Looks at the philosophical debates surrounding special educational needs and inclusion. This edition highlights the critical perspectives that philosophy can bring to bear on the education policy and provides a varied discussion of the issues. It aims to stimulate debate and to contribute to better informed educational initiatives.
Drawing on their experiences with their son, who has TS, the authors offer strategies for creating an affirmative social and emotional environment that unlocks the potential genius in 'neurologically eccentric' children. They discuss identifying the signs of giftedness, providing care and mentoring, and using medication with due consideration.
Providing a guide to strategic management in the field of special educational needs, this text gives the reader a framework for raising achievement throughout the school. By focusing on how to manage SEN strategically it shows how you can make it part of the overall school improvement process.
In his personal account of life with Attention Deficit Disorder (ADD), award-winning author Ken Patterson richly illustrates the way in which the symptoms of ADD curtail the ability of an intelligent man to succeed in the most ordinary of life's events. He reveals the subtle complexities of coping with situations most people take for granted.
Offers author's own experience as an autistic person alongside remarkable new discoveries about the autistic brain, as well as genetic research. This book highlights long-ignored sensory problems as well as the need to treat autism symptom by symptom, rather than with an umbrella diagnosis.
Features the story of women like Ruth Sullivan, who rebelled against a medical establishment that blamed "refrigerator mothers" for causing autism, of fathers who pushed scientists to dig harder for treatments, of parents who forced schools to accept their children.
First-person stories from well-known, successful people who also happen to have dyslexia. The stories prove that, although life with dyslexia can have its challenges, it is possible to achieve your goals and find success. The book includes contributions from Eddie Izzard, Darcey Bussell CBE, Benjamin Zephaniah and David Bailey CBE, among others.
How can leaders turn their schools into outward looking centres of excellence? Answering that question, this book focuses upon the work of cutting-edge leaders who are responding to the challenges of recent legislation and guidelines.
Have you ever wondered what IQ is and how it is measured? Indeed, why is there such a premium placed on high IQ? This title intends to provide an account of this controversial psychological construct, discussing the history and the status of the research on intelligence and providing an overview of its development, measurement and use.
This title critically examines the current theory and legislative context of special educational needs and disability, and explores the enduring issues and opportunities that will affect future practice in all schools.
This book introduces the psychology of dyslexia to teachers. Although primarily for teachers, the book will be of interest to other professionals, such as Speech Therapists, who are undertaking a course on dyslexia, as well as parents of dyslexic children.
This important new text is a comprehensive survey of current thinking and research on a wide range of developmental disorders. Highlights key research on normal and typical development Includes clinical case studies and diagrams to illustrate key concepts A reader-friendly writing style.
Provides one hundred ideas on how to support and develop learning with children suffering from ADHD. This book contains lists covering the school age ranges with ideas from developing effective strategies to helping the child in the classroom to encouraging the progression of individual skills such as handwriting, comprehension processing tasks.
Professionals in early years settings can use this book to focus on ways in which they can work collaboratively with colleagues in order to help children with communication difficulties to understand and express themselves more fully.
Revised in the light of developments in practice since the first edition, this text discusses children's language development in the context of the classroom. The book is designed to help the practitioner to understand the range of language difficulties experienced by children.
We hear about the effects of early abandonment, abuse and lack of attachment, but find that children's experiences are sanitised through medical diagnoses and frequently the 'help' offered is prescription drugs. This book examines how children are hurt in modern society.
Pupils who survive multiple traumatic experiences of loss, trauma, abuse and neglect can easily be misunderstood in our schools, despite our good intentions. This work includes strategies that provide teachers and teaching assistants with different perspectives, practical tools and the confidence for supporting these children.
This volume provides essential information and guidance about stammering for those working in educational settings. Throughout the text, reference is made to new government initiatives where appropriate, and each chapter includes case studies, practical tasks and activities.
Fragile X Syndrome is thought to be the most common inherited cause of learning difficulties. This work brings together research with information and advice from teachers who are discovering the best ways of educating children with Fragile X.
Written principally for parents, this is a book which explains what it means for your child to be diagnosed with PDD, NOS, autism or Asperger Syndrome, and where you go from there. The authors describe the symptoms of PDD, what a diagnosis means, how a child fits into the diagnostic terminology and the diagnostic procedures involved.
In this toolkit the authors provide you with the foundations for making your setting and your teaching style dyslexia-friendly. There is a general overview of the principles and practices required, and what the dyslexia-aware teacher needs to bear in mind.
This book suggests adopting educational practices which encourage feelings of emotional security, promote trusting and supportive relationships and reflect students' views and feelings; essential qualities for healthy personal and social development in children and young people.
Provides guidance on recognizing high ability and multiple intelligences planning, differentiation and extension/enrichment in maths, teacher questioning skills, support for more able pupils with learning difficulties (dyslexics, ADHD, sensory impairment); homework recording; and, assessment beyond the classroom.
Disability is an increasingly vital contemporary issue in British social policy and particularly so in the area of education. This book shows how governments can ensure that disabled children and young people are benefiting from wider efforts to tackle inequalities in the education system. It is suitable for those in social policy studies.
This book is a challenge to the concept of wellbeing as applied to children, suggesting that it should be understood at the level of the child, rather than a list of things that are needed in order to live well.
Packed with straightforward methods for coping and succeeding away from home, this book focuses on the particular needs of people with Asperger Syndrome, and covers every aspect of student life - from how to get up on time for lectures, to the art of living with other people and attending to the basics of personal health care.
In the Third Edition of this respected and influential textbook, Kate Wall blends theory and practice with an informative and highly accessible writing style to provide a detailed analysis of provision for young children with additional needs.
Intended for class teachers in primary and secondary schools, this guide looks at strategies for identifying able, gifted and talented children and meeting their social, emotional and educational needs. Illustrated with case studies and FAQs, it is also suitable for PGCE students, G&T coordinators and those undergoing training as leading teachers.
Explains why dyslexic students frequently underachieve and demonstrates that adjustments in teaching and learning methods can make all the difference, provided that underlying problems are identified. This book helps teachers to identify children with specific learning problems and know better how to help them with their school work.