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?

Dealing with Dyslexia provides in a comprehensive and succinct form not only the techniques needed to help pupils with serious reading difficulties but also the essential understanding needed to support the teaching.

"It provides a clear argument for viewing dyslexia as a language difficulty along with presenting very practical ways in which insights from linguistics can contribute to the teaching of dyslexic children and adults".

The author is a support teacher working with young people with emotional and behavioural difficulties. She is also an artist. Combining these skills she has produced an exciting, attractive pack of materials which have been received with enthusiasm in the schools used to trial them. Tina introduces the rationale for her work with reference to the publication "Emotional Intelligence" by Daniel Goleman.

On completion of one of the set activities or the Activity Worksheet, the next part of the session involves making use of the self control strategy. This specific traffic light method is aimed at promoting behavioural skills, and encourages pupils to conduct an inner dialogue, make use of a stepped approach to solving problems and to attempt to control certain impulses. (This method is developed from the one described in Daniel Goleman's book p276).

The publication contains a set of lesson plans for 20 different feelings with copiable resources for each including:

* defining the feeling

* understanding the feeling through story

* problem solving

* managing self control strategies

* drama, discussion, drawing, writing and follow up activities

This pack is a real must for every teacher who knows that, if we are to teach young people to achieve academic success then the job is made easier for us and for them when their emotional literacy is recognised as a priority.

This remarkably clear and effective manual includes a thorough clinical guide to Dr. Barkley's 10-session parent training program, an assessment section that incorporates DSM-IV diagnostic criteria, and reproducible materials reinforcing each step of the program.

Practitioners learn proven techniques for helping parents to:

* Understand their child's misbehavior

* Motivate their child and increase compliance

* Decrease disruptive behavior

* Establish proper disciplinary systems without corporal punishment

* Improve school behavior with a new home-based reward system

Designed in a convenient format with lay-flat binding for easy photocopying, the manual includes all needed assessment forms and parent and teacher handouts. Purchasers can photocopy the materials they need as often as they need without additional cost.

This book, which draws together contributions from specialists in child, adolescent and family psychiatry, child psychotherapy, social work, community psychiatric nursing, educational therapy, special needs coordination in teaching and general practice, provides a valuable resource for the many professionals whose work may bring them into contact with young people suffering from depression.

"...a welcome contribution to the subject... gives interesting insights into the perceptions of a range of different professionals."

The aim of this work is to provide good practice guidelines that also address the political and ethical problems of conducting surveys within the health professions. Its objective is to provide the kind of practical tips that will make the process as straightforward as possible.

Part 1 Background principles: the basic rationale; determining objectives and hypotheses; under what circumstances should the survey be undertaken?; researching the problem. Part 2 The general survey design: an overview of the design; choosing between postal and interview surveys; obtaining the right size and type of sample. Part 3 survey and questionnaire formats: generating the items; writing the survey. Part 4 Evaluating the items: the pilot study. Part 5 Analyzing the results: analyzing data from surveys. Part 6 The report: presenting the survey results; evaluating reports; evaluating reports together with introductory critiques. #REEC01426016Part 1 Aphasia and aphasia therapy: aphasia therapy - a clinical framework, Robert Wertz; recovery of function in aphasia, Ilias Papathanasiou and Renata Whurr; living with aphasia - a framework for therapy interventions, Sally Byng et al; cognitive neuropsychology and aphasia therapy - the case of word retrieval, Dvaid Howard. Part 2 Motor speech disorders: dysarthria - clinical features, neuroanatomical framework and assessment, Bruce E. Murdoch et al; dysarthria - an overview of treatment, Kathryn Yorkston and David Beukelman; changing ideas in apraxia of speech, Nicholas Miller; instrumentation in the assessment and therapy of motor speech disorders - a survey of techniques and case studies with EPG, Sara Wood and Bill Hardcastle.

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.

This book, which has been adopted as a set text for a number of training and diploma courses, is long established as a comprehensive source book for both students and practitioners in the field. For this edition the book has been updated both in response to new teacher training needs and to take account of the rapid developments in research and ideas on dyslexia which have occurred in recent years.|The latest research findings cover such topics as demographic studies, phonological skills, the use of the British Ability Scales, and sub-types of dyslexia. The material on teaching has been expanded, with particular attention given to phonics and word analysis skills, essay planning and writing, the use of computers and word processing and evaluating teaching programmes.

Part 1 Introduction: barriers to learning; the concept of developmental dyslexia; emotional correlates of dyslexia; sex differences; subtypes of dyslexia; genetic aspects; offical attitudes to dyslexia in the UK. Part 2 Case histories. Part 3 Etiology: neurological perspective; cognitive perspective. Part 4 Dyslexia as a phenomenon of written language: some features of written language; models of the written language process; reading and spelling behaviour; written language and dyslexia - a synthesis. Part 5 Assessment: "background" factors; assessment of intelligence; attainments; perceptual, motor and memory skills; screening procedures; sample reports. Part 6 Remediation - evaluations and assessment: the relationship between assessment and remediation; evaluating remediation. Part 7 Remediation - principles and techniques: general principles of remediation; structured written language programmes; multi-sensory teaching; matching task to learner; phonetic teaching; essay writing; the older dyslexic; computer-assisted learning and word processing; role of the parent in remediation.

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.

In its second edition this is one of the most comprehensive texts on developmental language disorders. The authors review a wide range of issues in the field, from theories of language disorder to the practical implications of intervention for the speech and language therapist.

This book looks at the major changes that have occurred in the theory and practice of speech therapy for children with developmental speech disorders. It looks at current issues and their clinical implications, but the overall aim of the book is to set clinical practice firmly in a theoretical framework. While it is therefore essentially a practical book for practitioners, it also engages in the academic investigation of the nature of the different types of developmental speech disorders and their consequences for the children. This discussion provides the framework in which to consider clinical management and specific clinical techniques.|A recurrent theme throughout each chapter is the impact of linguistics upon our understanding and management of children's problems in learning to pronounce. There is no doubt that the linguistic revolution in speech and language pathology has produced an entirely new perspective on these disorders by identifying the phonological dimension of speech development.|Of equal importance is the expansion of knowledge about children's language development. Much more information is now available about phonological development in terms of what the developmental changes are and when they occur. This information is valuable in assessment and diagnosis. The book also includes a number of competing theories explaining how children develop their pronunciation patterns. These theories provide the premises upon which to establish a principled theory of therapy.|To reflect these issues and their clinical implications the book is divided into three sections. The first section explores the framework within which to discuss developmental speech disorders. The second section covers three specific types of pathological conditions with which developmental speech disorders are associated. The third section examines the problems of children who have no evident major disabling condition and yet they experience severe difficulties learning to pronounce and subsequently, more often than not, learning to read and write.

Part 1 Issues in speech development and speech disorders: processes of development and production, Nigel Hewlett; approaches to remediation, Janet Howell and Elspeth McCartney. Part 2 Speech disorders in children: cleft palate and orofacial abnormalites, Elizabeth Albery and Jane Russell; deaf children's phonological development, Ann Parker and Helen Rose; developmental neurological disorders, Nancy Milloy and Rosemarie Morgan-Barry. Part 3 Speech and language disorders in children: specific language learning difficulties, Fiona Gibbon and Pamela Grunwell; phonological deficits in developmental reading and spelling disorders, Joy Stackhouse.

Thoroughly updated and revised to reflect recent advances in the field, this Edition provides the most up-to-date survey of current principles and practices in psychopharmacology of childhood and adolescent psychiatric disorders available today. Updated to correspond to DSM-IV diagnostic categories and assuming a cautious stance toward the use of medication with this population, the expanded edition explores clinical conditions that can be treated effectively by stimulants, antipsychotics, antidepressants and other medication. Also provides a thorough survey of the adverse effects of psychoactive drugs and a complete review of current field literature.

This is the third edition of this dictionary, whose second edition was completely revised and substantially expanded. The second edition of the dictionary was also largely rewritten with the assistance of a team of specialists from all the appropriate fields. The book provides clear and concise definitions of relevant terms in speech pathology, linguistics, phonetics and phonology, psychology and psychiatry, medicine, hearing, electronic devices and microcomputers. It also describes different types of therapy techniques, the use of particular tests to assist in making diagnoses, and the current theories in these fields.|Though designed with students particularly in mind, the dictionary should also be of value to clinicians and practitioners seeking a guide to the terminology which has come into use since they qualified.

The definitions for more than 1000 terms used in the field of counselling are contained in this volume. As well as covering theory and practice, this book also includes client concerns and problems which may be helped by counselling and issues of professional and ethical interest to practitioners and clients, and words used in everyday language which have a particular meaning in a counselling context. Among the terms explained are: acceptance, accreditation, bulimia nervosa, cathect, double-bind, empty chair, genuineness, iatrogenic, Karpman triangle, laddering, medication, neurolinguistic programming, punctuality, Reichian, somatise, touching, underdog, vicarious modelling, wounded healer and yes-but.|The dictionary has been compiled by Colin Feltham, a practicing coundellor and trainer, and Windy Dryden, Britain's first Professor of Counselling, in conjunction with a number of professionals in the field. Of particular value to students and others seeking to familiarize themselves with the language of counselling and therapy, the dictionary should also be a useful source of reference for practitioners and trainers who want to keep themselves up-to-date with current terminology.

Barbara Dodd manages to meet the needs of students and newly qualified and experienced therapists in one volume. This excellent reference book addresses three key issues: the need for an eclectic classification system of speech disorders, for a model of the speech processing chain and the measurement of efficacy of speech therapeutic approaches for sub groups of speech disordered children.

Directions in Educational Psychology has been compiled to pay tribute to Professor Dennis Child of the University of Leeds. The book is divided into four sections: Teaching, learning and learning how to teach, Measurement and assessment, Children with special educational needs and Moving into the world of work.

This book is one of a series whose primary aim is to inform the professional speech and language clinicians and their colleagues in the caring professions. The starting point for this series was a systematic review of those topics in human communication which are essential to the development of effective treatment programmes and effective clinicians.|This collection of essays is designed to present the speech student and language clinician with an integrated introduction to contemporary thought and practice in the science of speech and language pathology and intervention. It aims to provide a broad coverage of the basic issues in the field written by specialized authors from both sides of the Atlantic.

Part I Intervention framework: philosophy in intervention, M. Leahy; classification of communication disorders, Marie de Montford Supple; epidemiology of communication disorders and service planning, P. Enderby; profession at work, A. van der Gang et al. Part II Communication disorders in children: childhood language, A. Kamhi; childhood phonological disorders, J. Lambert and D. Waters; childhood articulation disorders of neurogenic origins, P. Hall; childhood voice disorders, P. Sloane; childhood stuttering, I. Horsley; cleft palate and other craniofacial anomalies in children, J. Russell. Part III Adults: aphasia - progress in theory-based intervention, R. Lesser; acquired speech dyspraxia, N. Miller; dysarthria assessments - some perspectives for treatment, J. Abbs and R. DePaul; voice disorders in adults, J.Stemple; stuttering in adults, M. Leahy; surgical rehabilitation of adults, J. Logemann.

This work provides a study of the international literature relating to the efficacy of speech and language therapy with the major client groups. Commissioned by the Department of Health, it is intended to show areas for future research investment.

Acquired dysphasia; children with speech and language disorders; cleft palate; dysarthria; laryngectomy; learning disabilities; stammering; voice disorder.

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

Though a good deal is known about the remediation of dyslexics of all ages, there is a growing awareness among teachers and others that there is much more to their work than teaching literacy skills. Most of us experience stress at some time in our lives, but experience suggests that dyslexics are particularly vulneralble to it.|Contributors include Angela Fawcett, Steve Chinn, Maryrose Cross, Dorothy Gilroy, Gerald Hales, Peter Congdon and Roger Saunders.

Issues and Considerations. The Acquisition of Literacy. Assessment Approaches. Assessment Process. Teaching Approaches. Curriculum Access. Dyslexia in Further and Higher Education. Review of Resources. References. Indexes.

At a time when 'dyslexia' is being redefined, this book proposes a social-interactive within the wider framework of 'specific learning difficulties'. The model proposed by Herrington and Hunter-Carsch is flanked by reflective contributions from internationally respected researchers, writers and teachers including Tim Miles, Hanna Poussu-Olli, Lindsay Peer, Peter Pumfrey and Gavid Reid. Each chapter carries messages for educators in all sectors of education. Teachers are challenged to re-examine central issues such as the relationship between 'within-person' and 'institutional' factors affecting learning in and beyond compulsory schooling: methods of teaching and provision of learning support; and the integration of meta-affectivity with metacognition.

This highly practical handbook meets the need for a general guide that provides teachers with the skills, techniques and structure to help children with specific learning difficulties achieve success. For the second edition the book has been updated to take account of the 1993 Education Act, recent research and other developments in the field. Many sections of the book have been expanded and the chapter on computers has been completely rewritten.

From a review of the first edition:

"This excellent book will appeal to a wide audience, from non-specialists wishing to understand causation and remediation, to specialist professional seeking more comprehensive information about a broad spectrum of suitable teaching techniques and materials."

This book presents for the concerned parent or teacher of a dyslexic child an overview of what they need to know.

"The book is extremely well-designed, with nice illustrations and particularly strong on assessment and advice. From the educational point of view, every angle is well covered; there are even examples of a standard referral form...and an educational psychologist's report".

This work brings together a selection of papers from those presented at the Fourth International Conference of the British Dyslexia Association in April 1997. The three main themes of the conference were biology, cognition and intervention.

This work brings together the papers to be presented at the Second International Conference of the British Dyslexia Association. This conference is intended to examine a variety of aspects of dyslexia, within the following general themes - education, language, biological bases, cognition, development of literacy and numeracy and and social and behavioural elements. The contreibutors are specialists in their fields.

Though the needs of the dyslexic child must always be a primary consideration, the parents and family of the child have very real needs too. The book describes the signs and symptoms of dyslexia, provides information on the help available, discusses how families react on being told that a member is dyslexic, how families cope with the syndrome and what the future might hold for the dyslexic child.

"Whilst compulsive reading, this is also a reference book with easily accessible information on all the key aspects of dyslexic life..."

This work presents current ideas on the relationship between spoken and written language difficulties, providing clinical and educational perspectives on the assessment and management of children's reading and spelling problems. The book begins with a theoretical overview.

"As a source book on current theory and practice on written language difficulties, it is extremely useful and, if the perspectives presented in the book become familiar to practitioners, it will have made a very positive contribution to work with children and young people with particular difficulties in learning to read."

"...this book provides a clear account of the clinical picture of dyslexia which will be of interest to many in the field. It will have a special appeal to teachers and to the interested lay person".

Recent policy initiatives illuminate the need for greater teacher awareness about dyslexia in secondary and tertiary education. Yet the debates about dyslexia are often narrowly based and can exclude some teachers. This book attempts to open up the debate by bringing together different ways of talking and thinking about dyslexia. Fundamental questions about how to respond to dyslexia in teaching and support contexts are addressed and the significance of 'exploratory conversions' between learners and tutors is recognised. The need to restructure 'the structured approach' and to consider meta-affectivity as well as metacognition is explored. The editors propose an underpinning cross sectoral model which integrates 'in person' dyslexia characteristics with social and contextual factors.

Practitioners in both secondary and tertiary sectors can gain ready access to contributions from internationally respected writers and teachers in the field including Nata Goulandris, Margaret Snowling and Stella ni Gallhoir Cotterell, Cynthia Klein, John Landon, Ellen Morgan, Rosemary Sage and Dorota Zdzienski. Alan Hurst's preface refers to "this important book" as paving the way to a more truly inclusive attitude and approach to education in and beyond compulsory schooling.

Intended primarily for those people who are responsible for providing support for dyslexic students but also for research workers in this field, Jean Robertson's book begins with an overview of neuropsychological theory and brain function to help shed light on what is observed by teachers in their day-to-day interaction with students. The varied demands of the reading process are discussed and an overview is given of how neuropsychological theory can contribute to the development of specific intervention techniques.

The book then deals with both theoretical and practical considerations of dyslexia and reading. It discusses a developmental model of reading and the role the cerebral hemispheres play in the reading process, the visual and auditory aspects of reading and the development of intervention programmes. Subtypes of dyslexia are considered and examples given of how pupils are assessed and allocated to groups. Two different intervention methods are then discussed with case studies illustrating them and this section is followed by a discussion of experimental work from the two studies. The book concludes with a chapter on neuropsychological intervention, particularly in the school setting.

This book presents current research into dyslexia in non-English languages including alphabetic languages such as Afrikaans, Farsi, French, German, Greek, Norwegian and Polish and logographic scripts such as Chinese and Japanese. In addition, one chapter considers the problems children encounter when reading braille. The objective is to explore a variety of languages and to identify both the typical reading and spelling difficulties characteristic of each language considering its unique linguistic properties and the more common core deficits which can be considered the defining characteristics of developmental dyslexia regardless of language.

Dyslexia in the workplace is written both for dyslexic adults and for professionals concerned with helping them, for example psychologists, tutors, therapists, researchers, disability advisors and welfare officers. It also offers advice to employers on how to help dyslexic staff. The book covers the nature of dyslexic difficulties and their effects, both practical and emotional. Dyspraxic difficulties are also discussed. Assessment tests are described and reviewed and recent research is summarised. Detailed advice is given on tackling the difficulties; topics covered include work organisation and effective work methods, reading and writing for work purposes, memory skills, oral presentation and interaction and dealing with the emotions associated with dyslexia. Finally, guidance is given on the Disability Discrimination Act and sources of information and help are listed.

Part I The theoretical constructs of dyslexia: differential diagnosis fo reading disabilities, P.G. Aaron; visual deficit models of dyslexia, Gorodn Stanley. Part II The specific nature of dyslexia: neurobiological patterns in dyslexia, Drake D. Duane; dyslexia and skill - theoretical studies, Roderick I. Nicolson and Angela J. Fawcett; the cognitive psychology of developmental dyslexia, Nick ellis; elementary symbol processing in less skilled readers in a componential frmework, Che Kan Leong. Part III The identification of dyslexia: diagnosing dyslexia in the classroom - a three stage model, Peter Gardner; towards a rationale for diagnosois, T.R. Miles; quantifying exceptionality - issues in psychogical assessment of dyslexia, Martin Turner. Part IV Education management of the dyslexic child: how dyslexics respond to specialised teaching - some practical and theoretical issues, Michael Thomson; whole school provision for the whole child, Steve Chinn; early help means a better future, Jean augur. Part V Diverse routes to a wider understanding: unconventional treatments for dyslexia, C.R. Wilsher; the human aspects of dyslexia, Gerald Hales; musical problems? - reflections and suggestions, Margaret Hubicki.

Dyslexia: Students in need offers a positive approach to students with dyslexia in further and higher education. The authors are well aware of students with dyslexia who gain degrees and professional qualifications. Successes of this kind often depend on appropriate educational and technological support and upon funding. Dyslexia: Students in Need, printed partially on special coloured paper and in an easy-to-read typeface tackles the problems and challenges identified by students themselves. It contains the following: Information on applications and admissions to colleges and universities. Seeking information, support and funding about dyslexia from institutions. How to apply for funding from the Disabled Students' Allowance (DSA). Study skills relevant to dyslexia and to course requirements. Examples of how to maximise the strengths and abilities associated with dyslexia. Ideas about the use of computers, software and other technologies relevant to dyslexia. How to cope with revision and exams. Personal case studies written by undergraduate and postgraduate students with dyslexia.

Dyslexia: Students in Need will be invaluable for dyslexic students and valuable reading for Heads of Departments, admissions tutors, Equal Opportunities co-ordinators, lecturers, personal tutors and librarians.

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.