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Identifying Special Needs in the Early Years
by Kay MathiesonWith increasing expectations from parents and practitioners for inclusive early years settings, many practitioners are anxious about identifying and accommodating children′s individual needs as early as possible. Through simple step-by-step instruction, this book will: o increase practitioners′ confidence in identifying individual needs; o give practical advice on involving parents; o provide clear links to existing guidance and legislation. This is a valuable guide for practitioners in all early years settings including Day Nurseries, Pre-schools, Children′s Centres, Nursery Schools and infant schools.
Identity: Personal and Family Identity (Interdisciplinary Disability Studies)
by Chalotte GlintborgIdentity (Re)constructions After Brain Injury: Personal and Family Identity investigates how being diagnosed with acquired brain injury (ABI) impacts identity (re)construction in both adults with ABI and their close relatives. To show how being diagnosed with ABI impacts identity (re)construction, this book investigates key patterns of identity construction. Discourse analysis, especially on the concept of positioning, provides an understanding of the changes and developmental processes in these self-narratives. These narrative (re)constructions point to a developmental change of identity in the course of the different phases of the recovery process for both persons with ABI and their relatives, including conflicting voices from society, service providers, relatives, and other adults with ABI. In addition, the (re)construction process is characterized by much ambivalence in both ABI survivors and relatives. Three perspectives are triangulated: (1) an insider perspective from ABI survivors; (2) an insider perspective from relatives; and (3) an outsider perspective from the researchers. This allows us to see how identities are negotiated and constructed in concrete situations. This innovative book will be required reading for all students and academics working in the fields of disability studies, rehabilitation psychology, sociology, allied health, and social care.
Identity: Personal and Family Identity (Interdisciplinary Disability Studies)
by Chalotte GlintborgIdentity (Re)constructions After Brain Injury: Personal and Family Identity investigates how being diagnosed with acquired brain injury (ABI) impacts identity (re)construction in both adults with ABI and their close relatives. To show how being diagnosed with ABI impacts identity (re)construction, this book investigates key patterns of identity construction. Discourse analysis, especially on the concept of positioning, provides an understanding of the changes and developmental processes in these self-narratives. These narrative (re)constructions point to a developmental change of identity in the course of the different phases of the recovery process for both persons with ABI and their relatives, including conflicting voices from society, service providers, relatives, and other adults with ABI. In addition, the (re)construction process is characterized by much ambivalence in both ABI survivors and relatives. Three perspectives are triangulated: (1) an insider perspective from ABI survivors; (2) an insider perspective from relatives; and (3) an outsider perspective from the researchers. This allows us to see how identities are negotiated and constructed in concrete situations. This innovative book will be required reading for all students and academics working in the fields of disability studies, rehabilitation psychology, sociology, allied health, and social care.
Identity, Neoliberalism And Aspiration: Educating White Working-class Boys
by Garth StahlIn recent years there has been growing concern over the pervasive disparities in academic achievement that are highly influenced by ethnicity, class and gender. Specifically, within the neoliberal policy rhetoric, there has been concern over underachievement of working-class young males, specifically white working-class boys. The historic persistence of this pattern, and the ominous implication of these trends on the long-term life chances of white working-class boys, has led to a growing chorus that something must be done to intervene. This book provides an in-depth sociological study exploring the subjectivities within the neoliberal ideology of the school environment, in order to expand our understanding of white working-class disengagement with education. Chapters discuss how white working-class boys in three educational sites experience social and learner identities, focusing on the practices of "meaning-making" and "identity work" that the boys' experienced, and the disjunctures and commonalities between them. The book presents an analysis of the varying tensions influencing the identity of each boy and the consequences of these pressures on their engagement with education. Drawing on Bourdieu's theoretical tools and a model of egalitarian habitus, Identity, Neoliberalism and Aspiration in White Working-Class Boys will be of interest to academics, researchers and postgraduate students in the field of sociology of education, and those from related disciplines studying class and gender. 9781138025875 9781315774824
Identity, Neoliberalism And Aspiration: Educating White Working-class Boys (PDF)
by Garth StahlIn recent years there has been growing concern over the pervasive disparities in academic achievement that are highly influenced by ethnicity, class and gender. Specifically, within the neoliberal policy rhetoric, there has been concern over underachievement of working-class young males, specifically white working-class boys. The historic persistence of this pattern, and the ominous implication of these trends on the long-term life chances of white working-class boys, has led to a growing chorus that something must be done to intervene. This book provides an in-depth sociological study exploring the subjectivities within the neoliberal ideology of the school environment, in order to expand our understanding of white working-class disengagement with education. Chapters discuss how white working-class boys in three educational sites experience social and learner identities, focusing on the practices of "meaning-making" and "identity work" that the boys' experienced, and the disjunctures and commonalities between them. The book presents an analysis of the varying tensions influencing the identity of each boy and the consequences of these pressures on their engagement with education. Drawing on Bourdieu's theoretical tools and a model of egalitarian habitus, Identity, Neoliberalism and Aspiration in White Working-Class Boys will be of interest to academics, researchers and postgraduate students in the field of sociology of education, and those from related disciplines studying class and gender. 9781138025875 9781315774824
Identity Transformation and Posttraumatic Growth Following Traumatic Brain Injury and Posttraumatic Stress Disorder: An Autoethnographic Inquiry
by Dee Phyllis GenettiIdentity Transformation and Posttraumatic Growth Following Traumatic Brain Injury and Posttraumatic Stress Disorder provides an autoethnographic qualitative study that portrays the author’s recovery from a devastating life-changing event – a car crash resulting in the hybrid diagnosis of traumatic brain injury (TBI) and posttraumatic stress disorder (PTSD), leading to posttraumatic growth ( PTG) and identity transformation over a ten-year recovery period. In so doing, the text offers a comprehensive literature review on TBI, PTSD, PTG and disability culture. Throughout, the author explores whether growth (PTG) and distress (PTSD) and whether TBI and PTSD can co-exist. Having lost her ability to read and write, the author had to learn how to learn, to heal and to have faith again. As a licensed trauma therapist and researcher, she collected self-observational data by writing her actual behaviors, thoughts and emotions in real time, both in a field and a process journal, even before she could write in full sentences. The many symptoms and co-morbidities of TBI and PTSD and the tenets of PTG are portrayed as they evolved in recovery showing the behaviors and characteristics of each. The text refers to actual journal entries, medical records and clinical notes from rehabilitation specialists, alternating between her clinical analysis and interpretation. The findings show that tragedy and suffering can lead to growth and positive change (PTG) after TBI, even though the precipitating trauma and psychological distress (PTSD) may persist for years. Changes are seen in self-perception, interpersonal relationships and philosophies of life. This chronicled account of the author’s emergent recovery from patient to doctor is intended to benefit neuro-rehabilitation service providers (neuropsychologists, primary care physicians, speech-language pathologists) and also mental health clinicians who can see the evolution of PTG for what is now the new next step for many in PTSD recovery.
Identity Transformation and Posttraumatic Growth Following Traumatic Brain Injury and Posttraumatic Stress Disorder: An Autoethnographic Inquiry
by Dee Phyllis GenettiIdentity Transformation and Posttraumatic Growth Following Traumatic Brain Injury and Posttraumatic Stress Disorder provides an autoethnographic qualitative study that portrays the author’s recovery from a devastating life-changing event – a car crash resulting in the hybrid diagnosis of traumatic brain injury (TBI) and posttraumatic stress disorder (PTSD), leading to posttraumatic growth ( PTG) and identity transformation over a ten-year recovery period. In so doing, the text offers a comprehensive literature review on TBI, PTSD, PTG and disability culture. Throughout, the author explores whether growth (PTG) and distress (PTSD) and whether TBI and PTSD can co-exist. Having lost her ability to read and write, the author had to learn how to learn, to heal and to have faith again. As a licensed trauma therapist and researcher, she collected self-observational data by writing her actual behaviors, thoughts and emotions in real time, both in a field and a process journal, even before she could write in full sentences. The many symptoms and co-morbidities of TBI and PTSD and the tenets of PTG are portrayed as they evolved in recovery showing the behaviors and characteristics of each. The text refers to actual journal entries, medical records and clinical notes from rehabilitation specialists, alternating between her clinical analysis and interpretation. The findings show that tragedy and suffering can lead to growth and positive change (PTG) after TBI, even though the precipitating trauma and psychological distress (PTSD) may persist for years. Changes are seen in self-perception, interpersonal relationships and philosophies of life. This chronicled account of the author’s emergent recovery from patient to doctor is intended to benefit neuro-rehabilitation service providers (neuropsychologists, primary care physicians, speech-language pathologists) and also mental health clinicians who can see the evolution of PTG for what is now the new next step for many in PTSD recovery.
The IEP from A to Z: How to Create Meaningful and Measurable Goals and Objectives
by Diane Twachtman-Cullen Jennifer Twachtman-BassettA truly comprehensive, teacher- and parent-friendly guide to creating clear and effective IEPs With the skyrocketing diagnoses of ADHD, autism spectrum disorders, and related conditions in U.S. schools, there is a growing need for information on creating effective IEPs for exceptional students. The IEP From A to Z is a step-by-step guide showing teachers and parents how to get the right education plan in place for students with ADHD, Autism/Asperger's, Emotional/Behavioral Disturbance, and related conditions. Provides easy-to-understand explanations of the special education process along with a wealth of sample effective IEPs Explains what is most important for educators and parents to keep in mind during IEP development Provides content area-specific sample goal and objective templates, general teaching tips for maintaining the IEP, and useful resources From nationally recognized experts in the special education field, this book guides readers through the process of writing thoughtful, intelligent Individualized Education Plans that deliver high-quality, need-based educational programming to exceptional students.
The IEP from A to Z: How to Create Meaningful and Measurable Goals and Objectives
by Diane Twachtman-Cullen Jennifer Twachtman-BassettA truly comprehensive, teacher- and parent-friendly guide to creating clear and effective IEPs With the skyrocketing diagnoses of ADHD, autism spectrum disorders, and related conditions in U.S. schools, there is a growing need for information on creating effective IEPs for exceptional students. The IEP From A to Z is a step-by-step guide showing teachers and parents how to get the right education plan in place for students with ADHD, Autism/Asperger's, Emotional/Behavioral Disturbance, and related conditions. Provides easy-to-understand explanations of the special education process along with a wealth of sample effective IEPs Explains what is most important for educators and parents to keep in mind during IEP development Provides content area-specific sample goal and objective templates, general teaching tips for maintaining the IEP, and useful resources From nationally recognized experts in the special education field, this book guides readers through the process of writing thoughtful, intelligent Individualized Education Plans that deliver high-quality, need-based educational programming to exceptional students.
If I'm So Smart, Why Aren't the Answers Easy?
by Robert A. Schultz James DelisleBased on surveys with more than 5,000 gifted young adults, If I'm So Smart, Why Aren't the Answers Easy? sheds light on the day-to-day experiences of those growing up gifted. In their own enlightening words, teens share their experiences with giftedness, including friendships and fitting in with peers, school struggles and successes, and worries about the future. By allowing teens to share their real-life stories, the book gives readers a self-study guide to the successes and pitfalls of being gifted in a world not always open to their unique and diverse needs. Teens will be able to reflect on their own experiences through the engaging journal prompts included in the book, and their parents and teachers will enjoy hearing directly from other students about the topics gifted teens face daily. Grades 6-10
If I'm So Smart, Why Aren't the Answers Easy?
by Robert A. Schultz James DelisleBased on surveys with more than 5,000 gifted young adults, If I'm So Smart, Why Aren't the Answers Easy? sheds light on the day-to-day experiences of those growing up gifted. In their own enlightening words, teens share their experiences with giftedness, including friendships and fitting in with peers, school struggles and successes, and worries about the future. By allowing teens to share their real-life stories, the book gives readers a self-study guide to the successes and pitfalls of being gifted in a world not always open to their unique and diverse needs. Teens will be able to reflect on their own experiences through the engaging journal prompts included in the book, and their parents and teachers will enjoy hearing directly from other students about the topics gifted teens face daily. Grades 6-10
Ignorant Yobs?: Low Attainers In A Global Knowledge Economy
by Sally TomlinsonWhat happens to young people who are defined as lower attainers or having learning difficulties in a global knowledge economy? How do we stop those with learning difficulties or disabilities being seen as social problems or simply as consumers of resources? Governments in developed countries are driven by the belief that in a global economy all citizens should be economically productive, yet they are still not clear about the relationship between the education of low attainers and the labour market. Ignorant Yobs?: Low Attainers in a Global Knowledge Economy examines this international phenomenon, exploring how those with learning difficulties are treated in a world economy where even low-skilled jobs require qualifications. This unique book provides an examination of countries which converge on the issue of the low attaining population, despite differing on political, economic and cultural dimensions. In doing so, it considers some thorny issues at the forefront of education policy and provision: The increasing competitive stratification within education systems; The impact of governments who have put competition in the labour market at the heart of their policies; Social control of potentially disruptive groups, social cohesion and the human rights agenda; The expansion of a special education industry driven by the needs of middle class, aspirant and knowledgeable parents, anxious about the success of their ‘less able’ children. Written by an internationally renowned scholar, Ignorant Yobs?: Low Attainers in a Global Knowledge Economy synthesises a range of complex, highly topical issues and suggests how those with learning difficulties might, with government and employer support, contribute to a flexible labour market. This book, using original discussions in England, the USA, Germany, Malta and Finland, will be of interest to a wide audience of policy-makers, practitioners, administrators, and politicians, in addition to undergraduate, postgraduate and research students and academics.
Ignorant Yobs?: Low Attainers in a Global Knowledge Economy
by Sally TomlinsonWhat happens to young people who are defined as lower attainers or having learning difficulties in a global knowledge economy? How do we stop those with learning difficulties or disabilities being seen as social problems or simply as consumers of resources? Governments in developed countries are driven by the belief that in a global economy all citizens should be economically productive, yet they are still not clear about the relationship between the education of low attainers and the labour market. Ignorant Yobs?: Low Attainers in a Global Knowledge Economy examines this international phenomenon, exploring how those with learning difficulties are treated in a world economy where even low-skilled jobs require qualifications. This unique book provides an examination of countries which converge on the issue of the low attaining population, despite differing on political, economic and cultural dimensions. In doing so, it considers some thorny issues at the forefront of education policy and provision: The increasing competitive stratification within education systems; The impact of governments who have put competition in the labour market at the heart of their policies; Social control of potentially disruptive groups, social cohesion and the human rights agenda; The expansion of a special education industry driven by the needs of middle class, aspirant and knowledgeable parents, anxious about the success of their ‘less able’ children. Written by an internationally renowned scholar, Ignorant Yobs?: Low Attainers in a Global Knowledge Economy synthesises a range of complex, highly topical issues and suggests how those with learning difficulties might, with government and employer support, contribute to a flexible labour market. This book, using original discussions in England, the USA, Germany, Malta and Finland, will be of interest to a wide audience of policy-makers, practitioners, administrators, and politicians, in addition to undergraduate, postgraduate and research students and academics.
I'll Just Be Five More Minutes: And Other Tales from My ADHD Brain
by Emily FarrisA hilariously-honest, heartwarming essay collection about life, love, and discovering you have ADHD at age 35 Despite being a published writer with a family, a gaggle of internet fans, and (most shockingly) a mortgage, Emily Farris could never get her sh*t together. As she saw it, disorganization was one of her countless character flaws—that is until she was diagnosed with ADHD at age 35. Like many girls who go undiagnosed, Emily grew up internalizing criticisms about her impulsivity and lack of follow-through. She held onto that shame as she tried (and often failed) to fit into a world designed for neurotypical brains. I'll Just Be Five More Minutes is a personal essay collection of laugh-out-loud-funny, tear-jerking, and at times cringey true stories of Emily's experiences as a neurodivergent woman. With the newfound knowledge of her ADHD, Emily candidly reexamines her complicated relationships (including one with a celebrity stalker), her money problems, the years she spent unknowingly self-medicating, and her hyperfixations (two words: decorative baskets). A memoir-in-essays both entertaining and enlightening, I'll Just Be Five More Minutes is for people with ADHD, as well as those who know and love them. This is a powerful collection of deeply relatable, wide-ranging stories about a woman's right to control her own body, about overwhelm and oversharing, about drinking too much and sleeping too little, and about being misunderstood by the people closest to you. At its heart, I&’ll Just Be Five More Minutes is about not quite fitting in and not really understanding why—something we&’ve all felt whether we're neurodivergent or not.
Illuminated: Autism & All The Things I’ve left Unsaid
by null Melanie SykesThe impactful and empowering memoir from Melanie Sykes Melanie Sykes has been a face on our screens, a voice on our radios for nearly thirty years. As a presenter and broadcaster people turned to her for her humour, her honesty and insight. But between all the interviews and chat shows, is a life unseen, a story unsaid. Her journey – from up north to down south, from Manchester to LA and via London, Paris and India, and through the eye of the storm of celebrity culture is a rollercoaster ride. Sex, drugs and rock and roll, certainly, but also brass bands and ice cream vans, broken hearts and healing adventures – a search not for fame but for freedom. Her autism diagnosis in midlife has supercharged that journey – and means this isn’t a story just of breakdown, but of breakthrough. Funny, furious and gloriously frank, this is a book that lifts the lid on being a woman in the media, navigating relationships, and being a neurodivergent person speaking up in a neurotypical world. Illuminated is Melanie, in her own inimitable voice.
The Illustrated Guide to Dyslexia and Its Amazing People (PDF)
by Kate Power Kathy Iwanczak Forsyth Richard RogersUse this guide to weed out what dyslexia means for you and discover the tools you need to blossom! Dyslexia comes to live with visual imagery and colourful text in this new book on what dyslexia means, how it feels, what to do about it, and how to learn to embrace it. There are advantages to being dyslexic, including an aptitude for design literacy and innovative thinking, although these can be obscured by its challenges. This beautifully designed book, complete with stunning visuals and gentle humour, approaches the subject of dyslexia in a simple and encouraging way for all age groups. By showing what dyslexia is and asking the reader how it applies to them, this book offers a fun and engaging means of working out how dyslexia affects the individual specifically, with a multitude of learning tools and tips, and a gallery of inspirational dyslexics who have used their particular skills to do something amazing with their lives.
I'm Not Upside Down, I'm Downside Up: Not a Boring Book About PDA
by Harry Thompson Danielle Jata-HallWelcome to my downside up life! My name is Ariana and I have something called Pathological Demand Avoidance which is a form of autism. Most people just think I'm naughty and misbehaved, but I want to show you why that's not true by telling you about what my life is like from inside my head. Come join me in understanding why I feel like I have to be in control all the time and why it's just not as simple as doing as I am told.
I'm Only In It for the Parking: Life and laughter from the priority seats
by Lost Voice Ridley'Comedy genius... The funniest book I've read in years.' - DAVID WALLIAMSWhat’s the worst thing about being disabled? Is it the shameless staring? Is it that people assume you’re a bit thick because you can’t speak? Or is it that your friends always take you to theme parks just so they can jump the queues? In fact, it’s the stupid questions that really rile Lee Ridley, aka Lost Voice Guy. And over the years he’s been inundated with them, from people who have failed to engage their brains before opening their mouths. Which is where I’m Only In It for the Parking comes in - think of it as a disabled FAQ, with funny (sometimes painfully funny) stories from Lee’s not-so-ordinary life. If you think you know what it’s like to be disabled, prepare to have your perceptions skewed by the much-loved Britain’s Got Talent winner, the brilliant stand-up who struggles to stand up, the Geordie without the accent. And before you ask … no, he really can’t speak at all. But he definitely has something to say.'A truly eye-opening book from a fantastic comedian.' ADAM KAY
Images of Disability on Television (Routledge Revivals)
by Guy Cumberbatch Ralph NegrineFirst published in 1992, Images of Disability on Television examines the frequency and nature of disability on British and American television and how it is perceived and presented by programme makers. Attitudes held by those closest to the issues – disabled people, their carers, and television producers and writers – are presented as the result of interviews and discussions. There is an increasingly strong sentiment that television has got it wrong as far as disability is concerned and does not play its proper role in allowing the non-disabled to understand fully the world of disabled people. This book provides information to promote greater understanding of the needs of the disabled people in television portrayal and opens up possibilities for a change in attitudes. It will be valuable reading for students, researchers and lecturers in the social sciences, communication studies, and media studies.
Images of Disability on Television (Routledge Revivals)
by Guy Cumberbatch Ralph NegrineFirst published in 1992, Images of Disability on Television examines the frequency and nature of disability on British and American television and how it is perceived and presented by programme makers. Attitudes held by those closest to the issues – disabled people, their carers, and television producers and writers – are presented as the result of interviews and discussions. There is an increasingly strong sentiment that television has got it wrong as far as disability is concerned and does not play its proper role in allowing the non-disabled to understand fully the world of disabled people. This book provides information to promote greater understanding of the needs of the disabled people in television portrayal and opens up possibilities for a change in attitudes. It will be valuable reading for students, researchers and lecturers in the social sciences, communication studies, and media studies.
Imagining Windmills: Trust, Truth, and the Unknown in the Arts Therapies
by Marián Cao Richard Hougham Sarah ScobleImagining Windmills presents a compilation of scholarly chapters by selected authors of global standing in the arts therapies. This book reflects the theme of the 15th International Conference of the European Consortium for Arts Therapies (ECArTE), held in Alcalá de Henares, Spain, birthplace of Miguel de Cervantes. This innovative work seeks to further understanding of arts therapy education, practice and research and incorporates current thinking from art therapists, dance-movement therapists, dramatherapists and music therapists. Writers from Belgium, Germany, Greece, India, Israel, Italy, The Netherlands, Spain, Sweden, UK and USA combine to give an international voice to the book, which celebrates cultural distinctiveness, while also presenting shared intercultural developments in the professions. This interdisciplinary publication explores questions of the unknown and the imagined, misconception, delusion, truth and trust in the arts therapies. It enquires into ways in which education and the practice of the arts therapies engage with the imagination as a place of multiple realities, which may lead us closer to finding our truth. This book will be of interest and relevance not only to those in the arts therapeutic community, but also to a broad audience including those in related professions – for instance psychology, sociology, the arts, medicine, health and wellbeing and education.
Imagining Windmills: Trust, Truth, and the Unknown in the Arts Therapies
by Marián López Fdz Cao Richard Hougham Sarah ScobleImagining Windmills presents a compilation of scholarly chapters by selected authors of global standing in the arts therapies. This book reflects the theme of the 15th International Conference of the European Consortium for Arts Therapies (ECArTE), held in Alcalá de Henares, Spain, birthplace of Miguel de Cervantes. This innovative work seeks to further understanding of arts therapy education, practice and research and incorporates current thinking from art therapists, dance-movement therapists, dramatherapists and music therapists. Writers from Belgium, Germany, Greece, India, Israel, Italy, The Netherlands, Spain, Sweden, UK and USA combine to give an international voice to the book, which celebrates cultural distinctiveness, while also presenting shared intercultural developments in the professions. This interdisciplinary publication explores questions of the unknown and the imagined, misconception, delusion, truth and trust in the arts therapies. It enquires into ways in which education and the practice of the arts therapies engage with the imagination as a place of multiple realities, which may lead us closer to finding our truth. This book will be of interest and relevance not only to those in the arts therapeutic community, but also to a broad audience including those in related professions – for instance psychology, sociology, the arts, medicine, health and wellbeing and education.
Implementing Inclusive Education: Issues in Bridging the Policy-Practice Gap (International Perspectives on Inclusive Education #8)
by Amanda Watkins Cor J. MeijerThe volume will provide an examination of issues around how policy for inclusive education can be implemented in practice. In relation to different thematic policy areas considered in each chapter these questions will be considered: • What are the main policy issues for inclusive education? • What recommendations are there for addressing these issues? • What are the difficulties in implementing these recommendations? • How can these difficulties be overcome? Overall conclusions will focus on lessons learnt for supporting the implementation of policy for inclusive education and bridging the policy-practice gap.
Implementing Intensive Interaction in Schools: Guidance for Practitioners, Managers and Co-ordinators
by Mary Kellett Melanie NindFirst Published in 2003. Routledge is an imprint of Taylor & Francis, an informa company.
Implementing Intensive Interaction in Schools: Guidance for Practitioners, Managers and Co-ordinators
by Mary Kellett Melanie NindFirst Published in 2003. Routledge is an imprint of Taylor & Francis, an informa company.