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.

Three questions provide the structure of the book: What are the specific learning characteristics of children with language difficulties? What are the critical points where such characteristics lead to difficulties in the mathematical syllabus? What can be done about them?

The book is in two parts. Part One raises the problems, looks at research and suggests methods. Part Two picks up some of the methods and describes them in detail for the practitioner wanting to try them.

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.

A comprehensive guide to the planning and organizing required for successful parent training.

This book reflects the problems of constructing theory of how the normal brain deals with language from data from impaired individuals from the perspectives of a range of disciplines: psycholinguistics, linguistics, neurophysiology and speech-language pathology.

"Here is another excellent book from the Whurr series...an extremely valuable book to dip into for the generalist and the specialist therapist alike".