An evaluation of the success of different approaches to tackling school bullying. Issues covered include:

- developing a whole-school policy

- classroom and curriculum materials

- training lunchtime supervisors

- the playground environment

- pupils in bullying situations

An evaluation of the success of different approaches to tackling school bullying. Issues covered include:

- developing a whole-school policy

- classroom and curriculum materials

- training lunchtime supervisors

- the playground environment

- pupils in bullying situations

Offers practical guidance on the screening procedures used to identify hearing impairment in very young children. The volume describes and evaluates the methods used for different age groups, and explains how to conduct each test.

This work deals with children who remain selectively mute. It outlines the characteristic behaviour of such children and discusses in detail the problems of assessment, management and treatment that they represent. A systems model of selective mutism and appropriate treatment is described.

Contents:

Communication, control and anxiety; the school context; assessment; review of non-behavioural methods of treatment; the development of behavioural approaches - a historical review; behavioural approaches in practice; reporting and evaluation - steps towards improving standards.

Research in semantics is conducted in a wide variety of disciplines and the strength of this book is in bringing those areas together in one volume. Contributions came from an international group of applied researchers. Models of semantics are being influenced by research on the development of semantic processing in children and by work on the disruption of semantic processing in brain damage such as stroke and Alzheimer's disease. Clinical work is benefiting from the application of theoretical models while pathological findings are crucial for testing and developing theoretical models. The book has chapters on: models of semantic processing, connectionist modelling, sentence processing in children and adults, semantic processing in the normal elderly, semantic category disorders, semantic therapy in aphasia, semantic processing in Alzheimer's disease, semantic dementia and conceptual semantics. The book is aimed primarily at the undergraduate reader or readers with limited knowledge of semantic processing. Students of linguistics, psychology and speech and language sciences will find the book immensely useful.

Special educational needs co-ordinators (SENCOs) have been given an increased responsibility for the management of pupils with SEN since the Code of Practice was introduced. This handbook examines the key elements of a whole-school SEN policy development with reference to the Code of Practice.

TABLE OF CONTENTS:

Decisions and dilemmas in SEN; legislative and historical legacies; roles and responsibilities for SEN within a whole-school policy; identification and intervention - the individual education plan; the curriculum - key isssues for Key Stages; managing effective support; multi-professional networks; paperwork and procedures - the co-ordinating role; the role of the SENCO - working within a whole-school approach; activity pack - roles and responsibilities - exercise; audit of whole-school policy; lesson planning for differentiation; room management - exercise; information flow for IEPs - exercise; reviewing parental policy.

A ring file of activities in

four sections:

* Self Esteem

* Communication

* Relationships

* Spiritual and Moral Development

covering 15 different topics differentiated developmentally from year 1 to year 6.(age 6 - 11)

This book covers the specific problems faced by the speech impaired in dealing with social aspects of communication. The major part of the book deals with the concept of social skills training, the role of the therapist, assessment planning and follow-up; the remainder consists of exercises to be carried out by the therapist for patients with specific deficiencies. This second edition has been fully revised and updated to take account of recent developments in the field.

This package contains a phonological training programme that can be used to enhance the literary skills of reading-delayed or dyslexic children. It can be used in conjunction with any structured approach to the teaching of reading. The author used the materials from this programme for a major piece of research, which highlighted the importance of integrating the teaching of reading with development of children's underlying phonological skills. As well as providing a valuable new resource for teachers, this programme will also be useful to speech therapists helping to improve the phonological skills of young clients.

Contents:

Introduction and guide to the programme (including an account of the Cumbria-York study and the Reading with Phonology programme); test of phonological awareness; identification of words as units within sentences; identification and manipulation of syllables; phoneme blending; identification and supply of rhyming words; identification and discrimination of phonemes; phonome segmentation; phonome deletion; phonome susbstitution; phonome transposition; phonological linkage activities.

The second edition of this successful teaching package contains a reading and phonological training programme for use with reading-delayed and dyslexic children. It comprises: 54 laminated picture cards, a criterion referenced test of phonological awareness, nine sections of graded phonological awareness exercises, photocopiable record sheets and an outline of a reading programme within which the phonological awareness training can be used. In addition to the materials from the first edition, the second edition includes normative data for the test and specific examples of letter-sound 'linkage' activities to supplement the purely phonological training activities. The second edition also provides information for teachers that should enable them to grade early reading books (23 levels), in order that children can make the link between sounds and words while reading text with at least 90% accuracy. The materials were originally used in the Hatcher, Hulme and Ellis (1994) study, which has been rated internationally as one of the three most effective phonological awareness intervention studies. Since 1994, the materials have been used with a wide range of children and been found to be suitable for use with any reading-delayed child, irrespective of cognitive ability and age. Teachers also report that children enjoy as well as benefit from the activities and that they exhibit enhanced self-confidence as a consequence of their progress in learning to read. The materials may also be adapted by class-teachers for normal group teaching and be used by speech therapists to help improve the phonological skills of young clients.

Presenting an A-Z guide to the whole field of special educational needs, this work focuses on the UK legislative, institutional and educational frameworks. It offers a range of information important to good SEN practice in mainstream and special schools, including legislative changes since 1944, and a list of terms, acronyms and abbreviations. A classified index is designed to help the reader to plot a course through the topics of current interest.

TABLE OF CONTENTS:

Basic terms, ideas and values; venues relating to special education and school organization; roles, duties and responsibilities, procedures and rules; individual differences among learners with SEN; curriculum, assessment and resources; pedagogy.

Focusing on communicating with young children with special needs, this text focuses on what needs to be done and how to achieve it through good communication practices, and provides a useful initial reference for those networking and liaising on behalf of the child. The book also gathers together a range of information from different contexts which will help those involved save time, limit confusion and ensure that the needs of the child are fully addressed.

TABLE OF CONTENTS:

Legal context; roles and responsibilities; children who have been identified with SEN prior to beginning school or nursery; children who have difficulties identified by parents; children who have difficulties identified by school; communication within the school and transitions between stages of education; issues; examples of good practice; resources.

This book provides an edited presentation of the Plenary Sessions at The Association For All Speech Impaired Children (AFASIC)'s Second International Symposium.

"(We) highly recommend this book to any person interested in child language, child development, psycholinguistics and neuropsychology".

This work introduces speech and language difficulties in relation to the curriculum needs of children with these difficulties.

TABLE OF CONTENTS:

Ways of thinking about language; frameworks for discussing speech and language difficulties; speech difficulties; severe speech difficulties; speech and spelling; grammar and meaning; using language; understanding language; working in a team; reflecting on practice.

The overriding issue that affects speech and language therapists (SLTs) and teachers working together that recurs as a constant theme in the discussion in this book, is that two professions work in separate organisations, each with its own expectations and practices – SLTs in the health service, teachers in education, and both organisational systems are confident in their approaches to service delivery, but have different ways in which they go about it. The fact that good collaborative practice does take place is a tribute to the determination and realism of the professionals involved.

There is a great deal of practice to draw upon and the book gives a flavour of the complex interaction and collaboration being developed in the field of education. A move by teachers and SLTs from independent working to collaborative working is taking place. This is an exciting change and is hoped that by documenting some of the relevant issues the book will help to accelerate the process.

STAR TRACK is for pupils who have not gained any skills from a random exposure to text and need a guided introduction to the rules of literacy

STAR TRACK'S structured worksheets and stories introduce the pupil to only one phonic element at a time.

STAR TRACK builds skills cumulatively and confidence is established because the pupil is never asked to read what he has not been taught.

STAR TRACK'S photocopiable masters provide material for class work, homework, easy assessment and record-keeping.

STAR TRACK provides worksheets and stories for the famous 'exceptions' of English, which are easily tackled once the regular phonic rules have been learnt. Further copies of each of the tracks may be purchased in packs of ten.

This book examines stress in teaching as a multidisciplinary concept broad enough to include physiological, psychological, organisational and legal perspectives. It brings together in one volume contributions from leading specialists in the field with a wide range of research experience and practical expertise, and it serves as an appreciation of Jack Dunham’s own, substantial, contribution to research and practice in this area.

The editors see stress in teaching as an interactionist concept — a complex and sometimes precarious balance between perceived work pressures, coping strategies and stress reactions. The early chapters in the book reflect this view and make important and original contributions to understanding the causes and costs of stress in teaching. The authors of these chapters come, collectively, to the worrying conclusion that there is an alarmingly low level of job satisfaction in teaching and that staff turnover appears to be on the increase.

This pessimistic view is challenged in later chapters by professionals working in the field of stress management. These contributions highlight the danger of focusing stress research and management strategies on the individual rather than the organisation, and report the authors’ ‘hands-on’ knowledge of teacher support teams and workshop and whole-school approaches to diminishing the causes and costs of teacher stress and improving training and career development.

The concluding chapters demonstrate the editors’ belief that useful insights for workers in the education service can be gained from studies of workplace stress in other occupations.

This book consists of nine chapters written by internationally known and respected research workers. Lennart Levi presents a psychosocial framework for understanding sickness and health in the workplace. James Campbell Quick, Debra Nelson and Jonathan Quick give an account of their research with executives in industry and the US Airforce. Tores Theorell focuses his research on the increasing demands on workers and the reducing control they have over their working lives. Johannes Siegrist is also concerned with imbalance - in this case between effort and reward at work. Susan Cartwright and Sheila Penchal report on the effects of the increase of mergers and acquisitions in the 1990s. Howard Khan's focus is the stress of working for clearing banks, merchant banks and foreign owned banks in London and New York. Sandra Fielden and Lyn Davidson present evidence of the sources of stress of women in managerial positions. Cheryl Traver's analysis of the rising costs of teacher stress is very relevant for policy makers and managers. Michiel Kompier and Tage Kristensen make recommendations for planning and implementing stress management strategies in the workplace.

The book has a unique global perspective and presents a framework of guidance for research workers and a rigorous resource for professionals.

Drawn from a research study of university students with dyslexia, this book presents transcripts of in-depth interviews in which students give compelling accounts of their experiences of growing up with dyslexia. The book is intended to help students or prospective students with dyslexia and also the people teaching them.

This text brings together the experience and expertise of a group of speech and language therapists who work with, both individually and in groups, children and adults who stutter.|The past 2 decades have seen the emergence of what might be termed a British school of stuttering therapy, which has placed increasing emphasis on the need to improve communication skills, encourage a more positive approach to talking and facilitate a change in the stutterer's self-perception.|The influence of Kelly's work in Personal Construct psychology is evident throughout the book, and there is a chapter devoted to the application of Kelly's ideas in stuttering therapy. This influence has been importance in shaping our approach to therapy. The book looks at both theoretical and practical aspects of management, including the development of stuttering and early intervention, family therapy, and working with adolescents and adults. It includes some hitherto unpublished work on self-esteem and a final chapter on the issues of under and postgraduate training and service provision.

This text focuses on one aspect of an examiner's role -assigning a fail grade. The context is vocational training where success confers "competence to practice" a profession with pupils, patients or clients who place their trust in the knowledge, skills and conduct of the professional.|The guide is intended to help academic and work-based assessors make good judgements. It explains the reasons why failing is so difficult, looking at the individual, institutional and contextual factors involved and paying particular attention to the feelings of anxiety and guilt that interfere with decision-making. Specific coping strategies are suggested for each stage of the assessment cycle. These cover eliciting, interpreting and acting upon the evidence in a way which respects the rights of assessors and students. The book has a positive approach which views failure as a natural part of life and learning.

Contents:

Failure - an easily avoided word and deed; failing is even more important in professional training; reasons why it is difficult to fail students; feelings exacerbate the difficulties; principles of assessment - a reminder; applying the assessment cycle to fail scenarios; recommendations for change - challenging the taboo.

This monograph explores the ways in which teachers and speech and language therapists work together with children with communication problems in mainstream schools, special units and special schools. It examines issues that have influenced these working relationships; why children with communication problems may benefit from a professional partnership of teacher and therapist; information concerning practice in educational settings with reference to literature from the UK and abroad; and strategies for the development of working relationships.

TABLE OF CONTENTS:

Supporting children with communication problems; sharing the workload - models of working practice; why work together?; factors influencing a shared professional relationship; current practice in mainstream schools; current practice in special schools; current practice in special units; developing the relationship.

This practical text explores children's emotional development and the correlation between emotional security and effective learning. The authors focus on a wide range of specific emotional issues, including coping with loss, separation, anxiety, panic and anger management. They discuss how to raise a child's self-esteem and motivation. The advice and techniques offered should help teachers, SENCOs and learning support staff to create an understanding and supportive environment for all children in the primary classroom.

TABLE OF CONTENTS:

Making sense of emotions; principles; emotions in the classroom; self-esteem; understanding motivation; listening to troubled children; a solution-focused approach; loss and separation; anxiety; anger management.

This text aims to help those who live and work with exceptionally able children of all ages, by raising awareness of what it is like to grow up "different". It considers the children's social and emotional development and offers suggestions on how to provide suitable learning environments. The book should be of interest to parents and teachers, and professionals who support the work of schools. The first edition of this book was published as "Helping the Child of Exceptional Ability".

TABLE OF CONTENTS:

Infancy - issues for parents; the pre-school years; starting school; a climate for learning; school organization and provision; special considerations; surviving adolescence; final words.

'Something is Wrong with Our Child'. Families' Needs: Met and Unmet. Diagnosis and Autism. Diagnostic Confusions and Disorders Presenting Like Autism. The Effects of Autism on Parents: Part I. The Effects of Autism on Parents: Part II. Families and Challenging Behaviour. Educational and Other Strategies. Autism and Growing Up. References. Index.