This accessible text provides guidance on the inclusion of young children with special educational needs or disabilities in a variety of early education settings.
The first guide of its kind written specifically for trainee and newly qualified teachers, this standards-based text explores the needs of dyslexic learners in mainstream secondary schools.
Big Gay Adventures in Education is a collection of true stories by 'out' teachers, and students of 'out' teachers, all about their experiences in schools.
This compelling choose your own adventure story and accompanying teacher resource have been created to develop the social skills of autistic children aged 8-12.
Covering a wide range of concepts and taking a broader perspective of what inclusion entail, this book offers an overview of current research, policy and practice in diversity and inclusion in the early years.
Cutting-edge research reveals that parents can play a huge role in helping toddlers and preschoolers with autism spectrum disorder (ASD) connect with others and live up to their potential.
This book reinforces the need for understanding and support for childrenwith dyslexia from parents and teachers, but also the importance of thechildren's own understanding of their strengths and weaknesses in orderto fulfil their potential.
Sensory Theatre: How to Make Interactive, Inclusive, Immersive Theatre for Diverse Audiences by a Founder of Oily Cart is an accessible step-by-step guide to creating theatre for inclusive audiences, such as young people on the autism spectrum or affected by other neuro-divergent conditions and children under two.
The Language Kit for Primary Schools is a comprehensive toolkit for teachers, SENCOs and teaching assistants who deliver group interventions in order to support language and communication in schools.
This is a guidebook to help children who: have been given too little encouragement to follow their hopes and dreams; are too despondent or defeated to go after their hopes or their dreams; are too busy surviving, so hopes and dreams are a luxury they cannot afford; think that hopes and dreams are just for other people; do not follow their dreams because they are too afraid of failing; are following somebody else's star; and, only dream small dreams for themselves, from a fear of being big.
This new edition of the leading book in autism and early years practice continues to provide excellent guidance for all early years students and practitioners on how to work with young children who have autism or who appear on the autistic spectrum.
This book is written at a time of a paradigm shift in the African continent where dependence on western epistemologies and ontologies are giving way to African indigenous knowledge systems.
Marking the 40th anniversary of the Warnock Enquiry (1978) into special education in the UK and capturing the coverage of a public debate on special educational needs and disabilities (SEND) hosted by the University College London Institue of Education (2018), this volume explores the legacy of the Enquiry, considering how it has impacted on policy and practice relating to SEND and inclusion, and how it will continue to do so.
Addressing disability not as a form of student impairment-as it is typically perceived at the postsecondary level-but rather as an important dimension of student diversity and identity, this book explores how disability can be more effectively incorporated into college environments.
Teachers are meeting more pupils with special needs in mainstream classrooms and although there are general issues to be aware of, subject specialists will always want specific guidance and examples.
In order to properly understand and compare traditional and innovative assessment techniques for students with disabilities, we must be able to access examples of how they work in a logical and thoughtful sequence.
Meeting a growing need for school-based practitioners, this book provides vital tools for improving the academic, behavioral, and social outcomes of students with high-functioning autism or Asperger syndrome (HFA/AS).
Parents of gifted students have often experienced the frustration of trying to get an appropriate education for their children in public and private schools.
This book investigates the profound and complex impact of the opioid epidemic on schools in the United States, focusing on diverse aspects such as its history, legislative responses, trends, and implications for students, educators, and schools.
This book--a companion volume to Inclusive Education: A Casebook and Readings for Prospective and Practicing Teachers--is designed to assist instructors in using Inclusive Education as a text for preservice or in-service teacher education courses.
Educating Children with Emotional and Behavioural Difficulties shows that it is possible for schools to provide inclusive education for children with social and emotional difficulties without jeopardising the well-being and progression of the children or compromising the academic standing of the school.
The second edition of Handbook for Counselors Serving Students With Gifts and Talents provides the definitive overview of research on the general knowledge that has been amassed regarding the psychology of gifted students.
This book offers opportunities for better understanding teachers' unique challenges when planning teaching sessions for learners with special needs, based on the transdisciplinary approach.
Disability and Teaching highlights issues of disability in K-12 schooling faced by teachers, whoare increasingly accountable for the achievement of all students regardless of the labelsassigned to them.
Comprised of chapters written by notable experts in the field, Organizational Behavior Management Approaches for Intellectual and Developmental Disabilities provides an up-to-date, comprehensive assessment of OBM-IDD.
Im aktuellen Fachdiskurs gilt die sexuelle Selbstbestimmung von Menschen mit geistiger Behinderung als unabdingbares Recht und das positive Erleben von Partnerschaft und Sexualität wird in unmittelbarem Bezug zur Lebensqualität diskutiert.
Drawing upon twenty years of experience putting the Positive Behaviour Support (PBS) framework into practice, this is the first definitive handbook to document the ways in which Australian schools have embraced and applied school-wide PBS, and to provide guidance on implementation.
This exciting new book from the bestselling authors of The Science of Learning takes complex ideas around teaching and learning and makes them easy to understand and apply through beautifully illustrated graphics.
Completely revised and fully updated in light of the 2014 SEND Code of Practice, this edition familiarises readers with the specific learning needs of cerebral palsy.
