Listen to the podcast! Education was established to create employees for 19th and 20th century manufacturing models. The 21st century requires a rethink. Change is happening fast, with jobs not guaranteed as robots are taking over routines. We must prepare students for uncertainty & higher-level employment - helping them think and communicate instead of retain and recall facts for passing exams. Some curricula is either irrelevant for today or gained at the press of a button. Listening and literate talk (narratives) for collaboratively solving real problems should be the focus, not facts forgotten after tests. The book explores this important debate. Contributors are: Daryle Abrahams, Nigel Adams, Peter Chatterton, Stefano Cobello, Joanna Ebner, Pierre Frath, Irene Glendinning, Susan James, Riccarda Matteucci, Gloria McGregor, Elena Milli, Elizabeth Negus, Juan Eduardo Romero, Rosemary Sage and Emma Webster.

Bringing together the latest research and understanding on selective mutism, this edited book gives essential information on the various treatment and therapy options. Experts in the fields of speech and language therapy, psychology, music therapy education and communication offer a wide range of professional perspectives on the condition, while case studies from people with selective mutism, past sufferers and parents reveal the personal impact. The book also clarifies what support a person with selective mutism is likely to need at home, school and in social situations. This definitive volume on selective mutism will be key reading for professionals such as speech and language therapists, educational psychologists, child psychiatrists, child and adolescent mental health workers, teachers, SENCOs and anyone working with selective mutism in therapeutic and educational settings, as well as family members wanting a closer understanding of what selective mutism is and how they can help.

Listen to the podcast! Education was established to create employees for 19th and 20th century manufacturing models. The 21st century requires a rethink. Change is happening fast, with jobs not guaranteed as robots are taking over routines. We must prepare students for uncertainty & higher-level employment - helping them think and communicate instead of retain and recall facts for passing exams. Some curricula is either irrelevant for today or gained at the press of a button. Listening and literate talk (narratives) for collaboratively solving real problems should be the focus, not facts forgotten after tests. The book explores this important debate. Contributors are: Daryle Abrahams, Nigel Adams, Peter Chatterton, Stefano Cobello, Joanna Ebner, Pierre Frath, Irene Glendinning, Susan James, Riccarda Matteucci, Gloria McGregor, Elena Milli, Elizabeth Negus, Juan Eduardo Romero, Rosemary Sage and Emma Webster.

This highly practical book presents an in-depth look at how to tackle inclusion in schools. With frank and essential advice on subjects such as gender and race differences to issues of disability and intelligence, it offers everyone involved in educating children the tools to provide a fair, effective and powerful education for all, giving them the best start possible. The book also includes a useful overview of common learning difficulties and medical conditions, with valuable tips and contacts.

'This is a readable book that has a lot of content at a level that teaches the reader about Language and Communication while at the same time guiding him/her to develop professionally by providing frequent activities....It is a very good resource for frequent referral and consultation' - Naplic Anyone working with children knows about the current debate surrounding the need for development of effective communication skills. This book examines aspects of communication, and considers how a positive learning environment can nurture a good understanding of communication. Teaching Assistants will find this book helps them to acquire a portfolio of skills and strategies that they can call on to provide optimum support when working with children in a variety of situations. Contents include: - an exploration of current issues, such as the difference between home and school language - how to communicate material and information effectively to pupils so that learning is optimised - a consideration of the needs of particular groups of speakers - what might be the consequences of poor communication skills, and how to address these difficulties The content of the book relates to both Early Years and Primary, and there are case studies from a variety of settings. Anyone studying for a Foundation Degree, or working towards Higher Level Teaching Assistant (HLTA) status, will find this book meets their needs. Rosemary SAGE is Senior Lecturer at the University of Leicester, and is also the director of the Centre for Innovation in Research for Educational Achievement. She runs a variety of LEA course for teaching assistants around the country. She has published extensively, mostly with a focus on communication. Min Wilkie is Programme Leader for the Foundation Degree in Educational Studies for Teaching Assistants at the University of Leicester.