A fresh and irreverent comedy starring a cast of neurodiverse characters - guaranteed to be one of the funniest novels you'll read.

Leon John Crothers is 4779 days old (thirteen years and one month, if you're mathematically challenged). He has been 'moved on' from six different schools and most people think he has an attitude problem. Leon doesn't care for the label, in the same way that he doesn't care for Tim Burton, supermarket trolleys, train fanatics or Bounty bars. This time, however, things may turn out differently, as help comes from where he least expects it - Dr Snot, a physician at pains to help Leon navigate 'normal' and classmates, Tanya and Lawrence, who both face their own challenges.

When school bully Glen Jenkins humiliates Leon in the school canteen and almost destroys Lawrence, Leon very reluctantly agrees to the formation of a club, The Asparagus Bunch. How Leon manages to navigate school woes and family drama - and astonishingly ends up with not one but two friends - is nothing short of a miracle, or maybe just simply down to being different.

Shortlisted for the AN Post Irish Book Awards 2022 Shortlisted for the Juniper Book Awards 2023

Captain Ben Teague wants neither the responsibility of command or the commitment. But his request for release from active duty is denied, leaving him with little choice. Frustrated and angry, Ben sets about trying to get fired, wanting nothing to do with leading soldiers in a war he deems futile. But when the most beautiful and annoying woman enters his battalion, he starts to remember what he's fighting for... Major Olivia Hale is shocked by her reception in the battalion. As the person who is meant to formulate legal opinions that keep commanders out of trouble, she's greeted not as part of the team but as an obstruction. Yet Olivia sees more in Ben than he sees in himself and as the legal challenges in his new command grow, so too does the lust for one another. When a night of passion turns into something more, Ben and Olivia must find a way to hold on to their new found love in the midst of a stormy war.

As the US/Soviet Space Race heats up in 1961, eleven-year-old Arno finds his dreams of becoming an astronomer exploding like an extragalactic supernova. It is the summer of 1961, and eleven-year-old Arno Creelman wants nothing more than to be an astronomer. His claustrophobia rules out flying in a cramped space capsule, so instead, Arno dreams of exploring the galaxies with powerful telescopes back on Earth. Arno's first move: Enter a local radio contest and win a visit to the new observatory that is about to open near his town. The ribbon will be cut by Arno's idol, Jean Slayter-Appleton, a renowned astronomer whose weekly columns Arno clips for his own notebooks. When he finally manages to phone in and correctly answer the skill-testing astronomy question, Arno is thrilled. Then a new boy moves to the neighborhood, and he seems to challenge Arno in every way. Robert even believes in astrology, which Arno argues is not a science at all. Before long, Arno is feeling left behind, on the outs with his friends and even abandoned by his beloved dog, Comet. How did Arno's dream become a cosmic nightmare? Key Text Features illustrations Correlates to the Common Core State Standards in English Language Arts: CCSS.ELA-LITERACY.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).

This publication aims to support the effort to create transformative changes within Deaf education teacher training programs in the United States and Canada. It is a critical time to reexamine these programs and ensure the provision of the highest quality education to prepare future teachers to meet the needs of Deaf students in today's increasingly multilingual and multimodal climate. Deaf education teacher preparation programs need to understand the multiple and intersecting identities of their students to be able to provide education that is equitable for all. Programs that approach Deaf education through a multilingual lens are in a better position to produce teachers who are knowledgeable about the diverse language and cultural needs of Deaf students. The guidelines set forth in this volume can be used to help develop new undergraduate and graduate teacher training programs or to transition an existing program. The key goals and anticipated outcomes of this volume are: to increase the number of multilingual Deaf education teacher preparation programs; to increase the number of fluent language and cultural models for Deaf children in varying educational environments; to increase the number of high quality teachers with competencies in multilingual strategies; to increase collaboration between teacher training programs; and to increase research and professional development focused in multilingual pedagogies.