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.

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.

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.

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.

As inclusive practice becomes more embedded in the policy and practice of schools around the globe, there remains groups of children and young people for whom education is a problem because of the behaviours, poor emotional development and lack of social skills. These pupils often display disaffection towards education and are to be found on the margins of mainstream schools - too often they dropout of schooling altogether. Drawing on papers and discussions at the third International Conference of SEBDA in 2010 at Keble College, Oxford, UK, the papers in this volume both describe and critically examine strategies and interventions in meeting the educational and well being needs of these children and young people. The contributions provide insights into the ways in which these pupils can remain engaged, or even be persuaded to re-engage, in education provided in both mainstream and specialist schools.

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.

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

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.

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.

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

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.

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.

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.

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

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.

-A classic text offering the only comprehensive survey of the research in this field. -Provides explanations of why the development of blind children may differ from that of sighted children. -Offers insight into the effect of vision on development more generally, and more specifically on the development of language and certain aspects of social cognition. -A new introduction from Miguel Perez-Pereira highlights the current context for the work, its impact as well as the latest research and tensions in the field.

Physical Education for Young People with Disabilities explores a range of methods that will support teachers to be more inclusive in their practice when planning and teaching Physical Education. Offering many practical ideas to include pupils with specific additional needs across a range of activity areas, such as athletics, dance, gymnastics and swimming, this book will increase practitioners' confidence, enabling them to feel equipped to meet individual needs and include all pupils in their lessons. The range of authors provides a wide perspective and wealth of experience, and all the ideas have been trialled with students and young people, both nationally and internationally. Written by practitioners for practitioners, this book is a valuable resource for trainee teachers, in-service teachers and practitioners working in a practical or sporting context with young people, and will support Physical Education lessons and physical activity sessions.

Bullying affects the lives of many children: some are victims, some take part in bullying others, and many are, to a greater or lesser extent, onlookers or witnesses of bullying behaviours. Usually seen as something that happens in schools and amongst peers, the advent of cyberbullying by mobile phones and via the internet, primarily in this century, has seen cases of bullying increase and traditional forms of the behaviour evolve. This book considers the effects of bullying and cyberbullying on children. It looks at the different roles that are present within bullying and the different effects that it can have on a child's development of psychosomatic problems, self-esteem, friends and loneliness, school satisfaction, and family relations. It focuses on several key aspects of this type of intimidation and considers topics including traditional bullying, the situation of immigrant children in relation to bullying and victimization, cyberbullying in young people, and emotional and behavioural correlates of cyberbullying. This book was originally published as a special issue of Emotional and Behavioural Difficulties.

The prognosis for individuals with Duchenne Muscular Dystrophy (DMD) is improving, with some men with DMD living into their 30s and 40s. More vital than ever, this book helps teachers and parents to support children and young people with DMD with their education and transition into adulthood. Leading experts on DMD explain Duchenne and its impact in easy-to-understand terms. Going beyond physical management, particular focus is put on learning and behavioural issues, including speech delay and difficulty learning to read, as well as common comorbid conditions, such as ADHD, autism and OCD. Raising aspirations, the book gives guidance on effective support in the classroom and advice on the transition to adulthood, employment and independent living.