most children and young people with hearing or visual impairments attending mainstream schools, this book explains the most effective and practical strategies for use in mainstream classrooms. Fully up to date with the 2014 SEND Code of Practice, this accessible resource is split into two sections: Supporting Children with a Hearing Impairment and Supporting Children with a Visual Impairment. The wide-ranging chapters include: Educational access for pupils with hearing loss Teaching phonics Teaching deaf pupils with English as a second language Identifying children with visual impairment Classroom management Adapting resources This practical text provides strategies to use in schools to ensure that children with sensory impairments are fully supported. Featuring useful checklist and photocopiable resouces, it contains a wealth of valuable advice and tried-and-tested strategies for teachers and support staff working in early years settings, schools, academies and colleges.

The aim of this text is to promote an understanding of dyspraxia and movement development among professionals who work with children, and also to offer a text which is accessible to parents. It presents a cognitive processing model of dyspraxia from a developmental perspective, and addresses issues of social development in addition to the more easily observable motor planning difficulties which are associated with dyspraxia. The difficulties which may face the dyspraxic child at home and at school are described with strategies for managing their difficulties. Details are provided of the support services available and how they may be accessed.

Working with young children on the autistic spectrum and supporting them as they learn can be fascinating, challenging, often overwhelmingly difficult, but more than anything else, hugely rewarding. Strategies to Support Children with Autism and other Complex Needs bridges the gap between explaining what autism is and finding ways to interact through having a balance of play activities interspersed with more formal teaching of skills of everyday living. This highly practical text provides a bank of strategies that are specially designed to be matched to the developmental status of each child. These strategies are endorsed by academics who have monitored the children's responses in communicating, pretending, playing, moving, and singing and describe how the children have responded positively over time. This book covers a variety of topics such as: The importance of play for enhancing learning for children with autism and other complex needs Evaluating different ways of developing communication Transferring learning from one environment to another to aid memorizing. Understanding the impact of sensory hypo and hyperactivity on children's learning. Developing a 'Theory of Mind' The importance of movement, music and having fun Observation and assessment schedules are provided, along with clear and helpful evaluation forms which show staff in primary and early years settings how children on the autistic spectrum can be helped to make meaningful and encouraging progress. This text is an vital read for any practitioners working with children on the autistic spectrum or with complex learning difficulties.

The work of Michel Foucault has become a major resource for educational researchers seeking to understand how education makes us what we are. In this book, a group of contributors explore how Foucault's work is used in a variety of ways to explore the 'hows' and 'whos' of education policy - its technologies and its subjectivities, its oppressions and its freedoms. The book takes full advantage of the opportunities for creativity that Foucault's ideas and methods offer to researchers in deploying genealogy, discourse, and subjectivation as analytic devices. The collection as a whole works to makes us aware that we are freer than we think! This book was originally published as a special issue of the Journal of Education Policy.

This practical, interactive resource is designed to be used by professionals who work with children and young people who have Social, Emotional and Mental Health needs and Speech, Language and Communication needs. Gaps in language and emotional skills can have a negative impact on behaviour as well as mental health and self-esteem. The Language for Behaviour and Emotions approach provides a systematic approach to developing these skills so that young people can understand and work through social interaction difficulties. Key features include: A focus on specific skills that are linked to behaviour, such as understanding meaning, verbal reasoning and emotional literacy skills. A framework for assessment, as well as a range of downloadable activities, worksheets and resources for supporting students. Sixty illustrated scenarios that can be used flexibly with a wide range of ages and abilities to promote language skills, emotional skills and self-awareness. This invaluable resource is suitable for use with young people with a range of abilities in one to one, small group or whole class settings. It is particularly applicable to children and young people who are aiming to develop wider language, social and emotional skills including those with Developmental Language Disorder and Autism Spectrum Disorder.

First published in 2007. Routledge is an imprint of Taylor & Francis, an informa company.

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.

The purpose of this book is to challenge people (service providers, people with a hearing disability and those who advocate for them) to reconsider the way western society thinks about hearing disability and the way it seeks to 'include them'. It highlights the concern that the design of hearing services is so historically marinated in ableist culture that service users often do not realise they may be participating in their own oppression within a phono-centric society. With stigma and marginalisation being the two most critical issues impacting on people with hearing disability, Hogan and Phillips document both the collective and personal impacts of such marginality. In so doing, the book brings forward an argument for a paradigm shift in hearing services. Drawing upon the latest research and policy work, the book opens up a conceptual framework for a new approach to hearing services and looks at the kinds of personal and systemic changes a paradigm shift would entail.

This brand new edition of Accessing the Curriculum for Learners with Autistic Spectrum Disorders will provide educators with the principles and practices of Structured Teaching and how to apply these to enable learners to access the curriculum, whatever that curriculum may be. This unique resource is intended to be essential reading for schools and settings who are keen to implement Structured Teaching as an approach to including learners on the autism spectrum in teaching and learning. With a wide range of helpful advice and support, this book: demonstrates how to make use of the approach to address diverse needs, overcome barriers to learning and achieve successful differentiation; uses case studies and examples that illustrate how the approach is applicable across Early years, Primary, Secondary and vocational curricula; provides the physical structure, schedules, work systems and visual information necessary to illustrate use of these components to promote curriculum access, with an emphasis on understanding and meaning. This new edition is fully updated to include examples of new technologies and is suitable for use in a range of international educational contexts. It also includes a brand new chapter on blending Structured Teaching.

All cultures have children and young people whose emotional wellbeing requires attention and whose behaviours give them, their peers and those who care for them challenges in how to meet their needs. Developing good practice across work with children and young people with social, emotional and behavioural difficulties relies on both professional practice and theory. The chapters in this book are taken from those presented at the International Conference organised by SEBDA in 2010 around the theme 'Transforming Troubled Lives', with each contributor addressing issues of policy, practice or provision whilst exploring an essential question: is what we are doing effective? This critical reflective question is essential if interventions - be they in provision, policy or practice - are to lead to positive outcomes for the children and young people concerned. This book was originally published as a special issue of Emotional and Behavioural Difficulties.

This practical resource contains a wealth of valuable advice and tried-and-tested strategies for identifying children and young people with Autistic Spectrum Disorders (ASD). This fully updated text describes the different types of difficulties experienced by pupils with ASD and helps practitioners to understand their diverse needs. This fully updated new edition explores key topics, including: organizing the classroom and support staff home-school liaison and working with siblings transition to adulthood independence skills whole school implications. Now fully updated in line with the SEND 2014 Code of Practice, this invaluable guide provides guidance and practical strategies for teachers and other professionals, helping them to feel more confident, and be more effective in supporting learners in a variety of settings. For professional development, this book also provides materials for in-house training sessions, and features useful checklists, templates and photocopiable/downloadable resources.

Students with communication difficulties need skills to communicate functionally in everyday situations, without the usual support and protection from home and school. These skills need to be explicitly taught, to enable them to become confident young adults. SmiLE Therapy is an innovative therapy designed to equip students with the skills necessary to become responsible individuals who operate at the highest level of independence that their circumstances and condition allow. Teachers and speech and language therapists have always included functional life skills practice in their work with students. Now, for the first time, they can do so using a therapy with a proven method that has demonstrable outcomes. This book is a practical step-by-step resource, designed to guide teachers and SLTs in the delivery of SmiLE Therapy with students who have communication difficulties due to deafness, specific language impairment, learning difficulties, autism or physical disability. It includes a clear step-by-step approach to preparing, running and evaluating SmiLE Therapy, with photocopiable resources and clear outcome measures from each module to share with parents, staff, education and health managers.

Written to meet the needs of teaching assistants and learning support assistants, this book provides a practical toolkit for supporting students on the autistic spectrum in mainstream primary schools. The book offers a clear, jargon free explanation of autism spectrum conditions and examines the difficulties arising from these conditions and how they can impact on students' learning. Addressing issues which arise on a daily basis, it is full of practical advice and strategies for supporting students socially and academically across all areas of the curriculum. Features include: * advice on supporting students through examinations * examples and case studies to illustrate how the strategies described work in practice * forms to help with information collection and evaluation * templates to scaffold students' comprehension and learning in different subject areas Packed with photocopiable resources that can be adapted to suit individual students' needs, this book is essential reading for teaching assistants that want to help their students' on the autism spectrum to reach their full potential.

Your behaviour is the only behaviour over which you have absolute control. To change your children's behaviour, you first need to change your own. The culture of any home is determined by the parents. If you can remain unflappably calm in the face of every supermarket tantrum and sarcastic eye-roll, order will soon follow. Here, Paul Dix - Britain's leading children's behaviour expert - reveals how to build a culture of calm consistency into your home, starting today. He explains how you really can maintain a sense of Zen-like serenity in the face of even the most chaotic behaviour, from school-gate screaming matches to mealtime childmageddon. And he offers a set of simple strategies for coolly getting the behaviour you want - without a barked instruction, deranged punishment or cold, hard cash-bribe in sight. His tried-and-tested method will change what your child does by first changing what you do. You will never need to raise your voice again.

This practical, highly accessible guide answers parents' and professionals' questions about teaching children with autism spectrum disorders at home. The book helps parents decide whether to homeschool and guides them through the process of beginning and maintaining an effective homeschool program. All the essential questions are addressed, such as:

How do you know if homeschooling is right for you and your child?

Which homeschool program is best for the child's learning style and needs?

How should a family get started?

What is the best way to address social, behavioral, and organizational skills when teaching a child with ASD?

When should you transition back to a traditional public school setting?

The book also contains tips and suggestions from real-life parents who have successfully homeschooled their children with ASD and includes lists of helpful resources for homeschoolers.

Praise for Homeschooling the Child with Autism

"Practical advice and a wealth of resources. This book provides a beacon of hope to families struggling with educational options for their child."
--Sally Ozonoff, Ph.D., endowed professor, University of California, Davis, M.I.N.D. Institute

"A must-read for parents and teachers who need guidance and encouragement while teaching children with ASD."
--Cathy Stenzel, mother of a son with autism

Reading Resistance confronts longstanding exclusionary practices in U.S. public schooling. Beth A. Ferri and David J. Connor trace the interconnected histories of race and disability in the public imagination through their nuanced analysis of editorial pages and other public discourses, including political cartoons and eugenics posters. By uncovering how the concept of disability was used to resegregate students of color after the historic Brown decision, the authors argue that special education has played a role in undermining school desegregation. In its critical, interdisciplinary focus on the interlocking politics of race and disability, Reading Resistance offers important contributions to educational research, theory, and policy.

A vital resource, this set comprising a storybook and adult resource guide is designed for working with children aged 4-9 to manage the big feelings they may have in relation to hidden fears and anxieties. In the quirky and accessible Who’s Afraid of the Monster? storybook, children are introduced to a monster who nobody has seen or heard and a King who pretends to be brave but is in fact very scared. The story shows how, often, the big feelings elicited by the unknown are scarier than the thing itself, and how to manage the feelings associated with these fears. The companion guidebook for use by adults working with children, is divided into three easy to follow parts. Part 1 presents the theory behind how and why big feelings in children arise and how creative art and drama can help. Part 2 contains activities and exercises with photocopiable instructions, as well as a list of resources for each activity and guidelines for safe working. Part 3 offers further activities and ways in which to exploit the story such as discussion points, plays and models. Underpinned by substantiated theory into the stages of children’s emotional development, it offers realistic solutions for parents, carers, teachers, and classroom assistants who simply do not have the time or resources to attend to their children’s very real but hard-to-verbalise fears. Together, the storybook and guidebook offer the following: • A quirky and amusing tale for adults to read to children • A relatable story about big feelings which makes the child stop and think • Easy to follow and implement, photocopiable creative arts activities • A way of addressing the anxiety and fear of the unknown within children’s mental health following the pandemic and other relevant issues • Hope and support for carers of overly anxious children. Taking a creative approach using universal characters, this is the ideal resource for educators, support staff, practitioners and parents looking to help children understand and manage the big feelings associated with their fear of the unknown.

For effective and safe use, this book should be purchased alongside the professional guidebook. Both books can be purchased together as a set, Helping Young Children Learn About Domestic Abuse and Coercive Control: A Luna Little Legs Storybook and Professional Guide [9781032072555] This sensitively written storybook has been created to help very young children understand about domestic abuse and coercive control. Luna loves playing with her friends at kitten club, but at home things are different. One terrible night, Luna overhears a domestic abuse incident and, when her own name is mentioned, she wonders if it might be her fault. Accompanied by beautiful and engaging illustrations, the story provides a vehicle for talking with children about their experiences, safety and emotional wellbeing. Three potential endings allow the story to be personalised to the individual child: * In ending 1, Luna is comforted by her mummy and remains at home * In ending 2, Luna and her mummy move to a refuge, and eventually into their own home * In ending 3, Luna's daddy apologises for his behaviour promising to change , and she and her mummy move back into the family home Through age-appropriate rhyming language, this story explores children's common reactions to domestic abuse, shows them that they are not alone, and helps them talk about their feelings. It is an essential tool for all early years practitioners, as well as professionals working with children and families who are experiencing, or have experienced, domestic abuse and coercive control.

Now in its third edition, this clear and concise guide by expert educator, administrator, and psychologist Robert DiGiulio is a must for student teachers, beginning teachers, and veteran teachers who want to improve their practice. Providing creative ideas, materials, checklists, models, tools, and sample dialogues illustrating applications, this updated edition focuses in on core theories of child and adolescent development, emotional intelligence, and differentiated approaches to instruction and management in the classroom. A terrific companion volume to the author's Great Teaching: What Matters Most in Helping Students Succeed.

This book is intended to provide guidance to parents, guardians, educators, and community recreation professionals regarding the importance of increased physical activity beyond the school day for children with disabilities. The book starts off by discussing early childhood development specific to children with disabilities and places emphasis on parents' roles as their advocate in school and community sports, recreational, and leisure programs. The book highlights the legal rights of a parent, their child's rights, and the equal rights that a child with a disability has when participating in interscholastic athletics and sports. Emphasis is placed on public laws that mandate educational opportunities for children with disabilities along with recent legislative updates regarding extracurricular school based activity. Finally, readers will learn how a child with a disability can be educated utilizing a variety of instructional strategies that can be helpful in the classroom and community setting. This book offers practical information on suggested activities, adaptations, and general considerations when teaching a child with a disability. The book's appendices offers a wide variety of resources ranging from sports organizations and resources from around the country along with modifications and adaptations of a variety of sports a child with a disability can participate in.

Teaching Children with High-Level Autism combines the perspectives of families and children with disabilities and frames these personal experiences in the context of evidence-based practice, providing pre- and in-service teachers and professionals with vital information on how they can help children with high-level autism reach their full potential. Many children with high-level autism are capable of regulating their behaviors given the right interventions, and this cutting edge text explores multiple methods for helping such children succeed academically, socially, and behaviorally. The book: * draws from interviews with twenty families who have middle- and high-school-aged children with high functioning autism or Aspergers syndrome; * presents a synthesis of the most cutting-edge research in the field; * provides practical advice for educating children with high-level autism; * is authored by two special education professors who are also both the parents of children with disabilities. Teaching Children with High-Level Autism is essential reading for anyone who works or plans to work with children on the upper range of the autism spectrum.