When it comes to 'The Excludables', it is time to shake up the debate. Students who are excluded from school, and society, are at a higher risk of being incarcerated. They are more likely to have mental health difficulties, special educational needs, live in poverty, have social care involvement and they disproportionately come from certain ethnic groups. This book pulls on all those threads using up to date research and establishes a deeper understanding of how and why these things affect school behaviours. The factors that lead to exclusion are complex, and this book meets that challenge head on, including the kinds of "crunchy bits" that are usually avoided at all costs, such as children who are high in callous-unemotional traits, and trauma-informed approaches in prison education. Written by an experienced educator and behaviour consultant, this book steps away from the worn-out discourse that surrounds behaviour in schools, and away from the notion that educators are the only relevant experts. Get ready to explore genetics, bias, epistemic trust, and the human stress-response system; all examined through the lens of the realities of behavioural challenge faced by educators every day. This is a read that will confront everyone in some way.

This text demystifies a difficult and delicate subject. It invites teachers to help themselves by acquiring a better knowledge of the issues involved, enabling them to achieve the confidence to handle a variety of sensitive issues, and foster inclusive attitudes both in and out of the classroom. Approximately one in 500 children have a serious facial disfigurement, which means that there is at least one such child in every school. Common causes are birthmarks, cleft lips and palates, scarring, burns or serious skin conditions. The author examines many of theses problems in a practical, uncomplicated style, covering: teasing, name-calling and bullying; career ideas and work experience; medical needs, special educational needs and related issues; creating inclusive school communities; self-perception and self-expression; and social skills for life. With illustrative case studies, and reference to useful resources, this book will be of particular relevance to teachers with responsibility for special educational needs, pastoral care, curriculum planning and school ethos, English, Drama, Citizenship or PSHE.

In "Come Closer," community activists, scholars, and theatre artists describe their Theatre of the Oppressed (TO) work and how they are transforming TO for new purposes, new audiences, and new settings. Each chapter features a first-person narrative on how the authors' work both honors and transforms the vision of Augusto Boal, whose imaginative response to human oppression offers the world an aesthetic intervention that has the power to move both the oppressors and the oppressed to the possibility of transformative dialogue. Contributors to this important volume center their ideas and their descriptions of their practice within theoretical frameworks, particularly Paulo Freire's Pedagogy of the Oppressed. "Come Closer" will be useful to undergraduate and graduate students, as well as administrators and professors interested in the topic of democratic education.

New Literacies and Teacher Learning examines the complexities of teacher professional development today in relation to new literacies and digital technologies, set within the wider context of strong demands for teachers to be innovative and to improve students' learning outcomes. Contributors hail from Argentina, Australia, Canada, Finland, Mexico, Norway, and the U.S., and work in a broad range of situations, grade levels, activities, scales, and even national contexts. Projects include early year education through to adult literacy education and university contexts, describing a range of approaches to taking up new literacies and digital technologies within diverse learning practices. While the authors present detailed descriptions of using various digital resources like movie editing software, wikis, video conferencing, Twitter, and YouTube, they all agree that digital "stuff" - while important - is not the central concern. Instead, what they foreground in their discussions are theory-informed pedagogical orientations, collaborative learning theories, the complexities of teachers' workplaces, and young people's interests. Thus, a key premise in this collection is that teaching and learning are about deep engagement, representing meanings in a range of ways. These include acknowledging relationships and knowledge; thinking critically about events, phenomena, and processes; and participating in valued social and cultural activities. The book shows how this kind of learning doesn't simply occur in a one-off session, but takes time, commitment, and multiple opportunities to interact with others, to explore, play, make mistakes, and get it right.

Primary and secondary teachers who experience difficult behaviour from young children in their classrooms will welcome this handbook, first published in 1997 and now revised and updated, which encourages an objective approach to tackling behaviour problems. The strategies aim to: help the teacher gain back control of the classroom and feel positive about helping the pupil settle to work; present an observation method that measures the frequency and context of difficult behaviour; help the teacher to form useful definitions from identified patterns of behaviour; and present practical, realistic strategies that can be followed step by step or used for inspiration.;Teachers, SENCOs and pastoral staff in mainstream and special schools can use these tried and tested strategies over and over again in the classroom. The book should also be useful for teacher training courses, educational psychologists and for senior management staff who are setting up behaviour policies in schools.

Turn random acts of school counseling into definitive and data-driven efforts! In this new edition of a bestseller, school counseling scholar and advocate Trish Hatch and National School Counselor of the Year Julie Hartline provide school counselors with new ways for moving from reactive to proactive and from random to intentional counseling. By using data to determine what all students deserve to receive and when some students need more, readers will learn effective ways to provide proactive school counseling services, hold themselves accountable, and advocate for systemic change. Inside you'll find: Clear and straightforward directions for analyzing data, planning and providing interventions, and evaluating your work Strategies for using data to drive interventions, develop curriculum scope and sequence, create action plans and pre- and post-tests, initiate systems changes, and report results Methods aligned with the most recent edition of the ASCA National Model (2019), ASCA Professional Standards and Competencies, Evidence-Based Practice, Multi-Tiered Systems of Support (MTSS), and Multi-Tiered Multi-Domain Systems of Support (MTMDSS) New practitioner examples and artifacts, including a RAMP School of Distinction Flashlight Package, plus dozens of tools, templates, surveys, action plans, and data management forms Equip yourself to think and plan differently, and become more efficient and effective by using data to drive your school counseling program!

* Increases knowledge in the education workforce for meeting the mental health needs of their pupils, to make positive differences for children and young people as well as for staff and for schools. * Integrates the relational skills of cognition, compassion, containment and connection into practice in the classroom will change the learning environment by increasing pupil's feelings of safety, sense of belonging and belief in their own strength and sense of self-worth. * Is designed to developing better mental health in schools helps children and young people to bounce back from adversity and be prepared for future challenge.

Building on comprehensive research conducted in US schools, this accessible volume offers an effective model of school leadership to develop and implement school-wide, trauma-responsive approaches to student discipline. Recognizing that challenging student behaviours are often rooted in early experiences of trauma, the volume builds on a model from the Substance Abuse and Mental Health Services Administration (SAMHSA) to walk readers through the processes of realizing, recognizing, responding to, and resisting the impacts of trauma in school contexts. Research and interviews model an educational reform process and explain how a range of differentiated interventions including Positive Behaviour Interventions and Supports (PBIS), social-emotional learning (SEL), restorative justice, and family engagement can be used to boost student resilience and pro-social behaviour. Practical steps are supported by current theory, resources, and stories of implementation from superintendents, principals, and teachers. This text will benefit school leaders, teachers, and counsellors with an interest in restorative student discipline, emotional and behavioural difficulties in young people, and PreK-12 education more broadly. Those interested in school psychology, trauma studies, and trauma counselling with children and adolescents will also benefit from the volume.

Anyone meeting a young child with autism for the first time will find this fully revised edition of a classic text invaluable. The authors provide parents and professionals with an insight into the nature and educational implications of autism, particularly in very young children.

In a clear and sensitive style the authors:

• outline the characteristics of autism as they present themselves in the early years;
• consider the nature of autism and the issues surrounding assessment and diagnosis;
• offer practical strategies for effective and realistic intervention both at home and in a variety of early years settings;
• suggest ways to promote learning, social development, communication and appropriate behaviour;
• explore possibilities for enhancing access to the early years curriculum.

This updated second edition includes new material relating to new statutory requirements such as Every Child Matters and Disability Equality Duty, as well as updates to different approaches to autism, assessment and behavioural issues. The authors outline the principal themes and objectives of the Early Years Foundation Stage and the Inclusion Development Programme.

Autism in the Early Years: A Practical Guide (Second Edition) provides accessible material, support and advice for parents, teachers and professionals who are working together in an unfamiliar area following early diagnoses of autism in young children.

What can schools and social care workers do to help children affected by domestic violence?

Large numbers of children are affected by domestic violence. The problem crosses every social class and culture. It causes distress and anxiety in children and adversely affects their learning and play, as well as their behaviour, wellbeing and attendance.

Education staff may know of a child or family in crisis, want to help, yet feel outside their comfort zone, grappling with a complex issue not covered in their training. This book describes the impact of domestic violence on children and provides support for education and social care professionals. It takes heavy workloads into account and suggests practical ways of meeting the needs of pupils who come from difficult home backgrounds.

The authors provide guidance and advice on:

• identifying and responding to signs of distress
• helping pupils to talk about and make sense of their experiences
• the impact on parenting and how parents can be supported
• the needs of young people in refuges and temporary accommodation
• pupil safety and government safeguarding guidelines
• educating young people and the community about domestic violence
• specialist domestic violence services and other agencies that support schools.

Domestic Violence and Children draws on the expertise of a wide range of professionals, including specialist domestic violence children's workers and counsellors, psychologists, teachers, mentors and family support workers. It provides essential help and information to all children's service directorates, as well as a range of professionals in education, social care, health and the voluntary sector.

Social skills may impact a student with a disability more than the disability itself. Learn the social deficits and challenges associated with disabilities as well as strategies to support social skill development. A variety of professionals share their success strategies so readers (parents, teachers, counselors, psychologists, and others working in the disability field) can incorporate them into their professional "toolbox" and practice. Included are strategies from Special Educators, School Counselors, Licensed Professional Counselors, an Occupational Therapist, and a Psychologist. Current issues such as bullying are explored in addition to ways that professionals and universities should be involved in supporting social skills of students with disabilities. A special section on working with parents includes a handout with strategies parents can use while social skills are developing in their child.

Every class includes a number of pupils whose learning needs are greater than, or different from, those of the rest of the class. All teachers should be able to identify targets to use as the baseline for intervention and to help those children to make appropriate progress in small steps so as to feel a sense of achievement. However, many teachers in mainstream primary schools don't know what the next 'target' should be. They know what the child can't do, but they often don't know how to express that as a target. This third title in a powerful new series of practical books will support SENCos and mainstream primary school teachers in thinking about what their SEN pupils can do and deciding on the next steps. It offers a system for setting and monitoring targets which can replace or complement IEPs. Suggestions for strategies and activities for achieving targets are included throughout. * Each book comes with a CD with photocopiable material, including targets pages and Records of Progress templates. Target Ladders: Autistic Spectrum addresses seven key aspects of autism: Social interaction: friendships; Social interaction: relationships; Getting attention; Managing change; Personal organisation; Managing feelings; Non-verbal interaction. Helpful checklists and practical advice for creating AS-friendly classrooms make this an ideal practical resource for the busy primary teacher. ABOUT THE SERIES: The Differentiating for Inclusion series is designed to narrow the gap between children with SEN and their peers. Books in this series offer teachers helpful guidance in identifying both what children can already do and what specific targets they need support in achieving. The positive approach of structured small-steps targets, together with activities for teaching these, will ensure that children with SEN make accelerated progress. The books are all written by experienced practitioners.

Dyspraxia is increasingly common in young children. This fully revised and updated edition of Christine Macintyre's invaluable companion explains the difficulties faced by children with dyspraxia in growing up and offers suggestions as to how these might be alleviated. In this book the children themselves, along with their parents and teachers, talk about how the difficulties change as the transition is made from primary to secondary school. Children with dyspraxia are frequently beset by frustrations as a result of their differences, can be misunderstood both at home and at school, and are very often bullied. This practical guide considers: * the issue of giving children labels * strategies to reduce stress * the value of movement programmes * raising self-esteem * the transition to secondary school * particular challenges faced during Puberty/adolescence * handwriting as an indicator of dyspraxia. Including practical activities with additional material for secondary pupils this book shows children how to articulate their differences using individualised explanations, and then go on to succeed having recognised where their talents lie. Dyspraxia 5-14 is essential reading for teachers, parents, SENCos, teaching assistants and trainee teachers who want to improve their understanding of dyspraxia and its implications for children in Key stages 1-3.

This book contains easy-to-use activities for therapists, educators and carers to provide fun and engaging sensorimotor groups for students with movement and sensory dysfunction. The activities span an entire year with a different main activity for each week. Themed by season, the activities can be linked to the school year and incorporated into the classroom. The activities promote socialisation, postural strengthening, improvement of gross and fine motor skills, and self-regulation of the body. Comprehensive instructions on how to run a group are included, as well as benefits and adaptations for severely affected individuals and wheelchair users. There are sensory-regulating warm-up appetizers to increase body awareness and prepare the students for movement; main course activities to strengthen fine and gross motor skills; and cool-down desserts to regulate the body and assimilate benefits gained during group activities. The activities are suitable for use with any school-age students, including those without movement difficulties, but are especially beneficial for students with mild to moderate motor disabilities, who exhibit increased difficulty functioning in a group setting.

This text encourages the reader to consider the young child's signed language acquisition and subsequent reading development. Anchored in the toddler and school-pupil phase, the development path between these two phases traces out the routes that deaf children follow from one day to the other.

Special Education for Young Learners with Disabilities brings together leaders in the field of young children with disabilities, to present their ideas and research on different disability topics. Beginning with an introduction to the topic, the remaining chapters include discussions on learning disabilities, emotional and behavioral disorders, and intellectual disabilities; those who are deaf/hard of hearing; those who have visual impairments; those who have autism, severe and multiple disabilities, and traumatic brain injury; those who are culturally and linguistically diverse; those who have physical disabilities, and other health impairments. While this book focuses largely on the current climate of special education for young learners with disabilities, it also looks forward, concluding with a chapter on the future for the topic, both on a research and a practical basis. This volume of Advances in Special Education is a fundamental resource for special education researchers, scholars, practitioners, and professionals who teach and serve young learners with disabilities.

Social skills may impact a student with a disability more than the disability itself. Learn the social deficits and challenges associated with disabilities as well as strategies to support social skill development. A variety of professionals share their success strategies so readers (parents, teachers, counselors, psychologists, and others working in the disability field) can incorporate them into their professional "toolbox" and practice. Included are strategies from Special Educators, School Counselors, Licensed Professional Counselors, an Occupational Therapist, and a Psychologist. Current issues such as bullying are explored in addition to ways that professionals and universities should be involved in supporting social skills of students with disabilities. A special section on working with parents includes a handout with strategies parents can use while social skills are developing in their child.

This fully revised and updated second edition of Learning through Touch is essential reading for practitioners who support learners with multiple disabilities and vision impairment. These learners will rely on support from their learning partners throughout their education to mediate their learning experiences. The text explores the key role that touch plays in the education of these learners and provides practical advice about how to develop the skills through touch that they will need to become 'active agents' in their own development. The book reflects international initiatives that seek to ensure that people with disabilities have opportunities to take meaningful control within their learning and their lives. Key features include: Chapters that support curriculum access for learners with visual impairments; Reflections on up-to-date research studies and guidance for further reading throughout, allowing for a strong conceptual foundation for practice; Portfolio activities designed to help implement effective learning opportunities within your own practice. Written to assist teachers and other professionals who support children with visual impairment and additional difficulties, this text will appeal to professionals and students alike. It is an invaluable resource for anyone looking to explore the role of touch in creating effective learning experiences.

The importance of enhancing students' well-being is recognised around the world, yet the well-being of autistic students remains largely unexplored. With the increasing enrolment of autistic students in mainstream schools, it is imperative to develop a comprehensive understanding of the well-being of autistic students to facilitate their sense of well-being in school. Enhancing the Well-Being of Students on the Autism Spectrum offers an in-depth understanding of the well-being of students on the autism spectrum using the innovative research methodology, Photovoice. Throughout the text, the author incorporates photographs taken by students on the autism spectrum, as well as interviews with the students, their teachers, and parents, to bring the authentic experiences of these students to the fore. The book also covers: An overview of the well-being of autistic students; Barriers to the well-being of autistic students and ways to overcome them; Protective factors of the well-being of autistic students and ways to develop these within the school context. This book is a necessary companion for postgraduate students in the field of education and special education, practitioners within the school context, and researchers interested in the area of autism spectrum condition or student well-being.

Placement of students with disabilities in the least restrictive environment has become a central issue in special education. To date, no comprehensive treatment of placement issues is available, especially for students with emotional and behavioral disorders who present particularly difficult placement problems. This book combines data and discussions intended to further the understanding of how and why decisions are made to place students with emotional or behavioral disorders in particular educational environments. This volume establishes the problem of placement in a contemporary and historical context, reviews the literature on placement of students with emotional or behavioral disorders, and discusses placement options and concerns about multicultural issues, post-secondary education, law and regulation, demands on teachers, and policy choices.
Its goals are to:
* improve understanding of decision processes leading to placement,
* set the stage for improvements in pupils' lives in school and elsewhere, and
* stimulate research on the many placement issues that are left unresolved.

This book is a journey written to develop confident teachers. It shows how keeping a Behaviour Journal can help teachers to reflect on their techniques and behaviours as well as the behaviours of their students, and can enhance critical thinking, trainee-centred learning and research. The book highlights how keeping a Behaviour Journal can increase communication and language affecting behaviour and learning. It includes tried and tested exercises that allow readers to practice the art of keeping a Behaviour Journal as well as examples from past Behaviour Journal writers who share their experiences, demonstrating how the journal can facilitate the immediate and regular sharing of the trainee learning in the classroom with the mentor or consultant. It shows readers how to: create a Behaviour Journal as a model and tool for initial teacher training to foster independent and reflective learning use observations and reflective skills to produce convincing well-evidenced reflective writing using experience, observations and relevant reading be critical of classroom systems, strategies or programmes to ensure validity or recognise inadequacies Expertly written by an experienced trainer, this book is a fantastic resource for teachers, trainers of teachers, mentors and anyone looking for new ideas and ways of developing teachers in schools and colleges.

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.

Understanding Conduct Disorder and Oppositional Defiance Disorder offers parents, caregivers and practitioners a concise, accessible introduction to the science behind CD and ODD and popular treatments, together with practical advice on how to approach challenging behaviour. It covers a range of important topics including distinguishing between typical and atypical behavioural development, how to choose the best course of treatment for a child, and how parental behaviour can help or hinder progress. Written in straightforward language, each chapter concludes with "important points" summarising key information, designed to help those living or working with children suffering from behavioural disorders to both understand the nature of the disorders and achieve the best outcome for the child. The final chapter presents an in-depth case study of a child with behavioral disorders, thoroughly detailing symptoms, treatment and outcome, providing a demonstration of best practice and affirming that challenging behavior can be effectively managed. Illustrated with clinical vignettes of the experiences of children living with CD and ODD, Understanding Conduct Disorder and Oppositional Defiance Disorder is essential reading for parents and caregivers, as well as practitioners in clinical and educational psychology, counselling, mental health, nursing, child welfare, public healthcare, and those in education.

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.

This edited volume discusses UNESCO's contributions to inclusive education over the past 20 years, the normative and technical leadership roles this organization has been playing together with its peers and competitors in educational development, and the current status of this issue in academic debates, as well as conceptualizations from different cultures. The chapters reflect and critically discuss a range of positions on the relation between inclusive education, education for all, and special needs education and particularly express the role disability plays in these thematic contexts. The book brings to light that although the term inclusive education is commonly associated with people with disabilities, there are contexts - e.g., research strands on school development in the UK - in which inclusive education is considered as an approach in which the focus of special (needs) education is widened in terms of the target group, reaching out to the heterogeneity of learners, thus taking diversity as a starting point for educational theory and practice. This book highlights the differences in narratives of inclusive education in the United States and abroad and is intended to bridge the various approaches to the study of inclusive education and disability, particularly in the US, the UK, and the Nordic countries within Europe. Although academics and students in Disability Studies are the target audience, the book is also of high relevance to policy makers in the growing field of inclusive education, as well as being potentially interesting for practitioners in education and social work.