This book challenges the concept of wellbeing as applied to children, particularly in a school-based context. Taking a post-structural approach, it suggests that wellbeing should be understood, and experiences revealed, at the level of the subjective child. This runs counter to contemporary accounts that reduce children's wellbeing to objective lists of things that are needed in order to live well. This book will be useful for academics and practitioners working directly with children, and anyone interested in children's wellbeing.

This book challenges the very idea of "profound and multiple learning disabilities" (PMLD) itself, and what constitutes appropriate educational provision for children described as having PMLD. It considers the role of ambiguity in articulating the life-worlds of children with PMLD.

This book challenges the concept of wellbeing as applied to children, particularly in a school-based context. Taking a post-structural approach, it suggests that wellbeing should be understood, and experiences revealed, at the level of the subjective child. This runs counter to contemporary accounts that reduce children's wellbeing to objective lists of things that are needed in order to live well. This book will be useful for academics and practitioners working directly with children, and anyone interested in children's wellbeing.

Many health, education and social service initiatives aim to implement better multi-agency working between agencies and professionals. But what difference does this sort of organisational change make to those families and children on the receiving end? Making a difference? explores the process and impact of multi-agency working on disabled children with complex health care needs and the families and professionals who support them. Examining in detail the work of six multi-agency services, the report describes the process of multi-agency working, key success factors, and outcomes for professionals, as well as the impact on families in terms of their daily life, well-being, and contact with services and professionals. A concluding chapter summarises key issues and makes recommendations for policy and practice.

This study guide provides a solid foundation for Grade 11 and 12 Physical Sciences. Arranged in TOPICS, it offers: Comprehensive Notes and Worked Examples, Exercises & Exam Questions and Detailed Answers with Explanations & handy hints. The learner is taken step by step through the theory, techniques and basic concepts that form part of this challenging subject. The format is designed to guide the learner through the essential principles to a point where they can tackle more complex problems with confidence. The clear, concise notes and graded questions comply with the requirements of the CAPS curriculum and develop a thorough understanding of each topic.

This book challenges the ways we experience, think about, and interact with children described as having profound and multiple learning disabilities (PMLD). Contrary to received wisdom, the book starts from the premise that traditional psychological approaches operating in the PMLD field are overly reductive and constrain our abilities to listen to and learn from children with PMLD. This in turn runs the risk of maintaining exclusionary practices such as segregated education, where such practices are predicated upon the notion that some children are too disabled to participate in mainstream life.To address the situation the authors explore new terrain in three areas: theory, research and practice. The authors draw from phenomenological notions of embodied consciousness and introduce how this gives rise to novel ways of understanding the agency of children with PMLD. This critique leads to examination of interpersonal methodology as a means to access the experiences of children with PMLD, which in turn culminates in a research project examining how inclusive education could support learning for a young boy with PMLD. What becomes apparent through this story is that children with PMLD engage with the world in ways far more complex than existing approaches can take account of.

This fully updated third edition of Learning Through Child Observation is a handbook for professionals working in, or students preparing to work in, children's services. This accessible text examines the value of observation, its use in assessment and the practical aspects and methods of observational study. The authors focus on the importance of fully recognising the child's developmental and emotional state when intervening, and the need to see children 'holistically' and as unique individuals within the wider context of the family and community. This new edition reflects updates to policy and practice and further develops the critical perspective on contemporary thinking about childhood and observational methods. This edition has also expanded its focus to include observation of primary-aged children. A popular text, it will appeal to students and professionals in all children's services, whether in pre-school, schools, social care, mental health or health settings.