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.

This updated edition presents a comprehensive survey regarding all available information about these disorders, drawing upon findings and clinical experience from a number of related disciplines. Discusses descriptive and diagnostic characteristics, biological contributions, intervention techniques, legal and social issues. This version includes the latest work on motor functioning, social cognition, brain imaging, emotional development, new genetic discoveries, novel approaches to educating and intervening with these types of cases.

Renowned authorities in their respective fields present the most up-to-date coverage of all that is known regarding child and adolescent psychiatry. Presented developmentally, prominent contributors have produced a body of knowledge that describes what children are, what they need, what hurts and helps them. Volume 1 deals with infants and preschoolers, Volume 2 with grade school children, Volume 3 deals with adolescence and Volume 4 with varieties of development. Volume 5 contains information on assessing, diagnosing and treatment planning for the range of psychiatric and psychologic problems children and adolescents may experience during their development. Volume 6 introduces the basic science of child and adolescent psychiatry and presents a myriad of treatment options available to psychiatrists. Volume 7 contains an overview of the history of the field of child psychiatry and examines contemporary issues facing child and adolescent psychiatists.

This fifth edition of a multi-volume handbook spanning the entire field of child development has been completely revised and updated under a new team of editors. The first volume in the four volume set covers contemporary theoretical perspectives guiding research on child psychology. Volume 2 covers mechanisms of cognitive and perceptual development and language acquisition. Volume 3 deals with mechanisms of socialization and personality development, including parent/child and peer relationships, emotional development, gender role acquisition, preschool and anti-social development, motivation, achievement, social cognitive, and moral reasoning. Volume 4 addresses child psychology in practice, in clinical, educational and social settings.

This completely revised handbook shows professionals who work with troubled children how to teach parents to become effective co-therapists. It presents various techniques and behavior modification skills that will help parents to better relate, communicate and respond to their child. Updates are provided on such problems as noncompliance, ADHD, and conduct disorder, and a new section on "special needs parents" which includes adolescent mothers, aggressive parents, substance-abusing parents and more has been added.

This book addresses the problems encountered while intervening with children, adolescents and their families who face poverty, child and substance abuse. It deals with the prevention and treatment of these problems, including individual, school and community-based programs that deal with specific issues and psychiatric disorders in these children and adolescents.

This work deals with the effect of hearing development - impaired and normal - on the child's acquisition of language skills. Emphasis is placed on the importance of the early educational and social management of the hearing-impaired child.

This book provides a framework for the assessment of children's behavior difficulties. The author considers a range of theories and demonstrates that after careful assessment to screen out other causes of disturbed behavior, much benefit can derive from the application of the principles of social learning theory. The innovative perspective provides practical suggestions for overcoming aggressiveness, disruptiveness, withdrawn behavior, and eating or sleeping difficulties.

A resource for addressing the special needs of the dyslexic child. The special educational needs of children, including dyslexia, must be identified, assessed and addressed, mostly within a mainstream classroom. Programmes such as the Hickey Multisensory Language Course are implemented as part of an Individual Education Plan, and need to be linked to the Literacy Hour. This third edition makes explicit links with classroom organization and gives examples of appropriate IEPs, and suggestions for use of ICT. To address the need for specific training in phonological awareness, the Hickey Lesson Plan has been modified, and a chapter added which includes specific games and activities to develop phonological awareness, and to develop the use of strategies in reading a range of whole texts.

Part 1: some basic problems which may affect school performance; the pupil's need for simultaneously seeing, hearing, saying and writing the written word when learning written language skills; taking Hickey into the 21st century; the language training course; the alphabet and dictionary; handwriting; reading; spelling; story writing; suggestions for self-learning activities in reading and spelling. Part 2: The language training course.

The book details methods for:

* Avoiding aggressive confrontations

* Managing aggressive young people

* Stopping dangerous behaviour.

Trainers will need both video and text book.

Section 4 of the 1997 Education Act comes into force in April 1998 detailing the requirements for safe restraint of young people. Government guidelines will be published in January and every school will be required to train staff to comply with policy.

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The video shows the work of Bernard Allen, a national expert on:

* De-escalation strategies to manage aggressive and violent conflict

* Safe and effective methods of restraining out of control youngsters.

& Sonia Phillips, a consultant physiotherapist, advising on all aspects of safety whenever a choice is made to use a physical intervention.

The book details methods for:

* Avoiding aggressive confrontations

* Managing aggressive young people

* Stopping dangerous behaviour.

The video and course book [copiable resource] will provide a comprehensive in-house training session.

Trainers will need both video and text book.

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.

Deals with children who experience problems paying attention, controlling their emotions and physical actions and acting without forethought. Helps parents and professionals to accept the hyperactive child's behavior and find ways to help the child succeed. Refutes, debunks and challenges myths about hyperactivity. Provides an accurate understanding of the current state of science concerning the cause, developmental course, evaluation and outcome of this problem. Includes a critical review of medical and non-medical treatments and offers sound guidelines.

Since the 1950s there has been an upsurge of interest and activity in the field of hypnosis amongst academic and applied psychologists, medical practitioners, dentists and other health service professionals, as well as the public at large. There is evidence of the increasing routine use of hypnosis by professionals in Europe, North America and Australasia, and interest is also being shown in South Africa and Japan.|The numerous developments in the field have brought to a head issues concerning the legal and professional regulation of hypnosis. Should the use of hypnosis be restricted to certain professionals and, if so, what kind of training should practitioners of hynosis undergo? What, if anything, should be done about the use of hypnosis for entertainment? Some countires have had laws for some time regulating the professional use of hypnosis, others are considering such regulations. According to the rationale and with what purposes in mind are these rules devised? And what determines a restrictive or a permissive attitude to the practice of hypnosis?|With hypnosis in Europe at a significant and eventful period in its evolution, this book provides an overview of what has happened before, what is happening now and in what direction ideas and practices are heading. This single volume aims to enable the professionals to bring themselves up-to-date with the current scene in Europe and the implications for the evolution of hypnosis worldwide.