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The Social and Life Skills MeNu: A Skill Building Workbook for Adolescents with Autism Spectrum Disorders (PDF)
by Karra BarberDuring adolescence social development and social status among peers is of crucial importance. For teenagers with Autism Spectrum Disorders (ASD) social interaction does not come naturally and often needs to be carefully learned. This workbook provides guided strategies to help those with ASD engage and connect with other people at home, school, work, at social gatherings and in the community. Using a restaurant menu as a template, The Social and Life Skills MeNu guides readers through each step of a conversation with starter statements to initiate conversation, main course topics to convey the purpose of the interaction, and treats that bring the exchange to a close. Packed with questionnaires, discussion logs and hypothetical social scenarios, this workbook encourages students to think through their responses and consider the consequences of what they say and how others might react. By practicing these easy techniques students can improve self-awareness, increase self-confidence and build on their daily life skills. This book will be a life-changing tool for all teenagers and young adults with social cognitive disorders, as well as their parents and the teachers and other professionals who work with them.
Social Class, Gender and Exclusion from School
by Jean KaneRising exclusion rates indicate the continuing marginalisation of many young people in education in the UK. Working-class boys, children living in poverty, and children with additional/special educational needs are among those experiencing a disproportionate rate of exclusion. This book traces the processes of exclusion and alienation from school and relates this to a changing social and economic context. Jean Kane argues that policy on schooling, including curricular reform, needs to be re-connected to the broad political pursuit of social justice, and presents compelling case studies of excluded pupils, showing the multi-faceted identities of pupils, with a particular focus on masculine and feminine identities. This invaluable contribution to the literature offers an alternative analysis where the social identities of pupils are shown to be tied up with their exclusion from school. Themes investigated include: the meanings of school exclusions social class, gender and schooling social identities of excluded pupils negotiating identities in school: moving towards exclusion exclusions and young people’s lives improving participation in schooling. Providing fascinating reading for teachers, social workers, researchers and policy-makers this book considers how educational disadvantage might be addressed through recognition of the gender and class identities of pupils.
Social Class, Gender and Exclusion from School
by Jean KaneRising exclusion rates indicate the continuing marginalisation of many young people in education in the UK. Working-class boys, children living in poverty, and children with additional/special educational needs are among those experiencing a disproportionate rate of exclusion. This book traces the processes of exclusion and alienation from school and relates this to a changing social and economic context. Jean Kane argues that policy on schooling, including curricular reform, needs to be re-connected to the broad political pursuit of social justice, and presents compelling case studies of excluded pupils, showing the multi-faceted identities of pupils, with a particular focus on masculine and feminine identities. This invaluable contribution to the literature offers an alternative analysis where the social identities of pupils are shown to be tied up with their exclusion from school. Themes investigated include: the meanings of school exclusions social class, gender and schooling social identities of excluded pupils negotiating identities in school: moving towards exclusion exclusions and young people’s lives improving participation in schooling. Providing fascinating reading for teachers, social workers, researchers and policy-makers this book considers how educational disadvantage might be addressed through recognition of the gender and class identities of pupils.
The Social Communication Intervention Programme Manual: Supporting Children's Pragmatic and Social Communication Needs, Ages 6-11 (The Social Communication Intervention Programme)
by Catherine Adams Jacqueline GaileThe Social Communication Intervention Programme (SCIP) has been developed to support school-aged children (6–11 years) with social communication, pragmatic, and language needs. The Social Communication Intervention Programme Manual provides a rationale and method for providing specialist level language therapy for these children who have significant social communication differences. Evidence for the effectiveness of SCIP is included in The Manual.This book introduces the SCIP model and explores the three main components: social understanding/social inference, pragmatics, and language processing. Guidance is included on how to link assessment with therapy, how to plan and individualise interventions, and how to proceed with the programme. It contains a wealth of real-life case examples to illustrate key points, with step-by-step instructions for carrying out the interventions.Used alongside The Social Communication Intervention Programme Resource, this book offers a truly practical, tried-and-tested model to provide targeted, individualised intervention for children with social communication challenges. It is an essential tool for speech and language therapists, specialist teachers, and psychologists who are working with children with social communication, pragmatic, and language needs.For the most effective use, The SCIP Manual should be purchased alongside The SCIP Resource.
The Social Communication Intervention Programme Manual: Supporting Children's Pragmatic and Social Communication Needs, Ages 6-11 (The Social Communication Intervention Programme)
by Catherine Adams Jacqueline GaileThe Social Communication Intervention Programme (SCIP) has been developed to support school-aged children (6–11 years) with social communication, pragmatic, and language needs. The Social Communication Intervention Programme Manual provides a rationale and method for providing specialist level language therapy for these children who have significant social communication differences. Evidence for the effectiveness of SCIP is included in The Manual.This book introduces the SCIP model and explores the three main components: social understanding/social inference, pragmatics, and language processing. Guidance is included on how to link assessment with therapy, how to plan and individualise interventions, and how to proceed with the programme. It contains a wealth of real-life case examples to illustrate key points, with step-by-step instructions for carrying out the interventions.Used alongside The Social Communication Intervention Programme Resource, this book offers a truly practical, tried-and-tested model to provide targeted, individualised intervention for children with social communication challenges. It is an essential tool for speech and language therapists, specialist teachers, and psychologists who are working with children with social communication, pragmatic, and language needs.For the most effective use, The SCIP Manual should be purchased alongside The SCIP Resource.
The Social Communication Intervention Programme Resource: Supporting Children's Pragmatic and Social Communication Needs, Ages 6-11 (The Social Communication Intervention Programme)
by Catherine Adams Jacqueline GaileThe Social Communication Intervention Programme (SCIP) has been developed to support school-aged children (6–11 years) with social communication, pragmatic, and language needs. SCIP provides a rationale and method for providing specialist level pragmatics and language therapy for these children who have significant social communication differences.The SCIP model is introduced in The Social Communication Intervention Programme Manual, and this book presents the content of the intervention programme itself, using a nested structure of 150 adaptable therapy activities. It contains the complete set of resources required to plan and deliver the interventions set out in the companion book, including forms, activities, and ready-made information sheets. Content can also be downloaded and printed for easy use.Used alongside The Social Communication Intervention Programme Manual, this book offers a truly practical, tried-and-tested model to provide targeted, individualised intervention for children with social communication challenges. It is an essential tool for speech and language therapists, specialist teachers, and psychologists who are working with children with social communication, pragmatic, and language needs.For the most effective use, The SCIP Resource should be purchased alongside The SCIP Manual.
The Social Communication Intervention Programme Resource: Supporting Children's Pragmatic and Social Communication Needs, Ages 6-11 (The Social Communication Intervention Programme)
by Catherine Adams Jacqueline GaileThe Social Communication Intervention Programme (SCIP) has been developed to support school-aged children (6–11 years) with social communication, pragmatic, and language needs. SCIP provides a rationale and method for providing specialist level pragmatics and language therapy for these children who have significant social communication differences.The SCIP model is introduced in The Social Communication Intervention Programme Manual, and this book presents the content of the intervention programme itself, using a nested structure of 150 adaptable therapy activities. It contains the complete set of resources required to plan and deliver the interventions set out in the companion book, including forms, activities, and ready-made information sheets. Content can also be downloaded and printed for easy use.Used alongside The Social Communication Intervention Programme Manual, this book offers a truly practical, tried-and-tested model to provide targeted, individualised intervention for children with social communication challenges. It is an essential tool for speech and language therapists, specialist teachers, and psychologists who are working with children with social communication, pragmatic, and language needs.For the most effective use, The SCIP Resource should be purchased alongside The SCIP Manual.
The Social, Cultural, and Political Discourses of Autism (Education, Equity, Economy #9)
by Jessica Nina Lester Michelle O'ReillyTaking up a social constructionist position, this book illustrates the social and cultural construction of autism as made visible in everyday, educational, institutional and historical discourses, alongside a careful consideration of the bodily and material realities of embodied differences. The authors highlight the economic consequences of a disabling culture, and explore how autism fits within broader arguments related to normality, abnormality and stigma. To do this, they provide a theoretically and historically grounded discussion of autism—one designed to layer and complicate the discussions that surround autism and disability in schools, health clinics, and society writ large. In addition, they locate this discussion across two contexts – the US and the UK – and draw upon empirical examples to illustrate the key points. Located at the intersection of critical disability studies and discourse studies, the book offers a critical reframing of autism and childhood mental health disorders more generally.
The Social Dimensions of Learning Disabilities: Essays in Honor of Tanis Bryan (The LEA Series on Special Education and Disability)
by Bernice Y. L. Wong Mavis L. DonahueBringing together over 25 years of research into the social aspects of learning disabilities (LD), this book presents a range of topics that reflect on the richness of research interests in the discipline. In honor of Tanis Bryan, the pioneer in research on social competence of children with LD, the researchers that follow her lead systematically examine critical issues in the social relationships of these children. The book begins by placing the work of Bryan and her research associates' in context, in terms of the prevailing theoretical frameworks and social political influences that led to the enormous impact of the work. The chapters that follow discuss: *social cognition in children and adolescents with LD; *self-understanding and self-esteem in children and adults with LD; *the lonely plight, peer influence, and friendship patterns of children with LD; *parental understanding and how this understanding shapes their scaffolding of learning in their children with language disabilities; *a new intervention approach toward enhancing self-concept and reading comprehension in LD students through bibliotherapy; *important and timely information on interventions for enhancing peer relations and preventing drop-out in adolescents; *models in longitudinal research with implications for research on social dimensions of LD; and *the important role of teachers in enhancing classroom social experiences for students with LD. Summarizing research findings and their implications in the various areas in the field, this book will be an excellent text for a special topics course in graduate programs in learning disabilities, special education, psychology, and social work. In addition, it will be a highly important resource for university/college teachers, researchers, graduate and honors students, and professionals in learning disabilities, social psychology, and social work.
The Social Dimensions of Learning Disabilities: Essays in Honor of Tanis Bryan (The LEA Series on Special Education and Disability)
by Bernice Y. L. Wong Mavis L. DonahueBringing together over 25 years of research into the social aspects of learning disabilities (LD), this book presents a range of topics that reflect on the richness of research interests in the discipline. In honor of Tanis Bryan, the pioneer in research on social competence of children with LD, the researchers that follow her lead systematically examine critical issues in the social relationships of these children. The book begins by placing the work of Bryan and her research associates' in context, in terms of the prevailing theoretical frameworks and social political influences that led to the enormous impact of the work. The chapters that follow discuss: *social cognition in children and adolescents with LD; *self-understanding and self-esteem in children and adults with LD; *the lonely plight, peer influence, and friendship patterns of children with LD; *parental understanding and how this understanding shapes their scaffolding of learning in their children with language disabilities; *a new intervention approach toward enhancing self-concept and reading comprehension in LD students through bibliotherapy; *important and timely information on interventions for enhancing peer relations and preventing drop-out in adolescents; *models in longitudinal research with implications for research on social dimensions of LD; and *the important role of teachers in enhancing classroom social experiences for students with LD. Summarizing research findings and their implications in the various areas in the field, this book will be an excellent text for a special topics course in graduate programs in learning disabilities, special education, psychology, and social work. In addition, it will be a highly important resource for university/college teachers, researchers, graduate and honors students, and professionals in learning disabilities, social psychology, and social work.
Social Histories Of Disability And Deformity: Bodies, Images And Experiences
by Kevin Stagg David M. TurnerCollecting together essays written by an international set of contributors, this book provides an important contribution to the emerging field of disability history. It explores changes in understandings of deformity and disability between the sixteenth and twentieth centuries, and reveal the ways in which different societies have conceptualised the normal and the pathological. Through a variety of case studies including: early modern birth defects, homosexuality, smallpox scarring, vaccination, orthopaedics, deaf education, eugenics, mental deficiency, and the experiences of psychologically scarred military veterans, this book provides new perspectives on the history of physical, sensory and intellectual anomaly. Examining changes over five centuries, it charts how disability was delineated from other forms of deformity and disfigurement by a clearer medical perspective. Essays shed light on the experiences of oppressed minorities often hidden from mainstream history, but also demonstrate the importance of discourses of disability and deformity as key cultural signifiers which disclose broader systems of power and authority, citizenship and exclusion. The diverse nature of the material in this book will make it relevant to scholars interested in cultural, literary, social and political, as well as medical, history.
A Social History of Disability in the Middle Ages: Cultural Considerations of Physical Impairment
by Irina MetzlerWhat was it like to be disabled in the Middle Ages? How did people become disabled? Did welfare support exist? This book discusses social and cultural factors affecting the lives of medieval crippled, deaf, mute and blind people, those nowadays collectively called "disabled. " Although the word did not exist then, many of the experiences disabled people might have today can already be traced back to medieval social institutions and cultural attitudes. This volume informs our knowledge of the topic by investigating the impact medieval laws had on the social position of disabled people, and conversely, how people might become disabled through judicial actions; ideas of work and how work could both cause disability through industrial accidents but also provide continued ability to earn a living through occupational support networks; the disabling effects of old age and associated physical deteriorations; and the changing nature of attitudes towards welfare provision for the disabled and the ambivalent role of medieval institutions and charity in the support and care of disabled people.
Social Inclusion in Schools: Improving Outcomes, Raising Standards (nasen spotlight)
by Ben WhitneyThis book provides the busy teacher with all the information they need to make social inclusion a reality within schools. By demonstrating how teachers and schools must work together to promote the wider welfare of all children, the book focuses particularly on the welfare of children on the margins of society who need the most protection. It shows how teachers can aim to reduce inequalities and maximise the learning opportunities available for these vulnerable children, whatever their background or social class. The author addresses key issues such as: attendance and achievement exclusion and behaviour safeguarding and child protection children at risk of missing education. By emphasizing the Every Child Matters agenda and the importance of joined-up partnership approaches with other professionals and agencies, this book is essential reading for all practitioners working to support pupils at risk of exclusion.
Social Inclusion in Schools: Improving Outcomes, Raising Standards (nasen spotlight)
by Ben WhitneyThis book provides the busy teacher with all the information they need to make social inclusion a reality within schools. By demonstrating how teachers and schools must work together to promote the wider welfare of all children, the book focuses particularly on the welfare of children on the margins of society who need the most protection. It shows how teachers can aim to reduce inequalities and maximise the learning opportunities available for these vulnerable children, whatever their background or social class. The author addresses key issues such as: attendance and achievement exclusion and behaviour safeguarding and child protection children at risk of missing education. By emphasizing the Every Child Matters agenda and the importance of joined-up partnership approaches with other professionals and agencies, this book is essential reading for all practitioners working to support pupils at risk of exclusion.
Social Inclusion of People with Disabilities: National And International Perspectives (PDF)
by Arie RimmermanSocial inclusion is often used interchangeably with the terms social cohesion, social integration and social participation, positioning social exclusion as the opposite. The latter is a contested term that refers to a wide range of phenomena and processes related to poverty and deprivation, but it is also used in relation to marginalised people and places. This book consists of two parts: the first aims to review the domestic and international historical roots and the conceptual base of disability, as well as the expressions of social exclusion of people with disabilities that interfere in their efforts to exercise their rights in society. It offers a comprehensive review of social and legal approaches to social exclusion and inclusion. The second part introduces and analyses domestic and international social and legal strategies to promote social inclusion for people with disabilities.
Social Justice in Practice in Education: Understanding Tensions and Challenges Through Lived Experiences
by Janice Wearmouth Karen Lindley Uvanney Maylor James SheaExploring Social Justice in Practice in Education focuses on the tensions and challenges to issues of fairness and social and cognitive justice in the sphere of education. The terms ‘fairness’ and ‘social and cognitive justice’ are often used to justify particular policies and practices in the sphere of education. In providing a clear definition of what they should mean in practice, this book includes a discussion of, and, in some cases, potential resolutions to, tensions and challenges in relation to notions of fairness, and social and cognitive justice that are implicit within individuals’ lived experiences across all phases of education. Through their personal narratives, the authors illustrate how such tensions and challenges have played out in their own lives. They go on to explore differences in interpretations and consequent challenges in putting concepts of social justice into practice. Chapters consider important implications across different sectors and phases of education, including special educational needs, leadership and higher education. This insightful volume will enable educators, at all levels, to hear from students, family members, significant adults/carers and professionals, their experiences of fairness and social justice in education, and about what could be done in the future to redress injustices. It will appeal to readers at all levels in education including those studying for or teaching Education-related degrees at bachelors’, masters’ and doctoral levels.
Social Justice in Practice in Education: Understanding Tensions and Challenges Through Lived Experiences
Exploring Social Justice in Practice in Education focuses on the tensions and challenges to issues of fairness and social and cognitive justice in the sphere of education. The terms ‘fairness’ and ‘social and cognitive justice’ are often used to justify particular policies and practices in the sphere of education. In providing a clear definition of what they should mean in practice, this book includes a discussion of, and, in some cases, potential resolutions to, tensions and challenges in relation to notions of fairness, and social and cognitive justice that are implicit within individuals’ lived experiences across all phases of education. Through their personal narratives, the authors illustrate how such tensions and challenges have played out in their own lives. They go on to explore differences in interpretations and consequent challenges in putting concepts of social justice into practice. Chapters consider important implications across different sectors and phases of education, including special educational needs, leadership and higher education. This insightful volume will enable educators, at all levels, to hear from students, family members, significant adults/carers and professionals, their experiences of fairness and social justice in education, and about what could be done in the future to redress injustices. It will appeal to readers at all levels in education including those studying for or teaching Education-related degrees at bachelors’, masters’ and doctoral levels.
The Social Model of Disability in India: Politics of Identity and Power
by Ranjita DawnThis book presents various paradigms and debates on the diverse issues concerning disability in India from a sociological perspective. It studies disability in the context of its relationship with concepts such as culture/religion, media, literature, and gender to address the inherent failures in challenging prevalent stereotypical and oppressive ideologies. It traces the theological history of disability and studies the present-day universalized social notions of disablement. The volume challenges the predominant perception of disability being only a medical or biological concern and provides deeper insight into the impact of representation through an analysis of the discourse and criteria for ‘normalcy’ in films from the nineteenth and twentieth centuries. It analyzes the formation of perspectives through a study of representation of disability in print media, especially children’s literature, comics, and graphic novels. The author also discusses the policies and provisions available in India for students with disabilities, especially women who have to also contend with gender inequality and gender-based discrimination. The book will be of interest to scholars and researchers of disability studies, educational psychology, special education, sociology, gender studies, politics of education, and media ecology. It will also be useful for educationalists, NGOs, special educators, disability specialists, media and communication professionals, and counsellors.
The Social Model of Disability in India: Politics of Identity and Power
by Ranjita DawnThis book presents various paradigms and debates on the diverse issues concerning disability in India from a sociological perspective. It studies disability in the context of its relationship with concepts such as culture/religion, media, literature, and gender to address the inherent failures in challenging prevalent stereotypical and oppressive ideologies. It traces the theological history of disability and studies the present-day universalized social notions of disablement. The volume challenges the predominant perception of disability being only a medical or biological concern and provides deeper insight into the impact of representation through an analysis of the discourse and criteria for ‘normalcy’ in films from the nineteenth and twentieth centuries. It analyzes the formation of perspectives through a study of representation of disability in print media, especially children’s literature, comics, and graphic novels. The author also discusses the policies and provisions available in India for students with disabilities, especially women who have to also contend with gender inequality and gender-based discrimination. The book will be of interest to scholars and researchers of disability studies, educational psychology, special education, sociology, gender studies, politics of education, and media ecology. It will also be useful for educationalists, NGOs, special educators, disability specialists, media and communication professionals, and counsellors.
Social Narratives: A Story Intervention for Children with Autism and Other Developmental Disabilities
by Sonia MorrisSocial Narratives are a simple, evidence-based intervention to help children with autism spectrum disorders (ASD) and other developmental delays to understand appropriate social behaviours and overcome the anxiety associated with social situations. This practical guide explains how to create and use personalised Social Narratives with children aged 4+. Drawing on the latest autism theory and findings from research, the author provides step-by- step guidelines for writing and using Social Narratives at home or in the classroom. She describes clearly the key components of the approach, including incorporating the interests of the child, using literal and positive language and including visuals and comprehension questions to support learning. 27 sample Social Narratives are also included, to provide inspiration and useful examples of how Social Narratives can be used in practice. Perfect for improving social behaviour in children with ASD, this book will be a valuable resource for teachers, speech and language therapists, occupational therapists and educational psychologists, as well as parents.
Social Narratives: A Story Intervention for Children with Autism and Other Developmental Disabilities (PDF)
by Sonia MorrisSocial Narratives are a simple, evidence-based intervention to help children with autism spectrum disorders (ASD) and other developmental delays to understand appropriate social behaviours and overcome the anxiety associated with social situations. This practical guide explains how to create and use personalised Social Narratives with children aged 4+. Drawing on the latest autism theory and findings from research, the author provides step-by- step guidelines for writing and using Social Narratives at home or in the classroom. She describes clearly the key components of the approach, including incorporating the interests of the child, using literal and positive language and including visuals and comprehension questions to support learning. 27 sample Social Narratives are also included, to provide inspiration and useful examples of how Social Narratives can be used in practice. Perfect for improving social behaviour in children with ASD, this book will be a valuable resource for teachers, speech and language therapists, occupational therapists and educational psychologists, as well as parents.
The Social Play Record: A Toolkit for Assessing and Developing Social Play from Infancy to Adolescence (PDF)
by Chris WhiteSocial play is about relating to others, playing and making friends - all of which are key elements for social inclusion, adjustment and well-being. The Social Play Record is a practical resource for assessing and developing social play in children with autistic spectrum disorders (ASDs) or difficulties with social interaction. This toolkit is designed to be used collaboratively with children, parents, carers and practitioners. It is suitable for assessing children of all learning abilities and stages of development, from early infancy to adolescence, and includes photocopiable assessment and intervention materials. The toolkit is divided into user-friendly sections, including: * a guidance section, which also gives information on what constitutes social play, its significance, development and how to address social interaction difficulties * an assessment section for recording stages of social play and key abilities, such as independent and peer play, friendship and advanced group skills * an intervention section, which gives step-by-step directions for developing key social play skills. Parents, teachers and professionals working with or caring for a child with social interaction difficulties will find this toolkit an essential assessment resource.
Social Skills Activities for Secondary Students with Special Needs: For Secondary Students With Special Needs
by Darlene MannixA practical and hands-on collection of worksheets to help students learn social skills In the newly revised Third Edition of Social Skills Activities for Secondary Students with Special Needs, veteran educator Darlene Mannix delivers an invaluable and exciting collection of over 150 ready-to-use worksheets designed to help adolescents with special needs build social skills, understand themselves, and interact effectively with others. Organized into three parts, the book covers lessons in self-understanding and personality traits, basic social skills, and social skills application. It also contains: 30% brand-new material and thoroughly updated content that includes new lessons and technology updates Updated topics, including safe social media navigation, leisure situation social skills, and cyberbullying Stand-alone lessons and worksheets that offer excellent foundations for individual teachings Perfect for special educators, general education teachers, and school counselors and psychologists, Social Skills Activities for Secondary Students with Special Needs is also an indispensable resource for the parents of special needs children and teachers in training.
Social Skills Activities for Secondary Students with Special Needs
by Darlene MannixA practical and hands-on collection of worksheets to help students learn social skills In the newly revised Third Edition of Social Skills Activities for Secondary Students with Special Needs, veteran educator Darlene Mannix delivers an invaluable and exciting collection of over 150 ready-to-use worksheets designed to help adolescents with special needs build social skills, understand themselves, and interact effectively with others. Organized into three parts, the book covers lessons in self-understanding and personality traits, basic social skills, and social skills application. It also contains: 30% brand-new material and thoroughly updated content that includes new lessons and technology updates Updated topics, including safe social media navigation, leisure situation social skills, and cyberbullying Stand-alone lessons and worksheets that offer excellent foundations for individual teachings Perfect for special educators, general education teachers, and school counselors and psychologists, Social Skills Activities for Secondary Students with Special Needs is also an indispensable resource for the parents of special needs children and teachers in training.
Social Skills Activities for Special Children
by Darlene MannixA flexible, ready-to-use program to help special students in grades K-5 learn appropriate ways to behave among others The revised and updated second edition of this bestselling resource book provides ready-to-use lessons--complete with reproducible worksheets--to help children become aware of acceptable social behavior and develop proficiency in acquiring basic social skills. The book is organized around three core areas crucial to social development in the primary grades: Accepting Rules and Authority at School, Relating to Peers, and Developing Positive Social Skills. Each lesson places a specific skill within the context of real-life situations, giving teachers a means to guide students to think about why the social skill is important. The hands-on activity that accompanies each lesson helps students to work through, think about, discuss, and practice the skill in or outside of the classroom.