Presents step-by-step advice on developing a whole-school policy and suggests methods for tackling bullying through classroom and curriculum activities, including video, drama and quality circles. Emphasis is placed on assertiveness training for pupils who may be bullied, and non-punitive work with pupils who bully others. Advice is provided on training lunchtime supervisors, enhanching playground activities, and improving the playground environment.

This book describes an approach to teaching which is designed to take account not only of the problems encountered by children with dyslexia when learning to read, spell and write but also of the nature of the task that the dyslexic child is trying to master.

For this second edition the book has been revised and expanded to include new approaches to the teaching of phonics, recent ideas about developing reading skills, the revised National Curriculum and the Code of Practice and new developments in IT and software for teaching. There are completely new chapters covering early recognition, helping younger children and difficulties with mathematics; and the sections on testing and monitoring work and on materials and games for teaching have also been expanded to form individual chapters.

"Although written especially for those working with individuals, Tackling Dyslexia The Bangor Way contains many sound, practical ideas that will prove to be of value to all engaged in the teaching of literacy and which are applicable to those designing programmes for use in class... This book is one of the best and most practical that I have read for a long time. It is essential reading for all those involved in teaching dyslexic pupils".

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.

Betty has drawn on her experience as a counselling psychologist to produce a book of worksheets and colouring-in drawings which gently address issues concerned with feelings, safety and well being. These can be used as 'door openers' by adults working with young children to facilitate discussion about emotional development. They are suitable for individual, small group and whole class work. A series of short stories complement the activities and encourage conversation and problem solving.

The introductory pages give a clear explanation of how and why to use the materials. The resource is wire bound and easily copiable.

Provides parents with realistic, healthy and positive ways to understand and diffuse situations that trigger their child's tantrums, flare-ups, sulks and arguments. Shows parents how to recognize and break their own anger patterns which their children may be imitating. Each chapter combines specific information and advice with realistic examples of what to do in a variety of typical situations.

Theory of Mind in the ability to infer other people's mental states and to use this information to interpret speech and predict action. This practical book applies these mind-reading principles to children with autism, focusing chiefly on treating their social and communicative abnormalties. Guiding readers through the underlying experimental and clinical principles of this experimental theory, the authors provide practitioners with an adaptable and unique program for tackling behavioral problems in autistic children.

This text aims to help teachers and parents to teach dyslexic children reading and spelling. It can be used either as a step-by-step teaching programme or as a reference resource. Two photocopiable charts representing the main spelling patterns and rules of English are the focus of the teaching scheme. Emphasis is placed on the phonic method. Word lists and dictation sentences are given; games and activities are suggested; and photocopiable sheets of letter cards and alphabet pictures are included.

TABLE OF CONTENTS:

Part 1: general information. Part 2: chart 1. Part 3: chart 2. Punctuation; two, to and too; there and their; dictionaries and spellcheckers; appendices; finding suitable books; answers; photcopiable resources.

This work offers ideas concerning the teaching of difficult adolescents. The author is a teacher in charge of a unit for disruptive school leavers.

This work provides information on voice care, and an understanding of the physiology of voice. Advice is also given on aspects of delivery, communication skills and classroom strategies.|This is supported by exercises for developing the resonance, range and projection of the voice. This book helps teachers and professional voice users to understand how the voice works and to explore some of the factors that influence voice production.

Based on the premise that teachers can only provide effective support for pupils with emotional and behavioural difficulties if they feel supported themselves, this book offers a model in which to set up support networks and practical activities which promote the notions of peer support and teamwork. The authors provide encouragement for increased collaboration between teachers so that they can learn to look at problems objectively and develop systems to share resources and strategies.

TABLE OF CONTENTS:

Part 1 Data collection and audit of school behaviour, policy and practice: questionnaires for teachers; a questionnaire for pupils; questions for pupils with EBD; observation sheets; data analysis. Part 2 Skills for promoting positive behaviour using peer support systems: communication skills and a language of discipline; models for managing behaviour and discipline; classroom discipline plans in the context of school behaviour policies; a "behaviour curriculum" and individual needs. Part 3 Presenting cases to the peer support group: a worked example; a timetable; checklist for setting up peer support.

Phil has used his talent as a storyteller to interest, and even inspire reluctant writers. In this book he offers teachers a repertoire of ideas and activities to use with young people in junior and secondary schools, mainstream and special provision.

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Phil argues that in any creative writing event there are four stages to work through:

1. Stimulation

2. Warm up

3. Working together

4. Working alone

By using the thirty exercises in the book teachers can:

* Improve group atmosphere

* Offer opportunities for personal work

* Empower young people to express themselves

* Achieve academic success above expectations.

As a parent and teacher Jean Augur learned to cope positively with dyslexia for over 20 years. In straightforward language this book records the stages in the development of Jean Augur's awareness of dyslexia both at home and in the classroom. It concludes by setting out the ways and means which she devised to help dyslexics to help themselves.

"As a practical guide for parents there are many constructive and useful suggestions".

Beginning with a history of the neurophysiologic bases of both emotion and stuttering, this revised and updated text presents a review of historical and current knowledge concerning those areas and structures of the central nervous system contributing to internal emotional responses, external manifestations of those responses, and the interconnections between emotional centres, learning and the initiation and fine motor control of speech. The sub-cortical limbic system is discussed as the origination point of cortical, sub-cortical, cerebellar and brainstem areas identified in recent research as inappropriately activated during stuttered speech. The implications of these data for the diagnosis and treatment of stuttering are examined in the concluding chapter of the book, which discusses the benefits of various diagnostic techniques and therapies in the context of the neurophysiologic perspectives presented in the text. An Afterword looks at research implications and suggests specific research questions.

Notions of "inclusive schooling" and "schooling for diversity" are gaining currency in the developed world as alternatives to traditional approaches to special needs education. This is an exploration of advances in our understanding of how schools change and develop to include a wider range of students.

The material in the book is drawn from a wide range of contributors, and covers the situation in New Zealand, Australia, Norway, Netherlands, Britain and the United States.

To learn more about a child's development and life-shaping experiences, the editors study not only the behavior, learning ability and emotional expression of children, but also the cultural, ethnic and racial backgrounds. Many chapters are written by members of the cultural groups discussed. The information given in this book, combined with the background studies, will enable the practitioner and/or clinician to provide "culturally sensitive or appropriate" assessment and treatment.

This is a revised edition of a text presenting the rationale for theory-led therapy with phonologically disordered children in a comprehensive but accessible form for clinicians, students and teachers. The authors describe the practical application of Metaphon Therapy.

"Overall, this is an impressive book for students, theorists and clinicians alike: to dip into for current thinking about the field, to remind oneself of the highly individual nature of aphasia and its impact, to realise that there is no single answer to intervention approaches, or to feel stimulated to try out new approaches based on an ever-expanding theoretical foundation".

Part one focuses on understanding the problem of child conduct disorders-the behavioral characteristics, causal factors, course of the disorders and research regarding family behavioral approaches for treatment. Describes the child's traits from the parents' perspective and the impact of his/her problems on the family and community. Part two is concerned with treating these disorders. Details the therapy process and methods of helping families as well as cognitive-behavioral theories behind conduct disorders' development. Includes an analysis of the process by which parents learn to cope effectively with stresses related to their child's behavior.