Asserting that state schools can meet the needs of able pupils, this text provides practical strategies for both senior managers and classroom teachers to achieve this end. It explores the issues and problems surrounding good provision and suggests why schools have found this area so difficult. The book sites examples of good practice in all phases of school-based education, and in particular looks at ways in which extension planning for able pupils can be developed as part of general planning.

TABLE OF CONTENTS:

Background of thinking since the introduction of comprehensive schools; questions and definitions; the recognition of ability (identification); managing provision in the primary school; provision in the primary classroom; managing provision in the secondary school; provision in secondary subject departments; professional development and inservice issues; 2000 and beyond, a blueprint for the future.

This work is aimed at all who work or spend time with people who have learning difficulties, especially those who do not yet use language. The focus is on opening up the fulfilment and joy of human interaction to people who are remote from communication and companionship.

TABLE OF CONTENTS:

What is intensive interaction?; the theoretical background to intensive interaction; how knowledge of infant learning helped the development of intensive interaction; how to do intensive interaction; wider and related issues; case studies.

This work offers practical and specific guidance to help mainstream teachers, managers and SEN co-ordinators provide a more inclusive environment for pupils and students who are physically disabled or have medical conditions. It includes resource materials and references for curricular access, differentiation, pastoral care, peer support and teacher/subject support. It also offers an exploration of the pupils' own views on social issues and their personal development to help the reader understand the issues which face this group of pupils.

TABLE OF CONTENTS:

Choice and opportunity; pupil's and student's learning; the National Curriculum and resource development; teaching and curriculum differentiation; school management.

A guide to classroom practice for teachers dealing with pupils with attention deficit/hyperactivity disorder, a condition which is estimated to affect on average one in every 25 children. The book addresses key issues commonly raised by teachers; provides a source of information on the assessment of the attention deficit/hyperactivity disorder; advises teachers on how to communicate with both parents and professionals; and offers practical classroom strategies and interventions for tackling the condition.

TABLE OF CONTENTS:

What is AD/HD and where does it come from?; how do we know when it is AD/HD and not something else?; how can we approach AD/HD from the teacher perspective?; effective teaching for children with AD/HD, how does it look?; medication for AD/HD - can it be justified?; what about..? - other issues related to AD/HD.

Aims to help teachers and parents deal with the many different problems experienced by young people. The text presents theories and a range of practical approaches to help parents and teachers develop strategies with which to respond to particular problems. It has an accessible format with illustrations to help the reader identify the main elements of the theories, and provides an appendix of useful addresses and structured interview forms to help professionals interview adolescents and their parents.

TABLE OF CONTENTS:

Theory: the concept of adolescence; theories of adolescent development - Erikson and the development of identity, Kohlberg and moral development, Loevinger and ego development, Bandura and the social cognitive understanding of development, Bronfenbrenner and the ecological approach to development, Kegan and the constructive-developmental perspective to development, Blos and the object relations view on development; theoretical approaches to adolescent problems - behavioural, psychodynamic, client-centred, cognitive, rational-emotive, social-cognitive, ecosystemic. Practice: adolescent problems - behaviour difficulties, emotional difficulties, relationship difficulties, sexual relationships, eating disorders, substance abuse, case studies; interview forms for using with adolescent and parents/carers. Appendix: useful addresses.

The authors of this volume provide information, insight and strategies for understanding and managing anger more effectively. They outline impulse control, social skills, moral judgements, environmental factors and therapeutic approaches designed to help the reader consider their own anger as well as their reaction to the anger of others. Specific ideas are given for working with children and the resources and check lists are photocopiable.

TABLE OF CONTENTS:

Part 1 What is anger?: perspectives on anger; what does anger do to you; what do we do with anger. Part 2 The storm: planning to avoid a storm; weathering the storm; after the storm. Part 3 The fireworks: working with angry children; crisis management; help for parents; illustrations. Appendices: observation checklists (primary and secondary versions); anger triggers; developing a solution; behaviour modification chart; resources.

Psychology is a valuable tool for understanding and improving pupils' learning processes. This text considers a range of issues improving pupil motivation and understanding social dynamics in the classroom. It also encourages teachers to conduct classroom investigations to assess learning environments, provides a brief overview of the underlying psychological theory in each chapter and discusses the issues which are relevant to classroom practice, and provides practical examples and activities to support the text

TABLE OF CONTENTS:

Exploring pupil motivation and promoting effective learning in the classroom; the social dynamics of the classroom; towards inclusive classrooms; managing classroom interactions; approaches to teaching - how can psychology help?; assessing and improving the learning environment; managing stress.

This text aims to help teachers reduce conflict by developing positive relationships with pupils, creating a calm environment and using non-confrontational communication skills. Curriculum ideas are included and there are techniques to enable teachers to minimise stress, conserve energy and remain calm. The book is intended to help teachers be authoritative rather than authoritarian.

TABLE OF CONTENTS:

Helping pupils feel at ease in the classroom; encouraging an improvement in behaviour through confidence and self-esteem; developing relationships with pupils; teaching, conflict and power; anger; acquiring skills; facilitating change; feeling better - dealing with stress.

A guide to effective classroom practice for teachers and support assistants working with children with Asperger Syndrome in mainstream schools and other non-specialist settings. This book outlines the underlying impairments and their educational implications; considers the issues of assessment and diagnosis; offers practical strategies for effective and realistic classroom intervention, including access to the National Curriculum; and considers the behavioural challenges the child with Asperger Syndrome may pose.

This work seeks to inform professionals meeting a child with Asperger Syndrome for the first time and to equip them with effective educational and behavioural intervention strategies. Professionals in special schools, INSET providers, educational psychologists, parents and carers should find this book of interest.

TABLE OF CONTENTS:

Asperger syndrome - an introduction; issues of assessment and diagnosis; educational implications of Asperger syndrome; intervention; behaviour; towards precision in assessment and teaching.

A guide for all teachers in assessing the needs of pupils in primary and secondary schools, but of particular use to Special Needs Co-ordinators.

TABLE OF CONTENTS:

Introducing the profiles; using the assessment profiles; observation; effective intervention; thinking about plannning; developing IEP's; photocopiable sheets.

A study of ways in which teachers can consider why some bilingual pupils in their classrooms are not making learning progress or are academically underachieving. It looks at how to ask questions about the pupil, of collecting evidence of learning and language development and of offering support within the classroom. It contains a model and photocopiable proformas for use within schools which should help to establish clear systems of identification of those bilingual pupils, who may have special learning difficulties, to distinguish these from their need for language support.

TABLE OF CONTENTS:

Introduction to the profiles; using the assessment profiles; scoring the assessment profiles; observations; the planning sheet; effective intervention; using the assessment form as part of a co-ordinated approach to meeting individual needs; customization

Demonstrates how a cognitive perspective on the way in which individuals with autism think and learn may be applied to particular curriculum areas. The text sets out principles of pedagogy and illustrates their application.

TABLE OF CONTENTS:

Rationale for the approach; translating the rationale into practice; communication; information technology; play; outdoor education; assessment; science; drama and movement; groupwork.

Written for practitioners working in the field of autism and related disorders (including Asperger's syndrome), this handbook offers an overview of understandings of these disorders from a behavioural, biological and psychological perspective. A coherent analysis of the different theoretical viewpoints is provided, especially at the psychological level which has the greatest bearing on practice.

Effective practice depends on understanding the condition. This handbook aims to encourage practitioners to reflect on thinking in the light of their own experience and contribute towards future research and the making and testing of theories.

TABLE OF CONTENTS:

The nature and definition of autism; the importance of diagnosis in education and care; autism and behaviour; the biological bases of autism; theories on the nature of autism; the individual with an autistic spectrum disorder.

All schools are required, at present, to choose and implement an accredited scheme for Baseline Assessment, a legal requirement for all children as they enter schooling from five years of age. This book examines the purposes of Baseline Assessment and provides practical guidance on the approaches available and the nature of recommended schemes. It should be of interest to early years and primary teachers, students and lecturers as well as educational psychologists, administrators and inspectors with responsibility for early years and primary National Curriculum assessment.

TABLE OF CONTENTS:

Baseline Assessment; political background to educational change; child development; screening for children with special educational needs; value-added; technical quality of baseline assessment; development of the Infant Index and Baseline-plus; early identification and the code of practice; interventions; looking to the future.

This INSET-based book provides teachers and managers with a practical guide to developing and maintaining high standards of behaviour in schools. The authors emphasize planning policies which take account of the individual needs of the staff and pupils as well as whole-school adminstration; encourage an experimental approach supported by many activities to guide the development process; and consider both the "soft" human side of the development process, as well as the more predictable "hard" side involving audit, planning, implementation and review.

TABLE OF CONTENTS:

Getting started - values, school culture, parents and staff; auditing strengths and weaknesses; developing a policy on behaviour management; implementing the policy; monitoring and reviewing the effects of the policy.

This guide to managing the behaviour of pupils provides a structure for teachers to review their skills. The author describes how teachers can act positively and creatively when responding to the challenge of disruptive behaviour. The book emphasizes the impact on classroom behaviour of good communication, motivation, correction, ganization and experimentation.

TABLE OF CONTENTS:

Increasing confidence; communicating your expectations; motivating your pupils to achieve your and their expectations; correcting mistakes; getting organized to get good behaviour; managing difficult groups; OHPs.

Many able children are underachieving in schools because teachers and parents are failing to identify and therefore adequately provide for their special needs. This work aims to assist teachers in becoming more patient and observant in the classroom so that they can accurately define their objectives in providing for these children. It also aims to help teachers and parents discover the excitement, challenge and pleasure of teaching able children and helping them to achieve their considerable potential.

This edition includes updates and additions in computer technology, new resources and an expanded bibliography.

TABLE OF CONTENTS:

What's in a name? characteristics of gifted and talented children; identification; provision and strategies for teaching; enriching the curriculum; the parent/child/teacher model; resources and policies.

This volume focuses on working with people who have challenging behaviours from staff from all professions, but also parents, relatives and friends. Emphasizing good practice, the book discusses what to do in challenging situations, good incident management procedures, and ways in which staff can work together, plan and problem-solve. Staff from a variety of disciplines provide accounts of their day-to-day work and the editor highlights and comments on issues of practice, technique and theory.

TABLE OF CONTENTS:

Commentary - helping the person learn how to behave; positive incident management - insights from staff involved and issues for the organization; a flat for one - social service provision at the extreme; the challenge of class six; commentary - managing incidents of challenging behaviour - principles; working with people with challenging behaviour in a further education class within a long-stay hospital; developing practice in a residential team - training, talking, thinking, working; Andrew - a classroom for one; commentary - managing incidents of challenging behaviour - practices; leading a well-challenged social services residential team; Ann - the challenge of a difficult-to-reach five-year old; exotic communication, conversations, and scripts - or tales of the pained, the unheard and the unloved?

Every school needs to address the problem of children who behave badly, and to help teachers deal with bad behaviour whilst, at the same time, delivering the National Curriculum. This book offers strategies and curiculum activities to help teachers effect change in pupil behaviour.

TABLE OF CONTENTS:

Focus on English - rule making; focus on history - expressing feelings; focus on geography - learning new scripts; focus on science - peer tutoring for conflict resolution; focus on maths - the non-bullying classroom; focus on PE - assertiveness for the victim; focus on art - from bully to friend; beyond the classroom; creating a whole school ethos.

This practical handbook offers advice on strategies for meeting the special educational needs of children with Down's syndrome in mainstream schools. The aim is to increase the confidence of support assistants, teachers, SENCOs and senior managers in both primary and secondary schools in providing a quality education for these pupils, while using scarce resources to best effect.

The author offers an introduction to the particular characteristics of children with Down's syndrome and their impact on learning and behaviour. She considers the benefits of inclusive education and the most effective ways in which the National Curriculum can be made accessible. She also examines working with the whole-school, parents and outside agencies, as well as providing practical resources such as photocopiable proformas and checklists, materials for INSET in schools and support services and a list of reading materials.

TABLE OF CONTENTS:

What is Down's syndrome?; inclusive education; foundation skills; models of support; differentiating the curriculum; working with the whole-school; working with parents; working with outside agencies; sources of help and further reading.

This text is written for teachers in mainstream settings who are about to teach pupils with a visual impairment for the first time. It describes the impact a visual impairment can have upon a pupil's access to the curriculum. The text also suggests practical ways to overcome difficulties, shares advice on assessment, differentiation and how low and high technological aids can support the pupil's work, and provides a glossary of common words and expressions used in this field and useful addresses and organisations.

TABLE OF CONTENTS:

Understanding what the child can see - an introduction to eye conditions and visual assessment; adapting the learning environment; teaching approaches; mobility and orientation; the child with additional disabilities; final thoughts.

Aimed at primary and secondary teachers, this volume combines the theory and practice of classroom management. The key areas covered include: theoretical approaches to general classroom management with reference to both learning and behaviour; practical ideas arising from theoretical approaches; and advice and methods relevant to managing pupils with and without special educational needs. Case studies are included to illustrate aspects of classroom management.

TABLE OF CONTENTS:

Introduction to classroom management; the concepts of class and group dynamics; theoretical approaches and their practical applications to classroom and group management; special categories of pupils; special topics.

This text describes how cooperative group work can enhance relationships in the classroom, reduce prejudice and alleviate problems of victimization and peer rejection. It combines quantitative experimental analysis with case studies, and considers the impact of the family on pupil behaviour.

TABLE OF CONTENTS:

Social relationships in middle school classrooms; cooperative group work in middle schools; the schools - training in cooperative group work; cooperative group work and social relationships; pupil differences and teacher differences; case studies of children; family background; recommendations.

This volume reviews and integrates research on style differences in learning behaviour and describes the "cognitive styles analysis" which provides a simple and effective method of assessing style in children and adults. As both a textbook and a source of reference for professionals working in a range of contexts, it aims to help teachers and trainers reflect on and assess their effectiveness. The authors provide insights into personal and professional behaviour for cousellors and personnel professionals, and offer a framework for future research for psychologists.

TABLE OF CONTENTS:

Part 1 Cognitive style and learning strategies: cognitive style; learning style; learning strategies. Part 2 Style and behaviour: cognitive style and other individual difference dimensions; cognitive style and problem behaviour; implications and future developments.

Intended as a reference for all those teaching and working with children and adults with severe and profound learning difficulties, this work addresses the theoretical aspects of the development of communication up to and including the beginnings of speech in normally developing children, and those with severe learning difficulties. It also includes an approach to practical assessment.

TABLE OF CONTENTS:

Re-examining the development of early education; the Affective Communication Assessment - ACA; communication for a purpose; playing the zone - using routines to develop early communication skills; teaching first meanings; assessment of early communication; from assessment to intervention - examples of the use of Early Communication Assessment - ACA; accessing and extending pragmatics - the functional use of communication. Appendices: the Early Communication Assessment - ACA; considerations of reliabiltiy of the ECA; the Manchester pragmatics profile.

This text offers newly qualified and experienced teachers practical skills to support them in their key role of effectively managing classrooms. Behaviour management approaches, influential language patterns and core skills for building positive relationships are presented in detail. The integrated activities provide sustained professional development, inviting teachers to reflect on what it is they do well and in doing so generate confidence and motivation.

TABLE OF CONTENTS:

The big picture; the emotional climate; the power of language; establishing your classroom agenda; essential protocols; putting into practice - key strategies.

This text considers the rationale of, and research evidence in, support of some of the major controversial issues receiving attention in the field of special education. Based on a course of lectures, it aims to comment on each topic in a manner accessible to teachers, parents and professionals.

TABLE OF CONTENTS:

Peer/parent tutoring; conductive education; total communication; instrumental enrichment; coloured lenses and overlays; facilitated communication; intensive programmes for brain injured children; reading recovery; dyslexia; attention deficit/hyperactivity disorder.

Drawing on two years of school-based research carried out by the authors, this work addresses the issues in practice for teachers counselling or guiding students in schools. The book aims to report the research from three angles: the perspective of the pupil, the teacher and the school development. It also provides the reader with information, discussion and developmental activities, and helps teachers clarify legal, ethical and practical issues.

TABLE OF CONTENTS:

Counselling and guidance in schools - a map of the territory; the process of developing practice and policy in a school; viewpoints - students and teachers; critical issues in the field.

Provides counsellors, trainee counsellors and teachers with pastoral care responsibilities, with the knowledge and skills that are required to support effective counselling. The authors seek to increase the reader's capacity to work sensitively with their clients.

TABLE OF CONTENTS:

What is counselling?; pastoral care; attachment theory; rational emotive therapy; using different approaches (a dialogue between the authors); ethical issues in counselling self-esteem; bullying, separation, loss and grief; working with parents.

Intended for teachers and staff working with people with profound and multiple learning difficulties, this text aims to help create a positive interactive environment for the people with whom they work. The responsive environment and its importance is defined using both research and everyday examples. Different aspects of the responsive environment are then explore. An essentially practical book, each chapter contains examples and exercises to enable the reader to put ideas into practice and capitalise on their own strengths.

TABLE OF CONTENTS:

The importance of a responsive environment; getting started, making sense of children's behaviour; starting a conversation, giving the child a chance to reply; sharing control; moving on; keeping the responsive environemt going.

The research, practice and staff development activities in this text have come out of the "Improving the Quality of Education for All" (IQEA) Project, which emphasizes the importance of enhancing internal conditions in schools by building on exisiting good practice.

It is necessary to modify the conditions within the classroom, as well as those at the level of the school, if school improvement strategies are to have their full impact on student achievement. The book articulates a complementary set of "classroom conditions", and gives INSET providers the activity materials to implement them.

TABLE OF CONTENTS:

Creating the conditions for classroom improvement; improving the quality of education for all; authentic relationships; boundaries and expectations; planning resources and preparation; teacher's repertoire; curriculum development; reflection on teaching and learning; the journey of classroom improvement; an invitation.

This is a practical guide for practitioners confronted with the demands of delivering individual Action Plans to young people and adults. The author takes the reader through the varius stages in the IAP processes, from encouraging individual's raising of awareness, to identifying learning needs, determining a range of learning routes and setting targets.

TABLE OF CONTENTS:

Creating the conditions for school improvement; staff development; involvement; leadership; coordination; enquiry and reflection; collaborative planning; beginning the journey of school improvement.

Across the curriculum, five successful lesson plans are presented, with commentary on effectiveness from the author and teachers who have tried them. These lessons are placed in context: speaking and listening, ground-rules of discussion, four kinds of argument, applied techniques of thought, intellectual challenge, kinds of question, getting the climate right, exploring moral issues, and avoiding excessive academic expectations whilst raising intellectual expectations.

TABLE OF CONTENTS:

Speaking and listening; ground-rules of discussion; four kinds of argument; applied techniques of thought; intellectual challenge; kinds of question; getting the climate right; exploring moral issues; avoiding excessive academic expectations whilst raising intellectual expectations; graphic organisers of thought.

A reference designed for teachers working with deaf and hearing impaired children in mainstream schools. Using case studies throughout the text to illustrate how the material in the book works in a classroom setting, the authors: consider the teaching implications for pupils with conductive hearing loss, hearing aids and cochlear transplants; offer advice for helping bilingual deaf pupils and those being taught with sign support; and discuss social developments, communication, literacy, and the effective involvement of a learning support assistant.

TABLE OF CONTENTS:

Introduction to deaf and hearing impaired pupils; children with conductive hearing loss; pupils with hearing aids; cochlear transplants; pupils using sign language.

This work aims to take "disablement" out of the experience of children and their families. It focuses on deaf children and uses a valuable combination of what families say and discussions of topical issues about how disabling issues can be avoided.

TABLE OF CONTENTS:

Deaf children their families and professionals; discovering a child is deaf - dismantling personal tragedy; getting communication going; education matters; shared experience - overcoming barriers to ordinary family life; images and futures; what can be done?

This work provides schools with a practical guide to a co-operative approach to producing, implementing and evaluating a Whole-School Behaviour Policy. It builds on the recommendations of the 1989 Elton Report and on recent DFE circulars. It should assist schools with OFSTED inspections. The book also provides materials and activities for schools to photocopy and use in the process.

TABLE OF CONTENTS:

What needs to be included in a whole-school behaviour policy?; turning policy into practice - procedures and structures for making the policy work; involving the whole school community and making the development process work; assessment and information gathering; developing a policy in the primary school; developing a policy in the secondary school; monitoring and evaluating the policy.

Aims to give parents, teachers and health professionals the confidence and know-how to diagnose and assess dyspraxia. The text includes: background information on the neurological basis of the condition; strategies for identification, diagnosis and assessment; proven programmes of intervention which can be monitored by anyone closely involved with the child; strategies to improve curricular attainments; remediation activities to develop perceptual and motor skills; programmes to develop self-esteem; and information about where to find help.

TABLE OF CONTENTS:

Development and function of the brain; what is dyspraxia and how is it assessed?; assessing the junior age child; research; remediation programmes in the early years; remediation programmes for older pupils; appendices - proformas and additional material, external agencies providing motor skills programmes for early years, names and addresses of suppliers.

This text provides practical advice to teachers keen to enhance their dyslexic pupil's access to the curriculum through the use of ICT. Anita Keates offers achievable goals based on her extensive classroom experience. She guides the reader through the maze of hardware and software available and identifies those most suitable for various Key Stages and curriculum subjects. ICT solutions to the problems of assessing and screening for dyslexia are provided. The material in the book is suitable for the ICT novice and more advanced user alike.

TABLE OF CONTENTS:

Why ICT?; what types of hardware can be used for the dyslexic?; where to start with ICT; desktop machines and software; the writing process; illustrating the written text; using software linked to the National Curriculum; software for the dyslexic learner; using the web, email and voice activated systems; ICT solutions for assessing and screening dyslexia

The aim of this text is to promote an understanding of dyspraxia and movement development among professionals who work with children, and also to offer a text which is accessible to parents. It presents a cognitive processing model of dyspraxia from a developmental perspective, and addresses issues of social development in addition to the more easily observable motor planning difficulties which are associated with dyspraxia.

The difficulties which may face the dyspraxic child at home and at school are described with strategies for managing their difficulties. Details are provided of the support services available and how they may be accessed.

TABLE OF CONTENTS:

An introduction to dyspraxia; the developmental perspective; identification and assessment of dyspraxia; developmental dyspraxia; whole body movement and body image; physical play, dressing, drawing and handwriting, feeding and eating, speech and language; living with dyspraxia.

This text shows professionals who are working in early years settings how to understand the specific difficulties a child with dyspraxia may encounter. It encourages them to consider the wider implications of the disorder for both home and school environments. The author demonstrates clearly and practically: how existing classroom conditions and routines can be adapted to encompass the needs of the child with dyspraxia or motor difficulties; the checklists and oservation schedules which can be used to give a fuller picture of the problems facing such a child; how to breakdown the basic movement patterns into different competency levels so that progress can be made via appropriate teaching points; and how analysing the movement patterns of a child can reveal their cognitive development.

TABLE OF CONTENTS:

A conceptual framework for accurate diagnosis; the implications of dyspraxia; the development of movement patterns; helping children to cope at home and school; obtaining specialist help.

This text asserts that the teacher is the ultimate resource in the classroom and suggests different ways in which teachers can be an effective resource for teaching able children. It offers a wide range of techniques and strategies to extend their range of teaching skills.

TABLE OF CONTENTS:

Implications for resourcing work in ordinary schools with able pupils; new directions in resourcing - able pupils as resources, teachers as resources; school-wide responsibilities for resourcing; teacher responsibilities for resourcing; parents as resources; strategies and approaches resourcing; teacher planning as a resource; collaborative consultation as a resource; the resource of thinking skills; the resource of information handling skills; the resource of communication skills.

This work examines the issues which affect the participation, achievement and social inclusion of children with medical conditions in education. The contributors discuss areas of potential difficulty and suggest ways of developing more effective and efficient provision, in and out of school. This approach includes young people's, parents' and siblings' accounts, professional descriptions and critiques of research, educational policies and practices within the UK.

TABLE OF CONTENTS:

Introduction to the children and their educational frameworks; "I didn't ask to have this" - first person accounts; the psychological impact of chronic illness on children's development; researching the education of children with medical conditions - reflections on two projects; parents' expectations and experiences of their children's education; the role and achievements of voluntary organizations supporting education; health services - supporting children, families and schools; issues for the effectiveness of children's school education; "There were more than I thought" - reflections on a medical audit and its implications for a primary school; "People took a lot for granted" - a secondary school's support for pupils with chronic illness and other medical conditions; towards quality educational services for children out of school for reasons of health; more like a friend - case studies of working in wards and at home with children with a poor prognosis; schools and death; privileged witnesses? - siblings' views; resources to support education staff working with children with medical conditions.

This book is about ability, not disability. All children have rights under the 1988 Education Reform Act to a balanced curriculum appropriate to their needs. The book shows some of the ways in which children can demonstrate and develop their individual abilities.

Aims to provide SENCOs and classroom teachers with a practical guide to managing and supporting their in-class support. The text should help them to: define the roles and reponsibilities of support staff; develop partnerships and establish effective communication between the class teacher and the support worker; and plan and appraise the work of support staff through the use of the photocopiable proformas and checklists provided.

TABLE OF CONTENTS:

Introduction: a history of support; aims of support; patterns of employment; support and training. Meeting children's needs: supporting the slow learner; children with specific learning difficulties; students with physical difficulties; children with emotional and behavioural problems. Support in the primary school: the role of the nursery nurse; working with classroom assistants; the bilingual language assistant; parents in the classroom. Support at secondary level: the role of the support teacher; teaching in partnership; working with support assistants; developing a support timetable. Support in the special schools: the role of the support assistant; therapy in the classroom; developing multi-disciplinary teams; approaches to room management. Putting support on the agenda: recruitment and selection; drawing up a job description; developing partnership; induction and basic training. Support systems for support staff: health and safety issues; supervision and appraisal; continuing professional development; supporting the development of inclusive schools.

Nurture groups, started in 1970, are small special classes where children who display signs of disruptive, aggressive or withdrawn behaviour can be helped to stay in mainstream schooling and succeed. They provide a setting where teachers can use their skills and insights to great effect, and because they involve all the staff they bring about a whole school approach and enhance staff morale.

This work shows how primary schools can cost-effectively enable children from damaging backgrounds to have real access to a full curriculum through nuture groups. It draws on experience of these groups, meeting the requirements of the Code of Practice and the accepted principles of parental involvement and inclusive education.

TABLE OF CONTENTS:

Children at risk of failure in primary schools; the nurture group in the primary school; nurture groups in the 1990s; responding to childrens' needs; preventing educational failure.

Based on a national examination of English special schools providing for pupils with emotional and behavioural difficulties, this work identifies factors associated with good practice. It offers advice on how schools can become more effective in providing for troubled and challenging pupils. The book also highlights aspects of successful provision which can be applied in mainstream schools and pupils referral units.

TABLE OF CONTENTS:

History, theory and effective practice; pupils and parents - who are they?; the characteristics of staff working in schools for pupils with EBD; some aspects of management; addressing pupil needs; physical provision; effective schooling for pupils with emotional and behavioural difficulties.

In a more settled period of curriculum development, teachers of children with learning difficulties are looking for guidance on the new National Curriculum, the context of the whole curriculum and issues surrounding its delivery. This work shows how to access to much of the content of the new Programmes of Study for each subject can be provided for pupils with moderate to profound learning difficulties. It also raises debates and illustrates effective teaching ideas, and examines strategies for providing a high quality education for these pupils and a celebration of their achievements. It then discusses the active involvement of parents and pupils in these processes.

TABLE OF CONTENTS:

Enabling access, Barry Carpenter and Rob Ashdown. Part I Perspective on the National Curriculum: English, Vivian Hinchcliffe; mathematics, Brian Robbins; science, Ron Ritchie; physical education, David Sugden and Helen Wright; history, Claire Martin and Bernard Gummett; geography, Bernard Gummett and Claire Martin; art, Melanie Peter; music, Penny Lacey; modern foreign languages, Keith Bovair and Brian Robbins; design and technology, Helen Mount; information technology, Tina Detheridge. Part II Access and entitlement to the whole curriculum: religious education, Erica Brown; co-ordinating the whole curriculum, Rob Ashdown; classroom processes, Richard Byers; assessment, Ann Lewis; pupils with profound and multiple learning difficulties, Carol Ouvry and Suzanne Saunders; teachers researching the curriculum, Sally Beveridge. Part III The context for the whole curriculum: enabling partnership - families and schools, Barry Carpenter; access to the system - the legislative interface, Philippa Russell; issues in teacher training, Jill Porter; changing public attitudes, Christina Tilstone. Part IV Preparing for self-advocacy, Peter Mittler.

This digest contains resources and practical information relating to the education and care of children with special educational needs. It includes: an overview of SEN policies and how they affect parents, teachers and children; details of over 1000 organizations, charities and services that exist to help the child with special educational needs; a glossary of terms and medical conditions associated with special education; pointers to useful Internet resources; the names and addresses of local education authorities and over 1800 special schools in the UK; and advice on how to make links with other professionals, to ensure all children with special educational needs are getting the attention to which they are entitled.

The aim of this book is to provide busy teachers with a user-friendly text and worksheets to enable them to identify and provide for pupils with outstanding gifts and talents. Such children have special educational needs, and often face particular problems in developing their capacities.

TABLE OF CONTENTS:

Definitions and recognition of gifted and talented children; characteristics; identification strategies - tests of creativity, questionnaires, rating scales, checklists, nominations; teaching strategies - acceleration, enrichment, extension, differentiation, performance indicators, examples of good practice, worksheets, policies; the affective curriculum; useful addresses.

This handbook lays out in detail the way in which Special Needs Assistants can work in a productive partnership with teachers.

TABLE OF CONTENTS:

Special educational needs; the role of the learning support assistant; giving support; the role of the special needs co-ordinator in working with the learning support assistant; the role of the class teacher in working with the learning support assistant; what special needs will I be supporting?; supporting children with emotional and behavioural difficulties; the special needs of learning support assistants; some final comments. Appendices: a job description suggestion for a learning support assistant; the roles of supporting professionals; glossary of abbreviation.

This handbook is designed specifically for those involved in pre-school education and aims to assist in the identification and assessment of young children with special educational needs. It should enable practitioners to comply with the requirements of the Code of Practice (1994) and help them prepare for an OFSTED inspection. A ready-made system for record-keeping at each stage of assessment and a comprehensive system for monitoring and evaluation are provided.

TABLE OF CONTENTS:

Assessment of child's progress - special educational needs; stages of assessment - criteria for deciding to make a statutory assessment of children under five years of age; statutory assessment under the Education Act 1996. Appendix D: educational advice guidelines for the completion of educational advice for under fives.

This handbook lays out in detail the way in which Special Needs Assistants can work in a productive partnership with teachers.

TABLE OF CONTENTS:

What is meant by special educational needs?; why do we need Special Needs Assistants?; the role of the Special Needs Assistant; the role of the teacher in working with the Special Needs Assistant - what special needs will I meet?; the special needs of Special Needs Assistants - the need for support; the need for encouragement; the need for training.

A guide to understanding and helping children whose speech is delayed or impaired. The second edition encompasses legislative and other changes that have occurred since the first edition; provides an overview of normal speech and language development; and suggests help in overcoming difficulties.

TABLE OF CONTENTS:

How to manage communication problems in young children, Myra Kersner; the development of communication, Sandy Winyard; recognising hearing problems, Magdalene Moorey and Merle Mahon; how to recognise speech and language problems, Rosemarie Morgan Barry and Jannet Wright; stammering, Renee Byrne; emotional behavioural problems, Alison Wintgens; the role of speech and language therapist, Jannet Wright; language programmes, Myra Kersner; encouraging languge development, Carolyn Bruce; working with parents, Carol Miller.

This work aims to help educational professionals dealing with the Code of Practice for children with special educational needs to: understand and implement the requirements; discharge professional duties and responsibilities at each stage of work; and follow best practice.

TABLE OF CONTENTS:

Implications for teachers and schools; implications for schools and governing bodies; individual education plans (IEPs); stages of the Code of Practice; statutory assessment; annual reviews; year 9 reviews and transition plan; parents and the Code of Practice. Appendices: suggested format of an SEN register; checklist for governors on how to write an SEN policy; checklist for stage 2, checklist for stage 3; checklist for parents on - advice to statutory assessment and annual reviews.

In this companion book to "Implementing the Literacy Hour for Pupils with Learning Difficulties", the authors break down the reception key objectives from the National Numeracy framework into smaller and more manageable steps. The book features: steps linked to the National Curriculum Pre-levels to outline the key mathematical concepts which need to be taught at each level; a variety of activities and resources for each objective; help on how to use the book as a basis for teacher's long-term planning; and guidance for using the teaching methodology as outlined in the Numeracy Strategy framework.

TABLE OF CONTENTS:

Who this book is for and how to use it; using the National Numeracy Strategy framework (the framework); how does this book relate to the National Literacy Strategy?; what is mathematics for pupils below level 1?; what is numeracy for a pupil working within level 1 of the National Curriculum?; factors that promote high standards of numeracy; teaching mathematics; your questions answered; the learning objectives; suggested activities and resources for different age groups; planning - how to make this guidance into your own scheme of work

Containing revised and updated material from the author's "Special Needs in Ordinary Classrooms", third edition, this text emphasises how emotional and social factors affect all children's learning, and the importance of addressing them to enhance both children and teacher performance.

TABLE OF CONTENTS:

Part 1 Enriching the learning environment for pupils and teachers - maximising existing resources: social and emotional factors as aspects of cognition; a consultative collaborative problem-solving approach; teachers using the approach in their schools - examples of case discussions. Part 2 A framework for continuing professional development: the meetings - conceptual bases and focus points; the curriculum - finding opportunities to attend to children's emotional and social realities influencing learning capacity; the home and the school - collaboration with parents; interagency cooperation. Part 3 Collaborative staff development - guidelines and tasks: initiating a staff development group; developing a consultative role - combining training needs.

This series about individual education plans (IEPs) focuses on significant areas of SEN as documented in the 1994 Code of Practice. It provides key principles, institutional self-reviews and ideas for action with additional photocopiable INSET activities sheets and case studies. The series recognizes progress made since 1994 and considers IEPs as a mechanism for involving the whole school in the implementation of inclusive educational practice.

Each book in the series adopts an educational model in which schools can develop integrated approaches and in which IEPs should have a genuine impact on children's learning and behaviour. This volume looks at dyslexia.

TABLE OF CONTENTS:

IEPs and dyslexia - controversies, concerns and concensus; assessment; target setting; strategies; monitoring; involving parents; involving the learner; training implications for teachers and LSAs; using ICT to support IEP provision.

This series about individual education plans (IEPs) focuses on significant areas of SEN as documented in the 1994 Code of Practice. It provides key principles, institutional self-reviews, and ideas for action with additional photocopiable INSET activities sheets and case studies. The series recognizes progress made since 1994 and considers IEPs as a mechanism for involving the whole school in the implementation of inclusive educational practice.

Each book in the series adopts an educational model in which schools can develop integrated approaches and in which IEPs should have a genuine impact on children's learning and behaviour. This volume focuses on emotional and behavioural difficulties.

TABLE OF CONTENTS:

So what's so difficult about "behavioural" IEPs?; how to use this book; IEPs and EBD; assessment and identification; targets and strategies; coordination and monitoring; involving the learner; parental involvement; training and continuing professional development.

This series about individual education plans (IEPs) focuses on significant areas of SEN as documented in the 1994 Code of Practice. It provides key principles, institutional self-reviews, and ideas for action with additional photocopiable INSET activities sheets and case studies. The series recognizes progress made since 1994 and considers IEPs as a mechanism for involving the whole school in the implementation of inclusive educational practice.

Each book in the series adopts an educational model in which schools can develop integrated approaches and in which IEPs should have a genuine impact on children's learning and behaviour. This volume looks at implementing effective practice.

TABLE OF CONTENTS:

How to use this book; introduction; well that about wraps it up for IEPs...or does it?; IEPs general; IEPs; assessment; targets and strategies; monitoring; parental partnership; involving the learner and the peer; outside agencies; the role of IT for IEPs and administration.

This text outlines effective IEP practice for pupils with moderate (MLD), severe (SLD), or profound and multiple learning difficulties (PMLD) by addressing questions such as: what is the value of target-setting for pupils with learning difficulties; what kind of IEP-based target setting is helpful in meeting the needs of pupils with learning difficulties; how can IEPs be designed with the involvement of pupils and parents; are IEPs effective in identifying the continuing professional development need of educators; how can professionals from different backgrounds (e.g. learning support assistants, health authorities and social services) collaborate in individual education planning; and what systems do schools need to develop to ensure that the effectiveness of IEPs is evaluated?

TABLE OF CONTENTS:

Why use IEPs?; how to use this book; IEPs and learning difficulties; assessment and identification; targets and strategies; involving the learner; parental involvement; professional collaboration; monitoring and evaluation.

This text forms part of the series outlining the principles of IEP planning and practice, with reference to pupils who have physical disabilities or medical conditions. The challenges and opportunities are considered in the following issues: how can teachers develop a truly educational perspective to deal with the demands of traditional medical approaches, disability rights and social responsibility?; what is the role of IEPs in ensuring true equality of opportunity and entitlement through an individualised programme?; what kind of targets are required and how can an educational balance be achieved in collaboration with health and other services?; and what systems in school are necessary to support effective IEPs in this area and what kind of training is needed to implement them?.

The text provides ideas and activities to support institutional self-review and development which are produced in a photocopiable format.

TABLE OF CONTENTS:

Introduction: inclusion and equality of opportunity - where do IEPs fit in?. IEPs: personal, social and medical influences within an educational framework; assessment and identification; target setting and strategies; co-ordinating and monitoring; involving the learner; parental involvement; training and continuing professional development.

This series about individual education plans (IEPs) focuses on significant areas of SEN as documented in the 1994 Code of Practice. It provides key principles, institutional self-reviews, and ideas for action with additional photocopiable INSET activities sheets and case studies. The series recognizes progress made since 1994 and considers IEPs as a mechanism for involving the whole school in the implementation of inclusive educational practice.

Each book in the series adopts an educational model in which schools can develop integrated approaches and in which IEPs should have a genuine impact on children's learning and behaviour. This volume looks at speech and language.

TABLE OF CONTENTS:

How to use this book; introduction; well that about wraps it up for IEPs...or does it?; IEPs general; IEPs; assessment; targets and strategies; monitoring; parental partnership; involving the learner and the peer; outside agencies; the role of IT for IEPs and administration.

What can teachers do to encourage children to learn appropriate classroom behaviour? How can they minimize disruptive and difficult behaviour? Using first-hand experience, practice and research, this volume aims to answer these questions.

TABLE OF CONTENTS:

Pre-school experiences; developmental expectations and differences; early school experiences and the needs of parents and children; ways teachers might think about behaviour; the needs of teachers; learning what happens and how it happens in school; co-operation and the group; dealing with conflict; the hard-to-manage child - a framework for assessment and intervention.

Aiming to provide practical guidance for integration, this work explores the philosophy of integration and provides basic information about a range of disabilities with particular reference to educational implications. Whole-school issues include special needs policy, equal opportunity, timetable implications and medical issues, aiming tp provide ideas for the preparation of staff and pupils. The Code of Practice is addressed, with suggestions for responding to assessment, individual education plans and provision. A detailed range of resources for subject teachers is presented including those of support staff.

TABLE OF CONTENTS:

Philosophy of integration; whole-school issues; preparation for integration; staff and pupils; educational implications of disability; resources - whole-school, class, staff; differentiation - some examples; writing individual educational plans; staff development; coping with bereavement.

Pyramid Clubs are after-school clubs provided by the National Pyramid Trust for children who are emotionally, socially and academically identified as being "at risk" by their teachers. They benefit children who would normally lose out in the competition for limited resources to those children whose needs are more obvious and dramatic, and aim to offer a message of hope for parents and teachers who are aware of the needs of seven-to-nine year old children at risk of failure, but who do not have an affordable strategy to meet those needs. This text aims to convince teachers and parents of the worth of the scheme, and to encourage them to start up their own schemes with the help, advice and support of the Trust.

TABLE OF CONTENTS:

Starting points: the need for early intervention; finding a model that works; therapeutic activity groups. Pyramid in action: the selection meeting; involving parents; training the volunteer club-leaders; a training session in practice; club case studies; feedback meeting. Evaluation: research studies; anecdotal evidence; the schools' response; response from the universities; multi-professional co-operation. The future: the NPT franchise; how the trust will support local projects; funding a new Pyramid scheme.

The way in which education is provided for deaf children is changing, as are the demands made on teachers, both in special settings and in mainstream schools. This book offers a comprehensive account of recent research and current issues in educational policy, psychology, linguistics and audiology, as they relate to the education of the deaf and includes detailed information about further reading.

It should be of interest to student teachers and teachers of the deaf, teachers in mainstream schools, academics working in the area of deafness and disability, audiologists and cochlear implant teams, parents of deaf children, and members of the deaf community.

TABLE OF CONTENTS:

Part 1 The developing deaf child and young person: social development and family life; a deaf personality?; cognition and deafness; deaf children with disabilities; the education of Asian deaf children. Part 2 Language and communication: early interaction; development of signed and spoken languages; oralism - current policy and practice; "total communication" - current policy and practice; bilingualism - current policy and practice. Part 3 Teaching and learning: reading and writing with an oral/aural approach; the teaching and learning of literacy within a sign bilingual approach; mathematics and deaf pupils; achieving access to a broad and balanced curriculum; supporting deaf pupils in mainstream settings; information technology and deaf pupils. Part 4 Audiology: developments in hearing screens - implications for services; implication of otitis media for development; recent technological innovations within paediatric audiology; cochlear implants - some challenges; central auditory processing disorder, Part 5 The context of the education of deaf children: deafness and disability; the education attainments of deaf children; policy and practice in the education of deaf children and young people; the international dimension.

This work, for teachers and other professionals working with disabled children, aims to suggest ways of using different forms of technology (microcomputers, communication aids etc) with this client group.

TABLE OF CONTENTS:

Part 1 Working with microcomputers. Part 2 Learning in technological environments. Part 3 Technology as a personal tool.