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Promoting Social Inclusion: Co-Creating Environments That Foster Equity and Belonging (International Perspectives on Inclusive Education #13)
by Kate Scorgie Chris ForlinThis volume in the International Perspectives on Inclusive Education Series explores innovative perspectives and practices regarding social inclusion of potentially marginalized individuals from multiple perspectives.This book blends theoretical and evidence-based research about social inclusion and belonging, while simultaneously giving voice to families and individuals who have sought to obtain an inclusive education when experiencing a disability. Section 1, Social Inclusion: Affirming value, rights and choice, explores social inclusion from various frameworks including psychology, philosophy, human rights, social justice, hope and equity. The second section, Social Inclusion and Schools: Programs, perspectives, and practices, reviews a number of evidence-based curricula and interventions to promote social inclusion within educational contexts. Section 3, Securing presence: Dignity, agency and voice, highlights the importance of attending to and learning directly from children with disabilities. Finally, Section 4, Transition to higher education and employment, describes the continuing importance of social inclusion in transition to young adulthood and the workplace. Each chapter offers strategies, guidelines and examples of how professionals, family members and individuals can collaborate to make affirming and co-creating communities that foster equity and belonging for all.
Promoting Physical Development and Activity in Early Childhood: Practical Ideas for Early Years Settings (Little Minds Matter)
by Jackie Musgrave Jane Dorrian Joanne Josephidou Ben Langdown Lucy Rodriguez LeonGetting young children active and supporting their physical development right from the start is essential for children’s all-round development and good health. However, children’s levels of physical activity are declining. This book helps readers increase their understanding to support young children’s overall development, health, and wellbeing.Breaking current physical activity guidelines into bite-size chunks, the book provides key advice on caring for and educating babies and young children on how to meet the recommended amount of physical activity each day. Current research is accessibly explored, including links with screen time and neuroscience, and informs a range of flexible, open-ended activities and practical strategies to use in every early years setting. Chapters include: Suggestions on planning an enabling environment to support young children’s physical development without expensive equipment or classes. Steps for making physical activity inclusive for all children, including those with special educational needs and physical conditions. Key research translated into easy-to-understand, informative guidance. The voice of the child and the importance of listening to children woven throughout. Opportunities for readers to assess how their own setting supports physical activity. The importance of early physical development to communication and future academic performance. Grounded in best practice for supporting physical development in the early years and working with parents, this book is essential reading for trainee and practising early years educators, as well as parents and carers of young children.
Promoting Physical Development and Activity in Early Childhood: Practical Ideas for Early Years Settings (Little Minds Matter)
by Jackie Musgrave Jane Dorrian Joanne Josephidou Ben Langdown Lucy Rodriguez LeonGetting young children active and supporting their physical development right from the start is essential for children’s all-round development and good health. However, children’s levels of physical activity are declining. This book helps readers increase their understanding to support young children’s overall development, health, and wellbeing.Breaking current physical activity guidelines into bite-size chunks, the book provides key advice on caring for and educating babies and young children on how to meet the recommended amount of physical activity each day. Current research is accessibly explored, including links with screen time and neuroscience, and informs a range of flexible, open-ended activities and practical strategies to use in every early years setting. Chapters include: Suggestions on planning an enabling environment to support young children’s physical development without expensive equipment or classes. Steps for making physical activity inclusive for all children, including those with special educational needs and physical conditions. Key research translated into easy-to-understand, informative guidance. The voice of the child and the importance of listening to children woven throughout. Opportunities for readers to assess how their own setting supports physical activity. The importance of early physical development to communication and future academic performance. Grounded in best practice for supporting physical development in the early years and working with parents, this book is essential reading for trainee and practising early years educators, as well as parents and carers of young children.
Promoting Behaviour For Learning In The Classroom: Effective Strategies, Personal Style And Professionalism (PDF)
by Simon Ellis Janet TodPromoting Behaviour for Learning in the Classroom offers essential support to help you develop capacity and confidence in managing behaviour in the group setting of the classroom. It provides a concise analysis of established behaviour management strategies, recognising that no single approach will work for all pupils and that central to effective practice is an understanding of the different personal attributes and experiences teachers and pupils bring to the classroom Illustrated by examples from the classroom, Promoting Behaviour for Learning in the Classroom uses the tried and tested #65533;Behaviour for Learning#65533; framework to show how teachers#65533; expertise in promoting learning can be used to improve behaviour. Key issues considered include: Developing positive relationships in the classroom Understanding personal style and self-management Effective use of feedback and rewards Using positive correction and sanctions Working with school systems and frameworks for managing behaviour Individual differences and special educational needs Dealing with challenging behaviour Written by experts in the field, Promoting Behaviour for Learning in the Classroom offers much-needed in-depth, realistic support and guidance to show teachers how to improve learning and behaviour in the group setting of the classrooms.
Promoting and Delivering School-to-School Support for Special Educational Needs: A practical guide for SENCOs (nasen spotlight)
by Rita CheminaisRecent changes to education policy have brought about a new emphasis on promoting school-to-school support and school-led improvement, in order to ensure that all pupils, including those with SEN, achieve their optimum potential. SENCOs, often in the role of Specialist Leaders of Education (SLE), now undertake coaching, mentoring and the delivery of training to ensure that trainee, newly qualified and experienced teachers and teaching assistants have the practical skills to effectively meet the needs of pupils with SEN. In her trademark down-to-earth style, Rita Cheminais shows SENCOs how to respond to and enhance this exciting and pivotal new role by: Explaining the new school-to-school support and school-led improvement context that many SENCOs will be working in; Clarifying the role of the outstanding SENCO, as a Specialist Leader of Education; Maximising on the best practice arising from the effective use of the pupil premium and the ‘Achievement for All’ initiative; Confirming OFSTED’s expectations for SEND in the revised inspection schedule for schools and academies; Describing how best to monitor, evaluate and validate best practice in school-to-school support. Packed with time-saving, photocopiable resources, examples of best practice and further activities for reflection, this practical book will enable the SENCO to respond to the current agenda, particularly in performing the role of a Specialist Leader of Education, disseminating SEN expertise across schools. Promoting and Delivering School-to-School Support for Special Educational Needs will be essential reading for all outstanding and aspiring outstanding SENCOs working in the early years, primary, secondary and special phases of education, academies and Pupil Referral Units.
Promoting and Delivering School-to-School Support for Special Educational Needs: A practical guide for SENCOs (nasen spotlight)
by Rita CheminaisRecent changes to education policy have brought about a new emphasis on promoting school-to-school support and school-led improvement, in order to ensure that all pupils, including those with SEN, achieve their optimum potential. SENCOs, often in the role of Specialist Leaders of Education (SLE), now undertake coaching, mentoring and the delivery of training to ensure that trainee, newly qualified and experienced teachers and teaching assistants have the practical skills to effectively meet the needs of pupils with SEN. In her trademark down-to-earth style, Rita Cheminais shows SENCOs how to respond to and enhance this exciting and pivotal new role by: Explaining the new school-to-school support and school-led improvement context that many SENCOs will be working in; Clarifying the role of the outstanding SENCO, as a Specialist Leader of Education; Maximising on the best practice arising from the effective use of the pupil premium and the ‘Achievement for All’ initiative; Confirming OFSTED’s expectations for SEND in the revised inspection schedule for schools and academies; Describing how best to monitor, evaluate and validate best practice in school-to-school support. Packed with time-saving, photocopiable resources, examples of best practice and further activities for reflection, this practical book will enable the SENCO to respond to the current agenda, particularly in performing the role of a Specialist Leader of Education, disseminating SEN expertise across schools. Promoting and Delivering School-to-School Support for Special Educational Needs will be essential reading for all outstanding and aspiring outstanding SENCOs working in the early years, primary, secondary and special phases of education, academies and Pupil Referral Units.
Promoting Academic Readiness for African American Males with Dyslexia: Implications for Preschool to Elementary School Teaching (Routledge Research in Educational Equality and Diversity)
by Shawn Anthony Robinson Corey ThompsonThis timely book tackles underlying issues that see disproportionate numbers of African American males with dyslexia undiagnosed, untreated, and falling behind their peers in terms of literacy achievement. Considering factors including dialectic linguistic difference, limited phonological awareness, and the intersectionality of gender, language, and race, the studies included in this volume illustrate how classroom practices at preschool and elementary levels are failing to support students at risk of reading and writing difficulties. Promoting Academic Readiness for African American Males with Dyslexia shows that it is possible to provide every girl and boy, and particularly African American boys with effective support and appropriate interventions enabling them to read at a level that is conducive to ongoing academic performance and success. This, argue the authors of this volume, is vital to the social, emotional, moral, and intellectual development of our society. This edited volume was originally published as a special issue of Reading & Writing Quarterly: Overcoming Learning Difficulties. It will be of great interest to graduate and postgraduate students, researchers, and academics in the field of African-American Education, Educational Equity, Race studies, Multiple learning difficulties and Literacy development.
Promoting Academic Readiness for African American Males with Dyslexia: Implications for Preschool to Elementary School Teaching (Routledge Research in Educational Equality and Diversity)
by Shawn Anthony Robinson Corey ThompsonThis timely book tackles underlying issues that see disproportionate numbers of African American males with dyslexia undiagnosed, untreated, and falling behind their peers in terms of literacy achievement. Considering factors including dialectic linguistic difference, limited phonological awareness, and the intersectionality of gender, language, and race, the studies included in this volume illustrate how classroom practices at preschool and elementary levels are failing to support students at risk of reading and writing difficulties. Promoting Academic Readiness for African American Males with Dyslexia shows that it is possible to provide every girl and boy, and particularly African American boys with effective support and appropriate interventions enabling them to read at a level that is conducive to ongoing academic performance and success. This, argue the authors of this volume, is vital to the social, emotional, moral, and intellectual development of our society. This edited volume was originally published as a special issue of Reading & Writing Quarterly: Overcoming Learning Difficulties. It will be of great interest to graduate and postgraduate students, researchers, and academics in the field of African-American Education, Educational Equity, Race studies, Multiple learning difficulties and Literacy development.
Progress Toward Agenda 2030: A Mid Term Review of the Status of Inclusive Education in Global Contexts (International Perspectives on Inclusive Education #21)
by Chris ForlinAt the midway point towards the United Nations (UN) Agenda 2030, this critical volume focuses on how a range of contextually diverse countries are progressing towards inclusive education. Contributors critically consider the current state of inclusive education in their own countries in relation to meeting the UN’s Agenda 2030 initiative and Sustainable Development Goal 4. The foundation is set in chapter one by the editors, with a historical overview of inclusion and inclusive policies globally. Key international scholars critique the history and status of inclusion in their respective contexts. In reference to local research, they explore the history of inclusion, the current policies and state of inclusion, barriers and levers for inclusion, and look towards the future of inclusive education. Chapters demonstrate how the continued call for a shift towards inclusive education in different countries is extremely complex and varies greatly within each international context. Attention is given to levers promoting inclusion through contextually appropriate international initiatives and the importance of the realignment of policies and practices if all countries are to achieve the 2030 UN’s education goal. Progress Toward Agenda 2030 serves to challenge all educational stakeholders to critically consider, analyze, and innovate policies and practices for inclusive education for all by 2030.
Progress Toward Agenda 2030: A Mid Term Review of the Status of Inclusive Education in Global Contexts (International Perspectives on Inclusive Education #21)
by Chris ForlinAt the midway point towards the United Nations (UN) Agenda 2030, this critical volume focuses on how a range of contextually diverse countries are progressing towards inclusive education. Contributors critically consider the current state of inclusive education in their own countries in relation to meeting the UN’s Agenda 2030 initiative and Sustainable Development Goal 4. The foundation is set in chapter one by the editors, with a historical overview of inclusion and inclusive policies globally. Key international scholars critique the history and status of inclusion in their respective contexts. In reference to local research, they explore the history of inclusion, the current policies and state of inclusion, barriers and levers for inclusion, and look towards the future of inclusive education. Chapters demonstrate how the continued call for a shift towards inclusive education in different countries is extremely complex and varies greatly within each international context. Attention is given to levers promoting inclusion through contextually appropriate international initiatives and the importance of the realignment of policies and practices if all countries are to achieve the 2030 UN’s education goal. Progress Toward Agenda 2030 serves to challenge all educational stakeholders to critically consider, analyze, and innovate policies and practices for inclusive education for all by 2030.
Profound and Multiple Learning Difficulties (Special Educational Needs)
by Corinna Cartwright Sarah Wind-CowieThis invaluable guide provides teachers and trainees with practical tips for teaching children with profound and multiple learning difficulties. Well-written and informative, the authors' specialist knowledge of working with those with PMLD and SLD is apparent on every page. Containing advice on diagnostic techniques, teaching strategies, social and emotional considerations and how parents can help, this book will prove essential reading for every teacher.
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“.
Professional Uncertainty, Knowledge and Relationship in the Classroom: A psychosocial perspective (Routledge Research in Education)
by Joseph MintzThe extent to which teachers should make use of theoretical and expert knowledge as opposed to tacit experiential knowledge, and how these might be combined, is a perennial issue in discussions on pedagogy. This book addresses these debates through a creative development of the concept of productive uncertainty.Using case studies focusing on teachers working with children with autism, a particularly fertile crucible for considering uncertainty, the book explores how the radical 20th century psychoanalyst Wilfred Bion's epistemological approach to uncertainty can be used to re-frame Donald Schön's concept of reflection in action, offering a new perspective on the practice of teachers and other caring professionals. Several areas of potential uncertainty are identified, including uncertainty relating to areas of practice including diagnosis, the relationship between expert knowledge and practice, the implications of autism for autonomy and agency, and uncertainties in relation to the understanding of and use of new technologies. A strong argument is made, based on both theoretical and empirical grounds, that in juggling between theoretical and tacit knowledge in the classroom there is more to be gained by staying with the struggle with uncertainty than by fleeing from it too early, into the promise of expert solutions. Consideration is also given to the relative importance of specific theoretical training for teachers, both in general and in relation to working with children with special educational needs, in the context of international and UK policy developments in this area.This book will be of key value to researchers and postgraduates in the fields of education studies, teacher thinking and research, psychoanalytically informed psychosocial studies, as well as to practitioners working in special educational needs/autism education.
Professional Uncertainty, Knowledge and Relationship in the Classroom: A psychosocial perspective (Routledge Research in Education)
by Joseph MintzThe extent to which teachers should make use of theoretical and expert knowledge as opposed to tacit experiential knowledge, and how these might be combined, is a perennial issue in discussions on pedagogy. This book addresses these debates through a creative development of the concept of productive uncertainty.Using case studies focusing on teachers working with children with autism, a particularly fertile crucible for considering uncertainty, the book explores how the radical 20th century psychoanalyst Wilfred Bion's epistemological approach to uncertainty can be used to re-frame Donald Schön's concept of reflection in action, offering a new perspective on the practice of teachers and other caring professionals. Several areas of potential uncertainty are identified, including uncertainty relating to areas of practice including diagnosis, the relationship between expert knowledge and practice, the implications of autism for autonomy and agency, and uncertainties in relation to the understanding of and use of new technologies. A strong argument is made, based on both theoretical and empirical grounds, that in juggling between theoretical and tacit knowledge in the classroom there is more to be gained by staying with the struggle with uncertainty than by fleeing from it too early, into the promise of expert solutions. Consideration is also given to the relative importance of specific theoretical training for teachers, both in general and in relation to working with children with special educational needs, in the context of international and UK policy developments in this area.This book will be of key value to researchers and postgraduates in the fields of education studies, teacher thinking and research, psychoanalytically informed psychosocial studies, as well as to practitioners working in special educational needs/autism education.
The Prodigy's Cousin: The family link between Autism and extraordinary talent
by Joanne Ruthsatz Kimberly Stephens'[AN] IMPORTANT BOOK' TEMPLE GRANDINOver the course of her career, psychologist Joanne Ruthsatz has assembled the largest-ever research sample of child prodigies. Their accomplishments are epic. One could reproduce radio tunes by ear on a toy guitar at two years old. Another was a thirteen-year-old cooking sensation. And what Ruthsatz’s investigation revealed is nothing short of astonishing. Though the prodigies aren’t autistic, many have autistic family members. Each prodigy has an extraordinary memory and a keen eye for detail—well-known but often-overlooked strengths associated with autism. Ruthsatz proposes a startling possibility: might the abilities of child prodigies stem from a genetic link with autism? And could prodigies - children who have many of the strengths of autism but few of the challenges - be the key to a long-awaited autism breakthrough?This inspiring book about extraordinary children, indomitable parents and a researcher's unorthodox hunch is essential reading for anyone interested in the brain and human potential.
Problematising Young People: A Critical Ethnographic Investigation of ADHD
by Charles MarleyRather than being evidence-based, the 'everyday' practice of ADHD health care enacted daily by a multitude of professionals is the result of the interaction of historical, social, political, economic and institutional elements. By drawing on several critical theorists, this book provides an ethnographic investigation of the nexus of elements that conditioned the possibility for the everyday social practice of ADHD to be in place within an NHS region in Scotland. The book develops a critical analytical approach, using the concepts of 'problematisation' and the 'apparatus' to capture a two-stage process - the questioning of how and why certain 'things' become a problem, but also how these 'things' are shaped as the objects that they become. The object of interest for this project was young people and the fieldwork was conducted in a small geographical region in Scotland, consisting of several periods in health and education services. Ethnographic tools utilised in the book include observation of clinical appointments, document analysis, interviews and archival research. The different layers of qualitative material examined in the study - from individual clinical appointment to national policy - have allowed for a reconnection of the discursive field in which the current practice of ADHD emerged. With a detailed theorisation of the theoretical concepts, as well as a clear account of application in empirical research, this book will act as a guide for researchers aiming to apply these concepts in applied research.
Problematising Young People: A Critical Ethnographic Investigation of ADHD
by Charles MarleyRather than being evidence-based, the 'everyday' practice of ADHD health care enacted daily by a multitude of professionals is the result of the interaction of historical, social, political, economic and institutional elements. By drawing on several critical theorists, this book provides an ethnographic investigation of the nexus of elements that conditioned the possibility for the everyday social practice of ADHD to be in place within an NHS region in Scotland. The book develops a critical analytical approach, using the concepts of 'problematisation' and the 'apparatus' to capture a two-stage process - the questioning of how and why certain 'things' become a problem, but also how these 'things' are shaped as the objects that they become. The object of interest for this project was young people and the fieldwork was conducted in a small geographical region in Scotland, consisting of several periods in health and education services. Ethnographic tools utilised in the book include observation of clinical appointments, document analysis, interviews and archival research. The different layers of qualitative material examined in the study - from individual clinical appointment to national policy - have allowed for a reconnection of the discursive field in which the current practice of ADHD emerged. With a detailed theorisation of the theoretical concepts, as well as a clear account of application in empirical research, this book will act as a guide for researchers aiming to apply these concepts in applied research.
Private Peaceful (PDF)
by Michael MorpurgoTold from the viewpoint of Tommy Peaceful, this cleverly written story takes a poignant look at the First World War from the view point of a child. Written by Children's Laureate Michael Morpurgo, this beautifully written novel, contrasts greatly with the bittersweet childhood memories described amidst the backdrop of a horrific war.Private Peaceful captures the memories of a young First World War soldier awaiting the firing squad at dawn. From his early childhood adventures in rural Devon to the battles and injustices of war that brought him to the Front Line, Private Tommo Peaceful spends these lonely hours re-living his short but vivid past.A beautifully written novel, which contrasts bittersweet childhood memories with the horrors of war. Told in the first person it alternates between past and present, creating both humour and heartache and building tension for its dramatic and thought-provoking conclusion.
Preventing the Emotional Abuse and Neglect of People with Intellectual Disability
by Sally Robinsonxx
Preparing to Include Special Children in Mainstream Schools: A Practical Guide
by Liz FlavellTeachers in both special and mainstream schools have to be confident in their abilities to implement inclusion effectively, in order for the child to have any chance of a successful inclusive school career. This book demonstrates how mainstream and special schools can work together in preparing the special school child to succeed in a mainstream environment. It also shows how to prepare existing mainstream pupils and other members of staff involved in or affected by the inclusion process.The author provides photocopiable forms for evaluating pupils' academic and social process and advice on how physical resources, such as sensory rooms, can enhance the learning opportunities of all pupils. She offers jargon-free communication strategies for effective interaction with the child, which is also considered within the framework of the whole-school policy. The book also presents sample lesson plans, resource ideas and plans for daily record keeping for use across the curriculum subjects; and suggestions for ways in which special and mainstream schools can work together to enhance the whole curriculum. Any teacher in a mainstream or special school who is concerned about making inclusion really work for their pupils will find this book an invaluable companion.
Preparing to Include Special Children in Mainstream Schools: A Practical Guide
by Liz FlavellTeachers in both special and mainstream schools have to be confident in their abilities to implement inclusion effectively, in order for the child to have any chance of a successful inclusive school career. This book demonstrates how mainstream and special schools can work together in preparing the special school child to succeed in a mainstream environment. It also shows how to prepare existing mainstream pupils and other members of staff involved in or affected by the inclusion process.The author provides photocopiable forms for evaluating pupils' academic and social process and advice on how physical resources, such as sensory rooms, can enhance the learning opportunities of all pupils. She offers jargon-free communication strategies for effective interaction with the child, which is also considered within the framework of the whole-school policy. The book also presents sample lesson plans, resource ideas and plans for daily record keeping for use across the curriculum subjects; and suggestions for ways in which special and mainstream schools can work together to enhance the whole curriculum. Any teacher in a mainstream or special school who is concerned about making inclusion really work for their pupils will find this book an invaluable companion.
Preparing Teachers for Inclusive Education: Case Pedagogies and Curricula for Teacher Educators
by Suzanne E. WadeThis book--a companion volume to Inclusive Education: A Casebook and Readings for Prospective and Practicing Teachers--is designed to assist instructors in using Inclusive Education as a text for preservice or in-service teacher education courses. Part I (Chapters 1-5) of Preparing Teachers for Inclusive Education provides a general introduction to case pedagogies and chapters describing curricula that teacher educators have developed using cases designed to prepare teachers for inclusive education. Part II provides Teaching Notes that correspond to the 14 cases in Inclusive Education.
Preparing Teachers for Inclusive Education: Case Pedagogies and Curricula for Teacher Educators
by Suzanne E. WadeThis book--a companion volume to Inclusive Education: A Casebook and Readings for Prospective and Practicing Teachers--is designed to assist instructors in using Inclusive Education as a text for preservice or in-service teacher education courses. Part I (Chapters 1-5) of Preparing Teachers for Inclusive Education provides a general introduction to case pedagogies and chapters describing curricula that teacher educators have developed using cases designed to prepare teachers for inclusive education. Part II provides Teaching Notes that correspond to the 14 cases in Inclusive Education.
Pre-Schoolers with Autism: An Education and Skills Training Programme for Parents - Manual for Clinicians (PDF)
by Avril Brereton Bruce Tonge'The title is an effective, manualized parent education programme' - Educational Book Review This ground-breaking training programme has been developed in response to a real need for evidence-based early interventions for very young autistic children. Authoritative and extensively tried and tested, it will help both parents and carers to understand the disorder and how it affects child development. Ultimately, the programme is designed to reduce the severity of emotional/behavioural difficulties by managing a child's particular problems and encouraging effective collaboration between professionals and parents. The programme is delivered through two accessible manuals - one for parents and one for clinicians - which provide all the information and materials you need. The Manual for Clinicians explains the purpose and content of each session and includes notes for discussion and teaching, a checklist of 'things to do', and photocopiable task sheets for distribution and discussion. The Manual for Parents features tasks, exercises and discussion points for group sessions, and complements these training materials with engaging personal accounts, an introduction to the history of autism, information about approaches to treatment, and a list of useful websites and further reading. Structured as a series of individual and small group sessions, the programme is designed to run for 20 weeks and covers key areas such as understanding and managing difficult behaviour; changing/encouraging new behaviours; communication problems in verbal and non-verbal children; social problems; and how to work and play together. Together, these manuals will provide you with all the information, support and resources you need to run this programme successfully.
Pre-Schoolers with Autism: An Education and Skills Training Programme for Parents - Manual for Parents (PDF)
by Avril Brereton Bruce Tonge'The title is an effective, manualized parent education programme' - Educational Book Review This ground-breaking training programme has been developed in response to a real need for evidence-based early interventions for very young autistic children. Authoritative and extensively tried and tested, it will help both parents and carers to understand the disorder and how it affects child development. Ultimately, the programme is designed to reduce the severity of emotional/behavioural difficulties by managing a child's particular problems and encouraging effective collaboration between professionals and parents. The programme is delivered through two accessible manuals - one for parents and one for clinicians - which provide all the information and materials you need. The Manual for Clinicians explains the purpose and content of each session and includes notes for discussion and teaching, a checklist of `things to do', and photocopiable task sheets for distribution and discussion. The Manual for Parents features tasks, exercises and discussion points for group sessions, and complements these training materials with engaging personal accounts, an introduction to the history of autism, information about approaches to treatment, and a list of useful websites and further reading. Structured as a series of individual and small group sessions, the programme is designed to run for 20 weeks and covers key areas such as understanding and managing difficult behaviour; changing/encouraging new behaviours; communication problems in verbal and non-verbal children; social problems; and how to work and play together. Together, these manuals will provide you with all the information, support and resources you need to run this programme successfully.