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A Guide to Best Practice in Special Education, Health and Social Care explores and explains the changes in governmental policies across the education, health and social care services, and what they mean for young individuals, parents and professionals.In a period of significant change, many practitioners need to understand the government's plans for bringing about a more efficient, effective and sustainable system to meet the needs of young people and their families. Without trawling through reviews, green papers, white papers and bills, this book not only explains the significance of recent events, but provides practical examples, in the form of conversations and case studies, about how parents and professionals are making change happen. With decades of experience, Rona Tutt and Paul Williams delve deep into the separate origins of the three strands – the SEND Review, the review of children's social care, and the Health and Care Act 2022. The book explores how pupils in different types of schools can have their needs met more effectively; how to make better use of available resources; and how to create a culture of mutual respect across all the three services.A Guide to Best Practice in Special Education, Health and Social Care not only fills in gaps in readers'knowledge about the working of all three services, but provides innovative examples of how change is happening at ground level. People of all age groups working in schools and seeking to enhance their knowledge will find it to be an essential read. It will also be of interest to parents and professionals from across health and social care.

The educational implications of cultural pluralism attracted a good deal of attention in Western societies in the 1970s and 1980s, on the grounds of equality and human rights, maximising national talent, and maintaining social cohesion. Maurice Craft and the international contributors to this book highlight the potential of teacher education, and in this wide-ranging analytical review for its key role in providing for ethnic minority children, in respect of access and achievements, and also for all children to acquire informed and tolerant attitudes.This book makes an important contribution to a small but growing literature, concentrating on initial rather than in-service teacher education, and it brings together papers from experienced specialists from eleven countries worldwide: Australia, Britain, Canada, Israel, Malaysia, Northern Ireland, South Africa, Spain, Sweden, The Netherlands and the USA. The papers are concerned with the needs both of diverse classrooms and diverse societies, and also consider general principles and comparative perspectives.Of interest to the specialist and non-specialist alike, Teacher Education in Plural Societies: An International Review deals with an important and timely issue – how best to prepare teachers to meet the needs of both minority – and majority – culture pupils who are growing up in plural societies.

Even if children know their phonics and ABC's inside out and can read every book in their book bag, why is it still so difficult to get them to want to read and write? How do we begin to get our children excited about literacy? The answer might surprise you...let them play!Featuring 40 engaging play-based activities, this book makes literacy so fun that children won't notice they're also actively developing reading and writing skills. From blow painting words to making paper chain sentences, each activity can be done using household items and they are adaptable for children of any age and ability, making learning accessible for all. With charming black and white line illustrations to depict each activity, this is a great way to connect with children while helping to build their literacy skills at the same time.

Identification of Learning Disabilities: Research to Practice is the remarkable product of a learning disabilities summit conference convened by the Office of Special Education Programs (OSEP) in August 2001 and the activities following that summit. Both the conference and this book were seen as important preludes to congressional reauthorization of the historic Individuals With Disabilities Education Act (IDEA) scheduled for 2002 and subsequent decision making surrounding implementation. The OSEP conference brought together people with different perspectives on LD (parents, researchers, practitioners, and policymakers) and resulted in this book, which examines the research on nine key issues concerning the identification of children with learning disabilities. Coverage includes alternative responses to treatment, classification approaches, processing deficit models, and approaches to decision making.Chapter Structure-- Each of the first nine chapters is organized around a lengthy, issue-oriented paper, which presents the most current research on that topic. These primary papers are then followed by four respondent papers that reflect a variety of viewpoints on the topic.Summarizing Chapter -- A small group of researchers (listed in the final chapter) dedicated an enormous amount of time to summarizing the research and developing key consensus statements regarding the identification of children with learning disabilities. Their work is sure to have a tremendous impact on future discussions in this area.Expertise-- The following well-known scholars have helped summarize the vast amount of research presented in this book as well as the consensus statements derived therefrom: Lynne Cook, Don Deshler, Doug Fuchs, Jack M. Fletcher, Frank Gresham, Dan Hallahan, Joseph Jenkins, Kenneth Kavale, Barbara Keogh, Margo Mastopieri, Cecil Mercer, Dan Reschley, Rune Simeonsson, Joe Torgesen, Sharon Vaughn, and Barbara Wise.

Are you sick of nagging your child to write down homework assignments? Is his or her backpack a black hole that eats up papers, books, and gym clothes? Organizational skills problems aren't just frustrating--they get in the way of school success and wreak havoc at home. Fortunately, help is at hand. This unique resource stands out from other books because it is based on a scientifically tested program that works. Learn how you can teach your 7- to 13-year-old specific skills to: •Organize school materials and toys. •Track assignments. •Improve time management and planning. •Overcome brain'Glitches'--mischievous creatures that trip kids up. •Create and follow effective routines. Concrete examples, tips for strategically using praise and rewards, and practical tools (you can download and print additional copies as needed) help you implement each step of the program. Maximizing your kid's potential starts now--here's how. A Greater Good Favorite Parenting Book of 2018 Mental health professionals, see also the related intervention manual from Gallagher et al., Organizational Skills Training for Children with ADHD: An Empirically Supported Treatment.

Going Beyond the Theory/Practice Divide in Early Childhood Education focuses on the use of pedagogical documentation as a tool for learning and transformation. Based on innovative research, the author presents new approaches to learning in early childhood education, shifting attention to the force and impact which material objects and artefacts can have in learning. Drawing upon the theories of feminist Karen Barad and philosophers Gille Deleuze and Félix Guattari, Hillevi Lenz Taguchi discusses examples of how pens, paper, clay and construction materials can be understood as active and performative agents, challenging binary divides such as theory/practice, discourse/matter and mind/body in teaching and learning. Numerous examples from practice are explored to introduce an intra-active pedagogy.'Methodological'strategies for learning with children in preschools, and in teacher education, are brought to the fore. For example: the neighbourhood around the preschool and children's homes is explored, using drawing and construction-work on the floor; mathematics is investigated in teacher education, using the body, dance and music to investigate mathematical relationships and problems; taken-for-granted forms of academic writing are challenged by different forms of praxis- and experience-based writings that transgress the theory/practice divide; children, students and teacher educators use pedagogical documentation to understand their own learning, and to critique dominant habits of thinking and doing. Challenging the dominant understanding of ‘inclusion'in educational contexts, and making ‘difference'actively visible and positive, this book is rooted in the experiences, practices and words of teachers, teacher educators and student teachers. It will appeal to all those involved in early childhood education and also to those interested in challenging educational thinking and practices.

This book presents state-of-the-science research on the components of successful literacy learning and how to target them in contemporary classrooms. The volume builds on and extends the work of Steven Stahl, whose pioneering contributions encompassed the key areas of phonemic awareness, phonics, vocabulary, fluency, comprehension, and assessment. Ten classic papers by Stahl are accompanied by 16 new chapters by other leading experts, who highlight Stahl's theoretical, methodological, and instructional innovations; describe how knowledge about each domain continues to evolve; and discuss implications for helping all children become better readers.

First published in 2001. The purpose of this issue is to demonstrate the advantages of meta-analysis in summarizing research in special education. Toward this end, five articles are included in this issue that deal with methodology, interpretation, and application of meta-analyses. The first article is a brief primer on meta-analysis that compares and contrasts it with more traditional review methods and describes the methodological procedures for conducting a quantitative research synthesis. The second article, summarizes findings from 24 meta-analytic efforts. The third article explores the important issue of face validity: Can we be confident about the findings from meta-analyses? The fourth article examines the controversy surrounding the meta-analysis of single-participant research: What is the best metric? The final paper reviews the process of decision making in special education by showing how meta-analytic findings can provide a comprehensive knowledge base that, combined with wisdom and experience, can be used to decide whether to include particular interventions.

Considerable research in the past 30 years has accumulated regarding the academic and social functioning of youngsters with disabilities. Only in the past decade has there been sufficient special education research published from which meta-analyses and syntheses can be conducted. In this volume, seven sets of authors grapple with synthesizing the knowledge base on an array of critical topics in the field of special education. Among others, specific chapters include: • a synthesis of what is known about effective instructional grouping practices for reading. • an examination of the differences between students classified as learning disabled and other low-achieving students on a range of academic performance measures. • a review of effective instruction for English-language learners. • an examination of the research on behavioral supports for low-incidence special education populations. • a synthesis on how technology supports literary development, across the full spectrum of disabilities categories. These papers provide up-to-date, informative summaries of current knowledge and a base from which further venture into the critical area of instructional intervention in special education can occur.

This book arises from the regional conference of the Commonwealth Council for Educational Administration held in Hong Kong in 1992. Efforts have been made to select papers which fulfil the following objectives: - Illuminate the emerging issues in educational administration - Generate discussion and comments on these issues - Reflect how different parts of the world are responding to these issues - Guide possible administrative actions based on well informed discussion The papers selected cover the shifting role of school leaders and their preparation; the latest trend in management of devolving administrative responsibilities to schools; and the cultural dimension of educational administration. Drawing on experiences from different parts of the world, this volume explores the above issues and reflects the differences in practice.

This second edition of Reaching and Teaching Students with Special Needs Through Art is written for art educators, special educators, and those who value the arts for students with special needs. It builds on teachers'positive responses to the first edition, and now combines over 700 years of the educational experience of arts and special educators who share their art lessons, behavior management strategies, and classroom stories. The revised second edition provides updated chapters addressing students with emotional/behavioral disabilities, learning disabilities, intellectual disabilities, physical disabilities, and visual and hearing impairments.The newly revised second edition includes chapters on students with autism spectrum disorder, preschool students, and students experiencing trauma. All chapters have been updated to include current definitions and language, recommended teaching strategies, art lesson adaptations, behavior management strategies, and references to related chapters. Follow-up activities are provided for further insights into each group of students. A new summary chapter connects how the authors'collaborations resulted in changes to two professional organizations. Since the first edition, many of the featured authors established the new Division of Visual and Performing Arts Education (DARTS) at the Council for Exceptional Children (CEC) and earlier, formed a new National Art Education Association (NAEA) Interest group—Special Needs in Art Education (SNAE), now Arts in Special Education (ASE).This edition is ideal for preservice arts methods courses and education courses on accessibility and inclusion at the undergraduate and graduate levels. It continues to offer current yet proven best practices for reaching and teaching this ever-important population of students through the arts.

A unique and innovative book for all teachers and SENCos that explores the intersection of neurodiversity and neuroplasticity in order to provide better outcomes for neurodivergent pupils. Neurodiversity involves an understanding that neurological differences should be honoured and respected. It is a strengths-based model based on the idea that people experience and interact with the world around them in many different ways, advocating that there is no single right way of thinking, learning, and behaving. In effect, neurodiversity can be used as a construct to understand those ‘labelled'with a special educational need and disability. Neuroplasticity is the brain's ability to change and adapt in response to experiences, especially important for children who struggle to learn. This book unravels how teachers can contribute to rewiring neural pathways to reshape as opposed to ‘fix', demonstrating how making new connections in the brain enables pupils to realise their full potential. Rich with research, case studies, and thought-provoking questions, this book sheds light on an innovative and timely topic. As the demand for teacher support in this area grows, it helps practitioners identify alternative approaches for those who might need more personalised learning and teaching in the classroom.

Special education encounters distinct challenges in delivering personalized and practical assistance to students with disabilities. Educators frequently require support to address the varied needs of these students, resulting in learning and development gaps. Moreover, early identification and catering to these needs can take time and effort, affecting students'long-term academic success. There is an urgent need for innovative solutions that can bridge these gaps and improve the educational experiences of students with disabilities. Transforming Special Education Through Artificial Intelligence offers a comprehensive exploration of how Artificial Intelligence (AI) can transform special education by providing personalized and individualized support for students with disabilities. Through case studies and real-life examples, we demonstrate how AI can analyze data to tailor learning experiences, and most importantly, identify learning difficulties early. This crucial aspect of AI can significantly enhance communication among stakeholders and reassure them about the potential of AI in improving educational outcomes for students with disabilities. It provides educators, policymakers, and other stakeholders with the knowledge and tools to integrate AI into special education programs effectively. By fostering a deeper understanding of the opportunities and challenges presented by AI in special education, this book empowers educators to make informed decisions and ensure that all students have access to the resources and support they need to succeed academically and personally.

Dyslexia in Many Languages thoroughly investigates the fascinating relationship between dyslexia and language systems by highlighting research and practice initiatives around the world.Focusing on how dyslexia manifests itself in non-English languages, readers of this text will enhance their understanding and appreciation for the role of language systems and the interplay they have with dyslexia, assessment and intervention. Experienced and expert contributors around the world consider how dyslexia is defined, assessed, and supported in their native country, drawing on the linguistic features of that language and how this affects monolingual, bilingual and multilingual speakers. This book also compares dyslexia in different languages and questions what are the universal lessons that we can learn from comparing dyslexia in different languages and do different languages affect its prevalence and incidence? The editors consider the implications for classroom practice, such as learning and teaching challenges, the social emotional and educational impact on the child as a learner and considers the various sides of the educational process of students with dyslexia in different languages.This volume is essential reading for teachers and psychologists who deal with a large number of students and patients coming from different language backgrounds. Researchers and educators interested in dyslexia in different languages will also find its contents useful and relevant in their learning and work contexts.

Mealtimes in early learning settings present rich opportunities for connection, learning, and positive food experiences. Make the most of mealtimes—and prevent and address common feeding challenges—with this user-friendly planning guide, the first of its kind for early childhood educators and care providers.Written by a cross-disciplinary team of professionals, this book empowers you to make meaningful changes to mealtime routines that benefit children of all ability levels and cultural backgrounds. Through a tiered approach based on MTSS, you'll deliver mealtime supports that respond to each child's needs and foster safety, autonomy, connection, nourishment, interest, and inclusion for all. How-to guidance, helpful examples, and practical tools make the strategies easy to implement, and the focus on equity and cultural responsiveness will help you consider how to shape mealtimes that welcome children with diverse experiences and backgrounds.With the flexible, practical, and inclusive approach in this book, you'll use best practices to make mealtimes fulfilling and meaningful experiences for all young children.LEARN HOW TO:Identify and address feeding challenges in proactive and culturally responsive waysDevelop a vision for mealtimes and set clear goals to improve the mealtime experienceApply fivecore practices that can enhance your current mealtime routinesEncourage children to explore and build comfort with a variety of foodsIncorporate literacy, math, and other skills into mealtime to make it a powerful learning experienceUse mealtime conversations to increase children's social connections, autonomy, and awareness of food origins and food justice Use ongoing assessment to make decisions and track progress toward your goalsStrengthen the connection between your program and home by cultivating collaborative relationships with families

The first coaching guide specially designed for home visitors and their supervisors, this groundbreaking book answers the call for more and better training in early childhood home visiting programs. The expert authors developed this guide for two critical purposes: to give supervisors actionable strategies as they coach home visitors, and to give home visitors principles and practices for coaching families of children from birth to 5 years.Featuring a who's who of more than 25 interdisciplinary experts, this book goes far beyond “one and done” approaches to training and illuminates the benefits of supported practice, follow-up, and reflection. Readers will learn how to:Make the most of parallel practices, in which the best strategies coaches use to partner with coachees are also used by home visitors to partner with caregiversUse both reflective supervision and practice-based coaching to enhance work with familiesApply the principles of adult learning to build respectful and reciprocal coaching relationshipsImplement research-informed coaching strategies that promote well-being for home visitors and familiesEnsure culturally responsive home visiting at both the systems level and the individual home visitor levelDeliver engaging and effective virtual coaching to both home visitors and familiesCollaborate with early intervention providers to support families who have children with disabilitiesUse coaching to increase and monitor fidelity to evidence-based programs and practicesPerfect for use as a professional development resource or a preservice textbook, this transformative book will help both supervisors and practitioners excel in their roles and improve the lives of children and families.

This book is designed to build and enhance educators'knowledge about decision-making processes, including the use of multiple sources of assessment and data to inform instruction, interventions, services, and supports for all students within a comprehensive system to conduct action research. This resource demystifies, describes, and connects the data-driven decision-making process (DDDM) of action research within a schoolwide multi-tiered system of supports (MTSS) framework, including descriptions, examples, and resources of phases and components of educational solution-finding within our classrooms and schools. Federal legislation such as the 2015 Every Student Succeeds Act requires educators to follow policies and procedures to make data-informed decisions to support and enhance the learning of all students through action research. Action research is directly focused on the ability to connect multiple sources of assessment data with equitable, effective, evidence-based approaches, strategies, interventions, and resources to address and maximize academic, behavioral, and social emotional benefits for students. In addition, acquiring the knowledge and skills of DDDM through the systematic use of action research enables educators to actively participate not only in instructional and intervention decisions but also in the programmatic decisions for the determination of additional services, including special education, within a comprehensive system of school initiatives. A comprehensive, data-driven decision-making process utilizes the knowledge, skills, and phases of action research in classrooms and schools by all educators, including special and general education teachers, school psychologists, and related service personnel, within one system of data use in instruction, interventions, and determination of needed services and supports

This accessible guide explores what an autism-affirming primary school should be like, from the perspective of autistic pupils, introducing a tool to gather pupil voice and sharing a toolbox of strategies informed and requested by autistic children themselves. The book presents a fun and engaging approach, the three houses, which can be used with autistic children to generate a greater understanding of how they are experiencing school and how they may be masking their difficulties.Chapters focus on common themes, from developing a shared, positive understanding of autism throughout the school, to consideration of the classroom environment, hidden support, homework and routines. By identifying simple adjustments to practice, schools can create a more positive experience for autistic children, building self-advocacy and helping to alleviate feelings of anxiety. The book includes a wealth of easy-to-implement, practical strategies that place an emphasis on whole-school approaches, as well as opportunities for readers to reflect on their current practice. Quotes from autistic children, describing their experiences, are woven throughout the book.Becoming an Autism-Affirming Primary School keeps the voices of autistic pupils at its core and is a valuable read for primary school teachers, SENCos and senior leaders to ensure they are offering much-needed support for autistic children, which will also be of benefit to their non-autistic peers. Parents may find it useful to generate an understanding of how their autistic children might be experiencing school and autistic children themselves may find the narrative from other autistic children valuable.

Sensory needs are often misunderstood and, as a result, neglected across many schools. Yet sensory needs are universal foundational building blocks at the base of both human and learning needs. This practical book covers everything schools need to know and consider about the sensory needs of all students and staff within the school environment. By focusing on all sensory needs in a holistic way, this leads to a deeper understanding of one another and is a truly inclusive approach to benefit all.Sensory Aware Schools have the potential for happier and more productive learning environments, with reduced potential for disruption as well as improvements in how school communities work and learn together. Chapters look at the sensory aware student and teacher and the sensory aware classroom and school, setting out the roadmap for working from sensory awareness to sensory inclusion and towards sensory wellbeing.The book:• Sets out the core and quality standards for Sensory Aware Schools• Provides a clear introduction to sensory systems and sensory awareness, discussing a variety of different models and approaches• Contains audit tools to help the reader to reflect on sensory needs, as well as a wealth of best practice tips, reflective questions and case studies• Develops staff skills in recognising and responding to sensory needs • Offers easy-to-implement, practical strategies for effective, short-term adjustments as well as long-term improvements to the sensory school environment• Includes an extensive sensory curriculum for students.This accessible book equips the reader with a multitude of strategies and resources and illustrates how adopting a whole school approach to sensory wellbeing will benefit everyone. It is essential reading for school leaders, Special Educational Needs and Disabilities Co-ordinators (SENDCOs) and primary and secondary teachers in mainstream or specialist provision, who are keen to develop an ethos of supporting sensory needs.

This book offers theoretical and practical discussion on the inclusion of students with disabilities and learning impairments within the learning environments and beyond. It explores how social relations and social activities can support the personal and social transitions of children, young people and adults in need of specialized support. Written by academics based in Australia, Canada, Denmark, the Netherlands and the UK, the contributors take a cultural-historical and dialectical approach as a starting point for special pedagogy. This approach enables special pedagogy to rise above biological-essentialist, environmental-social-training and purely sociological approaches and to focusing on development as a psychological as well as a social phenomenon. The chapters cover a range topics including deaf education, primary and secondary disabilities, play, mediation, incarcerated youth and mental illness. The contributors draw heavily on psychologist Lev Vygotsky's work and his notion of the zone of proximal development.

See what's new in the fourth edition!Prepare early childhood educators to teach all children in inclusive settings with the fourth edition of this bestselling guidebook—enhanced with new content, new topics, and more tools for planning effective instruction.Like the groundbreaking previous editions, this updated Building Blocks guide gives pre- and inservice teachers three types of practical, evidence-based inclusion strategies: curriculum modifications, embedded learning opportunities, and child-focused instructional strategies. Educators will learn how to apply these three strategies for the benefit of all children; review the latest research that supports the Building Blocks model; and find ready-to-use tips and guidance on key topics, from fostering friendships to promoting positive behavior. New reproducible forms support planning and assessment, and seven training modules make it easy to teach the Building Blocks framework in college courses and professional development sessions.Equally useful as a student-friendly textbook and a go-to guide for practicing educators, this is a resource readers will return to again and again for proven, easy-to-use strategies that support all young learners.WHAT'S NEWAll chapters updatedNew chapter on Ongoing Assessment and Instructional Decision-MakingNew chapter on Implementing the Building Blocks Framework8 new checklists and planning forms to support implementationNew section on the impact of implicit bias on teachers'perception of challenging behaviorExpanded content on key topics such as collaboration, curriculum modifications, friendships and social relationshipsUpdated vignettes, terms, resources, and referencesWITH 7 TRAINING MODULES: Using the Building Blocks framework | Conducting ongoing child assessment | Planning for the individual child | Using visuals to support learning | Applying the Building Blocks framework to math and science | Applying the framework to challenging classroom behavior | Extending the framework to infants and toddlers

This practical textbook is designed as core reading for pre-service and in-service teachers and mental health practitioners in upper level Education and Psychology programs. Key concepts addressed in this case study collection include Inclusive Education as an overarching framework through the lens of Critical Disability Studies, Intersectionality and Mental Health. It portrays the first-hand accounts and lived experiences of individuals with disabilities to further understand the impact students'classroom experiences have beyond their early school years. These accounts along with commentaries from education and health professionals inform evidence-based recommendations for educators and practitioners on prevention and intervention practices for school age children with disabilities. Readers will be prompted to consider their experiences and perspectives through chapter specific discussion-based and reflective questions that are designed to incorporate key concepts addressed throughout the text.

This vital resource for early years and primary school trainees and practitioners explores a range of social and therapeutic strategies and interventions that will successfully support all children's sense of belonging. A sense of belonging is vital to children's physical, emotional, psychological, mental health and wellbeing. This book considers social and therapeutic strategies and interventions that support all children's sense of belonging and can be adopted by practitioners. It addresses the interrelated factors that impact children's sense of belonging such as race, gender, expression of sexual orientation, religion and disabilities. It will help develop practitioners'awareness of current social and educational issues including LGBT+ topics, the changing family unit, relationships, misogyny and toxic masculinity, meditation and mindfulness as well as the importance of children connecting with nature and transformative activism. The chapters adopt a theoretical and practical approach, presenting case studies of good practice, which will create positive and inclusive outcomes, supporting individual growth and community wellbeing.An essential reading for practitioners, including teachers, teaching assistants (continuing professional development), lecturers and social workers, working in early years and primary educational setting, this book would also be suitable as a core and supportive text for students studying on a variety of undergraduate degree courses within the scope of education, pedagogy, mental health and wellbeing, social work and child development.

The third edition provides thorough coverage of the causes and characteristics of intellectual disabilities as well as detailed discussions of the validated instructional approaches in the field today. A revised'Future Directions'chapter explores the most recent philosophical, social, legal, medical, educational, and personal issues that professionals and people with intellectual disabilities face. All chapters have been updated with recent developments in research and the newest terminology being used in the field. This comprehensive and current introductory textbook is ideally suited for introductory or methods courses related to intellectual disabilities.

This book systematizes the latest findings on the clinical, psychological, and pedagogical features of today's children with special educational needs (SEN) and expands the scientific understanding that characterizes such children. The book develops a system of education and assistance for children with SEN, including children with locomotor disabilities, intellectual disabilities, autism spectrum disorders, and hearing and visual impairments. The book is intended for heads of educational authorities, parents, specialists working with children with special educational needs, psychologists, teachers, methodologists, specialists in the field of inclusive education, and students and teachers in special education of pedagogical and psychological departments of higher education institutions.

Talkabout for Children: Developing Social Communication, 3rd edition is a bestselling professional workbook, designed to support educators and therapists who deliver social and relationship skills groups for children.Social communication is an essential aspect of our quality of life and this resource helps to develop this in young children aged 4-11 years old. The book introduces the second level of the Talkabout hierarchy and provides three sections full of practical activities exploring the areas of Talkabout Body Language, Talkabout Conversations, and Talkabout Assertiveness. Resources include: Planning and evaluation forms A three-term intervention plan for schools Over 60 structured activity sessions focusing on social communication Ideas for group cohesion activities to use at the beginning and end of sessions All the supplementary handouts and images needed to deliver the session, with resources available to photocopy or download and print. Fully updated and revised, this third edition is presented with full-colour illustrations and handouts and includes a new introduction by Alex Kelly reflecting on her own experiences of using the resources since they were first developed. This key resource will help teachers, teaching assistants, health care professionals and parents to support children's social communication.

“This new edition of an indispensable textbook… covers a huge range of topics illustrated by case studies and practical activities. It will enable schools to navigate through the complex challenges they meet on a daily basis, making education both inclusive and effective for all.”Uta Frith, Emeritus Professor in Cognitive Development, University College London, UK“This updated edition of an already essential text is a must read for anyone with an interest in special educational needs, inclusion and diversity in education. It is thoroughly researched, accessibly written, and strikes the perfect balance between emphases on theory, research, policy and practice throughout.”Neil Humphrey, Sarah Fielden Professor of Psychology of Education, University of Manchester, UKSpecial Educational Needs, Inclusion and Diversity has established itself as the textbook on special educational needs and disabilities (SEND). This new edition retains the considered balance between theory, research and practice, written in an accessible, user-friendly style.The fourth edition contains key updates in response to changes in the field, including developments in national policy and ways of thinking about SEND. There is a focus on reducing inequalities and enhancing inclusion to ensure relevance to working within diverse communities. Up-to-date psychological and educational methods are examined in the book to support assessment and evidence-based intervention with children and young people.Key features include:•The increasingly diverse SEND approaches across England, Wales, Scotland and Ireland, within an international context•Identification, assessment and intervention strategies for those with SEND aged from 0-25 years•Extensive exploration of current developments, in particular within autism, mental health, mathematics and sensory needs•A focus on professional ethics, parental support for learning and person-centred practices•Case studies and learning activities to reflect contemporary best practiceSpecial Educational Needs, Inclusion and Diversity is a comprehensive guide for educational professionals to support them in maximising inclusion while recognising and supporting diversity.Sandra Dunsmuir is Professor of Educational and Child Psychology at University College London, UK. Tony Cline is Honorary Research Fellow with the Educational Psychology Group at University College London, UK. Norah Frederickson is Emeritus Professor of Educational Psychology at University College London, UK.

Shred through Social Confusion!The world around us is a complicated place filled with expectations, rules, assumptions, guidelines, regulations, and policies. This “hidden curriculum” exists across environments, places, people, and cultures. Although rules and mandates can be complex, most of us take comfort in them—often unconsciously—because they help us to know what to do in everyday situations. We like rules if they are consistent. It is when they are unclear, or are unstated that we can become upset, indignant, or confused. Some people learn the hidden curriculum and its impact automatically. Others learn the hidden curriculum only by direct instruction. That is the purpose of this book.In this third edition, the essential features of the original book have been maintained and information on evidence-based practices has been added. In addition, it provides a series of instructional strategies that can be used to teach the hidden curriculum. Instructional aids include charts, forms, and templates designed to make the job of teaching and learning the hidden curriculum more effective. Finally, The Hidden Curriculum offers extensive lists of hidden curriculum items or unstated guidelines. Due to the elusive nature of the hidden curriculum, the lists—while broad—offer examples rather than a definite set of lessons to be learned. Parents, educators, support persons, and others are encouraged to consider the lists as springboards to make their own lists geared specifically toward the unique needs of the individuals with whom they work or live.

Meeting a critical need, this accessible guide addresses the'whats,''whys,'and'how-tos'of developing and implementing effective Tier 2 social, emotional, and behavioral supports. The book provides explicit steps for identifying K–12 students who could benefit from Tier 2, matching evidence-based interventions to student needs, and making individualized, data-based decisions regarding adapting, fading, or intensifying supports. Chapters review exemplary interventions in the areas of conduct, self-regulation, social issues, emotional issues, and co-occurring academic and social–emotional–behavioral needs. The place of Tier 2 in schoolwide positive behavioral interventions and supports (PBIS) is explained, and keys to implementation fidelity are highlighted. In a large-size format for easy photocopying, the book includes 23 reproducible forms and checklists that can also be downloaded and printed. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

This book uncovers the social and educational experiences of an increasing yet understudied population of young immigrants in the US, focusing on multilingual students who speak one of three Indigenous languages: Zapotec, Mixtec and P'urhépecha. It explores students'ethnoracial identities, Indigenous language use and transnational practices and the influence of these factors on school adjustment, academic achievement and educational pathways. This three-year mixed-methods study in semi-urban, urban and rural contexts assesses student interviews, teacher interviews and survey data to provide an account of how Indigenous students develop their social identities and examines the influence of their non-Indigenous Mexican peers and teachers. It highlights new developments in Latinx cultural and linguistic heterogeneity and intragroup race/ethnic relations, informing policymakers and educators about Indigenous immigrant students and how to effectively support their multilingualism, ethnic identity development and educational success. It will be of interest to researchers working in related fields such as education, Latin American studies and immigration studies.

Writing for Inclusion (WIN) wishes to develop high quality and care systems in childhood education. The priority has been to sensitize very young learners towards care and inclusion. The book shows the learning modules to train teachers to tackle care in education within their classrooms. It also provides students with materials both visual and written to create texts both orally and in writing to advocate for inclusion through stories. As for digital competence, the book explores the possibilities of new technologies to engage in active citizenship. Inclusion practices to create inclusive environments, such as the integration of children with a disability or an awareness campaign for minority students are valuable because they stem from the concept of'Care', fostering empathy in 4th-year primary education students. This book is about building and implementing a methodology that interprets those special needs in four European schools and acts upon them through digital storytelling.

This book explores the intersections of negligence law in the context of public schooling and school policy. Today's schools face challenges that could easily, and even unintentionally, create a climate for an increase in negligence-based lawsuits. Vacillating laws and societal expectations force administrators to adjust to changing education paradigms as our traditional model of schooling responds to previously unimagined realities. There is no shortage of public policy demanding administrators'attention in response to increased gun violence, limitations on what children can read and what teachers can teach, how we refer to ourselves and each other, and more that emerge almost daily. This book defines “Next-Gen Negligence,” placing the tort's traditional elements in the context of an educator's current and future practice, elucidating the tremendous implications for education as a profession.

Create effective and successful inclusion classrooms with a framework that strengthens self-efficacy and equips teachers to be their best in accommodating students with diverse abilities and cultivating supportive relationships among teachers, students, and their families. In this comprehensive guide for preservice and current inclusion professionals, author Toby J. Karten offers evidence-based practices and strategies that inclusion teachers use to nurture all learners. This book will help K–12 general education and special education teachers: Understand how a positive attitude fosters successful inclusion classrooms Gain strategies and tools to accommodate students'diverse needs Learn how to cultivate supportive relationships with students and their families Engage with practices that nurture the well-being of themselves and their students Become equipped to generate solutions to common challenges in inclusion classrooms Contents: Introduction Chapter 1: What Students and Staff Need to Know Chapter 2: Think Individuals, Not Categories Chapter 3: Connect the Realities to the Teachers, Students, and Families Chapter 4: Practice Supportive Classroom Management Chapter 5: Inclusion Challenges Generate Solutions Chapter 6: Manage Inclusion Anxiety Chapter 7: ADMIRE Wellness Epilogue References and Resources Index

To solve the global challenges of the present society, contemporary scholarship requires that all diverse social groups are included in knowledge production through education. Professionalisation is one way in which diverse social groups can engage in knowledge production in higher education. While all kinds of professionalisation produce citizens who can contribute to the social, political and economic development, the teaching profession is foundational as most people have come through the hands of teachers from basic to higher education. Teaching has been referred to as the noblest of professions because it does not only require acquisition of knowledge and skills, but high levels of professionalism, dignity, honour and the ability to lead by example. While inclusion of all diverse social groups is topical after attainment of independence in African countries largely and in South Africa particularly, professionalisation of students with disabilities into the teaching profession and in settings for integrated learning, has received little attention from scholars in the disability field. Professionalisation of Students with Disabilities into the Teaching Profession in South African Higher Education critically reflects on what affordances and challenges face students with disabilities in professionalisation into the teaching professions and on how students are socialised to identify with the profession. It does so from the lived experiences of students with disabilities, the academics who teach them, the support staff and the author's nuanced understanding of the professionalisation, the teaching profession, and transformation to include all in the South African context of higher education.

Being a parent of a neurodivergent child can be challenging and exhausting. It can feel like a constant battle to be heard and to gain the support that you and your child need. This book provides an accessible overview of the SEND system and how it works, so that you can successfully untangle and navigate the system and draw upon the best resources offered.The handbook is divided into three main parts: SEND systems, policy and legislation; support for your child in school; and looking forward. Chapters: Introduce the world of SEND systems and break down key documentation and the roles and responsibilities of school staff Take you on your child's journey through school and explore key aspects from assessment and EHCPs, to funding and gaining further support for your child Look ahead and consider important transitions through each of the school phases in your child's journey and allows you to acknowledge some of your own fears and challenges as a parent Include a range of both practical and reflective activities to bring each area to life The voices of parents and carers are woven in throughout the book, as well as key staff who you might encounter, from occupational therapists to speech and language therapists. This comprehensive guide will be an essential tool to support your journey to get the best from your child's school experience.

This essential and urgent book presents research-based understandings about Asian American early childhood, bringing to light the battle Asian Americans face against American nativism from their early years'experiences. The first of its kind in academic literature, the book addresses the well-known issue of underrepresentation of Asian Americans in early childhood education research and practice, and in American society in general. Using the intersectionality and multiple identities perspectives, the authors explore a myriad of inaccurate cultural perceptions and misrepresentations, centering within-group differences among Asian American children and giving particular attention to disempowered groups among them. Issues related to socioeconomic status, gender, dis/abilities, linguistic backgrounds, and minority groups among Asian American populations are addressed, with implications for researchers and educators as well as context for examining the policies that cause inequities among Asian American children. This book is key reading for early childhood education researchers, professors, and graduate students to become more productively engaged in discussions and practices toward racial justice.

This accessible, practitioner-focused textbook details a comprehensive classroom behavior management framework that is easy to understand and implement within a K-12 classroom. Influenced by decades of classroom teaching and special education teacher candidate preparation experiences, the book features effective evidence-based strategies designed to both prevent problem behaviors from occurring in classrooms and address challenging behaviors that presently exist or may arise.Each of the book's four sections show readers step-by-step how to develop, implement, and evaluate a personalized behavior management plan that best meets the unique needs of their classrooms which can vary tremendously in both size and types of students served. From the first page to the last, this new text addresses the reader in a friendly, personal way in an effort to enhance accessibility and encourage them to want to understand the'what and how'of each strategy and/or process and how it relates to the overall behavioral framework laid out in section one.Ideal for both current and prospective special educators, this book supports readers in developing their own comprehensive approach to classroom behavior management that can be implemented across grade levels.

This teaching resource provides staff in education settings with a comprehensive way of supporting children, aged 4-9, to learn that they have a right to feel safe and can talk with someone about anything, even if it feels awful or small.Fully revised and updated, this second edition provides a practical application of the Protective Behaviours framework, including suggested session plans and accompanying resources. The book explores a range of situations that are faced by children and teaches them to develop a practical understanding of how to reflect on feelings, take safe risks, make responsible choices, and problem solve if they do find themselves in a situation that is uncomfortable or unsafe. The book: Enables children to develop an awareness of what'safe'feels like both emotionally and physically. Empowers children to know and understand that they have the right to consent, even from a young age, and that there are strategies for getting help if needed. Gives children the skills to understand their feelings, thoughts and behaviours, and to make informed decisions based on their understanding of protective behaviours. Supports children to identify safe adults and to build a safety network. Provides guidance for children with varying communication abilities to communicate about their safety in multi-sensory ways. Includes ideas to share with parents/carers and questions for adults to think about their own learning and practices. This new edition helps supporting adults teach sessions within an open time frame, offering ideas that can be embedded beyond the classroom, into the culture of the setting or school, and into everyday practice with children. This resource is an essential tool for staff in early years and primary settings, as well as other professionals supporting young children with safety.

Quality education is a human right and all individuals and peoples regardless of their social, ethnic, personal, economic, gender, or religion, should be able to participate and engage in productive and lifelong learning. This volume explores the ways in which intercultural and inclusive education have been addressed in Latin America through small, local, or nation-wide programs to improve peoples'experiences regarding diversity, such as racism, classism, meritocracy, and redefines the priorities to advance on the quality of education for all. Key international authors contribute chapters on the history, status, and challenges of intercultural and inclusive education in a specific country or region in Latin America. Intercultural and Inclusive Education in Latin America: Trajectories, Perspectives and Challenges focuses on the history and advances in public policies, teaching practices, educational programs, as well as new methodologies and theoretical perspectives to understand the Latin American context and offer culturally appropriate alternatives to respond to old and emerging socio-educational needs. Providing a unique convergence of multiple perspectives, this collection incorporates diverse epistemologies, research approaches, and intervention practices, across a variety of educational and social contexts in the Latin American region.

Exploring Social Justice in Practice in Education focuses on the tensions and challenges to issues of fairness and social and cognitive justice in the sphere of education.The terms ‘fairness'and ‘social and cognitive justice'are often used to justify particular policies and practices in the sphere of education. In providing a clear definition of what they should mean in practice, this book includes a discussion of, and, in some cases, potential resolutions to, tensions and challenges in relation to notions of fairness, and social and cognitive justice that are implicit within individuals'lived experiences across all phases of education. Through their personal narratives, the authors illustrate how such tensions and challenges have played out in their own lives. They go on to explore differences in interpretations and consequent challenges in putting concepts of social justice into practice. Chapters consider important implications across different sectors and phases of education, including special educational needs, leadership and higher education.This insightful volume will enable educators, at all levels, to hear from students, family members, significant adults/carers and professionals, their experiences of fairness and social justice in education, and about what could be done in the future to redress injustices. It will appeal to readers at all levels in education including those studying for or teaching Education-related degrees at bachelors', masters'and doctoral levels.

In the vast expanse of education, a pervasive issue remains in the marginalization and lack of visibility of individuals with disabilities. Despite a strong desire for inclusivity, recent research suggests that fewer than 5% of children with disabilities in 51 countries across sub-Saharan Africa and South Asia are enrolled in primary school. This exclusion is not solely in enrollment numbers; even those who manage to attend face learning environments ill-equipped to adapt to their needs, leading to further isolation. Girls with disabilities, in particular, endure heightened vulnerability to abuse, reflecting a systemic failure to provide an environment that fosters equality, dignity, and respect for all. The Handbook of Research on Inclusive and Accessible Education emerges as an inspiration for change, providing a profound solution to the persistent issue of exclusion. The book encapsulates a collective effort to reimagine education. It advocates for a paradigm shift—moving away from the confinement of special schools and towards inclusive, mainstream settings. By addressing controversies, sharing successes, and outlining prospects, the book serves as a comprehensive guide for special school governing bodies, curriculum advisors, university lecturers, and all stakeholders committed to reshaping education. From ethical concerns and challenges to promoting African epistemologies, the book covers a spectrum of topics aimed at fortifying disability inclusion. As educators, administrators, and parents delve into its pages, they will gain insights, strategies, and a global perspective on fostering inclusive education. The Handbook of Research on Inclusive and Accessible Education is a catalyst for a global pursuit towards equality, access, and a brighter future for all learners, dismantling barriers and building a more inclusive educational landscape.

Children with high learning potential or giftedness have remarkable potential. Despite this, these children can struggle to participate in everyday life because of a range of needs that are sometimes misunderstood, overlooked or not adequately addressed, leading to underachievement and, in turn, low self-esteem. Needs that, in many cases, paediatric occupational therapists are best suited to address.The practical resource offered in the book, the DME-C approach, is a tried-and-tested approach to help children who have challenges relating to their high learning potential, as well as sensory processing differences, unhelpful thought patterns and self-regulation. It draws on the heart of occupational therapy that considers the whole profile of the child, actively caters to the unique profiles of children with dual or multiple exceptionality (DME) or twice exceptionality (2e), and guides therapists towards therapy provision that is strengths-based and achieves favourable outcomes. This book: Includes a clear and comprehensive introduction to high learning potential and DME or twice exceptionality (2e), along with guidance to help identify children with these profiles Covers questions and concerns occupational therapists may have when working with children with DME or 2e Considers the similarities and differences between high learning potential/DME/2e and neurodivergent conditions such as developmental coordination disorder, autism and ADHD, with a focus on sensory processing differences Explains, in easy-to-understand language, the full DME-C therapy approach, with a range of example activities to use in therapy to achieve its principles, and a suggested therapy progression plan Is packed full of real-life case studies to translate theory into practice Empowers therapists and educational professionals further by drawing attention to how they can better relate to children with DME/2e in therapy regardless of the children's specific needs Full of examples and with the voices of parents and children at its heart, this resource is essential reading for occupational therapists, SENCOs, education psychologists and other relevant professionals, who want to improve the lives and wellbeing of children with DME or twice exceptionality and help them reach their full potential.

With evocative storytelling and incisive research, Katie Rose Guest Pryal brings a new eye to the mental health crisis that higher education has faced for decades. Written from the perspective of a bipolar-autistic professor, A Light in the Tower is both a bracing account of the mental health crisis in higher education and a passionate and informed proposal for how to teach with mental health in mind.Pryal contends that higher education's mental health crisis is the result of long-term systemic problems in education that demand nothing short of a revolution. She examines the anxiety that plagues campuses as a result of exploited and overworked contingent faculty and students, the shock events like COVID-19 and campus shootings that traumatize communities, the systemic and institutional burnout that affects higher education at every level, and the market-driven culture of toxic overwork. These are large-scale problems that need large-scale solutions. Addressing the stigma that haunts mental disability on campus, the ableism that hounds our teaching, and the cascade of mental health struggles that far too many faculty and students face, Pryal provides straightforward solutions to these complex challenges.A Light in the Tower argues that excellent education and radical support for mental health struggles can coexist and provides detailed advice for how to do so. Meanwhile, Pryal debunks claims that supporting student mental health harms educational rigor (coining the term “rigor angst” to discuss the fear that rigor is declining). She outlines actionable steps professors and administrators can take to address the problem, including abandoning ableist and exclusionary campus culture; replacing “bad-hard” work that creates unnecessary logistical difficulties for students in favor of “good-hard” work that challenges them intellectually, providing an easy path to disability accommodations; and teaching accessibly for neurodivergent students.

This resource will lead the reader through the practicalities of assessment, diagnosis, and therapeutic intervention for children of all ages with features of childhood apraxia of speech. It provides the theory and underlying principles upon which to work with children who have this fascinating but challenging disorder in collaboration with families and schools.Chapters are clearly laid out, with hands on activities for intervention and helpful summaries. There is a focus on alternative and augmentative means of communication and multidisciplinary working, as well as a wealth of case studies and teaching notes for training other professionals. Fresh ways of working are addressed, such as the use of teletherapy and other techniques such as group therapy and the consultative approach are discussed.Key features include: A theoretical overview of current thinking about childhood apraxia of speech A structured assessment format with a chapter specifically focused on how to take a detailed speech sample Clear guidance on how to make a differential diagnosis How to spot early indicators of childhood apraxia of speech Advice sheets for parents and schools Downloadable record forms for case history taking and assessment. This book can be read cover to cover or dipped into for quick and easy therapy ideas and is presented in an easy-to-read format, with chapters broken down into bite-sized chunks. It is an essential handbook for all speech and language therapists and students, whatever their level of experience.

Providing salient stories and practical strategies, this book empowers educators to embrace the unique talents of neurodivergent learners in science, technology, engineering, and mathematics (STEM). An exploration of the exciting opportunities neurodiversity presents to build an innovative workforce is grounded in a large body of research from psychology, neuroscience, and education.Author Jodi Asbell-Clarke presents individual examples of neurodivergent journeys in STEM to establish evidence-based connections between neurodiversity and the types of innovative problem-solving skills needed in today's workforce. The featured stories come directly from the author's many years in inclusive classrooms with STEM teachers along with interviews from many neurodivergent professionals in STEM. Teachers will learn how to embrace the unique brilliance and potential of the neurodivergent learners in their classroom, working against historic marginalization and deficit-based perspectives of neurodiversity within the education system.Featuring illustrations of classroom-designed tools and materials alongside basic strategies to support executive function and emotion in learning, this book will help you nurture the talents of your neurodivergent learners and recognize their unique potential within STEM. Ideal for K-12 classroom teachers, special educators, learning specialists, psychologists, and school administrators.

Everything you need to succeed as a SENCO in one handy guide.Starting Out as a Primary SENCO is a completely introductory and accessible guide to your first SENCO role. With detailed step-by-step guides for finding your first post through to your first day and year in the role, this handbook is the perfect antidote to what can be an overwhelming new responsibility.This book contains information about everything from release time to pay, wellbeing to progression, and from assessment to implementing whole school approaches. Templates of all key paperwork, including one-page student profiles, workload overviews and child annual review documents, are explained and included as downloadable online resources.Author Lynn How is a SENCO expert with over 20 years of experience and runs award-winning blog positiveyoungmind.com.

With technology and artificial intelligence playing a growing role in education, traditional co-teaching strategies require an update. The authors offer a revived approach to co-teaching that accounts for pressing topics in today's classroom. PreK–12 teachers will learn to create collaborative co-teaching partnerships and navigate key co-teaching components—such as lesson design, conflict resolution, and communication with stakeholders—with research-backed tools and strategies. PreK–12 teachers as well as school and district leaders can use this book to: Incorporate digital technology tools such as ed tech and artificial intelligence into lessons Plan and design co-taught lessons based on research-backed instructional strategies Understand how to involve specialists in co-teaching planning and decisions Learn and adopt the mindset and communication skills behind thriving co-teaching partnerships Establish and cultivate a culture of collaboration with co-teachers and stakeholders Contents: Introduction Chapter 1: Navigating Co-Teaching Partnerships Chapter 2: Introducing Co-Teaching Strategies Chapter 3: Building and Maintaining Co-Teaching Relationships Chapter 4: Synthesizing Efficacy, Attitude, and Essential Agreements Chapter 5: Planning and Designing Lessons Chapter 6: Integrating Instructional Strategies With Co-Teaching Strategies Chapter 7: Co-Teaching in Classrooms Without Boundaries Chapter 8: Integrating Specialists Into Co-Teaching Chapter 9: Co-Teaching in PreK and Early Childhood Settings Chapter 10: Cultivating a Culture of Co-Teaching Epilogue: Moving Forward as a Co-Teacher References and Resources Index

Everything you need to help teach the children in your classroom about relationships education can be found in this activity book. Understanding how relationships work is integral to development of all children. From exploring the concept of'family'to looking at the complexities of friendship, this inclusive teaching and learning resource is based on the DfE Relationships Education curriculum. Covering universal topics such as families, caring friendships, respectful relationships, online relationships and being safe it is useful for classrooms around the world. With a wealth of age-appropriate scenarios, quizzes, discussion-based activities and games aimed at engaging children aged 7-11 in creative ways, lesson plans within the book enable educators to explore emotive topics like bullying and peer pressure, as well as the fun, security and comfort that healthy friendships provide.

Neurodivergent students of color are often overlooked, as research and teaching strategies predominantly focus on white males in the classroom. How can we help teachers reach all students to honor their full humanity, and to understand how ableism – neuronormativity in particular – and racism intersect on our bodies and brains? JPB Gerald's fascinating book offers a blend of narrative and interviews to show what would help neurodivergent students of color feel more supported and cared for in schools, and to demonstrate how much better their lives could be when they feel that love. Each chapter covers a common trait among neurodivergent students, and concludes with takeaways and approaches for supporting our youth in the classroom. Turning from a deficit-based look to a strength-based one, JPB helps us see how NDSOC students think and learn differently, and how we can do right by them, supporting them more effectively in the classroom and beyond.

A typical school day can be full of anxiety triggers for students with autism or other social/learning needs. Help autistic students face and manage their fears—and overcome a major obstacle to school success—with this highly effective cognitive-behavioral therapy (CBT) program designed for use with students ages 8–14. FYF is evidence based, has been shown to reduce anxiety in students with autism, and is an ideal way to increase student access to critical mental health interventions in school.How It WorksThe Facing Your Fears (FYF) program consists of twelve 40-minute sessions that help students with autism or related social/learning needs manage interfering anxiety symptoms. The program is flexible: it can be delivered within the school day or before or after school; in 40-minute weekly lessons or in more frequently occurring 20-minute lessons; and in small groups of 2–5 students or individually with a school provider such as a school psychologist or counselor, special education teacher, or other school provider. With an interactive workbook to guide them, students will manage anxiety using principles of cognitive behavior therapy:Psychoeducation: teaching students to identify their fears and use CBT-based coping strategies to manage physical symptoms and develop positive thinkingGraded exposure: giving students opportunities to practice facing their fears one step at a timeAfter each session, parents and other members of the school team receive handouts to help them support students in using their new skills and strategies during the school day and at home. The program also includes a workbook, a series of video clips, and other materials to engage parents and support their participation—a key factor in helping students make progress.Why It Works Facing Your Fears works because it: Uses the proven principles of cognitive-behavioral therapyTargets specific fears that interfere with academic and social successActively involves parents and other school team members to create a strong continuum of supportEngages students with memorable, age-appropriate strategies for managing anxietyGives students repeated opportunities to practice facing their fearsProgram ComponentsManual (available in print and ebook): Includes a detailed plan for each of the twelve student lessons plus the family contact components.Student Workbook (available as fillable PDF download): Contains prompts and activities students use in Sessions 1–12.FYF Parent Workbook (available as fillable PDF download): Includes materials parents and caregivers need for the family contact sessions, plus a detailed overview of the student sessions. (Print copies of the Student Workbooks are also sold separately.)Anxiety PowerPoint slide deck, Helping Students Manage Fears, Anxieties, and Worries: Introduces CBT and the Facing Your Fears program to families and school teams.6 video clips: Introduce the program and demonstrate student activities.