Specialist Publishers : Fulton M-Z
Managing Behaviour in the Primary School (2nd Edition)
(Reference #P/MAN6FU)
Author: Jim Docking
The first edition of this book, published in the wake of the Elton Report, “Discipline in Schools”, made accessible to primary school teachers and student teachers the means of putting many of the Report’s findings into practice. It has proved of value in a period of unparallelled change in primary education and the management of schools. Six years on, however, there is a need for updating and the introduction of ideas which have been found effective in the interim. The author has enhanced the book’s appeal by incorporating frequent checklists and by including new material for experienced staff as well as for students and newly qualified teachers.
Using a larger format than it precursor, the second edition continues to place emphasis on strategies for forestalling behaviour problems through thoughtful class management and lesson planning, responding positively to behaviour incidents, communicating positive expectations and enhancing pupil motivation. There are three new chapters developing whole-school behaviour policies, improving playground and lunchtime behaviour and combatting bullying.
TABLE OF CONTENTS:
Effective behaviour management; pre-empting behaviour problems; reinforcing good behaviour; responding to behaviour problems; developing a whole-school behaviour policy; playtime and lunchtime; combatting bullying.
Price: £15.00
Managing Special Needs in Mainstream Schools – The Role of the SENCO
(Reference #P/MAN4FU)
Authors: John Dwyfor Davies, Philip Garner andJohn Lee
Examines the developing role of key personnel in primary schools in the context of the 1993 Education Act and the Code of Practice on the Identification and Assessment of Special Educational Needs. Governors and headteachers also offer views on resource management and interaction with parents.
TABLE OF CONTENTS:
Part 1 Policy and practice: introduction – contextualization and resource implications; operating in the context of Zero Tolerance; analysis of the SENCO’s perspective of the role; the problems of the interpretation of guidance – the consequence of SENCO actions from a legal point of view; the impact of LEA policies on the role of the SENCO. Part 2 Headteachers and governors: the role of the SEN governor in the primary school – a governor’s view; governors and SENCOs in partnership; making best use of scarce resources – the Code of Practice, the SENCO and the head in small schools; managing special educational needs in a large primary school. Part 3 SENCOs speak: making the job work; even the youngest have needs; role of the SENCO in managing transition from primary to secondary school; is there a solution to this? compiling school policies for special educational needs – the role of the SENCO; writing and implementing an Individual Educational Plan; endless pressure – problems confronting SENCOs in the present climate.
Price: £12.00
Managing the Code of Practice
(Reference #P/MAN5FU)
Authors: Carol Goddard and Gil Tester
Provides course material developed for senior management, SENCOs and governors after the publication of the Code of Practice in 1994. The text looks at the major elements of the Code from a management perspective. It aims to help schools identify priorities so that, working together, they can create an action plan to be incorporated into a long-term school development plan. Managers are encouraged to consider the budgetary and time costs of implementing the Code, and to consider the potential timetabling and staff training issues.
The book also places emphasis on managers and headteachers, recognizing the changed nature of the SENCOs’ role and the demands that are placed upon them. SENCOs and management teams are given the opportunity to work intensiveley with each other, as well as the opportunity to get differentiation into every scheme of work.
TABLE OF CONTENTS:
How to use this course; units 1-8; calculating the cost of a staged approach; support materials for IEP writing; menus of targets; SENCO year planner.
Price: £11.00
Managing the Curriculum for Children with Severe Motor Difficulties
(Reference #P/MAN7FU)
Author: Pilla Pickles
A guide to the management and education of children with severe motor difficulties including therapies within the curriculum. The text contains the expertise of physiotherapists, occupational and speech and language therapists, parents, doctors, assistants and teachers, in order to help the reader devise individual programmes to promote the pupil’s independence and meet educational and therapeutic needs within the school setting. It aims to support the whole child, ensuring that cognitive and emotional needs are not held back due to motor difficulties. The text includes information on up-to-date specialist equipment and ideas on how to access reading and other curriculum areas.
TABLE OF CONTENTS:
Part 1 Setting up support: acts and policies – the new structure; who is in the support team?; school planning to meet the needs; organizing and setting up procedures; time management – one IEP for the whole child. Part 2 Practical ideas to access the curriculum: accessing the curriculum with pencil and paper; reading – if I can read you can…; maths and science – will your chair fit in your lunchbox?; accessing the National Curriculum – ideas and equipment; computers – needs, communication, access and support.
Price: £17.50
Mathematics in the Primary Schools
(Reference #P/MAT2FU)
Authors: Christine Hopkins, Sue Gifford and Sandy Pepperell
Updated and amended to take account of the National Numeracy Strategy and to emphasize the importance of teachers’ own mathematical knowledge, this text aims to provide students, NQTs and practising teachers with the background to teach mathematics to children aged three to eleven.
The book mixes idealism and pragmatism: idealism in identifying important principles which underpin mathematics teaching and provide a sense of direction for teachers; pragmatism in recognizing the structures within which teachers are now working.
TABLE OF CONTENTS:
Part 1 Mathematical thinking. Part 2 Number: introduction; number in the early years; developing a feel for number; extending the number system; ideas leading to algebra; solving numerical problems. Part 3 Shape, space and measures: shape and space introduction; shape and space activities; measurement – general principles; aspects of measurement. Part 4 Handling data: introduction to handling data; case studies; mathematical thinking and data handling; probability. Part 5 Planning, assessment and classroom organization: planning and assessment; classroom organization.
Price: £15.00
Maths for the Dyslexic – A Practical Guide
(Reference #P/MAT3FU)
Author: Anne Henderson
A guide for parents, teachers and SENCOs who help dyslexic students who struggle with mathematics. The book recommends strategies that can be used with students of all ages and the illustrations show ways in which to tackle complex concepts. It presents an overview of general difficulties, including assessment techniques and the language of mathematics, and examines specific problems relating to the attainment targets of the National Curriculum: number, algebra, shape, space, measures and handling data.
TABLE OF CONTENTS:
Part 1 An overview of the problem; assessment; learning styles; the language of mathematics; helping with basics. Part 2 A guide to number: a guide to algebra; a guide to shape and space; a guide to handling data; how computers can help.
Price: £15.00
Meeting Special Needs in Mainstream Schools
(Reference #P/MEE1FU)
Authors: Richard Stakes and Garry Hornby
Within the framework of current legislation and guidelines, this work presents information on the ways in which the department of learning can be effected. It also offers assistance to teachers working with children with learning difficulties, and a variety of disabilities and medical conditions; and strategies for effective classroom organization and management in an accessible format.
TABLE OF CONTENTS:
Whole school issues; identification of children with SEN; reading skills; spelling skills; number skills; classroom management; assessment; curriculum planning; working with parents.
Price: £14.00
Meeting Special Needs in the Early Years – Directions in policy and practice
(Reference #P/MEE2FU)
Author: Sheila Wolfendale
The chapters in this work describe and explore: contemporary assessment and intervention work with young children with Down’s Syndrome, and with hearing, vision, physical and language special needs; the ways in which policies are being translated into practice; and inter-agency co-operation.
TABLE OF CONTENTS:
The state and status of special educational needs in the early years, Sheila Wolfendale; a pre-school assessment model, Moira Challen; STAR children’s centre – comprehensive working with young children with special needs, Cathy Hamer; play, assessment and culture, Runi Sayeed and Ellen Guerin; the multidisciplinary assessment of under fives with cerebral palsy, Mark Fox; the special educational needs of children with Down’s syndrome, Stephanie Lorenz; early years – the integration of the visually impaired child, Mary Burke; supporting deaf children in the early years – an inclusive approach, Mary Robinson; language impairment in pre-schoolers, Lesley Fleming and Sue Sheppard; provision for special educational needs in the early years – policy and procedures within one LEA, Janine Wooster and Ann Warn; principles into practice – an assessment framework for educational psychologists, Fiona Barnett et al; surveying professional practice in early years multidisciplinary assessment teams, Hannah Mortimer; educational psychologists and inter-agency collaboration for pre-school children, Karen Hobson; all young children have needs, Jo Goodall; inclusive education for children with special educational needs in the early years, Chris Lloyd.
Price: £16.00
Meeting the Needs of Children with Autistic Spectrum Disorders
(Reference #P/MEE3FU)
Authors: Rita Jordan and Glenys Jones
This text is meant as a companion for students in teacher-training, newly-qualified teachers, or for anyone teaching children with autistic spectrum disorders for the first time in a mainstream setting. Using a case-study approach, the authors: help the teacher to identify the meaning behind pupils’ actions and reactions; provide suggested responses via practical exercises and curriculum ideas; and provide signposts to other useful literature and list services and organisations which can further help the pupil. No prior knowledge of autistic spectrum disorders is required.
TABLE OF CONTENTS:
Introduction to autistic spectrum disorders; language and communication – problems and strategies; developing social relationships; helping the pupil become more flexible; managing and preventing challenging behaviour; working with parents and carers; working collaboratively – whole-school ethos; management of teacher stress.
Price: £9.50
Memory and Learning: A Practical Guide for Teachers
(Reference #P/MEM1FU)
Authors: Jacqueline Bristow, Philip Cowley and Bob Daines
This practical resource aims to promote an understanding of the importance of memory in learning. Teachers in mainstream and special schools are encouraged to implement effective strategies into their everyday practice, which should help children of all ages remember and organize their response to what has been taught. With photocopiable illustrations to support the text, the authors: provide important background information about the structure, development and assessment of human memory; make plain the distinction between different types of long-term and short-term (working) memory; explore the ways in which verbal and visual material interact in the memory; and provide a range of mnemonics and other practical strategies to use in the classroom.
TABLE OF CONTENTS:
Human memory; memory and language; memory and education; memory and functional skills and strategies; memory and key learning goals.
Price: £14.00
Multilingualism, Literacy and Dyslexia – A Challenge for Educators
(Reference #P/MUL1FU)
Ed. Lindsay Peer and Gavin Reid
This work provides informative guideance for practitioners involved in areas of literacy, multilingualism and dyslexia. If offers advice on assessment and support for bilingual learners and those needing to acquire a modern foreign language.
TABLE OF CONTENTS:
Section 1 Assessment: dyslexia diagnosis in different languages; assessing varieties of literacy and English; bilingualism and literacy assessment; bilingual children’s profiles on dyslexia screening measures; literacy development in emergent bilingual children. Section 2 Approaches and strategies: dyslexia and bilingualism – implications for assessment, teaching and learning; the effects of Literacy Hour and phonics teaching on poor readers’ phonological and literacy skills – case studies of children with English as an additional language; text genre, miscue analysis, bilingualism and dyslexia – teaching strategies with junior school pupils; shared writing in the support of dyslexic children from different cultural backgrounds; children’s spelling errors in Welsh and English writing; multilingualism and literacy in Sweden – multiple sources of reading difficulty; using information and communications technology (ICT) to support bilingual dyslexic learners. Section 3 Policy nad interventions: the literacy acquisition of “English-as-additional language” (EAL) learners – anti-racist assessment and intervention challenges; Maori culture and literacy learning – bicultural approaches; bilingualism or dyslexia – language difference or language disorder?; special eduction or second language learning – what do bilingual children need?; rethinking teacher training programmes for linguistically diverse students with dyslexia. Part 4 Dyslexia in adults and university students: diagnosing multilingual adults; dyslexia support in a multilingual university environment; difficulties of English as a foreign language (EFL) for students with language learning disabilities (dyslexia); identifying and helping learning disabled ESL students in a college intensive English programme. Section 5 Additional language learning: the neuropsychology of modern foreign language learning: teaching modern foreign languages to dyslexic learners – a Scottish perspective: the language puzzle – connecting the study of linguistics with a multisensory language instructional programme in foreign language learning; dyslexia and modern foreign language learning – strategies for success; structure multisensory teaching for secong langauge learning in Israel; application of the GAME approach to dyslexic learning in Israel; dyslexia – does it mean anything to a foreign language teacher?; using the Internet as a multi-media method of teaching a foreign language to people with dyslexia.
Price: £16.50
Parenting Education and Support – New Opportunities
(Reference #P/PAR3FU)
Authors: Sheila Wolfendale & Hetty Einzig
Offers an in-depth examination of parenting eduction and support in a wide range of contexts. The authors examine practice in a variety of settings and the theory underpinning these practices, where parenting education has become a key vehicle for the delivery of family-focused and social policies.
TABLE OF CONTENTS:
Part 1 Review and overview of developments: parenting education and the social policy agenda, Gillian Pugh; review of the field – some current trends, Hetty Einzig; families and society – change and continuity, Janet Walker; parents as key determinants in planning and delivering parenting education and support programmes – an inclusive ideology, Sheila Wolfendale. Part 2 Themes of parental identity and contexts for parenting: being a parent – influences and effects upon parenting from the media, Lucy McCarraher; going critical – childhood, parenthood and the labour market, Peter Moss; the emotional education of parents – attachment theory and emotional literacy, James Park. Part 3 Putting principles into practice: supporting parents through parenting programmes, Bopinder Samra; support for parents at significant times of transition, Sonya Hinton; parenting education and support issues in multi-agency collaboration, Peter Jones; “She wants you to think for yourself, she doesn’t want to give you the answers all the time” – parents on parenting education and support, Roger Grimshaw.
Price: £15.00
Pathways to Learning in Rett Syndrome (Reference #P/PAT1FU)Authors: Jackie Lewis and Debbie Wilson
Offering accessible advice on the special educational needs of girls with Rett syndrome, this volume aims to assist teachers in developing a working knowledge of the syndrome and suggests particular strategies in planning a curriculum which may help overcome the specific difficulties within the diagnosis. For parents, the book provides a picture of the special school system in this country and the educational implications for their daughters. It should also be of interest to those working with pupils with a more general type of profound learning disability.
TABLE OF CONTENTS:
Part 1 Introduction: the girl with Rett syndrome. Part 2 Factors affecting learning: physical factors; social factors; emotional factors; intellectual factors. Part 3 Specific barriers to learning in Rett syndrome: hand of dysfunction; delayed response; apraxia. Part 4 Implications for teachers: attitudes and values; curriculum; specific strategies.
Price: £15.00
Perspectives on Behaviour: A practical guide to effective interventions for teachers
(Reference #P/PER1FU)
Authors: Harry Ayers, Ann Murray and Don Clarke
This resource work outlines four major models of behaviour and their implications in the classroom: behavioural, cognitive-behavioural, psychodynamic, and ecosystemic. In each section, one of the theoretical perspectives is explored with its implications for schools and classroom teachers. The perspectives are examined by means of case studies, and examples of interventions, along with the presentation of instruments and materials.
Price: £14.00
Postive Pupil Management and Motivation – A secondary teacher’s guide
(Reference #P/POS1FU)
Author: Eddie McNamara
This text is designed to help teachers and student teachers develop confidence in dealing with behaviour problems in secondary schools. The book’s practical slant and reliance on examples make it suitable for initial teacher training, INSET or private study. The author addresses directly the needs of all secondary teachers, not just those with responsibility for special needs and pastoral matters.
TABLE OF CONTENTS:
Classroom management; on report – a positive approach; behaviour contracts; pupil self-management; anxiety management – the troubled student; tackling disaffection and apathy.
Price: £15.00
Practical Strategies for Individual Behaviour Difficulties – At Stages 1 and 2 of the Code of Practice
(Reference #P/PRA1FU)
Author: Geraldine Mitchell
A handbook that should be welcomed by teachers who experience difficult behaviour from young children in the classroom. It aims to help the teacher regain control and settle the pupil down to work. It presents an observation method that measures the frequency and context of difficult behaviour and advices the teacher on how to form useful definitions from identified patterns of behaviour. Strategies which can be followed step-by-step or as influential factors are also presented, while it also outlines the record keeping necessary for the requirements of the Code of Practice Stages 1 and 2.
TABLE OF CONTENTS:
Introduction – links between emotional development, self-esteem and school behaviour; observation and information gathering method; process for defining the problem; planning the strategy; carrying out the intervention; evaluating success and redefining remaining difficulties; planning the new strategy.
Price: £12.00
Prader-Willi Syndrome – A practical guide
(Reference #P/PRA3FU)
Author: Jackie Walters
An examination of the cognitive, medical and psychological aspects of educating a child with Prader-Willi Syndrome. Practical advice is given for every part of the schooling process, from classroom management to helping the child with difficult lessons such as maths. The section on further education discusses the ethical issues concerned with learning skills for independent living and the potential for future employment.
TABLE OF CONTENTS:
Introduction to Prader-Willi Syndrome; range of abilities; classroom and behaviour management (pre-school and primary level); educational techniques (pre-school and primary level); classroom and behaviour management (secondary level); educational techniques (secondary level); classroom and behaviour management (further education); educational techniques (further education).
Price: £15.00
Promoting Positive Behaviour
(Reference #P/PRO2FU)
Author: Tim O’Brien
Aiming to help teachers promote positive behaviour by approaching challenging behaviour as a learning difficulty, this monograph looks at how teachers can analyze and meet the range of individual learning needs. It also provides practical preventative and intervention strategies, and offers advice on observing behaviour and a description of a system for teacher support. A strong commitment to the curriculum, particularly in EBD schools, is set within a framework of spiritual development for all children.
TABLE OF CONTENTS:
Behaviour and learning – the reunion; the management of teaching and learning; a whole child requires whole learning – providing spiritual development; challenging behaviour – definition and observation and intervention; battle zone or learning zone?; practical strategies for promoting positive behaviour; review and reflection – a system of teacher support.
Price: £15.00
Psychology in Practice
(Reference #P/PSY4FU)
Authors: Allan Sigston et al
This textbook is designed as a basic reference for a wide range of professionals working or studying to work with young people, families and schools. Its most distinctive feature is the bridging of current research and models of psychological practice across the whole range of psychology applied to education, social work and the health services. These applications include the most challenging contemporary issues facing the helping professions – child abuse, juvenile crime, the plight of refugees, family breakdown and crisis and trauma in schools. A key dimension is the illumination of the contexts which have most influence on the development of young people – an area where there has been a dearth of accessible evidence in the textbooks currently in use.
TABLE OF CONTENTS:
Part 1 Introduction: psychology in practice; problem solving. Part 2 Young people: solution-focused therapy; working with young people; vulnerabilities in adolescence; refugees; teenagers, crime and punishment. Part 3 Families: family therapy – a review of current approaches; parent nuclear families; adoption and fostering. Part 4 Schools: applying psychology to school effectiveness; inclusive education – the progress of integration; the well-being school; working with trauma in schools; fair shares for all?
Price: £18.00
Pupils with Learning Difficulties in Mainstream Schools
(Reference #P/PUP1FU)
Authors: Christina Tilstone et al
Written with the newly-qualified teacher in mind, this text considers the nature of learning difficulties, and the impact of legislation and policy on the teaching and learning of pupils with a range of special educational needs in the mainstream classroom.
The author offers practical solutions to the many challenges facing teachers in inclusive settings, including appropriate provision, access to the curriculum, classroom organization and management, and staff development.
TABLE OF CONTENTS:
Meeting special needs appropriately in niclusive educational settings; effective access to the curriculum; classroom organization and management to support pupils; staff roles and responsibilities; staff development.
Price: £9.00
Quality Circle Time in the Secondary School
(Reference #P/QUA1FU)
Authors: Jenny Mosley & Marilyn Tew
Jenny Mosley’s quality circle time model involves establishing an ongoing, timetabled process of circle-meetings for adults and children. As a basis for teaching relationship skills, enhancing self-esteem and building a positive behaviour management and anti-bullying policy, circle time should not only increase confidence and “emotional intelligence” in pupils, but should also contribute towards a positive whole-school ethos.
This work provides a rationale, framework and whole-school model for quality circle time specifically for secondary schools and further education colleges. The authors offer over 100 activities and practical strategies to help build teachers’ confidence and circle time skills. The book aims to enable teachers to sustain this approach within their PSE syllabus, tutorial time, subject teaching, or as part of their work with pupils with special educational needs.
TABLE OF CONTENTS:
Part 1 The context for circle time: introducing circle time in secondary schools; the wider vision; the whole school quality circle time approach – an ecosystemic model; raising self-esteem and morale; setting up listening systems; establishing codes of conduct; creating and implementing incentives; creating and implementing sanctions; establishing a lunchtime policy; pupils “beyond” – positive intervention; the containment stage – how to cope when nothing works. Part 2 The practice: how to make circle time work; the structure of a circle meeting; case studies and glimpses of circle time practice. Part 3 Material for use in circle time sessions: circle scripts; games and activities for circle time; rounds; drama and role-play for circle time; quizzes. Part 4 Some theoretical background and useful resources.
Price: £16.50
Recognising and Supporting Able Children in Primary Schools
(Reference #P/REC1FU)
Authors: Hilary Lee-Corbin & Pam Denicolo
Many factors contribute towards an able child achieving or under-achieving in school. This text is based on research which highlights these factors, focusing on the problems that all able children may experience. The authors aim to alert parents and teachers to the signs which indicate that an able child may be under-achieving. In addition, they provide tools that will help teachers to understand and assist able children in their care. The book may also be of interest to academics working in this field.
TABLE OF CONTENTS:
Key research on able children; past and current educational provision for able children; portraits of the able child; emergin issues; case studies of achieving able children; case studies of under-achieving able children; able children and the school; exploring the classroom situation; the able child at home. Appendices: enrichment materials; pupil-teacher interactions militating against pupil achievement.
Price: £16.00
SENCO Handbook (The) 2nd Edition
(Reference #P/SEN1FU)
Author: Elizabeth Cowne
Special educational needs co-ordinators (SENCOs) have been given an increased responsibility for the management of pupils with SEN since the Code of Practice was introduced. This handbook examines the key elements of a whole-school SEN policy development with reference to the Code of Practice.
TABLE OF CONTENTS:
Decisions and dilemmas in SEN; legislative and historical legacies; roles and responsibilities for SEN within a whole-school policy; identification and intervention – the individual education plan; the curriculum – key isssues for Key Stages; managing effective support; multi-professional networks; paperwork and procedures – the co-ordinating role; the role of the SENCO – working within a whole-school approach; activity pack – roles and responsibilities – exercise; audit of whole-school policy; lesson planning for differentiation; room management – exercise; information flow for IEPs – exercise; reviewing parental policy.
Price: £16.00
Special Education Handbook (The)
(Reference #P/SPE1FU)
Author: Michael Farrell
Presenting an A-Z guide to the whole field of special educational needs, this work focuses on the UK legislative, institutional and educational frameworks. It offers a range of information important to good SEN practice in mainstream and special schools, including legislative changes since 1944, and a list of terms, acronyms and abbreviations. A classified index is designed to help the reader to plot a course through the topics of current interest.
TABLE OF CONTENTS:
Basic terms, ideas and values; venues relating to special education and school organization; roles, duties and responsibilities, procedures and rules; individual differences among learners with SEN; curriculum, assessment and resources; pedagogy.
Price: £16.00
Special Needs in the Early Years
(Reference #P/SPE5FU)
Author: Sue Roffey
Focusing on communicating with young children with special needs, this text focuses on what needs to be done and how to achieve it through good communication practices, and provides a useful initial reference for those networking and liaising on behalf of the child. The book also gathers together a range of information from different contexts which will help those involved save time, limit confusion and ensure that the needs of the child are fully addressed.
TABLE OF CONTENTS:
Legal context; roles and responsibilities; children who have been identified with SEN prior to beginning school or nursery; children who have difficulties identified by parents; children who have difficulties identified by school; communication within the school and transitions between stages of education; issues; examples of good practice; resources.
Price: £14.00
Speech & Language Difficulties in the Classroom
(Reference #P/SPE4FU)
Authors: Deirdre Martin & Carol Miller
This work introduces speech and language difficulties in relation to the curriculum needs of children with these difficulties.
TABLE OF CONTENTS:
Ways of thinking about language; frameworks for discussing speech and language difficulties; speech difficulties; severe speech difficulties; speech and spelling; grammar and meaning; using language; understanding language; working in a team; reflecting on practice.
Price: £15.00
Supporting Children with Communication Problems
(Reference #P/SUP1FU)
Authors: Jannet Wright & Myra Kersner
This monograph explores the ways in which teachers and speech and language therapists work together with children with communication problems in mainstream schools, special units and special schools. It examines issues that have influenced these working relationships; why children with communication problems may benefit from a professional partnership of teacher and therapist; information concerning practice in educational settings with reference to literature from the UK and abroad; and strategies for the development of working relationships.
TABLE OF CONTENTS:
Supporting children with communication problems; sharing the workload – models of working practice; why work together?; factors influencing a shared professional relationship; current practice in mainstream schools; current practice in special schools; current practice in special units; developing the relationship.
Price: £15.00
Supporting Pupils with Emotional Difficulties (Reference #P/SUP6FU)
Authors: Rob Long & Jonathan Fogell
This practical text explores children’s emotional development and the correlation between emotional security and effective learning. The authors focus on a wide range of specific emotional issues, including coping with loss, separation, anxiety, panic and anger management. They discuss how to raise a child’s self-esteem and motivation. The advice and techniques offered should help teachers, SENCOs and learning support staff to create an understanding and supportive environment for all children in the primary classroom.
TABLE OF CONTENTS:
Making sense of emotions; principles; emotions in the classroom; self-esteem; understanding motivation; listening to troubled children; a solution-focused approach; loss and separation; anxiety; anger management.
Price: £15.00
Supporting the Child of Exceptional Ability at Home and at School (2nd Edition)
(Reference #P/SUP2FU)
Author: Susan Leyden
This text aims to help those who live and work with exceptionally able children of all ages, by raising awareness of what it is like to grow up “different”. It considers the children’s social and emotional development and offers suggestions on how to provide suitable learning environments. The book should be of interest to parents and teachers, and professionals who support the work of schools. The first edition of this book was published as “Helping the Child of Exceptional Ability”.
TABLE OF CONTENTS:
Infancy – issues for parents; the pre-school years; starting school; a climate for learning; school organization and provision; special considerations; surviving adolescence; final words.
Price: £14.00
Teaching Pupils with Severe Learning Difficulties
(Reference #P/TEA2FU)
Author: ChristineTilstone
Price: £16.00
Teaching Reading & Spelling to Dyslexic Children
(Reference #P/TEA3FU)
Author: Margaret Walton
This text aims to help teachers and parents to teach dyslexic children reading and spelling. It can be used either as a step-by-step teaching programme or as a reference resource. Two photocopiable charts representing the main spelling patterns and rules of English are the focus of the teaching scheme. Emphasis is placed on the phonic method. Word lists and dictation sentences are given; games and activities are suggested; and photocopiable sheets of letter cards and alphabet pictures are included.
TABLE OF CONTENTS:
Part 1: general information. Part 2: chart 1. Part 3: chart 2. Punctuation; two, to and too; there and their; dictionaries and spellcheckers; appendices; finding suitable books; answers; photcopiable resources.
Price: £16.00
Teaching Troubled and Troublesome Adolescents
(Reference #P/TEA4FU)
Author: Jane Lovey
This work offers ideas concerning the teaching of difficult adolescents. The author is a teacher in charge of a unit for disruptive school leavers.
Price: £15.00
Teamwork in the Management of Emotional & Behavioural Difficulties
(Reference #P/TEA5FU)
Authors: Fran Hill & LynnParsons
Based on the premise that teachers can only provide effective support for pupils with emotional and behavioural difficulties if they feel supported themselves, this book offers a model in which to set up support networks and practical activities which promote the notions of peer support and teamwork. The authors provide encouragement for increased collaboration between teachers so that they can learn to look at problems objectively and develop systems to share resources and strategies.
TABLE OF CONTENTS:
Part 1 Data collection and audit of school behaviour, policy and practice: questionnaires for teachers; a questionnaire for pupils; questions for pupils with EBD; observation sheets; data analysis. Part 2 Skills for promoting positive behaviour using peer support systems: communication skills and a language of discipline; models for managing behaviour and discipline; classroom discipline plans in the context of school behaviour policies; a “behaviour curriculum” and individual needs. Part 3 Presenting cases to the peer support group: a worked example; a timetable; checklist for setting up peer support.
Price: £13.00
Towards Inclusive Schools? (Reference #P/TOW1FU)
Authors: Catherine Clark et al
Notions of “inclusive schooling” and “schooling for diversity” are gaining currency in the developed world as alternatives to traditional approaches to special needs education. This is an exploration of advances in our understanding of how schools change and develop to include a wider range of students.
The material in the book is drawn from a wide range of contributors, and covers the situation in New Zealand, Australia, Norway, Netherlands, Britain and the United States.
Price: £17.00
Understanding Developmental Dyspraxia
(Reference #P/UND9FU)
Author: Madeleine Portwood
In this text, the emphasis is placed on the theoretical aspects of developmental dyspraxia, the latest research data and the neurological basis of the condition. The focus is to enable professionals to diagnose the disorder and determine the most appropriate and effective methods of intervention.
Price: £16.00
Visual Impairment, Access to Education for Children & Young People
(Reference #P/VIS1FU)
Authors: Heather Mason & Stephen McCall
Written for parent and professionals working with children and young people with visual impairment, this work examines the causes of eye conditions and additional disabilities; how these can restrict access to the mainstream curriculum; and ways in which the effects can be ameliorated. Central to the text is entitlement. National Curriculum areas are discussed, and attention is given to both the hidden curriculum and specialist curriculum and extra curricula activities, and to the competencies required by staff working with these children and young people.
TABLE OF CONTENTS:
Implications of a visual impairment; blindness and low vision; the child and young person with a visual impairment; the special curriculum; access to the curriculum; the mainstream curriculum; principles of access; additional disabilities.
Price: £26.00
Visually Impaired – Curricular Access & Entitlement in Further Education
(Reference #P/VIS2FU)
Authors: Mason & Etheridge
Price: £15.00
Working for Children
(Reference #P/WOR1FU)
Authors: Peter Bibby & Ingrid Lunt
This work describes the special educational provision to which children with special needs are entitled. It explains the duties of schools and education authorities and describes the mechanisms for ensuring that provision is actually made. Practical advice on complaints is offered.
TABLE OF CONTENTS:
Part I Provision for Special Educational Needs: special needs and provision; identifying special needs; provision by the school; funding provision within schools; local authority assessments; local authority statements. Part II Complaint and appeals: complaints to the school; complaint to the Secretary of State; complaint to the Ombudsman; appeal to the SEN Tribunal; application to the Court.
Price: £18.00
Working with Parents of SEN Children after the Code of Practice
(Reference #P/WOR2FU)
Author: Sheila Wolfendale
A key provision within the Code of Practice is the requirement and encouragement for all relevant professionals to effect co-operate working relations with parents. The aim of this text is to: identify existing good practice and present areas of developing practice; appraise the early impact of the Code in respect of partnership; and provide a forum for the examination and discussion of theory and practice issues in parent-professional relationships.
TABLE OF CONTENTS:
Delivering services for children with special needs – the place of parents; a review of the influence and effects of portage; a parental perspective on partnership; the rise and impact of the parental lobby – including voluntary groups and the education of children with learning difficulties; implementing partnership with parents in schools; parents as partners – some early impressions of the impact of the code of practice; a review of parent partnership schemes; promoting the effective practice of partnership; supporting parents at the special education needs tribunal.
Price: £15.00
