- Table View
- List View
Skate Monkey: Demon Attack (High/Low)
by Paul MasonMonkey and his friends, Zu and Sandy, lived in the Emperor's Cloud Palace. But they played all sorts of tricks on people, so, as a punishment, the Jade Emperor sent them down to Earth. They can only return if they prove that they can use their magical powers for good. Adventure is never far away! In Demon Attack, the friends are called to investigate when a headteacher is acting strangely. There are some very creepy goings-on behind the scenes. Will they uncover what is happening and defeat the mysterious villain? Bloomsbury High Low books encourage and support reading practice by providing gripping, age-appropriate stories for struggling and reluctant readers, those with dyslexia, or those with English as an additional language. Printed on tinted paper and with a dyslexia friendly font,Skate Monkey is aimed at readers aged 8+ and has a manageable length (72 pages)and reading age (7+). The Skate Monkey stories can be read in any order. Produced in association with reading experts at CatchUp, a charity which aims to address underachievement caused by literacy and numeracy difficulties.
Hopewell High: All Too Much (High/Low)
by Jo CotterillSamira wants to do well, her parents want her to do well, her teachers want her to do well, but the pressure is starting to tell. Can her friends rescue her when it all gets too much?Bloomsbury High Low books encourage and support reading practice by providing gripping, age-appropriate stories for struggling and reluctant readers, those with dyslexia, or those with English as an additional language. Printed on tinted paper and with a dyslexia friendly font, All Too Much is aimed at readers aged 12+ and has a manageable length (80 pages) and reading age (9+). Produced in association with reading experts at CatchUp, a charity which aims to address underachievement caused by literacy and numeracy difficulties.Book band: Grey
Hopewell High: Stage Fright (High/Low)
by Jo CotterillAlice's parents are having problems and she has the lead in the school play. Can her friends help her to get over her stage fright?Bloomsbury High Low books encourage and support reading practice by providing gripping, age-appropriate stories for struggling and reluctant readers, those with dyslexia, or those with English as an additional language. Printed on tinted paper and with a dyslexia friendly font, Stage Fright is aimed at readers aged 12+ and has a manageable length (80 pages) and reading age (9+). Produced in association with reading experts at CatchUp, a charity which aims to address underachievement caused by literacy and numeracy difficulties.Book band: Grey
Chelsea's Story (High/Low)
by Judy WaiteChelsea's worried she'll make an idiot of herself learning kickboxing, but she's tired of feeling invisible around her friends. And when she overhears something she shouldn't at the gym, looking foolish suddenly doesn't seem like the worst thing that could happen... Join Kai, Lena, Chelsea, and Sanjay as they struggle with friendship, family and growing up. Welcome to The Street! Bloomsbury High Low books encourage and support reading practice by providing gripping, age-appropriate stories for struggling and reluctant readers, those with dyslexia, or those with English as an additional language. Printed on tinted paper and with a dyslexia friendly font, The Street is aimed at readers aged 12+ and has a manageable length (80 pages) and reading age (9+). This collection of stories can be read in any order.Book band: Brown
Sanjay's Story (High/Low)
by Judy WaiteIt's New Year's Eve and Sanjay can't wait to go and have a laugh with his mates. But after vandals attack his parents' restaurants, laughing is the last thing he feels like doing...Join Kai, Lena, Chelsea, and Sanjay as they struggle with friendship, family and growing up. Welcome to The Street! Bloomsbury High Low books encourage and support reading practice by providing gripping, age-appropriate stories for struggling and reluctant readers, those with dyslexia, or those with English as an additional language. Printed on tinted paper and with a dyslexia friendly font, The Street is aimed at readers aged 12+ and has a manageable length (80 pages) and reading age (9+). This collection of stories can be read in any order.Book band: Brown
Hopewell High: Eat Cake and Run (High/Low)
by Jo CotterillHani's spent her whole life training to be a great athlete, just like her grandma. But what if that's making her ill? Join Hani and her friends as she tackles her Bulimia and tries to figure out who she wants to be. One thing's for sure: the girls of Hopewell High will take on everything boarding school can throw at them... together!Bloomsbury High Low books encourage and support reading practice by providing gripping, age-appropriate stories for struggling and reluctant readers, those with dyslexia, or those with English as an additional language. Printed on tinted paper and with a dyslexia friendly font, Eat Cake and Run is aimed at readers aged 12+ and has a manageable length (80 pages) and reading age (9+). Produced in association with reading experts at CatchUp, a charity which aims to address underachievement caused by literacy and numeracy difficulties.Book band: Grey
Hopewell High: Like and Share (High/Low)
by Jo CotterillDaisy can't believe her luck; she met her boyfriend online and he's perfect! He's funny, kind and the pics he's sent of himself are so gorgeous. Sharing photos of herself with him seems harmless but can she really trust him? Join the girls of Hopewell High as they tackle everything boarding school can throw at them... together.Bloomsbury High Low books encourage and support reading practice by providing gripping, age-appropriate stories for struggling and reluctant readers, those with dyslexia, or those with English as an additional language. Printed on tinted paper and with a dyslexia friendly font, Like and Share is aimed at readers aged 12+ and has a manageable length (80 pages) and reading age (9+). Produced in association with reading experts at CatchUp, a charity which aims to address underachievement caused by literacy and numeracy difficulties.Book band: Grey
Dilemmas Of Difference, Inclusion And Disability: International Perspectives And Future Directions
by Brahm NorwichInclusion has become very influential internationally in the field of schooling. This has involved the introduction of policies that pursue more provision for, and acceptance of, students with special educational needs or disabilities in ordinary school settings. However, these policies represent different and often conflicting values and approaches to education. The basic dilemma of difference is whether to recognise or not to recognise differences, as either way there are negative implications or risks associated with stigma, devaluation, rejection or denial of relevant opportunities. This is the first book to examine ideas about these dilemmas from a range of disciplines and fields about the nature and origins of such dilemmas as they apply to special and inclusive education. In particular these dilemmas are about: identification – whether to identify students as having special educational needs / disabilities or not? curriculum – how much of a common curriculum is relevant to these students? placement – can appropriate learning can take place in ordinary schools and classes or not? This ground-breaking book examines professional educators and administrators at national and local authority level across three countries – England, USA and the Netherlands – and questions how they recognise tensions or dilemmas in responding to student differences. Of interest to researchers, students, academics and professionals, this study will provide a much needed, balanced and powerful contribution to the inclusion debate.
Dilemmas Of Difference, Inclusion And Disability: International Perspectives And Future Directions (PDF)
by Brahm NorwichInclusion has become very influential internationally in the field of schooling. This has involved the introduction of policies that pursue more provision for, and acceptance of, students with special educational needs or disabilities in ordinary school settings. However, these policies represent different and often conflicting values and approaches to education. The basic dilemma of difference is whether to recognise or not to recognise differences, as either way there are negative implications or risks associated with stigma, devaluation, rejection or denial of relevant opportunities. This is the first book to examine ideas about these dilemmas from a range of disciplines and fields about the nature and origins of such dilemmas as they apply to special and inclusive education. In particular these dilemmas are about: identification – whether to identify students as having special educational needs / disabilities or not? curriculum – how much of a common curriculum is relevant to these students? placement – can appropriate learning can take place in ordinary schools and classes or not? This ground-breaking book examines professional educators and administrators at national and local authority level across three countries – England, USA and the Netherlands – and questions how they recognise tensions or dilemmas in responding to student differences. Of interest to researchers, students, academics and professionals, this study will provide a much needed, balanced and powerful contribution to the inclusion debate.
Dilemmas Of Difference, Inclusion And Disability: International Perspectives And Future Directions
by Brahm NorwichInclusion has become very influential internationally in the field of schooling. This has involved the introduction of policies that pursue more provision for, and acceptance of, students with special educational needs or disabilities in ordinary school settings. However, these policies represent different and often conflicting values and approaches to education. The basic dilemma of difference is whether to recognise or not to recognise differences, as either way there are negative implications or risks associated with stigma, devaluation, rejection or denial of relevant opportunities. This is the first book to examine ideas about these dilemmas from a range of disciplines and fields about the nature and origins of such dilemmas as they apply to special and inclusive education. In particular these dilemmas are about: identification – whether to identify students as having special educational needs / disabilities or not? curriculum – how much of a common curriculum is relevant to these students? placement – can appropriate learning can take place in ordinary schools and classes or not? This ground-breaking book examines professional educators and administrators at national and local authority level across three countries – England, USA and the Netherlands – and questions how they recognise tensions or dilemmas in responding to student differences. Of interest to researchers, students, academics and professionals, this study will provide a much needed, balanced and powerful contribution to the inclusion debate.
Motivating Unwilling Learners in Further Education: The key to improving behaviour
by Susan WallaceThe overriding issue for many Further Education teachers and trainees is learner disengagement, leading to behavioural issues and a lack of motivation in the classroom. Faced with unmotivated learners on a daily basis, teachers can soon begin to lose their own enthusiasm and confidence. Motivating Unwilling Learners in Further Education offers a range of practical strategies for engaging your learners and reigniting the spark of successful classroom teaching.Susan Wallace draws on her years of teaching and researching in Further Education to provide an up-to-date selection of strategies and scenarios for managing behaviour and motivating unwilling learners, including tips forsupporting students and meeting curriculum requirements. This is a valuable toolkit of ideas and advice for ensuring that everyone you teach, from school leavers to mature students, reaches their full potential.
The Dyslexia Assessment
by Gavin Reid Jennie GuiseThe Dyslexia Assessment is a complete assessment tool for investigating reading, writing and spelling difficulties in learners. Written by leading experts Gavin Reid and Jennie Guise, this practical guide aims to clarify the ambiguities and uncertainties that exist around the dyslexia assessment and is applicable to all education sectors, including early years, primary, secondary, further and higher education. The book provides practical and comprehensive guidance on carrying out an assessment for dyslexia through informal and formal strategies, and interpreting and acting on results. It features assessment sheets, including questionnaires, forms and checklists that can be photocopied or downloaded from an accompanying website. The strategies explored focus on the whole learner, taking into consideration social, emotional and motivational factors, as well as the challenges of assessing learners with overlapping conditions or EAL.This practical and invaluable guide will inform and empower all mainstream and specialist teachers, teaching assistants, SENCOs and psychologists to provide the best support possible for learners with reading, writing or spelling difficulties.
100 Ideas for Early Years Practitioners: Forest School (100 Ideas for the Early Years)
by Tracey MaciverForest School sessions have risen in popularity in recent years, with many nurseries and pre-schools offering them as part of their regular programme of activities. This new title in the best-selling 100 ideas series is filled with easy-to-implement ideas for introducing Forest School activities and concepts into each day, without putting pressure on the practitioners' time or the setting's budget. 100 Ideas for Early Years Practitioners: Forest School promotes the use of natural resources and the environment, as well as encouraging and instigating child-led learning and play. It addresses health and safety in the outdoor classroom, discusses issues and myths surrounding Forest School, and explores how integrating it into early years settings and provision can enhance children's learning as well as developing a range of 'soft skills' such as self-confidence, working with others, sharing, problem solving, empathy and respect for self, others and their environment.
The Ultimate Guide to Differentiation: Achieving Excellence for All
by Sue CowleyThis book is the ultimate guide to differentiation in early years, schools and further education settings by Sue Cowley, bestselling author of Getting the Buggers to Behave. It offers over 90 practical and time-saving strategies for effective differentiation in every classroom.The Ultimate Guide to Differentiation demonstrates how teachers already differentiate much of the time, in subtle and creative ways. Sue Cowley shows that we need to understand, acknowledge and celebrate the variety of approaches that teachers already use to differentiate, as well as helping them to develop additional strategies. The book takes the reader through the different methods and approaches to differentiation, providing a step-by-step guide to each. It is broken down into five core areas - planning, resources, learners, teaching and assessment - and readers can dip in and out to find strategies as and when they need them. Written in Sue's much loved realistic, honest and practical style, The Ultimate Guide to Differentiation will help teachers, practitioners and support staff to feel confident that they are meeting the needs of every learner.
Voices of the Future: Stories from Around the World
by Irina BokovaA wonderful anthology of eight stories addressing children's rights and sustainable development, written by child authors from all around the world and produced in conjunction with UNESCO's Voices of Future Generations initiative.UNESCO's Voices of Future Generations initiative works to empower children all around the world. The stories in this book are written by children aged between 8 and 12 from every corner of the globe: Canada, Mexico, Papua New Guinea, Samoa, South Africa, Taiwan, Uruguay and United Arab Emirates. With beautiful, full colour illustrations throughout by four talented illustrators, Jhonny Nunez, Giovana Medeiros, Marco Guadalupi and Mona Meslier Menaua, this book is the perfect way to engage children with the issues facing the planet and the lives of children in other countries.The children's stories are imaginative, empowering and inspiring. They focus on the UN Convention on the Rights of the Child and the Sustainable Development Goals and present likeable characters who go on problem-solving adventures to fix the problems faced in each region. The book features a foreword by Irina Bokova, Director General of UNESCO.'... and together, the children could build a better future.'Book band: Dark Blue
Professionelle Beziehungen in der Sozialen Arbeit: Eine integrale Exploration im Spiegel der Perspektiven von Klienten und Klientinnen
by Regina AbeldRegina Abeld wählt in diesem Buch das Missverhältnis als Ausgangspunkt, dass zwischen dem einerseits hohen Stellenwert der sozialarbeiterischen Fachkraft-Klient-Beziehung und andererseits der Randständigkeit des Themas in Praxis und Theorie besteht. In der Exploration dieses so zentralen Themas legt die Autorin einen zugleich empirisch-praktischen wie konzeptionell-theoretischen Entwurf vor. Sie stützt sich dabei auf die empirisch erhobene Perspektive von Klienten und Klientinnen der Gemeindepsychiatrie und greift Desiderate einer modernen bzw. postmodernen Theorie Sozialer Arbeit auf. Verbunden werden diese mit metatheoretischen Überlegungen zu den Konzepten „Habitus“ und „Identität“ sowie mit Bezügen zur Ethik und münden schließlich in die konzeptionelle Beschreibung einer „integralen professionellen Beziehungsgestaltung“.
Early Years Assessment: Communication and Language
by Trudi Fitzhenry Karen MurphyWith the revision of the EYFS, Communication and Language became one of the three Prime Areas of learning. This book seeks to provide valuable guidance for practitioners across the entire Early Years provision. This is a practical tool that will enable practitioners to be innovative and exciting whilst meeting their targets. It includes suggestions for parents to try out at home, and a variety of ideas to inspire adult-led learning.
Teilhabe an Bildung: Beratung und professionelles Handeln (Gesundheitsförderung - Rehabilitation - Teilhabe)
by Luisa DemantLuisa Demant analysiert aus lebenswelttheoretischer Perspektive Vorstellungen von Teilhabe an Bildung bei Pädagoginnen und Pädagogen in der Grundschule. Es wird geprüft inwiefern Beratung als Vermittlungsinstrument zwischen strukturellen und individuellen Möglichkeiten dienen kann. Auf der Basis einer qualitativen Studie werden vier Teilhabedimensionen sowie vier daraus folgende Beratungsstrategien dargestellt und analysiert, wie diese Vorstellungen von Teilhabe die Zielsetzungen in ihren Beratungsaufgaben beeinflussen. Insbesondere ist dabei relevant, wie die Heterogenität der Schülerinnen und Schüler von Pädagoginnen und Pädagogen wahrgenommen wird, mit besonderem Fokus auf Kindern mit sonderpädagogischem Förderbedarf.
Reproduktion und Selektion: Gesellschaftliche Implikationen der Präimplantationsdiagnostik (Frankfurter Beiträge zur Soziologie und Sozialpsychologie)
by Thomas Lemke Jonas RüppelDie Autoren rekonstruieren den sozialwissenschaftlichen Forschungsstand zu gesellschaftlichen Implikationen der Präimplantationsdiagnostik (PID) und identifizieren u.a. folgende Problemkomplexe: eine Expansion der PID in neue Anwendungsfelder, eine Verfestigung sozialer Ungleichheiten sowie einen Wandel normativer Erwartungen hin zur Vorstellung einer genetischen Reproduktionsverantwortung. Diese konvergiert mit einer individualisierenden Präventionslogik, die gegenwärtige Transformationsprozesse der Medizin und Gesundheitspolitik kennzeichnet.
Dyslexia: Developing the Debate (Key Debates in Educational Policy)
by Julian Elliott Rod Nicolson Andrew Davis Christopher WinchDyslexia is often presented as a clearly delineated condition that can be diagnosed on the basis of appropriate cognitive tests with corresponding forms on intervention. However, this approachable text explores the issues behind this assertion in bringing together leading figures in the field to debate dyslexia.Julian Elliott shows that understandings and usage of the dyslexia label vary substantially with little consensus or agreement and in putting forward his critique draws upon research in several disciplinary fields to demonstrate the irrationality of these arguments. Roderick I. Nicolson demonstrates that current approaches to understanding, identification and support of dyslexia are catastrophically flawed in terms of their failure to consider the developmental nature of dyslexia. He develops two themes: first that the underlying cause of dyslexia is 'delayed neural commitment' for skills and neural circuits, and second that the cause of the reading disability is the introduction of formal instruction before the dyslexic child's neural circuits for executive function are sufficiently developed. He argues that a more effective and cost-effective approach to identification and support involves 'assessment for dyslexia' rather than 'of dyslexia'. Elliott and Nicolson respond to the points each other raise before Andrew Davis investigates how far the key claims of Elliott and Nicolson can withstand close conceptual investigation, and explores the inherent limitations of scientific research on this topic, given the value and conceptual issues concerned.
Materielle Absicherung bei Erwerbsminderung im Kontext der Lebensform: Eine empirische Analyse auf Basis von Befragungs- und Routinedaten
by Stefanie MärtinStefanie Märtin untersucht die Bedeutung der Lebensform und des Geschlechts für die materielle Lage bei Erwerbsminderung. Sie analysiert dazu unter anderem Daten aus einer Befragung von Erwerbsminderungsrentnern. Mit einem multivariaten Ansatz identifiziert sie Faktoren, welche die Haushaltseinkünfte der Betroffenen sowie ihre Armutsgefährdung beeinflussen. Auf dieser Basis entwickelt sie auch Verbesserungsansätze. Hintergrund ist die seit der Rentenreform 2001 in Politik und Wissenschaft geführte kritische Diskussion, ob die Absicherung bei Erwerbsminderung in Deutschland, die maßgeblich durch die gesetzliche Rentenversicherung zu leisten ist, noch ausreicht.
Achievement for All in International Classrooms: Improving Outcomes for Children and Young People with Special Educational Needs and Disabilities
by Sonia BlandfordThe organisation Achievement for All engaged in international projects in England, Latvia, Lithuania, Norway, South Korea, the United States of America and Wales with the aim of raising the aspirations, access and achievements of vulnerable and disadvantaged children and young people. These projects were united in bringing Special Educational Needs and Disability (SEND) back into the classroom by focusing on the relationship between parents, leaders, teachers and wider professionals. Achievement for All in International Classrooms examines these projects, looking at the context of each and the research findings, before considering how this could enhance knowledge and understanding in other international settings. Sonia Blandford examines the policy implications needed to bring SEND into the classroom, understanding of the scale of the issue, moral purpose, belief, commitment, collaboration and determination, through evaluation, research and practice. She also considers what it takes to change practice, bringing Achievement for All and SEND into the classroom, looking in particular at the implications for: - Leadership - Teaching and learning - Parent and carer engagement - Wider outcomes and opportunities - Professional development for all staff Drawing on her wealth of experience and expertise, Blandford then makes recommendations on what it would take to introduce Achievement for All in policy to bring SEND into the classroom, with particular reference to changes at national, regional and school level, as well as parental and carer engagement and a desire to improve outcomes for all children and young people.
Hören als Praxis: Sinnliche Wahrnehmungsweisen technisch (re-)produzierter Sprache (Auditive Vergesellschaftungen Hörsinn - Audiotechnik - Musikerleben)
by Miklas SchulzMiklas Schulz entwickelt anhand zweier praxistheoretisch fundierter empirischer Zugänge – einer Interviewanalyse und einer Autoethnografie – das Konzept des Doing Perception. Im Zentrum steht die Art und Weise, wie sich Menschen über die Medien Stimme und Schrift ins Verhältnis zur eigenen Sinneswahrnehmung setzen. Das der Studie zugrunde gelegte komparative Vorgehen verbindet Dispositivtheorie und neue Leibphänomenologie, indem es die Wissensbestände rekonstruiert, aus denen sich sozio-technische Aneignungspraxen konfigurieren.
Inklusion für Menschen mit Demenz: Exklusionsrisiken und Teilhabechancen
by Birgit SchuhmacherBirgit Schuhmacher analysiert typische Exklusionsrisiken von Menschen mit Demenz und zeigt auf, wie der in menschenrechtlicher, aber auch in systemtheoretischer Hinsicht universal zu denkende Anspruch auf Inklusion für sie umgesetzt werden kann. Die Autorin untersucht den Bedeutungsgehalt der Begriffe Inklusion, Integration und Teilhabe in unterschiedlichen Disziplinen. In Bezug auf Demenz werden Ausgrenzung und Einbeziehung im (hohen) Alter, in der Familie, im Sozialraum, in rechtlicher Hinsicht und am Ende des Lebens diskutiert.
Berliner Entmündigungsverfahren gegen Frauen von 1900-1933: „Geisteskrank, lügenhaft und sexuell verwahrlost“
by Christiane CarriChristiane Carris zentrales Anliegen ist es, die Verschränkungen von Sexualität und Geschlecht in ihrer juristisch-medizinischen Machtdimension zu Beginn des 20. Jahrhunderts zu hinterfragen. Dafür rückt die Autorin die psychiatrischen Gutachten der Gerichtsakten Berliner Entmündigungsverfahren in den Jahren 1900–1933 in den Mittelpunkt ihrer Analyse. Die juristischen Quellen zu ‚weiblichem Wahnsinn‘ sind im deutschsprachigen Raum bislang unbeachtet geblieben und werden im Zuge dieses Buches auf unterschiedlichsten Wegen untersucht. Konzepte von Geisteskrankheit und die Kategorisierungen des Wahnsinns im psychiatrischen Diskurs sowie die Konstruktionen geschlechtlicher Identität werden herausgearbeitet.