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Working With Hannah: A Special Girl in a Mainstream School
by Chris Glass Liz WiseWorking with Hannah is a unique and detailed snapshot of the first years of schooling for a child with Down's Syndrome and severe mobility and communication problems. Written by two classroom assistants, who supported Hannah during her two and a half years in a mainstream infant school, this book shows how the right level of support can make inclusion a success not only for the child and family but also for the school itself. This practical guide describes the 'hands on' approach of Hannah's day-to-day management in a busy school. Topics covered include:*finding a school*how the school prepares*adapting the curriculum*recognising the importance of friendship*incorporating therapies into the school day*additional aspects of personal and, physical care*setting up communication systems.There are key points at the end of chapters, which highlight the salient aspects and offer practical advice.
Working With Kids Who Bully: New Perspectives on Prevention and Intervention
by Walter B. RobertsShifting our thinking to help break the cycle of bullying We all know bullying impacts the academic and emotional lives of our young people. We see it in our schools and hear about it in the news. Why is it still happening? Often it’s because we fail to address the individuals at the heart of the problem—the kids who engage in the behavior. Working With Kids Who Bully challenges us to shift our thinking about these youth. Readers will find Information on cyberbullying, relational aggression, mediation, building empathy, and bibliomedia therapy Strategies and sample dialogue to use with kids who bully Diagrams and charts to clarify suggested approaches
Working With Kids Who Bully: New Perspectives on Prevention and Intervention
by Walter B. RobertsShifting our thinking to help break the cycle of bullying We all know bullying impacts the academic and emotional lives of our young people. We see it in our schools and hear about it in the news. Why is it still happening? Often it’s because we fail to address the individuals at the heart of the problem—the kids who engage in the behavior. Working With Kids Who Bully challenges us to shift our thinking about these youth. Readers will find Information on cyberbullying, relational aggression, mediation, building empathy, and bibliomedia therapy Strategies and sample dialogue to use with kids who bully Diagrams and charts to clarify suggested approaches
Working with Parents: as Partners in Special Educational Needs
by Eileen GascoigneFirst Published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.
Working with Parents: A Guide for Education Professionals
by Sue Soan Carmel Digman'This book would be excellent for anyone thinking of taking on the role of home/support worker or someone already in this post who would like to refresh their ideas and views. The book would also be of interest to those who want further insight into the complex role of the home/support worker' - Nasen's Special 'This book uses case studies across a range of ages to give practical advice on best practice when working with children and their parents in conjunction with other professionals....[T]he book contains much value to both class teachers and headteachers' - Headteacher Update 'This realistic and wide-ranging book supports the work of a growing number of school-based support staff' - Extended Schools Update 'This book helpfully covers the broad range of issues that home-school workers are likely to negotiate on a day to day basis. They give a realistic account of the challenges of working with parents from a school context, outlining a range of approaches, interventions, case studies and information to help practitioners provide effective support.' - Jo Hook, Transition Information Sessions (TIS) Consultant - Family and Parenting Institute With the opening of Children's Centres and the implementation of the Every Child Matters agenda, multi-agency working is now a reality. This book will provide advice and guidance on successful strategies to employ when working with parents and interdisciplinary staff. Using case studies to illustrate best practice across a range of age groups, the book looks at strategies for dealing with the effects of the following issues on children: o domestic violence o bereavement and loss o learning difficulties and special educational needs o neglect and poverty o anger and social, emotional and behavioural difficulties o addictions within the family. There is advice on working directly with children and examples are cited from children from 0 to 19. This book is an essential read for all those involved in the education and care of children.
Working with Parents, Carers and Families in the Early Years: The essential guide
by Teresa WilsonParents have a crucial role in supporting children’s learning, development and well-being. The act of forming effective partnerships with families and carers is a key feature of the Early Years Foundation Stage. Achieving this takes time, reflective practice, skill and a solid understanding of the barriers that can impede forming effective working relationships with parents. This guide offers an informed and comprehensive framework for working with parents, drawing on the latest evidence and containing practical advice from practitioners and parents, to support sound partnership practice. Full of examples and activities for training and resources to support practice across a wide range of settings, it focuses on key areas such as: Working with parents of different aged children The development of strategies to support the relationship The barriers to partnership working, including cultural differences and working with hard to reach families Setting up home and setting visits Creating parent-friendly environments Including case studies and questions for reflective practice, this book will be ideal for Early Years students on Foundation Degrees, Childhood Studies Courses and those training to become Early Years teachers as well as Early Years practitioners and managers responsible for staff training.
Working with Parents in Early Years Settings
by Ute WardThis book explores the ways in which Early Years practitioners work with parents and families to enhance children’s development, learning and well-being. It explores the need for close partnership working between staff and families, offers examples of good practice and encourages reflection and discussion of the issues involved. The book pays particular attention to the standards required to gain Early Years Professional Status but is of interest to anybody working in an Early Years setting or studying on Early Childhood courses.
Working with Parents in the Early Years (Early Childhood Studies Series)
by Ute WardThis book is written for all students of the Early Years. It begins by examining the role of a parent in a child's life and the importance of good working relationships between parents and Early Years practitioners. It goes on to discuss the preconceptions and assumptions that we all have about families and parents and considers the practical implications of working with parents in a respectful and trusting partnership. It explores both interpersonal and communication skills and the formal and informal ways of involving parents in the early years experience of their children. About the Early Years series This series has been designed to support students of degrees and foundation degrees in Early Years, Early Childhood and related disciplines. Each text takes a focused look at a specific topic and approaches it in an accessible and user-friendly way. Learning features help readers engage with the text and understand the subject from a number of different viewpoints. Tasks pose questions to prompt thought and discussion and further reading suggestions, including useful websites, are included to help students access extended learning in each topic. Other titles in the series are Early Childhood Studies, Becoming a Practitioner in the Early Years, Child Observation for the Early Years and Exploring Play for Early Childhood Studies. Ute Ward has been involved in the Early Years sector for more than 20 years in a range of different roles and contexts. In October 2011 Ute became Senior Lecturer in Early Years at the University of Hertfordshire where she teaches on Foundation Degrees and on undergraduate and postgraduate courses.
Working With Parents of Bullies and Victims
by Walter B. RobertsThe author explores common concerns about bullying, provides sample dialogues with parents of bullies and victims, and presents an eight-point plan for communicating with parents.
Working with Parents of Children with Special Educational Needs (Hands on Guides)
by Maggie Smith Chris DukesIncludes CD-Rom `This very timely book...aims to support practitioners to work in partnership with parents, particularly those parents whose children have special or additional needs...It very clearly sets out the principles, legislative framework and processes which are essential knowledge for all SENCOs and managers in early years settings' - Early Years Update `The book has a positive approach to all aspects of working with parents and children...It's a book you can easily dip in and out of and is written in plain English...There aren't many textbooks I can read from cover to cover but this is one - I found it really interesting and enlightening. Score - 10 out of ten' - National Childminding Association `In short, this book provides almost everything you need in order to work successfully with parents' - Early Years Educator Are you looking for advice on how to work successfully with parents? Every practitioner knows that it is vitally important to work well with parents and make the relationship a positive and productive one, to ensure the best support for the child with special educational needs. This book offers clear strategies for ways to forge successful and lasting relationships with parents. It includes: - advice on working together with parents to improve the child's learning - strategies for communicating effectively with parents - help for the pre-school SENCO, showing how they can lead the process - tips for building successful links with other related professionals - activities and case studies - a CD Rom with checklists and useful photocopiable material. This book is ideal for all those working with the 0 to 5 age range, such as pre-school practitioners, nursery managers, advisory teachers, SENCOs, Inclusion Officers and Child Care and Education students and tutors. Chris Dukes and Maggie Smith are both Area SENCOs who work closely with pre-school SENCOs and Managers on a daily basis.
Working with Parents of SEN Children after the Code of Practice (Home And School - A Working Alliance Ser.)
by Sheila WolfendaleFirst Published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.
Working With Problem Faculty
by R. Kent CrookstonDepartment chairs name "difficult people" or "problem faculty" as the most pressing issue they face. Coming into the position from a faculty role, as most do, department chairs have little or no training in dealing with their colleagues when they exhibit aggressive behavior, bullying, lack of collegiality, or other varieties of challenging behavior. Yet the chair's ability to handle people and situations appropriately is key not just to his or her success in the role but also to the department's and its members' ability to function productively. Here, Kent Crookston provides a practical, focused, on-the-ground approach to help chairs learn to deal with challenging colleagues. Based on the literature in the field as well as on his own research and experience, he outlines six steps for successfully dealing with any kind of a challenging colleague.
Working with Relational Trauma in Schools: An Educator's Guide to Using Dyadic Developmental Practice (Guides to Working with Relational Trauma Using DDP)
by Louise Michelle Bombèr Kim Golding Sian PhillipsWritten by experienced clinicians, this book provides an exploration of how educators can easily use Dyadic Developmental Practice (DDP) to help vulnerable pupils to thrive.DDP is an intervention model for children and young people who have experienced trauma in past relationships. Safety and security is increased through offering emotional connection in a variety of ways, helped by the attitude of PACE (playfulness, acceptance, curiosity and empathy). The model gives children the opportunity to experience the relationships necessary for healthy development, emotional regulation and resilience. This book gives educators all the tools they need to embed DDP into their practice, including building connections with students, partnerships with parents, understanding the theory behind DDP, and overcoming the challenges of implementing it in practice. These principles can be adapted to support pupils at all levels.
Working with Secondary Students who have Language Difficulties
by Susan Robinson Mary Brent Florence GoughLanguage is the foundation of everything that goes on at school and is critical for formal learning and to interact socially. This book represents a whole school approach that includes tips for: identifying pupils with language learning difficulties following the book's simply explained guidelines; helping pupils overcome stumbling blocks by using the book's practical classroom strategies; modifying the schools curriculum to best support pupils with language learning difficulties; and timesaving resources in photocopiable format.
Working With Students in Community Colleges: Contemporary Strategies for Bridging Theory, Research, and Practice (An ACPA Co-Publication)
by S. Kelsay Lisa M. Zamani-Gallaher EboniCo-published with This timely volume addresses the urgent need for new strategies and better ways to serve community colleges’ present and future students at a time of rapid diversification, not just racially and ethnically, but including such groups as the undocumented, international students, older adult learners and veterans, all of whom come with varied levels of academic and technical skillsThe contributing researchers, higher education faculty, college presidents, and community college administrators provide thorough understanding of student groups who have received scant attention in the higher education literature. They address the often unconscious barriers to access our institutions have erected and describe emerging strategies, frameworks, and pilot projects that can ease students’ transition into college and through the maze of the college experience to completion. They offer advice on organizational culture, on defining institutional outcomes, on aligning shifting demographics with the multiple missions of the community college, on strengthening the collaboration of student and academic affairs to leverage their respective roles and resources, and on engaging with the opportunities afforded by technology.Divided into three parts – understanding today’s community college campuses; supporting today’s community college learners; and specialized populations and communities – this book offers a vision and solutions that should inform the work of faculty, administrators, presidents, and board members.
Working with Students Who Have Anxiety: Creative Connections and Practical Strategies
by Beverley H. Johns Donalyn Heise Adrienne D. HunterAs the number of students with anxiety increases in schools and classrooms, this book serves as the go-to guide for teachers and educators who strive to provide a welcoming environment conducive to students’ learning. Working with Students Who Have Anxiety provides an accessible understanding of anxiety in its various forms, how anxiety impacts academic and social skills, and what teachers can do to create a positive climate. An exciting new resource for teachers, special educators, art specialists, and school counselors, this book covers the causes, signs, and symptoms of anxiety; includes academic, behavioral, and art-based interventions; and explores ethical and legal issues relating to students with anxiety. Filled with real-life examples, practical teaching tips, and creative advice for building connections with students, this book not only provides readers with the latest information about anxiety but also focuses on strategies to give educators the real tools they need to reduce the negative impact of anxiety in academic settings.
Working with Students with Emotional and Behavior Disorders: Characteristics and Teaching Strategies
by Terry L. ShepherdThe book is about children who have been identified as having emotional and behavior disorders, those who have not been identified, those who are depressed and suicidal, and those who display aggressive behavior in the classroom. This book is a practical guide combining theory, best practices, strategies, and interventions and is useful for beginning teachers, seasoned teachers, alternatively certified teachers, counselors, parents, and administrators.
Working with the Anthropological Theory of the Didactic in Mathematics Education: A Comprehensive Casebook (European Research in Mathematics Education)
by Marianna Bosch Yves Chevallard Francisco Javier García John MonaghanThis book presents the main research veins developed within the framework of the Anthropological Theory of the Didactic (ATD), a paradigm that originated in French didactics of mathematics. While a great number of publications on ATD are available in French and Spanish, Working with the Anthropological Theory of the Didactic in Mathematics Education is the first directed at English-speaking international audiences. Written and edited by leading researchers in ATD, the book covers all aspects of ATD theory and practice, including teaching applications. The chapters feature the most relevant and recent investigations presented at the 6th international conference on the ATD, offering a unique opportunity for an international audience interested in the study of mathematics teaching and learning to keep in touch with advances in educational research. The book is divided into four sections and the contributions explore key topics such as: The core concept of ‘praxeology’, including its development and functionalities The need for new teaching praxeologies in the paradigm of questioning the world The impact of ATD on the teaching profession and the education of teachers This is the second volume in the New Perspectives on Research in Mathematics Education. This comprehensive casebook is an indispensable resource for researchers, teachers and graduate students around the world.
Working with Theories of Refusal and Decolonization in Higher Education (Indigenous and Decolonizing Studies in Education)
by Petra Mikulan Michalinos ZembylasThis volume argues that refusal is a viable political ethics in education. It is an ethics that allows space for new possibilities to emerge, with the potential to enrich higher education study and pedagogies in the future. Chapters examine the ethical, epistemological, political and affective premises of refusing the colonial university, and reflect upon what refusal means for higher education decolonization across international settings. Refusal marks a political ethos and praxis that denies, resists, reframes and redirects colonial and neoliberal logics, while asserting diverse sovereignties and lifeworlds. Whereas resistance may reinscribe the weakness of the colonized in the power relations with the colonizer, refusal interrupts the smooth operation of power relations, denying the authority of the settler state and remaking the rules of engagement. It is a political stance and action that denies the very legitimacy of power over the subjugated. This collection views refusal not as an end in itself, nor as a mode of critique, but as a necessary first step for educators and students in higher education to invest in the idea of radically different modes of futurity. It explores how educators and students in higher education can invent pedagogies of refusal that function ethically, affectively and politically, and asks: What do pedagogies of refusal look like? How might western universities sustain and support refusal, rather than discipline it? What assumptions are sustained by ruling out certain educational futures as out of bounds, or impossible? This book will be important reading for researchers, scholars and educators in Decolonizing Education, Higher Education Transformation, and Philosophy of Education. It will also be valuable to policymakers and activists who are considering how refusal might be carried out within and outside institutions.
Working with Time in Qualitative Research: Case Studies, Theory and Practice (Routledge Research in Anticipation and Futures)
by Keri FacerThis volume creates a conversation between researchers who are actively exploring how working with and reflecting upon time and temporality in the research process can generate new accounts and understandings of social and cultural phenomena and bring new ways of knowing and being into existence. The book makes a significant contribution to the enhancement of the social sciences and humanities by charting research methods that link reflectively articulate notions of time to knowledge production in these areas. Contributors explore how researchers are beginning to adopt tactics such as time visibility, hacking time, making time, witnessing temporal power and caring for temporal disruptions as resources for qualitative research. The book collects fields as disparate as futures studies and history, literary analysis and urban design, utopian studies, and science and technology studies, bringing together those who are working with temporality reflexively as a powerful epistemological tool for scholarship and research inquiry. It surfaces and foregrounds the methodological challenges and possibilities raised. In so doing, this collection will serve as a resource for both new and experienced researchers in the humanities and social sciences, seeking to understand the tools that are emerging, both theoretical and methodological, for working with time as part of research design. This book will be of great interest to students and scholars of research methods, time and temporality, future studies, and the environmental humanities.
Working with Trans Voice: A Guide to Support and Inspire New, Developing and Established Practitioners (Working With)
by Matthew Mills Sean PertThis book is an essential resource for those new to, developing and established in the field of trans voice. Presented in a workbook style and packed with practical exercises for the practitioner to engage with, it explores and explains how to work with clients effectively, while also developing vital cultural knowledge and fundamental skills in voice coaching that will help the practitioner develop insight into and support each person’s unique journey. Matthew Mills and Sean Pert draw on their wealth of experience to encourage the reader to consider what gender means to them, and how gender performance may be taken for granted by people whose gender identity aligns with their sex assigned at birth. The key learning points of this book are illustrated by guiding comments from trans and non-binary people with lived, practical and clinical experience Based on the latest expert practice and informed by the experiences of the clients themselves, Working with Trans Voice allows speech and language therapists and other professionals interested in supporting trans and gender-diverse people to develop the confidence to work with their clients in partnership and solidarity.
Working with Traumatic Brain Injury in Schools: Transition, Assessment, and Intervention (School-Based Practice in Action)
by Erin D. Bigler Paul B. Jantz Susan C. DaviesEvery day, children and adolescents worldwide return to the educational setting having sustained a traumatic brain injury (TBI). The possible negative consequences of TBI range from mild to severe and include neurological, cognitive, emotional, social, and behavioral difficulties. Within the school setting, the negative effects of TBI tend to persist or worsen over time, often resulting in academic and social difficulties that require formal and informal educational assistance and support. School psychologists and other educational professionals are well-positioned to help ensure students with TBI receive this assistance and support. Working with Traumatic Brain Injury in Schools is a comprehensive practitioner-oriented guide to effective school-based services for students who have experienced a TBI. It is primarily written for school-based professionals who have limited or no neurological or neuropsychological training; however, it contains educational information that is useful to professionals with extensive knowledge in neurology and/or neuropsychology. This book is also written for parents and guardians of students with TBI because of their integral role in the transition, school-based assessment, and school-based intervention processes. Chapter topics include: basic brain anatomy and physiology; head injury and severity level classifications; biomechanics of injury; injury recovery and rehabilitation; neurological, cognitive, emotional, behavioral, social, and academic consequences; understanding community-based assessment findings; a framework for school-based assessment (TBI-SNNAP); school-based psychoeducational report writing, and school-based interventions; monitoring pharmacological interventions; and prevention. An accompanying website includes handouts, sample reports, and training templates to assist professionals in recognizing and responding to students with TBI.
Working with Two-year-olds: Developing Reflective Practice
by Julie BrierleyWorking with Two-year-olds is an accessible and practical guide into the developmental pathways of two-year-olds. The book uses established research and environmental and cultural effects to provide an essential background on two-year-old development, while incorporating reflective questions and tasks to encourage self-reflection throughout. Divided into three clear parts, this book covers useful and interesting topics on the development of two-year-olds, such as: Emotional and social development Language and communicating Disposition and mindset Playful learning Family life Physical development Providing theoretical overviews alongside practical ideas, and consistently encouraging critical self-reflection on all topics covered, Brierley has created an informative and constructive manual for students on Early Childhood courses and for practitioners and childminders on continuing professional development courses alike.
Working with Underachieving Students in Higher Education: Fostering inclusion through narration and reflexivity (Routledge Research in Higher Education)
by Maria Francesca Freda José González-Monteagudo Giovanna EspositoWorking with Underachieving Students in Higher Education: Fostering Inclusion through Narration and Reflexivity presents an international and interdisciplinary approach to the study of the relationships between narrative devices and reflexivity in higher education. Stemming from a collaborative European research project called INSTALL (Innovative Solutions to Acquire Learning to Learn), it focuses on an innovative model aimed at promoting personal resources and reflective competencies in non-traditional, disadvantaged and underachieving students. The book is divided into three parts, with the first providing an exploration of the key theoretical issues that formed the basis of the theoretical and methodological approaches in the INSTALL Project. The second part presents an innovative narrative methodology and discusses the most significant phases of the training process and of the main products. The third and last part provides a broad discussion of higher education policies and of the need to encourage innovation and reforms to improve the academic inclusion of underachieving students. Chapters in the collection examine interventions in Italy, Romania, Ireland and Spain, using a broad transnational, intercultural and comparative approach, to consider narrative tools using four channels: metaphoric, iconographic, writing, and the body. This book provides theoretical insights and practical methodologies which can be used to enhance quality teaching and innovation, as well as to help adapt to diversity in higher education. It will, therefore, be of key interest to academics, researchers and postgraduate students in the fields of higher education; sociology of education; education policy and politics; cultural and developmental psychology; and narrative research, as well as to those studying counselling, mentoring and coaching
Working with Voice Disorders: Theory and Practice (Working With Series)
by Stephanie MartinAn essential resource for clinicians of varying levels of experience from student to very specializer, "Working with Voice Disorders" provides practical insight and direction into all aspects of voice disorders from assessment and diagnosis to intervention and case management. This second edition retains the successful format of mixing theory and practice, a melding of scientific knowledge with clinical art, which was such a feature of the first edition. In recognition of changes in practice and theory over the past decade, it contains a wealth of new, up-to-date, evidence based material. This blends with a practical approach to clinical efficiencies and management of the voice service. The second edition of "Working with Voice Disorders" provides a sound theoretical framework to this specialism and also offers a rich variety of tried and tested, practical and photocopiable resource material, which is the result of the authors' wide experience, accumulated over several decades in the field of voice therapy. The multi-dimensional structure of the manual allows the clinician to look, not only at specific aspects of patient management, but also at aspects such as clinical effectiveness, clinical efficiencies and service management. The authors' aim is that this resource should provide clinicians with a pragmatic, patient-centred, easy to use and accessible resource, facilitating and informing decision-making along the clinical journey from referral to discharge. The contents of this title include: Anatomy overview; The Spectrum of Voice Disorders; The Case History; Assessment; Treatment Strategies; Management Strategies; Service Provision; Over 50 pages of practical, photocopiable exercises. Photocopiable Appendices: Voice Care Advice; Voice Disorders Summary Chart; Voice Assessment Sheet; Voice Record Sheet; and, Voice Diary.