This book re-examines the case of Nadia, discovered as a child aged six, who had been drawing with phenomenal skill and visual realism from the age of three, despite having autism and severe learning difficulties. The original research was published in 1977 and caused great international interest. Nadia Revisited updates her story and reconsiders the theories that endeavour to explain her extraordinary talent. As well as summarising the central issues from the original case study and presenting her remarkable drawings, the book explains Nadia's subsequent development and present situation in light of the recent research on autistic spectrum disorders and representational drawing in children. The book also considers the phenomenon of savant syndrome: the condition in which those with autism or other learning disabilities have areas of unusual talent that contrast dramatically with their general functioning. Lorna Selfe uses this single case study to discuss theories of developmental psychology and considers the possible links between prodigious talent and underlying neurological dysfunction. The book is especially valuable for students and teachers of developmental psychology and neuropsychology, education and special education, as well as art and art education. Parents of autistic children or those with related disorders, learning difficulties or special needs will also be interested in the discussions presented in this book.

Behaviour for Learning offers teachers a clear conceptual framework for making sense of the many behaviour management strategies on offer, allowing them to make a critical assessment of their appropriateness and effectiveness in the classroom, and assisting them to promote closer links between 'behaviour' and 'learning'. Now in a fully updated second edition, the book focuses on how teachers can provide a safe and secure setting where positive relationships are fostered, placing increased emphasis on learning behaviours that contribute to pupils' cognitive, social and emotional development. The book is full of practical approaches that can help teachers support pupils to achieve, relate to others and develop behaviours that characterise self-esteem, confidence and resilience. It includes chapters covering: * relationship with the curriculum, relationship with self and relationship with others; * whole-school approaches and the school behaviour policy; * reframing special educational needs; * dealing with more challenging behaviour; * transitions. This second edition also includes an updated emphasis on the links between mental health, behaviour and relationships in schools, and reflects Department for Education advice for school staff, changes to the National Curriculum and the new SEND Code of Practice. Through the application of the Behaviour for Learning framework, the book encourages teachers to address the needs of pupils who exhibit behavioural difficulties, whilst still pursuing excellence in teaching and learning for all pupils. It is a compelling and essential read for all trainees and practising teachers, CPD coordinators and other professionals working with children in schools.

Edna Edith Sayers has written the definitive biography of T. H. Gallaudet (1787-1851), celebrated today as the founder of deaf education in America. Sayers traces Gallaudet's work in the fields of deaf education, free common schools, literacy, teacher education and certification, and children's books, while also examining his role in reactionary causes intended to uphold a white, Protestant nation thought to have existed in New England's golden past. Gallaudet's youthful social and political entanglements included involvement with Connecticut's conservative, state-established Congregational Church, the Federalist Party, and the Counter-Enlightenment ideals of Yale (where he was a student). He later embraced anti-immigrant, anti-abolition, and anti-Catholic efforts, and supported the expatriation of free African-Americans to settlements on Africa's west coast. As much a history of the paternalistic, bigoted, and class-conscious roots of a reform movement as a story of one man's life, this landmark work will surprise and enlighten both the hearing and Deaf worlds.

This book has received the AESA (American Educational Studies Association) Critics Choice Award 2012. Community Service Learning (CSL) is, potentially, the most powerful and far-reaching educational reform movement in recent memory. Yet, that potential has yet to be realized. One major reason for CSL's limited success is found in its runaway conceptual confusion: in becoming everything to everyone, CSL has lost its philosophical bearings and, not surprisingly, its practical value. This study attempts to restore CSL's philosophical bearings, arguing that there are particular understandings of its components that imply particular kinds of educational practices. In this philosophical clarification lies the hope that CSL can meet its immense potential as a transformative school and community practice. This book is a must-have for teachers, school administrators, educational scholars, and students who have an interest in making schools a vital community resource.

'Michael Farrell offers well sourced overviews of the conflicting and contradictory advice that is available to schools, suggests a variety of solutions to challenges, empowering the reader to make their own choices.' - Carol Smart, Special Needs Information Press

Fully updated with the latest research and advice on best practice, this new edition of The Effective Teacher s Guide to Sensory and Physical Impairments covers a range of conditions that cause learning difficulties for children, including visual impairment, hearing impairment, deafblindness, orthopaedic impairment, motor disorders and health impairments, as well as a brand new chapter on traumatic brain injury.

Teachers are likely to meet children with varying types and degrees of sensory and physical impairments. This comprehensive guide equips you with informed and practical strategies to ensure that all pupils are included and provided for in the best possible way. The new edition has also been adapted to be more widely relevant to readers in different countries, focusing more on the strategies that work regardless of national context.

Writing in his popular accessible style, Michael Farrell suggests the best ways of dealing with a variety of conditions, always with practical classroom situations in mind. In each section, the book:

• explains the legal contexts
• looks at the range of provision
• suggests intervention and support strategies
• gives points for reflection and suggested further reading.

Highly accessible and authoritative, this book provides teachers with an invaluable resource to help you create a truly inclusive classroom.

First Runner-Up in the 2006 Writer's Notes Book Awards, this book utilizes the strengths of children with ASD to help them develop new skills. Tasks are visually oriented, consistent; expectations are clear. Children learn motor, matching, sorting, reading, writing, and math skills using easy-to-make 'task boxes'. Tasks include pushing items through a small openings (children love the 'resistance' it takes to push them through); matching simple, identical pictures or words; sorting objects by color, size, or shape. Ideas are plentiful, materials colorful, and children love the repetitive nature of the 'tasks', which help them learn to work independently! Sample data sheets are included.

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.

We live in a time of unprecedented planetary ecocrisis, one that poses the serious and ongoing threat of mass extinction. What role can critical pedagogy play in the face of such burgeoning catastrophe? Drawing upon a range of theoretical influences - including Paulo Freire, Ivan Illich, Herbert Marcuse, traditional ecological knowledge, and the cognitive praxis produced by today's grassroots activists in the alter-globalization, animal and earth liberation, and other radical social movements - this book offers the foundations of a philosophy of ecopedagogy for the global north. In so doing, it poses challenges to today's dominant ecoliteracy paradigms and programs, such as education for sustainable development, while theorizing the needed reconstruction of critical pedagogy itself in light of our presently disastrous ecological conditions. Students and teachers of critical pedagogy at all levels, as well as those involved in environmental studies and various forms of sustainability education, will find this book a powerful provocation to adjust their thinking and practice to better align with those who seek to abolish forms of culture predicated upon planetary extermination and the domination of nature.

This collection of research in deafness and education should be of interest to UK and overseas readers alike. It addresses key aspects of research in the UK within the areas of learning support, understanding progress and achievement and interaction at home and at school. Its content should be of interest to a wide range of professionals: teachers; doctors; audiologists; habilitation staff; speech and language therapists; and academics such as lecturers and researchers. For students of deaf education and special educational needs, as well as some parents of deaf children, it should serve as a useful contemporary text.

The editors' aim has been to make current and on-going research from a variety of disciplines accessible to this wide range of readers. Descriptions of research context and up-to-date referencing in each chapter should prove useful as sources and hints for further reading.

"I don’t need to be scared of reading anymore"

17-year-old woman describing the use of coloured overlays.

Reading Through Colour tells the story of the discovery and development of the use of coloured overlays and tinted glasses to help overcome reading difficulty, which can sometimes result in almost miraculous improvements. Arnold Wilkins, the scientist who was one of the first to provide the evidence that coloured filters can work, explains how sufferers are often unaware of the effects of visual stress, having no way of realising that others see print differently. They frequently suffer headaches or migraine, but at school can be considered simply lazy.

Reading Through Colour explains what the overlays are and how to select them. Throughout, the voices of parents, children and adults tell how improvements in reading speed and fluency have changed their lives. Clear, "how-to" advice on testing and using overlays is included for teachers and other professionals, along with information on where to get further help and advice.

"Every reading teacher needs a copy of this book and their own set of filters. Optometrists and pediatricians will also find this work to be a valuable resource. It is a ‘must read’."

Alan Kwasman M.D., Behavioural Pediatrician, Associate Professor, University of California, Riverside

This book examines the ways in which communicative practices influence the lives of students and faculty with disabilities in higher education. Offering their own experiences as teachers and students, the authors use qualitative research methods, mainly narrative and autoethnography, to highlight the intersections among communication, disability, diversity, and critical communication pedagogy. While embodying and emphasizing these connections, each chapter defines the notion of disability from a different point of view; summarizes the relevant literature; provides suggestions for different ways of improving the experiences of people with disabilities in higher education; promotes social change; and in some cases, promotes policy change. Overall, the volume promotes more effective, mindful, honest, and caring interaction between able-bodied and disabled individuals.

At the heart of this volume is the recognition that children's engagement with play and story are intrinsically and intricately linked. The contributing authors share a passionate interest in the development and well-being of children, in particular through their use of imagination and adaptation of the everyday into play and stories. Following these principles, the volume explores the connections between play, story, and pretense with regard to many cultural and contextual factors that influence the way these elements vary in children's lives. In a departure from earlier collections on play and story, the authors take a particular focus on normative as compared with atypical development. This collection begins with an approach to understanding the developmental relationship between play and story, which recognizes their similarities while acknowledging their differences. Much of the collection addresses pretend play and story in children with autism spectrum disorder, an understudied but important group for consideration, as these dimensions of their lives and development have often been considered problematic. The volume also includes sections on play and story in classroom settings and play and story across cultures, including non-English-speaking environments such as Israel, Romania, China, and Mexico. It concludes with a discussion of how play differs across sociocultural and economic contexts, making a unifying claim for the importance of play in children's lives but also calling for an understanding of what play means to very different groups of children.

Recent policy initiatives illuminate the need for greater teacher awareness about dyslexia in secondary and tertiary education. Yet the debates about dyslexia are often narrowly based and can exclude some teachers. This book attempts to open up the debate by bringing together different ways of talking and thinking about dyslexia. Fundamental questions about how to respond to dyslexia in teaching and support contexts are addressed and the significance of ???exploratory conversions??? between learners and tutors is recognised. The need to restructure ???the structured approach??? and to consider meta-affectivity as well as metacognition is explored. Practitioners in both secondary and tertiary sectors can gain ready access to contributions from internationally respected writers and teachers in the field. Alan Hurst??'s preface refers to ???this important book??? as paving the way to a more truly inclusive attitude and approach to education in and beyond compulsory schooling.

Children with developmental disabilities inhabit a gray zone: they live and learn under normal conditions in some aspects of their lives, while their "inconvenient brains" present a range of challenges in other school and life contexts. Dr. Martha Bridge Denckla provides parents and educators with general knowledge, research findings, and practical recommendations about a variety of these developmental conditions, including dyslexia, dyscalculia, ADHD, autism spectrum disorder, problems with motor coordination, and executive dysfunction. Inspired by her efforts to explain these conditions to parents over 45 years of clinical practice, she provides a science-based understanding of the issues in an accessible format. She uses the science of cognitive and behavioral neurology to help readers understand how the interrelationships of brain, environment, and behavior produce these developmental disorders, and to provide a basis for parenting and education programs based upon understanding how variations in brain development should guide plans for what is taught when to whom. Such developmentally appropriate, evidence-based, differentiated instruction within general education can diminish the demand for separate special education, and will thus serve all kinds of brains, whether "typical" or "inconvenient."

Autism Spectrum Disorder Assessment in Schools serves as a guide on how to assess children for autism spectrum disorders (ASD), specifically in school settings. Dilly and Hall offer a general overview of ASD, describe ASD assessment best practices, and explain the process of identifying ASD in schools. Current research and up-to-date science is incorporated in a practitioner-friendly manner, and short case vignettes will increase the accessibility of the book content and illustrate principles. As the rates of ASD reach 1/59 children, and school psychologists are increasingly expected to possess expertise in the assessment of ASD, this book serves as a must have for school psychologists, school social workers, and other practitioners.

This fully updated second edition is a practical guide for parents, teachers and other professionals to create cultures of resilience and wellbeing in schools, homes and health care settings. Students will build lifelong competencies to improve their emotional regulation, empathy, persistence, problem solving, mindset, optimism, gratitude, kindness and values; improving their psychological readiness to bounce back from life's ups and downs. Alongside new lesson plans that are even easier to follow and specific guidance on how to meet criteria on social emotional learning frameworks, the lively and engaging resources in this book include: Practical, photocopiable guide sheets and worksheets, also available as eResources via www.positivemindsaustralia.com.au Adaptable role plays and activities Solid research-based strategies A flexible framework that can be creatively implemented in classrooms, homes and health care settings Parent tips at the end of each chapter This is a must-have handbook for anyone seeking to provide young people in their care with a strong foundation for life long social, emotional and learning outcomes.

How can parents and teachers most effectively support the language development and academic success of deaf and hard-of-hearing children? Will using sign language interfere with learning spoken language? Should deaf children be placed in classrooms with hearing children? Are traditional methods of teaching subjects such as reading and math to hearing children appropriate for deaf learners? As many parents and teachers will attest, questions like these have no easy answers, and it can be difficult for caring adults to separate science from politics and fact from opinion in order to make informed decisions about how to help deaf children learn.
In this invaluable guide, renowned authorities Marc Marschark and Peter Hauser highlight important new advances in scientific and educational research that can help parents and teachers of students with significant hearing loss. The authors stress that deaf children have strengths and needs that are sometimes very different from those who can hear. Consequently, if deaf students are to have full academic access and optimal educational outcomes, it is essential that parents and teachers learn to recognize these differences and adjust their teaching methods to them. Marschark and Hauser explain how the fruits of research conducted over the last several years can markedly improve educational practices at home and in the classroom, and they offer innovative strategies that parents and teachers can use to promote learning in their children. The result is a lively, accessible volume that sheds light on what it means to be a deaf learner and that provides a wealth of advice on how we can best support their language development, social skills, and academic success.

Improving Student Retention in Higher Education provides a practical, curriculum-based response to the current situation in higher education, where participating students emanate from a range of backgrounds; international and lower socioeconomic backgrounds, mature aged students, students with disabilities as well as those for whom higher education is the first family experience.

Underpinned by research indicating that students are more likely to continue with higher education if they are engaged in their studies and have developed networks and relationships with their fellow students, this book presents best practice examples of innovative and inclusive curriculum, from a range of countries.

Kate Ripleya (TM)s work in the topical area of Emotional Literacy has shown that children must first learn to discriminate and label their own emotions before they can focus on understanding other people's. This comprehensive programme is designed to assist early years practitioners help children to achieve these first important steps, the pack consists of:

• theoretical rationale a " long and short version
• how the programme fits within the current legislative framework
• baseline assessment details
• pratical strategies to support the programme
• evaluation from pilot study
• bibliography and recommended materials.

In addition to the book there is a CD-ROM containing a twenty minute video film showing behaviour to be addressed and intervention in action, a demonstration in powerpoint to show to colleagues and stories to use for baseline assessment.

Sensory motor activities are crucial for children to learn from their environment. Bridging the gap between theory and practice, this revised edition is a complete package of tried-and-tested sensory motor activities for children, covering basic movements, interoception, sensory and body awareness and early visual perceptual skills. Providing an overview of the sensory systems, the authors offer practical strategies for parents/carers and practitioners to link knowledge to practice when communicating and engaging with a child. The authors present both familiar and novel activity ideas, explaining how they provide sensory stimulation to the relevant sensory systems and may help to support the child's development, sensory processing and regulation levels. New material includes: greater emphasis on understanding the sensory systems and how they link to the activities a brand new chapter on interoception revised recording methods, including Goal Attainment Scaling as an outcome tool an expanded list of activities. Sensory Motor Activities for Early Development, 2nd edition is an essential text for all parents/carers and practitioners who use sensory motor activities in a playful way to help the development of children with a range of needs. It will be valuable reading for those working with children who do not initiate movement, who require help with their movement, who need to refine their movement, who need encouragement or motivation to engage in purposeful movements, or those who need activities to provide sensory stimulation.

Developed in conjunction with practitioners and teachers, The Primary Behaviour Cookbook provides highly effective, practical strategies for responding to and resolving behavioural issues in primary classrooms. Consisting of over forty 'recipes', the book's unique format enables practitioners to quickly and easily access information and advice on dealing with specific behaviours. Each 'recipe' details strategies and interventions for immediate application in the classroom setting, considers possible causes of the given behaviour and offers helpful approaches for responding to the child's needs in the longer term. From disengagement to impulsivity, attention-seeking, defiance, bullying, anxiety and aggression, the book's five sections cover a broad spectrum of behaviours falling within five broader categories: Getting things done: supporting positive student engagement and achievement Dealing with disruption: increasing motivation and skills to facilitate learning Social interactions: resolving problematic situations that occur between pupils. Emotional distress: understanding distress and developing coping strategies Behaviours of special concern: recognising behaviours associated with autism, trauma, or abuse. Underpinned by positive psychology, and emphasizing the importance of constructive relationships, communication, inclusion and child wellbeing, this is an indispensable resource for primary school teachers and assistants, behaviour support consultants, SENDCOs and educational psychologists.

Reading Between the Lines Set Two is a sequel to the popular Reading Between the Lines. It is a resource book for teachers, teaching assistants, SENCOs and Speech and Language Therapists who need to support the development of inference skills in children aged 8-12. These unique guides offer accessible and easy-to-use material specifically targeted to improve inference, which is a crucial element in understanding spoken and written language. The book provides 370 engaging texts themed around different areas such as place and occupation, and includes short stories about everyday events, magic and adventure. Each short text is accompanied by guiding questions and is carefully graded to allow students to gradually progress from more simple texts with highlighted clues onto more challenging scenarios which will require higher level inferencing skills. Containing handy photocopiable material, this guide can be used with whole classes, small groups or individual children. It will be particularly valuable to professionals working with children who have Autism Spectrum Disorders or Speech, Language and Communication Needs, who need particular support with inference as they develop their broader social communication skills.

This comprehensive ground-breaking southern African-centred collection spans the breadth of disability research and practice. Reputable and emerging scholars, together with disability advocates adopt a critical and interdisciplinary stance to prove, challenge and shift commonly held social understanding of disability in traditional discourses, frontiers and practices in prominent areas such as inter/national development, disability studies, education, culture, health, religion, gender, sports, tourism, ICT, theatre, media , housing and legislation. This handbook provides a body of interdisciplinary analyses suitable for the development of disability studies in southern Africa. Through drawing upon and introducing resources from several disciplines, theoretical perspectives and personal narratives from disability activists, it reflects on disability and sustainable development in southern Africa. It also addresses a clear need to bring together interdisciplinary perspectives and narratives on disability and sustainable development in ways that do not undermine disability politics advanced by disabled people across the world. The handbook further acknowledges and builds upon the huge body of literature that understands the social, cultural, educational, psychological, economic, historical and political facets of the exclusion of disabled people. The handbook covers the following broad themes: * Disability inclusion, ICT and sustainable development * Access to education, from early childhood development up to higher education * Disability, employment, entrepreneurship and community-based rehabilitation * Religion, gender and parenthood * Tourism, sports and accessibility * Compelling narratives from disability activists on societal attitudes toward disability, media advocacy, accessible housing and social exclusion. Thus, this much-awaited handbook provides students, academics, practitioners, development partners, policy makers and activists with an authoritative framework for critical thinking and debates that inform policy and practice in incomparable ways, with the view to promoting inclusive and sustainable development.

For preschool children with emotional difficulties arising from difficulties in attachment, standard observations used in early years settings are not always helpful in identifying their problems and providing guidance on how they can be helped. Combining an accessible introduction to attachment and child development with a child observation tool for identifying behaviour, and the emotional needs underlying this behaviour, this book enables early years professionals to identify problems and provide appropriate support. 'Case study' boxes help to illustrate typical patterns of attachment, and all aspects of behaviour are covered including play, interaction with peers, neediness and aggression. Written in clear, concise language, Observing Children with Attachment Difficulties in Preschool Settings aims to equip the reader with the knowledge and skills needed to identify and support children's emotional and social difficulties. Suitable for use with children aged 2-5, this will be an invaluable resource for early years professionals, as well as clinicians, teachers and learning support staff.

This highly practical handbook meets the need for a general guide that provides teachers with the skills, techniques and structure to help children with specific learning difficulties achieve success.