Inclusive education has grown as an international movement to not only support students with disabilities but also promote equitable access, participation, and success for all students. This book will transform the capacity of teachers and specialists working with students and families to effectively support an inclusive approach to education for students on the autism spectrum. This book addresses the urgent need to identify inclusive educational environments and strategies for students on the autism spectrum so that they have the best chance of social, behavioural, and academic success at school. Teachers who include students on the autism spectrum in primary and secondary classrooms require greater knowledge of how they can best support the learning, social, and behavioural needs of their students. Without such knowledge, the consequences can include unsatisfactory learning experiences for all students, and interrupted schooling for the student on the autism spectrum through reduced attendance and retention, lower academic performance, exclusion, disengagement, and pressure on parents to make alternative arrangements for their child's education. Inclusive education is socially, emotionally, and academically beneficial for all students and positively impacts on respectful attitudes to difference. This book presents innovative, evidence-based practices that will build the capacity of teachers and specialists implementing an inclusive and contextually relevant approach to education that will support students on the autism spectrum and meet the diverse needs of all students in their classrooms.

Part One this work focuses on the teaching of primary school age children who are dyslexic or have specific learning difficulties; the aim is to bring them up to standards of literacy which they need if they are to function at their general ability level in school. Part Two is for the secondary pupil, who is under much pressure from classroom neeeds; priorities are therefore suggested and a plan of approach for helping is outlined.

This volume is the long-awaited revision of the only textbook on primary language instruction written with classroom teachers of deaf and hard-of-hearing children (TODs) in mind. It builds on the work of the previous edition, describing the experiences of four real TODs and demonstrates practical application of the concepts discussed. Up-to-date chapters on theory of language learning, assessment, and evidence-based practice supplement specific examples of real cases in the field. Avoiding promotion of one teaching philosophy over another, this volume demonstrates the commonalities across classroom language instruction approaches for DHH children and helps guide teachers to enhance learning outcomes.

As the rate of autism diagnosis continues to escalate, awareness and recognition of this developmental brain disorder a" as well as a demand for services a" are also mushrooming. School districts, already struggling under the weight of withering budgets and increasing enrollments, are now scrambling to strike a balance between the types of services and treatments parents want for their children and what the school system can afford to provide. Consequently, a broad cross-section of professionals and parents are searching for the means and methods by which to identify and address the wide-ranging educational needs of the children with autism spectrum disorder.

Identifying, Assessing, and Treating Autism at School provides a one-stop resource that enables school psychologists to coordinate efforts between students and parents as well as other educators, administrators, and social services providers to determine which interventions are likely to be most effective in meeting the unique needs of children with autism. This volume, designed as a practical, easy-to-use reference for school psychologists and other educational professionals:

• Makes the case for why school psychologists and their colleagues need to be more prepared, willing, and able to identify and serve students with autism.
• Identifies the causes, prevalence, and associated conditions of autism spectrum disorders.
• Provides a review of screening, referral, and diagnostic assessment processes.
• Offers much-needed guidance on conducting psychoeducational assessments.
• Reviews appropriate treatments for students with autism.

School psychologists, general and special educators, counselors, and social workers will find Identifying, Assessing, and Treating Autism at School an invaluable resource.

a oeThis book is an invaluable resource not only for school psychologists but for other professionals and parents as well. It provides an excellent overview of the assessment and treatment of autism and related disorders and outlines with impressive clarity the interventions that can be provided for students with autism in schools. I am certain that this book will be read and reread for the wealth of information it presents.a
-Robert B. Brooks, Harvard Medical School, Coauthor of Raising Resilient Children

An award-winning bestseller gets even better! Every parent, teacher, social worker, therapist, and physician should have this succinct and informative book in their back pocket. Framed with both humor and compassion, the book describes ten characteristics that help illuminate-not define-children with autism. Ellen's personal experiences as a parent of children with autism and ADHD, a celebrated autism author, and a contributor to numerous publications, classrooms, conferences, and websites around the world coalesce to create a guide for all who come in contact with a child on the autism spectrum. This updated edition delves into expanded thought and deeper discussion of communication issues, social processing skills, and the critical roles adult perspectives play in guiding the child with autism to a meaningful, self-sufficient, productive life.

Inclusion and Autism Spectrum Disorder demonstrates specific user-friendly and evidence-based strategies that classroom teachers can implement to proactively set up and deliver classroom instruction that will maximize the chances of success for students with autism spectrum disorder (ASD). Teachers in inclusive environments are facing increasing pressure to meet the needs of diverse classrooms that include more students with ASD. This easy-to-use, research-based professional guide provides teachers with the activities and specific strategies they need, along with detailed descriptions that support immediate implementation.

Published in 1983. One response to the recent concern about pupil discipline in schools has been the creation of support centres: off-site special units to which disruptive pupils are sent for varying periods of time for education and supervision. The Inner London Education Authority had a substantial network of such centres. Yet the concept of these units has aroused some criticism: they have been labelled as 'sin-bins' and as dumping grounds for adolescents. This book is based on major research conducted by the ILEA over a number of years and provides the only substantial evaluation of support centres. Data are presented on pupil characteristics and attainment, on how the centres operate and on the views of the staff in centres and in referring schools. It concludes with an evaluation of support centres, highlighting a range of innovative approaches to the management of disruptive behaviour. The authors warn of the dangers of developing a separate system for disruptive pupils, but conclude that some form of alternative provision is needed for the foreseeable future.

Published in 1983. Adolescence is a period of change for all and turmoil for some. Many adolescents have problems which are easily identified but for others the problems are more subtle. There is an interaction between their own difficulties and the systems of home, school and their own society. In this case, problems, which are very real, are more difficult to define and to deal with. This book aims to help teachers to recognise and understand the common problems of adolescents, as they are relevant to their schooling. In addition, suggestions are made to help both teachers and adolescents overcome these difficulties. Besides the more immediately obvious issues of learning and behaviour, there is also discussion of sexual behaviour, vandalism and substance abuse. Throughout the book the common theme is that all problem behaviour must be understood and acted upon within a context, and not regarded as examples of individual delinquency. Finally, the implications of the 1981 Education Act and its impact on teachers is considered. Under this law, a much wider range of young people will be deemed to have special educational needs. Consequently, all teachers of adolescents will need to be aware of the issues raised and discussed in this book.

The tremendous amount of work that goes into the diagnosis and subsequent management of a young child with a permanent sensori-neural hearing loss involves both professionals from health and education services and parents. Though it is now widely accepted by professionals that parents should be regarded as full members of the team supporting the hearing-impaired child, many still do not have a clear idea of what this means in practice. The purpose of this book is to share information about this work among all those involved. Written by professionals who have long experience of working in real co-operation with parents and who allow the voice of parents to come through clearly, the book has two main aims. First, to convey in a clear and readable way what professionals do, the language they use, what influences their decision-making and some of the ramifications of hearing impairment; and, secondly, to convey to professionals what it is like to discover that your child has a hearing impairment and to show what professionals can learn from parents about the experience of living twenty-four hours a day with a child who does not hear well.

This practical guide provides a complete picture of how non-physical and physical interventions can be used to manage behaviour and keep children with autism spectrum disorders or emotional, social and behavioural difficulties safe. With clear advice and strategies that can be easily implemented in practice, Steve Brown explores various options and interventions, and explains how professionals can manage the behaviour of children (aged 3-18) in the safest possible way, promoting assertiveness and confidence. He includes a range of de-escalation and behaviour management strategies, information on risk assessments and legalities, advice on how to create safe spaces, insight into non-verbal communication and positive listening, and an honest and open discussion about the important role of physical interventions and positive handling techniques. Providing clarity and insight into this complex subject, this book will allow professionals working with children and young people with ASD or ESBD to use non-physical interventions with confidence and understand the role of physical interventions as a last resort, within a legal framework.

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.

'I believe this book will change the conversation in schools on children's behaviour.' - Dr Luna Centifanti A School Without Sanctions offers an innovative approach to behaviour management in schools, prioritising compassion and behaviour modification over punishment. Drawing on their award-winning methods, Steven Baker and Mick Simpson explain why challenging behaviour occurs and provide a toolbox of non-confrontational approaches that will benefit the whole school community. When Steven and Mick set out to transform their school's approach to behaviour, it changed everything. With the help of Dr Alice Jones Bartoli at Goldsmiths, they developed a sanction-free approach in their special school for boys with social, emotional and mental health (SEMH) difficulties. Far from descending into anarchy, lessons began to improve and student-staff relationships flourished. The school is now rated outstanding in all areas, and more importantly, student outcomes have been remarkable. Steven and Mick apply this experience, as well as their work in pupil referral units and young offender institutions, to explore their strategies for managing behaviour without the need for zero tolerance, discussing exclusions, trauma, motivation and engagement along the way. Rooted in neuroscience and evolutionary psychology, this book will revolutionise the way you think about behaviour management, help boost student mental health and academic achievement, and protect teacher wellbeing.

The Hero's Mask Guidebook provides practical strategies to be used alongside the The Hero's Mask novel. The Guidebook has been designed to promote an understanding of the impact of traumatic stress and what counselors, therapists, educators, parents and caregivers can do to promote healing and recovery. The Guidebook and storybook can be used together to spark conversations around the difficult topics of loss and trauma and to create openings for renewing and strengthening emotionally supportive relationships with distressed children after traumatic experiences. The Guidebook identifies resources to access information about treatment programs and strategies that can help children and families with traumatic stress and integration of The Hero's Mask books with Real Life Heroes (R), an evidence-supported treatment program for children and families with traumatic stress.

This volume presents the latest research from internationally recognized researchers and practitioners on language, literacy and numeracy, cognition, and social and emotional development of deaf learners. In their contributions, authors sketch the backgrounds and contexts of their research, take interdisciplinary perspectives in merging their own research results with outcomes of relevant research of others, and examine the consequences and future directions for teachers and teaching. Focusing on the topic of transforming state-of-the-art research into teaching practices in deaf education, the volume addresses how we can improve outcomes of deaf education through professional development of teachers, the construction and implementation of evidence-based teaching practices, and consideration of "the whole child," thus emphasizing the importance of integrative, interdisciplinary approaches.

Who are the people with disabilities in your neighborhood? Maggie and Momma love going for walks. During every outing, Maggie learns about something new. Today's no different Momma has arranged for Maggie to meet lots of people in her neighborhood. They all have different jobs. They all come from different cultures. They all use different things to help their bodies. Maggie doesn't just stop to chit-chat. Rather, she gets to the bottom of things. By asking the right question, she discovers how many people with disabilities use aids to help them out. Let's find out how they work, too
Children will learn that disabilities occur in every culture Parents and teachers can accurately explain how various disability aids work Children will realize that working with a disability is a possibility for some Therapists can use this book as a motivational tool for patients with disabilities Kids can satisfy their curiosity about disability aids in an unimposing manner
Therapists' Acclaim:
"This book is just right for a preschooler or young elementary aged child who needs a simple introductory explanation about disabilities and accommodations. It's characters experience varied limitations and are represented by culturally diverse people in the neighborhood. The book is short, matter of fact, colorful and to the point."
--Laurie Zelinger, PhD, author of Please Explain Anxiety to Me
"Perception of a disability is life-shaping for those who are 'differently able'. it is imperative that they have assistive devices to help them lead normal lives and be perceived as 'normal'. i.e. differently able. Your book shows people living their normal lives with assistive devices which is the way it should be Thanks for your great contribution to the positive perception of people who are differently abled."
--N.Siddiq, B.Sc., M.D., CBC freelance broadcast journalist
"This book is a great resource for parents, teachers and other childhood educators to help teach children about living with a disability. It offers important lessons in tolerance, compassion and dignity."
--Mary Lynne Stewart, Director of Fund Development and Communications, March of Dimes Canada
For more info see www.JewelKats.com
From the Growing With Love Series at Loving Healing Press www.LovingHealing.com
JUV039150 Juvenile Fiction: Social Issues - Special Needs
SOC029000 Social Science: Handicapped
EDU026040 Education: Special Education - Physical Disabilities

Autobiographical memory (ABM)-the type of long-term memory that holds information about ourselves and our past experiences-is key to social learning and social communication. This groundbreaking guide shows professionals how to support ABM in children and adolescents on the autism spectrum, leading to lasting enhancements to critical social skills. A natural, strengths-based approach to autism intervention, this unique program is about promoting authentic connections by facilitating memory-not encouraging a specific set of behaviors or changing autistic habits of cognition. Ideal for speech-language pathologists and other practitioners, this book offers detailed guidance on how to assess ABM needs and implement activities that help autistic individuals encode and retrieve memories that aid in social learning. Professionals will get step-by-step instructions on using adaptable, person-centered techniques such as elaborative reminiscing, memory making activities, episodic memory draw-talks, and life stories. An innovative and practical guide that honors neurodiversity, this program empowers children to tap into and create meaning from their past experiences-and use those memories to plan, problem-solve, and form positive connections with others. Why This Program? Helps neurotypical and autistic children and adolescents develop memory retrieval and discourse strategies critical for academic and social success Evidence aligned-translates pioneering research into ready-to-use intervention strategies and activities Client centered-honors the child's interests and follows their lead without prescribing scripts or rules Adaptable for a wide range of intervention settings-home, school, and community Developed by highly respected experts on autism and communication Customizable to meet the needs of the individual PRACTICAL MATERIALS: Professionals will get downloadable assessment and intervention forms, clear scope and sequences they can easily replicate, and handouts and worksheets to share with families so they can use the techniques at home.

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

First published in 1992. With an ever-increasing number of deaf students entering higher education throughout the world, major strides need to be made in provision and support for them. This book recognises that the integration of deaf students into mainstream higher education raises complex and challenging problems. It has proved extremely difficult for deaf students to enter fully into the social and extra-curricular fabric of campus life - an essential factor in ensuring student success. The authors provide an assessment of state-of-the-art practice in postsecondary settings and suggest theoretical and practical approaches to providing support. There is discussion of the attainments of deaf graduates with commentaries by deaf persons about their experiences in college. In addition, statistics support the theoretical contentions and clearly demonstrate the benefits of postsecondary education to deaf people.

First published in 1994. The chapters that make up this book are not primarily about disability or visual impairment. What they do address is the right of all people to have further education and training made available in ways that meet their needs regardless of gender, race, age and ability. This book examines their entitlement to this education and some of the ways in which it can be made accessible. The issues raised are relevant to all people entering further education and training.

Originally published in 1977. This book is a comprehensive account of the state of knowledge about autism in the 1970s. Its main emphases are the special needs of autistic children and everyday aspects of dealing with them - how to manage, teach and 'treat' them. As such, it will be of particular value for teachers and parents, but equally important for GPs, paediatricians, child psychiatrists and psychologists and anyone else playing a role in the diagnosis and care of these children. In the opening chapters, the two editors discuss the diagnosis of autism and the specific techniques used when dealing with problems of learning and behaviour in autistic children from early childhood to adolescence. The various contributors, also specialists in the field, then draw on their own particular knowledge and expertise to cover research, the ancillary services which are available, and useful techniques for working with older autistic persons.

Children and adolescents with Autism Spectrum Disorders (ASD) require specialized teaching strategies when learning about puberty, sexuality and relationships. This professional resource offers practical teaching advice geared towards the needs of young people on the autism spectrum. Beginning with information on good practice, policy, teaching methods and recent research, the book then divides into key sex education topics that assist professionals in developing their own individualized and developmentally appropriate curricula. Covering issues of gender, public and private, puberty, hygiene, emotions, sex and more, each topic provides an overview of the difficulties that children with autism might experience, discussion and activity ideas and photocopiable resources including instructional stories, checklists and illustrations. The final section demonstrates how to respond to ongoing patterns of inappropriate behaviour and put together a behaviour plan. Aiming to explain and support the child's developing sexuality while also addressing crucial issues of safety, this book is a much-needed teaching manual for all professionals working with children and young adults with autism including educators in mainstream and special education, psychologists, therapists and social workers.

For effective use, this book should be purchased alongside the accompanying storybook, Maya’s ACE Adventures!: A Story to Celebrate Children’s Resilience following Adverse Childhood Experiences [9781032368177]. Both books can be purchased together as a set, Helping Children to Thrive After Adverse Childhood Experiences: ‘Maya’s ACE Adventures!’ Storybook and Adult Guide [9781032367934]. Alongside the accompanying storybook, Maya’s ACE Adventures!, this guide provides adults with much-needed resources to talk to children about their traumatic experiences in ways that are non-threatening, safe, and can build a child’s confidence in speaking about their fears with a trusted adult. Designed to be read by an adult before they read the story together with a child, the guide provides practical tools, such as scene-by-scene discussion prompts and strategies for co-regulation, to facilitate conversations that are informed, relaxed and allow for healing from grief and trauma. These tools are contextualised by a detailed examination and critique of the Adverse Childhood Experiences (ACEs) framework, in addition to an overview of the neurobiology involved in the stress response, to support adults and alleviate their anxiety about asking the right questions and having the rights answers for the children they support. Together with the storybook, this guide is essential reading for teachers, parents, foster carers, social workers, and other professionals who are supporting children, by giving them the resources they need to foster hope and resilience among children who have survived traumatic experiences.

Colleges and universities are seeing increasing numbers of students with a range of disabilities enrolling in postsecondary education. Many of these disabilities are invisible and, despite their potential for negative impact on students' academic and social adjustment, some students will choose not to identify as having a disability or request support. Approaching disability from the perspective of difference, the authors of this new volume offer guidance on creating more inclusive learning environments on campus so that all students-whether or not they have a recognized disability-have the opportunity to succeed. Strategies for supporting students with specific learning disabilities, attention-deficit/hyperactivity disorder, autism spectrum disorder or who display learning and behavioral characteristics associated with these profiles are described. A valuable resource for instructors, advisors, academic support personnel, and others who work directly with college students.

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.

Along with volume 23 of the same series, this book addresses the most current perspectives and issues related to behavior disorders and it involves leaders in the behaviour disorders field. This book specifically addresses identification, assessment and instruction. This book is organized to allow readers to follow behavioral disorders in a very logical and thoughtful process. Topics addressed include legal issues, assessment, placement prevention, culturally and linguistically diverse students, English Language learners, behaviour modification as well as differentiated instruction. Chapters can be read in order or independently since they have considerable versatility. We feel that this volume of "Advances in Special Education" will be an excellent resource for special education professionals who teach and serve students with behavioral disorders.