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.

Parents are concerned about bullying and want to know that the school they choose for their child has a confident and practical approach to this difficult area of behaviour management. We can now provide a top copy for an 8-page A5 leaflet with the name of your school printed on the front cover.

In the short, illustrated text parents will find:

* An explanation of what bullying is

* Encouragement to discuss any problem in school

* Questions and answers from parent meetings

* Advice on how to respond when children are involved in bullying

To complement our work on bullying in schools we are now able to offer an information leaflet for young people. Like the parent leaflet it comes with the name of the school printed on the front and a site licence to reproduce it for all pupils. Written by Andrew Mellor when he was the Anti-Bullying Development Officer in Scotland, it provides explanations, encourages confidence and offers practical advice for all young people involved in bullying.

[Suitable for junior and secondary pupils]

Most children have interesting interior lives that contain dreams, fantasies, hopes, fears, beliefs and their unconscious lives. This can be inferred from their pre-occupations, stories, plays, games, conversations and behaviour. Because many children with special needs are emotionally confused, anxious and angry, their inner lives often contain secrets that may be permanent and damaging. These children nevertheless put out clear signals that they want to be understood.

This work is for advanced undergraduates and postgraduate students undertaking instrumental phonetics courses, either with or without the instrumentation itself. The book describes a variety of techniques and also reviews studies investigating both normal and disordered speech.

Recording and displaying speech, Marcel A.A. Tatham et al; spectrogrpahy, Alvirda Farmer; electromyography, Michel Gentil and Walter H. Moore; aerometry, James Anthony and Nigel Hewlett; electrolaryngography, Evelyn Abberton and AdrianFrocin; electropalatography, William J. Hardcastle and Fiona Gibbon; imaging techniques, Martin J. Ball and Berthold Groene; auditory phonetic techniques, Chris Code; time-variated speech, Linda Riensche et al; a PC-based experimentation, assessment and treatment technique, Wolfram Ziegler et al.

This title is mainly written for music teachers. It describes dyslexia in layman's terms and explains how the various problems which a dyslexic may have can affect all aspects of learning to play a musiclal instrument. It alerts the music teacher with a problem pupil to the possibilities of that pupil having some form of dyslexia. Suggestions are offered as to how to teach dyslexics, with particular reference to piano teaching and it suggests ways in which the music teacher may contribute to the welfare of the dyslexic pupil.|This book may also be of interest to dyslexia specialists who have who have hitherto directed their concentration towards the language-based problems of the dyslexic.

Dyslexia - preliminary thoughts: dyslexia in greater detail; primary symptoms; secondary symptoms; the positive angle; where to get help; multi-sensory teaching; teaching strengths. Music as communication: the diagnosed dyslexic child; the undiagnosed child; how should I know that they were dyslexic? the teacher. Anomalies in auditory function: auditory laterality; silence - the framework for music; the concept of "up" and "down"; singing; rhythm; preparation for aural examinations. Interpreting the printed page: useful tools; the stave; vertical and additional horizontal lines; rests, dots and accidentals; fingering; tracking. Balance and posture: gross motor control; co-ordination for pedalling; fine motor control; hand independence; motor response to rhythmic symbols; spatial aptitude; fingering; scales; broken chords and arpeggios. Memory: kinaesthetic memory; memorising the architecture; sight reading (1-10); playing duets. Materials for writing music: the reproduction of musical symbols; method; rhythm; keys; performance indications; practical musicianship; the notebook for practice. Planning a lesson: evaluating the lesson; the relative values of other instruments beside the piano; examinations and performances; dyslexic musicians and the future.

"Music teachers throughout the world will find that their knowledge of the specific difficulties dyslexics encounter with music increases with every chapter and that excellent, imaginative teaching methods to deal with all aspects are clearly discussed and defined.... With this book, Sheila Oglethorpe has opened doors for music teachers and dyslexic pupils".

"Music teachers throughout the world will find that their knowledge of the specific difficulties dyslexics encounter with music increases with every chapter and that excellent, imaginative teaching methods to deal with all aspects are clearly discussed and defined.... With this book, Sheila Oglethorpe has opened doors for music teachers and dyslexic pupils".

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.

The fourth edition of this standard text has been fully revised and updated to take account of recent developments in the field. The new content includes the introduction of the WHO distinctions between impairment, disability and handicap; an increased focus on information processing approaches to language disorders and the introduction of revision questions as well as tutorial activities at the end of every chapter to support student learning.

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.

When all the record keeping and the new procedures are working - then we can think about how we do the real job of supporting young people with special needs in mainstream schools.

In this package we describe support work in infant, junior and secondary schools for pupils with learning and behavioural difficulties.

The training pack includes:

* An account of how 3 support teachers have developed their own systems within schools.

* 34 clearly described interventions to use with SEN pupils.

* An explanation of D.A.R.T.s activities with an example to work from.

* A bibliography referencing more than fifty useful publications.

* A set of activities for staff training.

* A section on co-operative games.

What ever your own level of expertise you are sure to learn something new!

When all the record keeping and the new procedures are working - then we can think about how we do the real job of supporting young people with special needs in mainstream schools.

In this package we describe support work in infant, junior and secondary schools for pupils with learning and behavioural difficulties. The video follows teachers into real classrooms and they talk about their ideas and strategies.

The training pack includes:

* An account of how 3 support teachers have developed their own systems within schools.

* 34 clearly described interventions to use with SEN pupils.

* An explanation of D.A.R.T.s activities with an example to work from.

* A bibliography referencing more than fifty useful publications.

* A set of activities for staff training.

* A section on co-operative games.

What ever your own level of expertise you are sure to learn something new!

Rational-Emotive Psychology (REP) is an approach to psychology which considers the influence that a person's beliefs (both rational and irrational), emotions and behaviours have on his or her psychological well-being. This second edition of the text provides an introduction to REP suitable for those encountering the field for the first time.

Activating events; beliefs; ABC's and the principle of emotional responsibility; emotions; behaviour; common emotional problems; complex relationships among the ABC's of rational emotive behavioural psychology.

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 is a self-help book for speech pathologists, voice therapists, voice coaches and otolaryngologists to recommend to their patients with voice problems.|The opening sections of the book show how to evaluate your own voice and give information about the basic mechanics of the voice and voice problems. A series of self-evaluation tests and voice improvement exercises (which require only a tape recorder and a watch) cover breathing, loudness, pitch, vocal focus, nasality, stress, stage fright and the correct use of telephones and microphones. Throughout the text the author differentiates between male and female voices and explains their different problems and treatments. The book also deals with the environmental and physical enemies of the voice, and in the final section there is a "voice checklist", "Ten Easy Steps for Keeping Your Natural Voice", and helpful information on how to get professional help for problem voices.|This second edition includes a CD with audio examples and exercises; practical methods for increasing breath control with specific guidelines for increasing loudness and voice projection; voice management tips for the woman who has work demands on her voice; steps for increasing the friendliness of one's voice; exercises that increase voice efficiency with sharper voice focus; and biological and environmental tips to help those who use their voices professionally to maintain optimal voicing under difficult demanding conditions.

Contents:

Your voice is telling on you; the basic mechanisms of the natural voice; enemies of a natural voice; you and your natural voice; to breathe or not to breathe; loud enough or too loud?; the well-aimed pitch; is your voice in focus?; talking through your nose; keeping your natural voice under stress; stage fright and related fears; telephones and microphones and your natural voice; the woman and her voice; the man and his voice; ten easy steps for keeping your natural voice; professional help for problem voices.

We are delighted to publish this translation of a collection of short stories, first published in Chile by HINENI, a foundation for the integration of people with disabilities.

The twenty one stories are told by the children who discuss their experiences and feelings about differences and disabilities of all kind. Their teacher, Mr. Sandoval, uses Circle Time to encourage the class members to tell their own stories and to listen to each other.

Suitable for primary aged children this book will provide:

* Follow up work for established Circle Time groups

* Opportunities to introduce equal opportunity teaching

* Material for assembly and moral education.

In addition the book is a joy to read. Royalties will be paid to HINENI.