Includes CD-Rom 'This newly updated resource book with printable activities (on an accompanying CD-Rom) provides excellent teaching materials for busy teachers and teaching assistants. It is likely to be most useful when linked to professional development activities designed to address behaviour issues at the whole-school level' - SENCO Update `A very valuable and practical resource' - TES website '[This book] offers a resource to schools that can be incorporated into differentiated classroom planning, as well as IBPs, IEPs or pastoral guidance for a particular child...[The book offers] a comprehensive means of helping those children who struggle with their behaviour to learn to take responsibility for their actions and to improve' - Special These worksheets and activities are for use with children who create low level disruption in the classroom. By encouraging young people to think about their behaviour and the effect of their actions in a constructively critical way, this resource offers a welcome alternative to sanctions and punishment. This edition has been revised and now includes a session record sheet and more than 20 new activities. It also now focuses on interpersonal relationships, attention seeking and positive behaviours. The worksheets are split into two types: - Problem specific worksheets - designed to cover annoying everyday problems such as shouting out and name calling - Target sheets - designed to support youngsters who need help to complete a number of tasks over part of a day or longer This resource is suitable for staff working with primary and middle school aged children in settings such as schools, learning support units, play-schemes, before and after school clubs and mentoring groups. Please Note: Computers need to have at least Pentium 4 installed for the CD function.
Helping Children Plan to Improve Their Own Behaviour
Includes CD-Rom 'This newly updated resource book with printable activities (on an accompanying CD-Rom) provides excellent teaching materials for busy teachers and teaching assistants. It is likely to be most useful when linked to professional development activities designed to address behaviour issues at the whole-school level' - SENCO Update '[This book] offers a resource to schools that can be incorporated into differentiated classroom planning, as well as IBPs, IEPs or pastoral guidance for a particular child...[The book offers] a comprehensive means of helping those children who struggle with their behaviour to learn to take responsibility for their actions and to improve' - Special Children who struggle with their behaviour, just like those who struggle with an academic task such as learning to read or doing mathematical calculations, need extra, structured, support. This resource helps educational staff to teach young people to improve their behaviour without resorting to punishment or to strategies based on lost learning opportunities. The ready-to-use worksheets encourage pupils to: * understand their own behaviour * see others point of view * think about how the future might look * consider the range of choices to action * be aware of potential help and pitfalls * plan a course of action * check and review their progress. These will help children to take responsibility for their actions - both those that get them in trouble and those that they can take to change their behaviour for the better. For this new edition, the author has revised and expanded the whole book, and added 16 brand new worksheets. It is ideal for anyone working with pupils experiencing difficulty in school and can be used in group or individual work settings.
Presents information on the significant impairments produced by the disorder across major functional domains and life activities, including educational outcomes, work, relationships, health behaviors, and mental health. This book includes tables, figures, and sidebars.
Sarah Broadhurst is Lecturer in Learning Disabilities at the Tizard Centre and has worked in the learning disability field as a support worker in a residential service for adults. She has a special interest in working with people who have Asperger's Syndrome and helps run a support group for them.
Is your school dyslexia-friendly? Beginning with a look at understanding dyslexia, this book shows you how to involve the whole school in order to achieve a dyslexia-friendly environment. You will be able to: - use an audit tool to discover how dyslexia-friendly your school is - look at examples of successful dyslexia-friendly initiatives - find information on funding and resources. This book offers a step-by-step guide to creating a dyslexia-friendly classroom and whole-school environment. Headteachers, deputy headteachers, class teachers, SENCOs, student teachers and literacy co-ordinators wanting to make their school more dyslexia-friendly will find this practical book extremely useful. Barbara Pavey worked as a teacher and SEN specialist for many years and is now Lecturer in Learning Disabilities at The University of Manchester.
'The reader can gain a good overall understanding of autism and the issues which arise in teaching and learning across the spectrum but can also focus on and apply sections of the book which are specific to his or her own situation. I feel that this book is relevant to all school staff involved in educational planning for children who have autistic spectrum disorders' - REACH `The reader will be left feeling challenged to rethink the learning experience of the child with ASD in their class, more clearly attuned to the child's voice and with an armful of ideas to try out in the classroom' - TES Website Are you looking for caring and creative ways to support pupils on the Autistic Spectrum? By encouraging everyone to view the triad of impairment as a triad of opportunity, this book gives the reader guidance on how to become an autism-friendly professional. With chapters on structuring a meaningful classroom, understanding and improving behaviour, and looking at transition through the eyes of pupils on the spectrum, the book provides valuable insights gained from the author's many years of practice The book includes: - visual resources for supporting learning and behaviour - photocopiable activities for staff training excercises - practical ideas to try out in your setting - case studies to illustrate best practice - answers to frequently asked questions. This is an essential read for all teachers in mainstream and special schools, and everyone who supports pupils on the autistic spectrum.
Includes CD-Rom 'Joan Mowat adapts ideas about understanding, transfer of learning, and theories of mind to help restless students deal better with their responsibilities toward others and themselves' - Professor David Perkins, Graduate School of Education, Harvard University 'Mowat provides a valuable and comprehensive guide to the setting up, running and management of Support Groups as a whole-school initiative...This book would make an invaluable hand-book for anybody in a pastoral leadership role, who is interested in the organisation and setting up of support groups within a social setting' - TES Website Based on material that has been successfully tried and tested, this book provides an example of a whole school approach to setting up and managing support groups to improve the behaviour of pupils with social, emotional and behavioural difficulties. Suitable for both primary and secondary schools, the strategies in the book align with the aims of the new Primary National Strategy and Key Stage 3 Strategy on behaviour and attendance, as well as the SEAL (Social and Emotional Aspects of Learning) curriculum, the Scottish 'Curriculum for Excellence' and 'Happy, safe and achieving their potential' (the standard of support for children and young people in Scottish schools). The book explains the aims of the support group approach, and gives practical advice on: - planning for and setting up a support group - involving parents in the process - assessing pupils' progress - the role of the Support Group Leader - evaluating the implementations of the approach - how this approach supports new initiatives in behaviour & attendance. An accompanying CD contains everything necessary for implementing the approach outlined in the book, along with resources to support staff development. Teachers, Staff Development Co-ordinators, LEA Behaviour Support Teams, Teacher Educators, Student Teachers, Support for Learning and Pastoral Care Teachers will find this an excellent and useful resource. Joan Mowat is Lecturer in Education at the University of Strathclyde. She was previously a Deputy Headteacher in a secondary school, working with pupils with social, emotional and behavioural difficulties, and a former National Development Officer for the Scottish initiative 'Better Behaviour - Better Learning'. Joan offers CPD courses and consultancy to local authorities and schools and can be contacted at joan.mowat@strath.ac.uk
Kelly Harland is a voice teacher at the Cornish College of the Arts, Seattle. She is a writer and recording artist, whose voice has been featured not only on radio and television but also in backing vocals with Ray Charles and Etta James. She is the mother of Will, who has autism.
This timely text, written by experts in research, practice and training in the field, proposes a whole-school community approach to the reduction and prevention of school violence. Underpinned by recent research findings, the book is illustrated throughout with case studies, examples of good practice in action, ideas and resources including exercises, activities and checklists. The book covers: - personal characteristics of perpetrators, victims and bystanders - role of the family - ethos and culture of the school - quality of interpersonal relationships at school - quality of the learning environment of the school - links between school and community The authors' approach aims to promote non-violence , improve the climate of the school, enhance relationships among staff, pupils and parents, and to support the emotional health and well-being of all members of the school community. Strategies include preventative methods, provision for the individual needs of pupils and peer support, emotional literacy and restorative practice. The authors also provide guidance on how to create a shared understanding of school violence, how to prepare for change and how to carry out an effective needs analysis in order to successfully address the issue. This book is essential for practitioners, students in education and school management as well as local educational advisors.
