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Developing Inclusive School Practice: A Practical Guide
by Rita CheminaisThis practical and comprehensive book for Inclusion Coordinators (SENCOs) covers all the essential aspects of how to manage inclusion more effectively. It informs coordinators about how to move inclusive policy and practice forward, within a range of educational settings. It views inclusion from an equal opportunities perspective, relating to all pupils, irrespective of their ability, disability, age, gender, ethnicity, language and background. The book explores appointing an inclusion coordinator, the role of the inclusion coordinator, time management for inclusion coordinators, and what an inclusion policy should contain. It covers auditing inclusive practice, reviewing and evaluating inclusion, OFSTED inspecting inclusion, and the role of the governor for inclusion. It also deals with additional target setting; using the revised P scales and the Emotional Behavioural Development (EBD) scales to track and monitor pupil progress; enhancing barrier free learning and participation opportunities; and what to include in a parents/carers guide on inclusion.
Developing Inclusive Teacher Education
by Tony Booth Kari Nes Marit StrømstadInclusion concerns the overcoming of barriers to learning and participation for all, regardless of ability or disability, and is now a central tenet of basic education policy globally. Increasingly, teachers need to be able to implement inclusion into their daily practice.This book stems from its contributors' shared attitude towards education based on the values of equity, entitlement, community, participation and diversity, and examines the ways in which teachers are prepared for inclusion in teacher education institutions as much as schools.Using examples of practice from schools and teaching institutions across the UK, Norway, New Zealand and the USA, the contributors use a valuable comparative approach to explore crucial questions, such as:* How are ideas and practices of inclusive schools reflected in the curriculum of teacher education?* What tools do teachers need to implement inclusion?* What are the policy and cultural contexts for the development of inclusion?* How are the barriers to learning and participation overcome in teacher education itself?This book provides an insightful analysis of whether inclusion is an achievable aim for the 21st century. Its international array of experienced contributors have put together a text that offers a distinct pedagogical focus, which makes it a key reference tool for academics, students and researchers everywhere.
Developing Language and Communication Skills through Effective Small Group Work: SPIRALS: From 3-8
by Marion Nash Jackie Lowe Tracey PalmerFirst published in 2011. Routledge is an imprint of Taylor & Francis, an informa company.
Developing Memory Skills in the Primary Classroom: A complete programme for all (nasen spotlight)
by Gill DaviesHow can we help children to develop their working memory? The memory demands in the classroom for children are high; they are constantly bombarded by new knowledge in multiple topic areas, given series of instructions to complete and expected to both learn and demonstrate their mastery of knowledge and skills on a daily basis. Developing Memory Skills in the Primary Classroom is a highly practical book that contains all the guidance and resources a school needs to boost their pupils’ working memory. Proven to have a positive impact on pupils, this tried and tested complete programme combines teaching pupils memory strategies with opportunities to practice those strategies within a small group, the classroom and at home. The resources provided by this book include: a variety of photocopiable games and activities extensive teaching notes a range of sample letters to parents/carers essential information sheets bespoke baseline assessment tools a detailed programme that can be run by a teaching assistant under the guidance of the SENCo. This text provides a clear link between working in the classroom and with parents in the home, making it a one-stop resource for any teacher, SENCo, teaching assistant or parent wanting to help children develop their working memory.
Developing Mentorship Programs for Gifted Students
by Del SiegleMentorship programs can provide motivated gifted and talented students with an opportunity to apply inductive thinking and problem-solving skills to advanced content that is often associated with real-life situations. They need to investigate the complexities and interrelationships among disciplines that can only be discovered with assistance from highly knowledgeable experts. As gifted students develop their interests and talents in a chosen area of study, it is often necessary to structure learning experiences with out-of-school mentors. This guide offers practical strategies for starting and developing a mentoring program. From structuring a program, to selecting a mentor and monitoring progress, to ensuring success, this book provides an excellent introduction to the topic.
Developing Play and Drama in Children with Autistic Spectrum Disorders
by Dave Sherratt Melanie PeterLearning through play is a well-established principle that underpins much educational practice, yet it is often overlooked in association with children with autistic spectrum disorders. This book considers the wide-ranging benefits of developing play and taking it into drama with these children. The authors demonstrate how to implement such approaches via a highly practical, structured developmental framework, within which participants may gradually learn to be creative. They also discuss the psychology and pedagogy of autism in relation to play and drama and connect them to everyday learning situations using a wealth of examples. This accessible approach to play and drama can offer a powerful, memorable, integrating way forward for children with autistic spectrum disorders - and enjoyable, fun opportunities for teaching and learning.
Developing Resilience in Young People with Autism using Social Stories™
by Siobhan TimminsYoung people with autism can be particularly susceptible to setbacks, often leading to depression and a sense of hopelessness. Using Social Stories™, this book introduces a different way of looking at common life setbacks, and offer tools to overcome these obstacles, build resilience and develop coping strategies for the future. Based on Carol Gray's highly effective Social Stories™ model, this new guide shows how to help individuals with autism deal with challenges specific to them, and how to bounce back from the negative experiences that they encounter. This book is an invaluable guide for learning to create personalised Social Stories™ that can be used to develop resilience in people with autism and help them to cope better with adversity.
Developing Secure Attachment Through Play: Helping Vulnerable Children Build their Social and Emotional Wellbeing
by Joan E. MooreDeveloping Secure Attachment Through Play offers a range of imaginative and engaging play-based activities, designed to help vulnerable young children forge safe attachments with their caregivers. The book focuses on key developmental stages that may have been missed due to challenging life circumstances, such as social-emotional development, object permanence and physical and sensory development. It also considers pertinent issues including trauma, separation, loss and transition. Chapters explore each topic from a theoretical perspective, before offering case studies that illustrate the theory in practice, and a range of activities to demonstrate the effectiveness of play in developing healthy attachments. Key features of this book include: • 80 activities that can be carried out at home or in educational settings, designed to facilitate attachment and enhance social-emotional development; • case vignettes exploring creative activities such as mirroring, construction play, physical play, baby doll play and messy play; • scripts and strategies to create a safe and respectful environment for vulnerable children; • photocopiable and downloadable resources, including early learning goals, a collection of therapeutic stories and a transition calendar By engaging children in these activities, parents, caregivers and practitioners can help the children in their care gain a sense of belonging and develop their self-esteem. This will be a valuable resource for early years practitioners, adoptive, foster and kinship parents, and therapists and social workers supporting young children.
Developing Speech and Language Skills: Phoneme Factory
by Gwen LancasterThis book is part of the Phoneme Factory Project undertaken by Granada Learning in partnership with the Speech and Language Therapy Research Unit (SLTRU) in Bristol. It aims to provide guidance for teachers, SENCos, SLTs and parents regarding: criteria for referral to speech and language therapy phonological disorders appropriate intervention approaches that can be used in the classroom and at home. Complementing the book is a CD containing downloadable resources including a picture library for the classroom and the home, as well as checklists and other time-saving documents.
Developing Staff Competencies For Supporting People With Developmental Disabilities: An Orientation Handbook
by James F. Gardner Michael S. ChapmanFormerly titled "Staff Development in Mental Retardation Services: A Practical Handbook, " this second edition, in an easier-to-use format, gives service providers helpful strategies for increasing effectiveness and maintaining well-being while working in the rewarding yet challenging field of human services. Filled with answers to pertinent questions about service development, delivery, and assessment, this intuitive guide also offers guidelines for working with families, coping with stress and burnout, and enhancing service management and quality.
Developing Teacher Leaders in Special Education: An Administrator’s Guide to Building Inclusive Schools
by Marie Tejero Hughes Daniel M. MagginPractical and forward-thinking, Developing Teacher Leaders in Special Education is the administrator's essential guide to growing special educator leadership in any school, district, or program. Special educators need to be flexible, proactive, and collaborative – qualities that make them uniquely suited to roles in school leadership – but these skills are often overlooked when choosing effective teacher leaders. Featuring helpful tips and detailed examples to demonstrate the concepts in action, this book breaks down the qualities that special educators can bring to your school leadership team and explores how you can leverage those skills to create a more inclusive and successful community.
Developing Your Expertise as a SENCo: Leading Inclusive Practice
by Helen Knowler Hazel Richards Stephanie BrewsterThis book equips SENCOs and aspiring SENCOs to engage in high level continuing professional development activity associated with studying for mandatory qualifications, and supports critical and innovative practice and career progression.Written by a multi-disciplinary team, it embraces sociological, medical and post-modern perspectives. It will be of interest to researchers and practitioners as it also critiques current theory, legislation, policy and research and how these can be transferred into settings. The book considers issues that SENCo's will experience both in their role and as part of this professional development, identifying the complexity of issues they have to consider and priorities in their role.A range of pedagogic and interactive features are used to support the development of study skills when working at postgraduate level such as: research and literature searching; knowledge building and skills development in SENCo; the ability to galvanise change in their context including difficult and respectful conversations about SEN provision and the development of leadership skills. This book is unique in its link between the academic and professional dimensions of the mandatory qualification - a bridge between engaging in CPD and practice of the SENCo role.
Developing a Schoolwide Framework to Prevent and Manage Learning and Behavior Problems, Second Edition
by Kathleen Lynne Lane Holly Mariah Menzies Wendy Peia Oakes Jemma Robertson KalbergNow revised and expanded, this volume explains how to design, implement, and evaluate a comprehensive, integrated, three-tiered (Ci3T) model of prevention. Rather than presenting a packaged program, the book provides resources and strategies for designing and tailoring Ci3T to the needs and priorities of a particular school or district community. Ci3T is unique in integrating behavioral, academic, and social–emotional components into a single research-based framework. User-friendly features include tools for collecting and using student and schoolwide data; guidance for selecting effective interventions at each tier; detailed case examples; and tips for enhancing collaboration between general and special educators, other school personnel, and parents. In a convenient large-size format, the volume includes several reproducible forms that can be downloaded and printed for repeated use. Prior edition title: Developing Schoolwide Programs to Prevent and Manage Problem Behaviors. New to This Edition *Updated step-by-step approach reflecting the ongoing development of Ci3T. *Chapter on evidence for the effectiveness of tiered models. *Chapter on low-intensity, teacher-delivered strategies. *Chapter on sustaining effective implementation and professional development. *"Lessons Learned" feature--reflections and examples from educators in a range of settings.
Development and Learning of Young Children with Disabilities
by Louise Boettcher Jesper DammeyerThis book introduces current theories and research on disability, and builds on the premise that disability has to be understood from the dialectical dynamics of biology, psychology, and culture over time. Based on the newest empirical research on children with disabilities, the book overcomes the limitations of the medical and social models of disability by arguing for a dialectical biopsychosocial model. The proposed model builds on Vygotsky's cultural-historical ideas of developmental incongruence, implying that the disability emerges from the misfit between individual abilities and the cultural-historical activity settings in which the child with impairments participates. The book is a theoretical contribution to an updated understanding of disability from a psychological and educational perspective. It focuses on the first years of the life of the child with impairment, and travels through infancy, toddler, preschool and early school age, to track the developmental trajectories of disability through the dialectical processes of cultural, social, individual, and biological processes. It discusses a number of themes that are relevant for the early development and support for children with various types and degrees of disability through the lens of Vygotsky's cultural-historical developmental theories. Some of the themes discussed are inclusion, mental health, communication, aids and family life.
Development, Education and Learning Disability in India (Palgrave Studies in Disability and International Development)
by Maya KalyanpurThis book uses qualitative research methods to examine why students in an Indian context are being identified as having learning disabilities on criteria that are largely drawn from the context of the Global North. It explores the push towards English language instruction as a possible factor that affects poor academic outcomes for students from low-income backgrounds who may be first-generation learners or English language learners. The book contrasts the different outcomes and supports for academically struggling students across low-income and middle-income backgrounds, with evidence to suggest that, despite the inclusionary principles of Education For All, this label is creating a marginalized group of students.
Developmental Assessment of the School-Aged Child with Developmental Disabilities
by M. S. ThambirajahChildren and adolescents with emotional and behavioural problems who are referred to mental health services for assessment often have undiagnosed mild learning disabilities, and this guide is written for clinicians involved in making such assessments. It provides full guidance on common developmental disorders and their assessment, focusing on mild to moderate disabilities in the school-aged child. It covers intellectual disabilities, dyslexia, dyscalculia (mathematical disability), autism spectrum disorders, speech and language impairment, developmental coordination disorder, and emotional and personality development. Each chapter includes an account of normal development, including developmental milestones, an overview of the disorder, and its clinical assessment. This important professional guide will be invaluable for all child health and mental health professionals and trainees, including paediatricians, psychiatrists, mental health workers, clinical psychologists and educational psychologists.
Developmental Language Disorders: From Phenotypes to Etiologies
by Mabel L. Rice Steven F. WarrenDevelopmental Language Disorders: From Phenotypes to Etiologies is based on the recent conference of the same name sponsored by the Merrill Advanced Studies Center of the University of Kansas. In the past 10 years, considerable advances have taken place in our understanding of genetic and environmental influences on language disorders in children. Significant research in behavioral phenotypes, associated neurocortical processes, and the genetics of language disorders has laid the foundation for further breakthroughs in understanding the reasons for overlapping etiologies, as well as the unique aspects of some phenotypes. Too often the findings are disseminated in a fragmented way because of the discrete diagnostic categories of affectedness. This volume attempts to assimilate and integrate the findings of the transdisciplinary research toward a more coherent picture of behavioral descriptions, brain imaging studies, genetics, and intervention technologies in language impairment. The contributing authors are all scholars with active programs of research funded by the National Institutes of Health involving diverse clinical groups of children with language impairments.
Developmental Neuropsychology (Explorations in Developmental Psychology)
by Janna GlozmanDevelopmental Neuropsychology draws upon the research of Alexander Luria and Lev Vygotsky to present a comprehensive study of developmental neuropsychology from a Russian, and Western perspective. Janna Glozman offers a fresh and accessible analysis of Luria and Vygotsky’s collaboration, which greatly influenced the field of neuropsychology as we know it today. The text provides an examination of theoretical and methodological foundations of developmental neuropsychology, which Glozman describes and systemizes, before providing methods of assessment and neuropsychological aspects of specific situations. In her work Glozman considers: abnormal social mechanisms methods of assessment and remediation historical developments specific disabilities including dyslexia, ADHD and autism Glozman’s comparative text makes Russian developmental psychology practically accessible to a western audience. It is valuable reading for researchers in developmental and clinical psychology, as well as professionals in special education, speech therapy and social work.
Developmental Perspectives on Children With High-incidence Disabilities (The LEA Series on Special Education and Disability)
by Sharon Vaughn Ronald Gallimore Lucinda P. Bernheimer Donald L. MacMillan Deborah L. SpeeceThis volume has two purposes. The first is to summarize, substantiate, and extend current knowledge on the development of children with high incidence disabilities--most notably, learning disabilities, behavioral disorders, and mild mental retardation. The second is to honor the career of Professor Barbara K. Keogh and her contributions to the developmental study of children with high incidence disabilities. Internationally recognized for her accomplishments, Keogh is esteemed for her originality and clarity of thought. For nearly forty years, she has set an extraordinary model of analytic rigor combined with a kind and generous manner that inspires, supports, and sets an exacting standard of scholarship. The contributing authors to this volume represent only a fraction of the students and scholars touched by her distinguished career. In conceiving this volume, the editors sought to represent the topics, problems, and issues to which Keogh has devoted herself. They invited chapters that summarize what is known about the high incidence handicapping conditions that her research has mainly addressed and sought to reflect the probing, questioning style that she brings to her own work. Researchers, policymakers, and graduate students in special education and associated disciplines who seek to stay current will find this volume crucial reading.
Developmental Play Assessment for Practitioners (DPA-P) Guidebook and Training Website: Project Play
by Karin Lifter Emanuel J. Mason Amanda M. Cannarella Ashley D. CameronDevelopmental Play Assessment for Practitioners (DPA-P) Guidebook and Training Website: Project Play offers a comprehensive assessment of naturally occurring play activities for evaluating young children’s developmental progress accurately, so that useful interventions can take place as early as possible. It can be used by practitioners in a wide range of educational and therapeutic settings and is designed to support developmental progress through planning interventions in play, and using what we know about a child’s progress in play to plan play-based interventions in cognition, language, motor, social-emotional, and self-help skills. The guidebook and training website provide a comprehensive introduction to how to successfully use the assessment with infants, toddlers, and young children with disabilities or at risk for disabilities. The comprehensive guidebook offers an overview of the DPA-P and Project Play, defines play, discusses the background literature on play, and explains why this assessment is needed. Clear guidance helps practitioners and family members understand play, how to evaluate play, and how to use play for different purposes. The guidebook offers: an introduction to the comprehensive training website and how to use it understanding of the categories of play assessed and their definitions guidance on how to administer the assessment and prepare a summary evaluation of a child’s performance clear instructions for the coding sheets and scoring guidelines for constructing sets of toys guidance on taking the results of the DPA-P evaluation of a child’s progress in play to develop a plan of activities for intervention explanation of how you evaluate activities at the absence, basic, emergence, and mastery levels for developing a plan suggestions for assembling sets of toys for intervention, based on toys available in children’s homes and early childhood settings procedures for facilitating or teaching play activities to children who are developing more slowly than their peers technical aspects of the assessment To make the DPA-P as flexible as possible for all practitioners, it also offers guidance on adaptations for administering the test, in the coding sheets, with toys to enhance cultural appropriateness for gathering the observations, and for supporting interventions in play. The Developmental Play Assessment for Practitioners (DPA-P) can be used in natural settings and takes 30 minutes to complete. It is a valuable tool for all those who serve, or are training to serve, young children in early childhood settings, schools, service agencies, colleges, and universities. It will be of great benefit for early intervention personnel, speech-language pathologists, physical therapists, occupational therapists, and psychologists.
Developmental Trajectories, Diagnosis, and Interventions for Autism
by Michael VoltaireThis book introduces a developmental psychopathology approach to exploring the concept of autism in terms of three broad domains of development— physical, cognitive, and psychosocial—that are inextricably linked.Developmental psychopathology focuses on the interplay between normal and abnormal development. The juxtaposition of typical and atypical developmental patterns can better inform clinicians and parents of possible signs of achievement milestones that are missing or falling behind. This book consists of twelve chapters grouped under four parts, with each chapter's core content based on the most recent research findings and ending with the author's reflections on various parts of the chapter and a summary of the main points discussed. A final chapter addresses topics of utmost importance rarely discussed in books on autism.Appropriate for a wide range of professionals who work with clients who have autism, this book is a unique resource with approaches often overlooked in most books on autism.
Developmental and Adapted Physical Activity Assessment
by Martin E. Block Michael Horvat Luke E. KellyEducators and clinicians have long needed an authoritative and comprehensive resource to help them clarify assessment-related issues. Developmental and Adapted Physical Activity Assessmentfills that need. This text helps the general physical educator, adapted physical educator, and administrator accurately and authentically assess people with disabilities. The book includes the following features: -Case studies that reinforce understanding of real-world challenges and foster decision-making skills in identifying the right tests to use -An analysis of existing assessment tools through which teachers can collect a wealth of information -Assessment of the social and affective domains as well as the physical domain so that teachers can help students develop to their potential -Textbook features such as key terms, key concepts, and review questions Developmental and Adapted Physical Activity Assessmentguides readers in developing written recommendations regarding placement and instructional programming, and it includes sample assessment cases. This interactive text, in which information is presented and readers generate a response to specific questions, also shows teachers and clinicians how to use the teaching-learning-assessing cycle to their fullest advantage. Through application of this cycle, they can place children in the appropriate programs, and students can develop their abilities to their fullest. The authors also explore the relationship of assessment to grading, testing, and measurement and provide guidelines for the assessment environment. In addition, they give advice on how to work with children, parents, and colleagues. The book moves logically through the assessment cycle. The authors first address whom the reader is assessing and why the assessment is necessary; then they address the importance of and ways of getting to know the child. From there, they explore issues related to assessment instruments and selecting and administering tests. They devote entire chapters to these assessments: -Motor development and motor skill performance -Physical fitness -Posture and gait -Behavior and social competencies In the final chapter, the authors discuss a team approach in interpreting the assessment information and making decisions. Written by three of the most experienced and trusted specialists in adapted physical activity, this book will help both the novice and veteran be effective and accountable for placement and learning.
Developmental and Adapted Physical Education: Making Ability Count
by Michael Horvat Ronald V. Croce Caterina Pesce Ashley Eason FallaizeNow in a fully revised and updated 6th edition, reflecting changes in legislation and cutting-edge research, this is a complete introduction to adapted physical education, from the underpinning science to practical teaching strategies and program design. The book covers a broader range of disabilities, developmental disorders, and health conditions than any other textbook and includes brand new material on developmental coordination disorders and cognitive development. Full of teaching and coaching strategies and techniques, it introduces scientific fundamentals, key legislation, and best practice in designing effective programs. It encourages the reader to consider the individual before the disability and to focus on what learners can do rather than what they can’t. This is an essential reference for teachers, coaches, or exercise professionals working with children with disabilities. It is also an invaluable resource for undergraduate or postgraduate students of adapted physical education, kinesiology, physical education, physical therapy, exercise science, athletic training, or sports coaching. The new edition features updated online resources, including PowerPoint slides, web links, an example syllabus, and quizzes.
Deviance in Classrooms (Routledge Library Editions: Education)
by Stephen Hester David H Hargreaves Frank J MellorWhen originally published this book reported the first major application of ‘labelling theory’ to deviance in classrooms. The authors explore the nature of classroom rules, show how they constitute a pervasive feature of the classroom, and examine the ways in which teachers use these rules as grounds for imputing ‘deviance’ to pupils. A theory of social typing is developed to show how teachers come to define certain pupils as deviant persons such as ‘troublemakers’ and several case-studies are used to document this analysis. Finally, the teachers’ reactions to disruptive classroom conduct are examined as complex strategic attempts at social control in the classroom. The book has a double focus on deviance theory and the process of teaching.
Devoted: The Story of a Father's Love for His Son
by Don Yaeger Don HoytThe remarkable story of a father's devotion to his wheelchair-bound son and how their bond inspired millions of people worldwide. Born a spastic quadraplegic, Rick Hoyt was written off by numerous doctors. They advised his parents, Dick and Judy, to put their firstborn son in an institution. But Rick's parents refused. Determined to give their son every opportunity that "normal" kids had, they made sure to include Rick in everything they did, especially with their other two sons, Rob and Russ. But home was one thing, the world at large, another. Repeatedly rebuffed by school administrators who resisted their attempts to enroll Rick in school, Rick's mother worked tirelessly to help pass a landmark bill, Chapter 766, the first special-education reform law in the country. As a result, Rick and other physically disabled kids were able to attend public school in Massachusetts. But how would Rick communicate when he couldn't talk? To overcome this daunting obstacle, Dick and Judy worked with Dr. William Crochetiere, then chairman of the engineering department at Tufts University, and several enterprising graduate students, including Rick Foulds, to create the Tufts Interactive Communication device (TCI). In the Hoyt household, it became known as the "Hope machine," as it enabled Rick to create sentences by pressing his head against a metal bar. For the first time ever, Rick was able to communicate. Then one day Rick asked his dad to enter a charity race, but there was a twist. Rick wanted to run too. Dick had never run a race before, but more challenging still, he would have to push his son's wheelchair at the same time. But once again, the Hoyts were determined to overcome whatever obstacle was put in their way. Now, over one thousand races later, including numerous marathons and triathlons, Dick Hoyt continues to push Rick's wheelchair. Affectionately known worldwide as Team Hoyt, they are as devoted as ever, continuing to inspire millions and embodying their trademark motto of "Yes, you can. "