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Winner of the 2024 Teach Secondary Award for SEND resourcesThe updated, straight-talking and accessible guide is ideal for teachers, teaching assistants, SENCOs, senior leadership and even home schooling parents who want to know more about supporting students with Learning Differences.Highlighting some of the more commonly encountered Specific Learning Differences (SpLD's), expert Diana Hudson concisely describes the signs of those that are most commonly encountered in the classroom. Covering: dyslexia, dyspraxia, dyscalculia, dysgraphia, autism spectrum condition, ADHD, OCD and featuring brand new chapters on Pathological Demand Avoidance (PDA), Sensory Processing Disorder (SPD) and tics and Tourette Syndrome, this book covers all the information you need, whilst reminding us that all neurodivergent children are individuals and have different qualities.Diana provides an overview of each identity and evaluates how you may need to adapt your levels of support in the classroom - as well as practical suggestions for modifying teaching materials and methods to make learning enjoyable, effective and accessible for all students. There are also dedicated chapters on helping students with SpLD's to improve their organisation and develop effective revision skills and exam techniques.

What is a SENDCO? A voice. An advocate. A messenger (don't shoot!). A calm in the storm. A connection. A friend. A forgiveness seeker, not a permission requester. A shot in the dark. A shot at life. The one who listens. The one who knows. The one who cares.The educational professional who campaigns tirelessly on behalf of the children who need more support than most to navigate a system that, at times, seems purposely set up to make them fail. Relationships are pivotal when working with children with special educational needs (SEN). Trust, honesty and empathy play a vital role in these relationships and is key to these individuals thriving in school and at home. In this book, Ginny Bootman offers a fresh perspective on how SENDCOs can build strong, lasting and effective relationships between those who work with children with additional needs and explores why forming these relationships is so important to help children achieve the best they can and take away positive experiences. Independent Thinking on Being a SENDCOis designed to help you become a compassionate, honest and determined SENDCO, combining your professionalism with empathy, the ability to listen properly and a desire to understand what the lives of others are like and how you can help. It is a book full of tips that will save you time and energy, useful hacks to help you overcome obstacles and bumps in the road, and proven strategies that will benefit your relationships. Suitable for SENDCOs, primary and secondary school teachers and leaders, as well as parents of children with additional needs.

Quelles sont les potentialités d'apprentissage et de développement des élèves, notamment ceux avec déficience intellectuelle scolarisés en Unités Localisées pour l'Inclusion Scolaire (ULIS)? Cette recherche analyse les arguments par les faits scientifiques établis en psychologie, en neurosciences, en sciences de l'éducation. L'auteure propose ici une synthèse des conceptions actuelles de la déficience intellectuelle, tout en soulignant leur inscription dans l'évolution historique des connaissances et des pratiques. Résolument optimiste, cet ouvrage apporte une compréhension très actuelle de l'accès à la lecture en cas de déficience intellectuelle. Une contribution importante contre l'exclusion sociale des personnes avec déficience intellectuelle et de toutes celles insuffisamment habiles avec la lecture.

As a teacher, what are a teacher's personal, social and emotional responsibilities in supporting pupils with diverse learning needs? There is no longer a place for a teacher who denies their role in the education of pupils with diverse needs. But understanding how to meet these challenges, particularly in amongst the other challenges of teaching and the classroom, can seem daunting. Drawing on examples from early years to college, this book looks at what inclusion and inclusive practice means in practice and how it relates to different aspects of teaching. Covering issues related to teacher well-being, resilience and other professional skills this book offers the reader the opportunity to use case studies and research to reflect on their own professional practice. Expertly crafted by Sue Soan, drawing on the expertise of a team of practitioners and academics, this book brings together the latest research and current practice. International case studies showcase examples of practice and reflexive questions encourage the reader to explore their experiences, knowledge and expectations to help them to develop as a practitioner.

Du repérage au diagnostic, de la difficulté à l'accompagnement, les questions autour des troubles spécifiques de l'apprentissage sont très souvent posées par les parents, les professionnels et les enseignants. Les répercussions sont nombreuses, notamment sur le bien-être de l'enfant et de la famille. Ces troubles appelés communément « troubles dys » peuvent concerner une ou plusieurs fonctions cognitives : le langage oral, le langage écrit, les fonctions gestuelles, le calcul ou encore l'attention et les fonctions exécutives. Les données actuelles dans les domaines médicaux, pédagogiques et dans les recherches en neurosciences doivent permettre d'apporter des réponses aux nombreuses questions posées. Comment penser l'école? D'une façon générale, comment mobiliser, impliquer, impulser une dynamique collective autour de difficultés liées à l'école?Avec un langage simple, parents, professionnels de la santé et du monde de l'éducation, tous devraient pouvoir se retrouver dans cet écrit.

Wie kann die Gedächtnisleistung gefördert werden, besonders bei Menschen mit kognitiven Beeinträchtigungen? Mit dieser Frage beschäftigt sich dieses Buch. Ausgehend von theoretischem Basiswissen über'Kognition','Kognitive Beeinträchtigung'und'Gedächtnis'werden die Möglichkeiten der Aufnahme von Informationen (Wahrnehmung und Wahrnehmungssteuerung), der Enkodierung (Bearbeitung im Arbeitsgedächtnis) und der langfristigen Speicherung sowie hierfür nützliche Strategien dargelegt. Abschließend wird die (sonder-)pädagogische Relevanz von Gedächtnisfragen inklusive praktischer Anregungen für Pädagoginnen und Pädagogen erörtert.

Evidence-based interventions benefit learners only when they are implemented fully. Yet many educators struggle with successful implementation. This unique book gives practitioners a research-based framework for working with PreK–12 educators to support the effective delivery of academic, behavioral, and social–emotional interventions. Step-by-step procedures are presented for assessing existing implementation efforts and using a menu of support strategies to promote intervention fidelity. In a large-size format for easy photocopying, the book includes 28 reproducible worksheets, strategy guides, and fidelity assessment tools. Purchasers get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

Kinder mit Lernbeeinträchtigungen haben häufig in mehreren Entwicklungsbereichen einen erhöhten Förderbedarf. Was brauchen diese Kinder im Schulalltag und wie muss inklusiver Unterricht für sie gestaltet sein? Für viele Lehrkräfte der Regelschule gehören'Lernbeeinträchtigungen'zum Schulalltag. Schüler und Schülerinnen mit Lernbeeinträchtigungen bringen andere und besondere Bedürfnisse mit. Die Autorinnen zeigen auf, welche Aspekte guten Unterrichts, der zudem eine sonderpädagogische Zielsetzung beinhaltet, es umzusetzen gilt. Anhand von Fallbeispielen, die typische Problemfelder der einzelnen Entwicklungsbereiche skizzieren, werden die Bedürfnisse von Kindern mit Lernbeeinträchtigungen fächerübergreifend thematisiert und interpretiert. Besonders alltagstauglich sind die zahlreichen praktischen Fördertipps, die beschrieben werden.

Comment expliquer que l'accompagnement de dizaines de milliers d'enfants porteurs de « dys » soit encore si difficile dans notre pays? Pourquoi leurs trajectoires se révèlent-elles toujours aussi chaotiques, alors même que nous n'avons jamais été à ce point en mesure de comprendre leurs troubles, et de mettre en oeuvre les moyens adaptés dont ils ont tant besoin? Comment rendre compte du fait que nombre d'enseignants, mais aussi de professionnels de la santé et de la rééducation, ignorent encore ces troubles, quand ils ne les confondent pas avec d'autres?Ce livre se propose de démystifier cette problématique des « dys » en examinant les différents obstacles, résistances et controverses qui, en dépit des bonnes volontés individuelles, compromettent la prise en charge de ces enfants et de ces jeunes, et de ce fait, leur future inclusion sociale et professionnelle.

La denominación más amplia de “problemas en la escuela” tiene tantos registros como la vida de cada persona. Incluye la capacidad personal y de adaptación a los aprendizajes de cada niño, con sus rasgos concretos y únicos de personalidad, con las características fisiológicas y psicológicas específicas del desarrollo de cada etapa de la vida en referencia al mundo escolar en el que, hasta haber completado las etapas de enseñanza, pasará un tercio de cada día durante muchos años.

Complete coverage on how SLD manifests in academic performance Expert advice on theory- and research-based approaches to SLD identification Conveniently formatted for rapid reference Quickly acquire the knowledge and skills you need to accurately identify specific learning disabilities Essentials of Specific Learning Disability Identification provides a brief overview examining the definitions and classification systems of—and methods for—identification of specific learning disabilities (SLDs). Focusing on descriptive efforts of the manifestations of SLDs in the academically critical areas of reading, writing, math, oral expression, and listening comprehension, this book features contributions by leading experts in the field, including Virginia Berninger, Steven Feifer, Jack Fletcher, Nancy Mather, Jack Naglieri, and more. Like all the volumes in the Essentials of Psychological Assessment series, each concise chapter features numerous callout boxes highlighting key concepts, bulleted points, and extensive illustrative material, as well as test questions that help you gauge and reinforce your grasp of the information covered. With multiple perspectives spanning several different theoretical orientations and offering various approaches to SLD identification that can be put into practice right away—from RTI methods to cognitive strengths and weaknesses approaches—this book offers important content for professionals who work with children and youth at risk for learning disabilities. With a Foreword by Cecil Reynolds, Essentials of Specific Learning Disability Identification presents rich and up-to-date information on models and methods of SLD identification.

Practical, up-to-date guidance on identifying Specific Learning Disability Essentials of Specific Learning Disability Identification provides accessible, authoritative guidance on specific learning disability (SLD), with the most up-to-date information on assessment, identification, interventions, and more. Contributions by leading experts examine multiple theoretical orientations and various identification approaches for dyslexia, dyscalculia, dysgraphia, and other common SLDs. Emphasizing real-world utility, this book provides important information for professionals who work with children and youth at risk; many of the SLD identification practices can be put to work immediately, and the expert coverage offers many strategies and interventions for student support in the classroom. This new second edition has been updated to align with the most current understanding of SLD manifestations, diagnostic assessment, and evidence-based interventions, and includes new material covering nonverbal learning disability, speech-language impairment, general learning difficulties, and differentially diagnosing SLD from other conditions. Early SLD identification and the right kind of help can raise the trajectory of a child's life. This book provides in-depth information to facilitate accurate identification and appropriate intervention to help you help the children in your care. Understand how SLD manifests in academic performance Learn theory- and research-based approaches to SLD identification Examine the latest information about new aspects of SLD determination Utilize appropriate and effective intervention strategies for student support If a child's learning disability is caught early, and the correct type of support is provided, that child gets the chance to develop the skills that lead to achievement in school and beyond. As a high-incidence disorder, SLD affects 10-15 percent of the general population, making successful identification an essential skill for those who work with children. Essentials of Specific Learning Disability Identification provides authoritative guidance and practical methods that can help you start changing children's lives today.

Written by an experienced team of practitioners and scholars, this text attempts to fill the gap in texts that specifically address the needs of Learning Disabilities (LD) students in the socioemotional and mental health domains. By providing a foundational understanding of some of the salient issues facing students with learning disabilities, we hope to empower all of those who are working to ensure their success by providing the particular challenges that LD students and their families may face, and strategies and best practices for building creativity, resiliency, prosocial behavior, and positive mental health. As a practitioner and family-oriented text, this book seeks to offer a truncated review of relevant literature followed by suggestions to guide practice.

A Nonverbal Learning Disability (NLD) is a serious and complex developmental disability that persists into adulthood. Children and young adults affected face many difficulties not experienced by those with a language-based learning disability. Diagnosis of NLD is often difficult because fluent speech usually coexists with functional deficits that, if not identified and managed, can adversely affect developmental and educational achievement, and the young person's social and emotional well-being through the lifespan. Medical and Educational Perspectives on Nonverbal Learning Disability in Children and Young Adults is a comprehensive reference source for emerging research into the identification and diagnosis of a Nonverbal Learning Disability (NLD), as well as intervention for those affected. Featuring in-depth coverage of a variety of topics relating to NLD indicators, the disability's manifestation over time, and the dilemmas faced by caregivers and professionals, this publication is a critical resource for educators, medical professionals, allied health professionals, and disability service providers whose role includes advocacy and provision of appropriate support for those affected.

Increasing numbers of children and adolescents are being diagnosed with nonverbal learning disabilities (NLD), yet clinicians and educators have few scientific resources to guide assessment and intervention. This book presents up-to-date knowledge on the nature of NLD and how to differentiate it from DSM-5 disorders such as autism spectrum disorder and developmental coordination disorder. Effective strategies for helping K-12 students and their families address the challenges of NLD in and outside of the classroom are illustrated with vivid case material. The authors thoughtfully consider controversies surrounding NLD, discuss why the diagnosis is not included in the current DSM and ICD classification systems, and identify important directions for future research.

Packed with effective instructional strategies, this book explores why certain K-5 students struggle with math and provides a framework for helping these learners succeed. The authors present empirically validated practices for supporting students with disabilities and others experiencing difficulties in specific areas of math, including problem solving, early numeracy, whole-number operations, fractions, geometry, and algebra. Concrete examples, easy-to-implement lesson-planning ideas, and connections to state standards, in particular the Common Core standards, enhance the book's utility. Also provided is invaluable guidance on planning and delivering multi-tiered instruction and intervention.

The Social Sense® Program combines the viewpoints and experiences of an occupational therapy and speech pathology team. During the last decade the team has created and implemented lesson plans that utilize sensory-based activities for teaching complex social skills.This step-by-step program can be used when working with social groups or performing therapy sessions in both the school and clinical setting. This practical book addresses social communication and pragmatic language goals as well as adaptations for sessions with students from kindergarten through high school.Can be utilized by professionals from all backgroundsLessons are designed to easily fit within a school calendarCapitalizes on current brain research as the foundation for the activitiesTargets experiential learningUtilizes knowledge of sensory processing to take advantage of the primitive brainTeaches visualization strategies to prepare for future social interactionsIncreases executive functioning capabilities

Now fully updated to include the new DSM-5 diagnostic categories, this is a concise guide to the range of often co-existing neuro-behavioral disorders in children – from ADHD, OCD, and anxiety, to autism spectrum disorders, nonverbal learning disabilities, Tourette's, sensory integration problems and executive dysfunction.

Learning disabilities and ADHD belong to a group of difficulties that pose many hardships to children and adolescents in various areas. These problems are heightened especially when children and adolescents are required to adjust to social and learning environments. Even though they are not always overtly visible, these difficulties may cause unique mental and emotional states in children and adolescents, since emotional and behavioral development is closely linked to mental development. The book examines through a multi-disciplinary developmental approach, the entire development of a child from birth to adulthood; utilizing an integrative model to describe the effects of these difficulties on the child, his family and social interactions. The parental role is highlighted including description of various intervention models that parents can implement to help their children. The author offers unique models of intervention to help the child at home, at school and with other children. These models help parents, educators and professionals work together using the same language stemming from a deeper understanding of the problems, avoiding the pitfalls of misjudgment of the overt behaviors. Creating a new language for parents and educators, the book provides a practical and optimistic handbook for helping children and adolescents with ADHD and learning disabilities.

Das Phänomen „geistige Behinderung“ stellt ein soziales Problem dar. Insbesondere der Diskurs um die Identität und das Selbstkonzept der Bezugsgruppe ist defizitär behaftet. Menschen, die als geistig behindert gelten, werden ihr Leben lang von Fremdperspektiven begleitet, die sie Aktivitätsbegrenzungen erfahren lassen sowie den Prozess der Selbst- und Identitätsfindung erschweren.Aufgrund dessen thematisiert dieses Buch das Selbstverständnis der Bezugsgruppe. Der Schwerpunkt besteht in einer inhaltlichen Annäherung an die Subjektperspektive und in der Auseinandersetzung mit dem Selbstkonzept sowie der Identität. Es werden die subjektive Bedeutung von Stigmatisierung sowie ihre Auswirkungen auf eine selbstbestimmte Lebensgestaltung eruiert.Die Intention dieses Buches ist es, auf die mangelnde Betrachtung der Subjektperspektive des Personenkreises aufmerksam zu machen. Ziel ist es, eine sensibilisiertere Umgangsweise sowie eine dialogisch- und aktivitätsorientierte Auseinandersetzung mit der Selbstsicht zu bewirken. In diesem Zusammenhang wird der Frage nachgegangen wie Menschen mit geistiger Behinderung bei der Etablierung von „empowered self-concepts“ im Rahmen des Empowerment-Ansatzes unterstützt werden können.Das Buch bietet Personen die beruflichen sowie privaten Kontakt mit der Personengruppe haben eine theoretische Einführung in die Thematik der Sozialen Arbeit und geistiger Behinderung mit dem Schwerpunkt Selbstkonzept. Durch eine kritisch-reflexive Auseinandersetzung wird das Buch zu einer interessanten Fachlektüre und gibt zugleich Anregungen für methodisch-didaktische Handlungsmöglichkeiten. Es ist besonders empfehlenswert für Studierende und Fachpersonen aller sozialpädagogischen Berufe.

Decodes the often confusing rules of social behavior for all children Socially ADDept helps educators and parents teach the hidden rules of social behavior to children with limited social skills, notably those with special needs like ADHD, learning disabilities, Asperger's and high-functioning autism, Tourette Syndrome, and nonverbal learning disabilities. The author provides all the information parents and professionals need to know to help kids learn social skills in simple, concise explanations. The book is divided into eight sections that educators can use as teaching units or parents can work through one week (or month) at a time. Includes a way for children to see themselves and how their behavior looks to others Deciphers the complex rules of nonverbal language into friendly, bite-sized morsels that kids can understand Offers a field-tested collection of suggestions and strategies for parents and professionals who want to enhance a child's social competence Socially ADDept is presented in a hands-on workbook format, complete with reproducible student worksheets that are also available for free download from the publisher web site.

This book provides full guidance on common developmental disorders and their assessment, focusing on mild to moderate disabilities in the school-aged child. Each chapter includes an account of normal development, including developmental milestones, an overview of the disorder, and its clinical assessment.

A powerful model for helping struggling students succeedHow can you ensure that you are grading your exceptional students fairly? Teachers receive very little guidance for grading students with disabilities, English learners, and those receiving services through a response-to-intervention (RTI) process. This practitioner-friendly book provides teachers and administrators with an effective framework for assigning grades that are accurate, meaningful, and legally defensible. The authors′ easy-to-follow, five-step standards-based inclusive grading model helps teachers:Determine appropriate expectations for each student Understand the differences between accommodations and modificationsGrade based on modified expectationsCommunicate the meaning of grades to students and their familiesIncluded are a graphic illustration of the grading model, sample report cards and progress reports, and vignettes that show how to tailor applications to each subgroup and grade level. This invaluable guide takes the mystery out of grading exceptional learners and focuses on what matters most—helping all students learn.

All too often, literacy assessments are given only for accountability purposes and fail to be seen as valuable resources for planning and differentiating instruction. This clear, concise book shows K-5 educators how to implement a comprehensive, balanced assessment battery that integrates accountability concerns with data-driven instruction. Teachers learn to use different types of test scores to understand and address students'specific learning needs. The book features an in-depth case example of a diverse elementary school that serves many struggling readers and English language learners. Reproducible planning and progress monitoring forms can be downloaded and printed in a convenient 8 1/2'x 11'size.

Au sein des « dys- », les dyspraxies sont des troubles du développement gestuel et/ou visuo-spatial dont les répercussions sociales et scolaires peuvent être sévères, envahissant le quotidien et compromettant l'avenir. Ces pathologies ont en effet de graves conséquences sur l'ensemble des apprentissages. Rédigé par des cliniciens dont la pratique auprès de jeunes dyspraxiques s'inscrit dans l'indispensable interaction quotidienne entre rééducation et école, cet ouvrage vise à fournir des clés pour comprendre les ressorts cachés de ces échecs scolaires, afin de mieux les prévenir ou tout au moins les pallier. C'est pourquoi sont abordés ici à la fois les stratégies de remédiation (dévolues aux rééducateurs) et les aménagements qui, dans le même temps, doivent prendre place en classe, en partenariat avec les enseignants. Comportant de nombreux exemples qui illustrent les difficultés rencontrées tous les jours par ces enfants, ce livre constitue un ensemble cohérent de propositions pratiques et concrètes visant à rétablir les chances de réussite scolaire et d'épanouissement du jeune dyspraxique. Après des rappels sur les processus en jeu dans les apprentissages (gestuels, scolaires ou rééducatifs), les auteurs précisent les conditions d'un véritable projet thérapeutique global, avant d'aborder les différents aspects des accompagnements dans les apprentissages : écrire, e-écrire, compter, lire. Puis un chapitre de synthèse offre une méthode générale d'analyse des supports scolaires, spécifiquement dans les aspects qui croisent et sollicitent le handicap de l'élève. Enfin, sont abordées les difficultés liées à la vie quotidienne (repas, habillage, sports et loisirs) et leurs répercussions sur l'estime de soi.Les clés pour comprendre les ressorts cachés de l'échec scolaire des enfants dyspraxiques. -- Des rappels sur les processus en jeu dans les apprentissages. - Les conditions d'un véritable projet thérapeutique global. - Les différents aspects des accompagnements dans les apprentissages : écrire, e-écrire, compter, lire. - Une méthode générale d'analyse des supports scolaires, spécifiquement dans les aspects qui croisent et sollicitent le handicap de l'élève. - Les difficultés liées à la vie quotidienne (repas, habillage, sports et loisirs) et leurs répercussions sur l'estime de soi.

This book is comprehensive resource for addressing sensory dysfunction in children, using practical strategies to help them reach their full potential at home, school and in the community. Focusing on early intervention, it provides integration activities, assessment and curricular modifications, treatment options and equipment and resources.

As any parent, teacher, coach, or caregiver of a learning disabled child knows, every learning disability has a social component. The ADD child constantly interrupts conversations and doesn't follow directions. The child with visual-spatial issues loses his belongings and causes his siblings to be late to school. The child with paralinguistic difficulties appears stiff and wooden because she fails to gesture when she talks. These children are socially out of step with their classmates and peers, and often they are ridiculed or ostracized for their differences. A successful social life is immeasurably important to a child's happiness, health, and development, but until now, no book has provided practical, expert advice on helping learning disabled children achieve social success. For more than thirty years, Richard Lavoie has lived with and taught learning disabled children. His bestselling PBS videos, including How Difficult Can This Be?: The F.A.T. City Workshop, and his sellout lectures and workshops have made him one of the most popular and respected experts in the field. At last, Rick's pioneering techniques for helping children achieve a happy and successful social life are available in book form. It's So Much Work to Be Your Friend offers practical strategies to help learning disabled children ages six through seventeen navigate the treacherous social waters of their school, home, and community. Rick examines the special social issues surrounding a wide variety of learning disabilities, including ADD and other attentional disorders, anxiety, paralinguistics, visual-spatial disorders, and executive functioning. Then he provides proven methods and step-by-step instructions for helping the learning disabled child through almost any social situation, including choosing a friend, going on a playdate, conducting a conversation, reading body language, overcoming shyness and low self-esteem, keeping track of belongings, living with siblings, and adjusting to new settings and situations. Perhaps the most important component of this book is the author's compassion. It comes through on every page that Rick feels the intensity with which children long for friends and acceptance, the exasperation they can cause in others, and the joy they feel in social connection. It's So Much Work to Be Your Friend answers the most intense yet, until now, silent need of the parents, teachers, and caregivers of learning disabled children -- or anyone who is associated with a child who needs a friend.

This book is a concise, scientifically up-to-date, guide to the range of often co-existing neuro-behavioral disorders in children-from attention deficit hyperactivity disorder, obsessive-compulsive disorder, and bipolar disorder, to autistic spectrum disorders, nonverbal learning disabilities, sensory integration problems and executive dysfunction.