Through vivid stories and case histories of patients—both adults and children—Hallowell and Ratey explore the varied forms ADHD takes, from hyperactivity to daydreaming. They dispel common myths, offer helpful coping tools, and give a thorough accounting of all treatment options as well as tips for dealing with a diagnosed child, partner, or family member. But most importantly, they focus on the positives that can come with this “disorder”—including high energy, intuitiveness, creativity, and enthusiasm.
From the Trade Paperback edition.
Winner--American Journal of Nursing Book of the Year Award
Mental health professionals, see also the authors' related intervention manual, Early Start Denver Model for Young Children with Autism, as well as the Early Start Denver Model Curriculum Checklist for Young Children with Autism (sold in sets of 15).
This book outlines a unique and revolutionary program with a phenomenally high success rate in helping dyslexics learn to read and to overcome other difficulties associated with it. This new edition is expanded to include new teaching techniques and revised throughout with up-to-date information on research, studies, and contacts.
The second picture book in The Adventures of Everyday Geniuses series features Max, a third-grader who had always liked math until his teacher started using a timer for testing the class on multiplication facts. Max clutches when he tries to hurry. When his missing math folder reveals that Max has been working problems from the older brother’s algebra book “for fun,” he is invited to join the school math team as well as a program for accelerated math students. Tinted with colorful washes, ink drawings illustrate the story with sympathy and humor. One particularly expressive picture illustrates the phrase “my mind freezes” with a drawing of unhappy Max seated at his school desk, his head turned into a snowman’s noggin, carrot nose and all. The well-phrased text also reassures children that understanding is more important than memorization and that a strength in one area of learning can offset a weakness in another. Grades 1-3. --Carolyn Phelan
Reviews of previous editions:
"This text provides a balanced focus on both the conceptual and practical aspects of learning disabilities. Its research coverage is more comprehensive and of greater depth than any other LD textbook, and it is distinctive in its treatment of such important areas as consultation skills and service delivery." -CHILD ASSESSMENT NEWS "... provides a broad overview of some important issues in relation to the education and development of pupils with learning disabilities... Wong has succeeded in providing detailed descriptions and comments within a book which covers a broad range of topics. Without exception the chapters are clearly written and accessible, and many provide the reader with challenging ideas and practical suggestions." -BRITISH JOURNAL OF SPECIAL EDUCATIONLearning Disabilities occur in 20% of the population. Three million children in the US have a learning disability and receive special education in school.
30% of children with learning disabilities drop out of high school, and 48% of those with learning disabilities are out of the workforce or unemployed.
Discusses different types of learning disabilities including problems with attention, memory, language, math, reading, and writing
Encompasses the impact of LD on learning as well as social competence and self-regulation
Provides research summaries on most effective ways to teach children with LD
Encompasses a lifespan perspective on LD, discussing the impact on children, adolescents, and adults
parents and teachers. The book provides explanations of the learning
disabilities dysgraphia, dyslexia, dyscalculia, dyslexia and auditory
processing disorder as well as the common areas that are affected by
learning disabilities including short term memory, executive function
and comprehension. The treatment program utilizes brain training and
neuroplasticity techniques to encourage development of the connections
in the brain that strengthen these skills. The techniques can also be
used to work with those who have been diagnosed with ADD/ADHD, traumatic
brain injury or stroke.
One of the most difficult things for a parent to hear is that there is
something wrong with a child and that there is nothing that can be done
to help him. That is what author Jennifer Holland and her husband
Charles were told in 2001 when their oldest son was diagnosed with
auditory processing disorder. This diagnosis was repeated in 2010 when
their second son was diagnosed and again in 2013 when the diagnosis was
confirmed in their fourth child. In Charles and Jennifer’s family,
auditory processing disorder is a genetic condition inherited from
Jennifer made it her mission to figure out how to help her own children
succeed in the classroom and in life. This program will allow you to
treat those who are learning disabled from the preschool and early
reader age level through adulthood and understand and address many of
the most common difficulties they face in everyday life.
This book was written and the program developed for every parent who has
been told there was nothing that could be done for their child and for
every parent/teacher who knows more can be.
Millions of children suffer from Nonverbal Learning Disorder, a neurological deficit that prevents them from understanding nonverbal cues like tone of voice and facial expressions. Though they can be exceptionally bright and articulate, these children often have difficulty in social situations, and can become depressed, withdrawn, or anxious.
Varney Whitney, a pediatric occupational therapist and the parent of a child with NLD, offers practical solutions, the latest information, and all-new activities that will help parents put their child on the path to a happy, fulfilling life.
Topics include:Getting a diagnosisDeveloping a treatment planHelping your child make friendsDealing with setbacks
Seven-year-old Venus Fox never spoke, never listened, never even acknowledged the presence of another human being in the room with her. Yet an accidental playground “bump” would release a rage frightening to behold. The school year that followed would be one of the most trying, perplexing, and ultimately rewarding of Torey Hayden’s career, as she struggled to reach a silent child in obvious pain. It would be a strenuous journey beset by seemingly insurmountable obstacles and darkened by truly terrible revelations—yet encouraged by sometimes small, sometimes dazzling breakthroughs—as a dedicated teacher remained committed to helping a “hopeless” girl, and patiently and lovingly leading her toward the light of a new day.
When a student is inattentive, extremely anxious, or has an outright tantrum in the classroom, ascertaining the exact cause may be difficult, but it is a critical step in reaching and teaching the students who exhibit these behaviors. In Teaching Students With Emotional Disturbance, Ysseldyke and Algozzine show readers how to recognize the cognitive, academic, physical, communicational, and behavioral characteristics of several forms of emotional disturbance and offer specific strategies for responding to anxiety issues, opposition and noncompliance, tantrums, disruptiveness, inattention, task avoidance, and more.
• A pretest and posttest to help readers assess their understanding about the origins of social and emotional difficulties and how they are best addressed
• Effective interventions and instructional adaptations for students who have emotional problems
• Trends and issues currently influencing how students with social and emotional problems are taught
• Key vocabulary terms
The authors offer a wealth of information and resources so that teachers can better identify the needs of students with emotional disturbance and help them succeed in the classroom.
This book speaks to the heart and to the head. Teachers and pastors will find inspiration and information, reminding them that God calls us to include all children, no matter the challenge. In addition, the book includes wonderfully practical elements with many ideas that can be easily integrated into any classroom. By combining philosophy and strategies, this book will equip the typical church volunteer teacher to meet the needs of all the children in her classroom.
Get the blueprint for building bridges that leave no learner behind!
Aligned with the Individuals with Disabilities Education Act and No Child Left Behind Act requirements, this comprehensive guide empowers teachers and administrators with research-validated practices and interventions that can close the general-curriculum performance gap and break down the barriers to academic success for middle and high school students with disabilities. This insightful resource features:
It explains which areas of maths dyslexics tend to have particular difficulty with, assesses current teaching philosophies and methods, describes a framework of general learning principles that allow dyslexics to make progress in maths, and outlines a number of specific and effective teaching recommendations.
The book helps teachers at primary and secondary levels to better understand the maths performance of dyslexics and gives them an overview of the ways in which dyslexics can best be supported in all aspects of maths learning.
This second edition is up-to-date with the latest research and best practice on dyslexia, and includes a brand new section on differentiation in the classroom. There are also lots of additional ideas on topics including:
• emotional literacy
• peer support
• periods of transition in the child's school life
• developing phonic skills; and
• exam preparation
This book of ready-to-use activities and strategies is perfect for the non-specialist teacher in need of extra guidance, but will also offer new ideas and insights to SENCOs, head teachers, parents and carers and anyone else working with a child or young person with dyslexia.
The ‘nuts and bolts’ of supporting an inclusive program or implementing a new one!
Helping teachers meet all students’ learning needs in today’s diverse classrooms, this comprehensive resource shows how to establish an inclusive education program or enrich an existing one. The author provides strategies to assist students who are in special programs, who may be at risk, or who simply need additional support to be successful. Offering 108 reproducible forms and a complete resources section, this practical guide covers:Reading and written language accommodations Strategies for daily assignments and assessments Teaching strategies for mathematics Approaches for improving student behavior
This book is a practical guide designed to help therapists and community workers understand and effectively treat children with cerebral palsy. It focuses on:
- adequately assessing children with cerebral palsy
- designing treatment programmes that can be carried out in partnership with parents and community workers
- assessing and managing eating and drinking difficulties
- making simple and cost-effective equipment
- designing appropriate play activities during therapy
- evaluating and dealing with sensory integration problems in children with cerebral palsy
- closer integration of theory and practical skills.
Providing special and general educators with highly effective strategies for enhancing the academic and social skills of students with mental retardation, and offering a pretest, posttest, and key vocabulary terms, this exceptional resource also discusses: Common causes of mental retardation Diagnosing mental retardation Cognitive, academic, physical, behavioral, and communicational characteristics Methods for improving students’ functional academic, social, self-care, and work skills Instructional approaches for students with severe disabilities Issues such as prevention of mental retardation and transitioning from school to work
Each tool is explained in a brief how-to section that includes specific information on adapting the tool based on the individual student's needs. The book covers topics like observing and collecting data on students, creating schedules, assessing a child's strengths, refocusing a child's attention, managing difficult behaviors, implementing calming techniques, providing motivation, and improving study and homework skills. A collection of worksheets, forms, checklists, charts, Web site listings, and other tools are included as reproducible pages.
The New Edition of Gargiulo’s groundbreaking text maintains the broad context and research focus for which it is known, while expanding on current trends and contemporary issues to better serve both pre-service and in-service teachers of exceptional individuals. The text is organized into two distinct parts to offer students a truly comprehensive and humane understanding of exceptionality. In Part I, readers are provided strong foundational perspective on broad topics that affect all individuals with an exceptionality. In Part II, Gargiulo engages students with thorough examinations of individual exceptionalities, and discusses historical, personal, and educational details of each exceptionality as it affects a person across the lifespan.
“This is a well-written, comprehensive, well-organized text. It is obvious that much thought has been put into the supplementary materials and features.”—Jenny Fererro, Palomar College
This book is different. It does include a bit of autobiographical information and it provides a comprehensive view of Tourette syndrome. However, its main focus is on the mental and physical processes that occur inside a person during tics and other symptoms. This book likely provides the deepest view inside the “mind of Tourette syndrome” ever published.
The author, who has TS, presents an unsurpassed inside view of tics, obsessions, compulsions, intrusive thoughts, and feelings brought on by societal reaction. The book is totally honest from start to finish. It does not sugarcoat anything, it is not a “feel good” book and it exposes the most troubling experiences associated with this disorder. However, it also supports the reality that most people with Tourette syndrome are incredibly strong individuals who end up doing quite well in life.
In addition, a link to an online version of the author’s documentary movie Inside Tourette Syndrome is provided. It features five adults with Tourette syndrome and it contains vivid details about what it is like to experience tics and obsessive-compulsive symptoms.
No two individuals experience Tourette syndrome exactly the same. The author does not claim to speak for anyone other than himself. However, there are often similar, rarely-discussed experiences by people with TS and others with the disorder have agreed that this author’s descriptions are stunningly accurate.
For those desiring to get a good idea of how it feels to experience the tics and other symptoms of Tourette syndrome, this book is a "must read." In addition, with the bonus of the included free online access to the documentary movie, this offering is a true bargain for anyone wishing to learn about Tourette syndrome.
'The Asperger Love Guide is recommended reading for those with Asperger's syndrome who are seeking or within a relationship. The authors provide a clear explanation of how the characteristics of Asperger's syndrome can affect the development of a relationship and the expression of love. They then provide sound practical advice for individuals and couples. I really enjoyed reading The Asperger Love Guide and will be recommending the book to my clients' – Professor Tony Attwood
`This is the first book I've read in a long time that, once started, I couldn't put down until it was finished. It is an exceptionally good read. The 77 pages are written succinctly with no waffle - just straight to the point.
I will definitely buy a copy of this book for the whole family to use! I will use it to guide Joe (my 17 year old Asperger son) when he's ready for it. It's not a book he would read himself; in fact I read the section "the merits of single life" out loud to him a bit like a bed time story' - Action for ASD
'There is a great need for more awareness of Asperger syndrome and how it affects personal relationships. The National Autistic Society find this a helpful guide' - Cathy Mercer, NAS
'This book sets out some helpful facts about relationships in a neat, simple form' - Asperger United
'An excellent self 'help-text'... the book is a clear and matter-of-fact guide to relationships and is unapologetic in offering straightforward and helpful advice for romantic success... Not a word is wasted, and as well as being highly recommended for individuals with Asperger's Syndrome, should also be read by education professionals supporting young people with Asperger's Syndrome in schools, colleges and universities' - SENCO Update
'Aimed primarily at individuals with Asperger syndrome, this very readable book is in fact of use to a much wider audience. The issues are discussed openly and logically and the advice given is both sympathetic and very matter of fact... The book breaks down the social, emotional and practical aspects of relationships so usefully that it is a good resource for teachers and others working with neurotypical individuals. Infact the book so sensibly discusses pitfalls, strategies and individual responsibilities that it would be valuable reading for teenagers generally as well as for individuals with Asperger syndrome' - British Journal of Special Education
Material based on the experiences of the people on the Autistic Spectrum is usually written by neurotypical writers. Here, Genevieve and Dean, both adults with Asperger's Syndrome, share their advice and tips for romantic success.
The chapters cover:
o building self-esteem;
o the best places to meet potential partners;
o maintaining relationships.
Both authors work with the Asperger community, either providing support or training, so their insight is based upon other people's experiences as well as their own. This is shown in a number of case studies that support the elements described in each chapter. They write in a clear, accessible and non-patronizing way which will suit their audience.
This will prove to be an invaluable book to those with Asperger's or those that support Asperger people.
Dean Worton is a 31 year-old high functioning individual with a very positive expression of Asperger Syndrome. He runs a successful UK-based website for adults with Asperger Syndrome and hosts real-life meet-ups around the UK for its members. His key interest is in encouraging adults with AS to live positively and successfully with the gifts that Asperger Syndrome provides. He also works in adminstration and resides in North-West England.
Genevieve Edmonds is a 23 year old with 'residual' Asperger Syndrome, which she views as a significant gift. She works as an associate of the Missing Link Support Service in Lancashire supporting those 'disabled by society' including individuals with ASD. She speaks and writes frequently in the field of Autism, along with giving training, workshops and soon counselling. She aims to empower those with ASD, carers and professionals in the understanding of Asperger Syndrome as a difference rather than an impairment. She lives and works in a solution-focused way and is based in North-West England
We all love to create something, either a family, a business or an impact on society with what we do. We desire respect, recognition and appreciation. And, this is why we love to be praised, admired and receive gifts.
All these things contribute to our evolution as a human being, as a species and as a spiritual being, and that’s why they all directly affect our IQ.
Although others have divided our brain in IQ, EQ, and many other Qs, they are all connected.
Therefore, although we may separate our brain in parts for a more specific analysis, it would be unwise and unreasonable to try to judge someone’s IQ without taking into consideration his emotions and lifestyle, because they affect our IQ, but foremost and above anything, our decisions.
The way we make decisions is affected by our IQ level, and that’s why the IQ test is so important in recruitment processes.
Nevertheless, we can improve our IQ by improving the way we make decisions and this is only possible with the development of thought patterns through self-surviving activities.
We already know that anyone learns fast when our life depends on it, when we need a job to pay our bills and food in the table, but few know that we learn much faster when motivated with positive stimulation, such as dreams, ambitions and desires.
Few people know that we can’t change unless we desire it, but such desire can’t be faked or imagined. This is why honesty is the key to radical transformations in life.
When we hear about stories regarding rags to riches and how some individuals have made it out of nowhere to achieve their dreams, we’re noticing the impact that an action fueled by desire has in one’s life. And, even though some people may seem special when compared to others, they’re not as much if we notice how unmotivated most of the rest is.
Most people have learned to accept what they have as a fact, and for this reason they can’t and won’t ever change their status. Their personality is directly linked to their believe system, so they also attribute their results to the character that they’ve learned to accept.
This is why being a loser is a state of mind, not a condition. We are who we choose to be, literally.
We’re not what we have but what we accept. So, the IQ isn’t as valid as what we accept or believe to deserve.
When children receive the results of their tests in school they learn to accept that grade as a definition of who we are. Few would dare saying: “who the hell are you to judge my intelligence?” or more simply think “I don’t deserve this!”.
I was one of the few children that do this. And, as such, I was ridiculed by my classmates and teachers.
In fact, even Psychologists would tell me to forget higher ambitions as I wasn't, according to them, fit for college or technical jobs.
My parents, based on the same conclusions, would tell me not to work so hard because I wasn't in the same level of the others but I could also get any job, including as a waiter.
Being surrounded by people that reinforced a label attributed by these governmental institutions doesn't help in changing our status, and that’s why even the most brave eventually fall behind.
The pressure and lack of support is just too much for one single child or teenager to help himself. So, we grow up thinking that an IQ is a representation of how much we deserve in life.
It’s not, even if we were born in a family of idiots and raised without toys, surrounded by children that didn't grow up to have a brighter future.
I know this as a certainty, because I had a low IQ all my life, my parents had less than 4 years of school education, some of my friends died from drug overdose or finished in jail, nobody in my neighborhood went to college, but I spent my entire life studying the topic of intelligence, and with what I have learned and applied, was able to achieve what everyone thought to be impossible.
I finished college, worked as a University Professor for over 6 years, in 5 different Universities, published over 150 books and even built a career as a famous music producer.
Today, my IQ is 40% higher than 20 years ago and many believe that I’m either a genius or unreal.
What I am, however, is just someone that did something that experts in Psychology don’t recognize to be possible of doing. I have increased my IQ with very simple principles and in this book I will tell you why and how you can do it too.
Every day, your school, your teachers, and even your peers draw lines to
measure and standardize intelligence. They decide what criteria make one person smart and another person stupid. They decide who will succeed and who will just get by. Perhaps you find yourself outside the norm, because you learn differently -- but, unlike your classmates, you have no system in place that consistently supports your ability and desire to learn. Simply put, you are considered lazy and stupid. You are expected to fail.
Learning Outside the Lines is written by two such "academic failures" -- that is, two academic failures who graduated from Brown University at the top of their class. Jonathan Mooney and David Cole teach you how to take control of your education and find true success -- and they offer all the reasons why you should persevere. Witty, bold, and disarmingly honest, Learning Outside the Lines takes you on a journey toward personal empowerment and profound educational change, proving once again that rules sometimes need to be broken.
When you and a co-teacher bring together your individual skill sets and strategies, you'll create a more enjoyable, creative, and productive teaching experience—with more effective outcomes for students. Featuring updated research and case studies, this brand-new edition of the go-to guide profiles the supportive, parallel, complementary, and team-teaching approaches to co-teaching. New features include:Updated discussions of co-teaching in the RTI process New explorations of the roles of paraprofessionals, administrators, and even students New lesson plans linked to the Common Core and technology Forms and tools for establishing trust, improving communication, and planning
This book is not meant to replace professional intervention. But it guides parents in becoming a para-speech partner in maximizing the stimulation their child receives so they develop skills for communicating.
Labeled "dyslexic and profoundly learning disabled with attention and behavior problems," Jonathan Mooney was a short bus rider—a derogatory term used for kids in special education and a distinction that told the world he wasn't "normal." Along with other kids with special challenges, he grew up hearing himself denigrated daily. Ultimately, Mooney surprised skeptics by graduating with honors from Brown University. But he could never escape his past, so he hit the road. To free himself and to learn how others had moved beyond labels, he created an epic journey. He would buy his own short bus and set out cross-country, looking for kids who had dreamed up magical, beautiful ways to overcome the obstacles that separated them from the so-called normal world.
In The Short Bus, his humorous, irreverent, and poignant record of this odyssey, Mooney describes his four-month, 35,000-mile journey across borders that most people never see. He meets thirteen people in thirteen states, including an eight-year-old deaf and blind girl who likes to curse out her teachers in sign language. Then there's Butch Anthony, who grew up severely learning disabled but who is now the proud owner of the Museum of Wonder. These people teach Mooney that there's no such thing as normal and that to really live, every person must find their own special ways of keeping on. The Short Bus is a unique gem, propelled by Mooney's heart, humor, and outrageous rebellions.
Part 1 focuses on addition and subtraction, and Part 2 targets multiplication and division. Grids link each game to a specific numeracy topic, as well as listing the number of players required and equipment needed.
Games and puzzles include:
- Triad Families
- 3-in-a-Line Dominoes
- Key Multiples Bingo
- Component Su Doku Puzzles
- The 6x Table Coin Solitaire
This Resource Book is perfect for teachers, teaching assistants and parents aiming to improve children's basic numeracy. All 100 games and puzzles are also available on the accompanying CD.
Ronit Bird is a teacher at a London school, and a contributor to professional development courses on dyscalculia.
Most children have a working memory that is strong enough to quickly find the book and open to the correct page, but some don’t – approximately 10% in any classroom. A student who loses focus and often daydreams may fall in this 10%. A student who isn’t living up to their potential may fall in this 10%. A student who may seem unmotivated may fall in this 10%. In the past, many of these students would have languished at the bottom of the class, because their problems seemed insurmountable and a standard remedy like extra tuition didn’t solve them. But emerging evidence shows that many of these children can improve their performance by focusing on their working memory. Working memory is a foundational skill in the classroom and when properly supported it can often turn around a struggling student’s prospects.
This book will make sure you are able to spot problems early, work with children to improve their working memory and ensure they reach their full potential.
How does the book work?
Each of the following chapters includes a description of the learning difficulty (WHAT), followed by an inside look into the brain of a student with the disorder (WHERE), their unique working memory profile (WHY), and classroom strategies to support working memory (HOW). There are two types of strategies: general working memory strategies that can be applied to all students in your class, and specific working memory strategies for each learning difficulty. The final chapter (Chapter 9) provides the student with tools to empower them along their learning journey.
The aim in supporting students with learning difficulties is not just to help them survive in the classroom, but to thrive as well. The strategies in the book can provide scaffolding and support that will unlock their working memory potential to boost learning. They are designed to be easily integrated within the classroom setting as a dimension of an inclusive curriculum and used in developing an individualized education program (IEP) for the student.
The strategies recommended here can also complement existing programs that support a core deficit, such as a social skills program for a student with autistic spectrum disorder, or behavior modification for those with ADHD. Each chapter also includes: Try It box: Provides the reader with an opportunity to have a hands-on understanding of the material Science Flash box: Gives the reader a snapshot of current and interesting research related to each chapter Current Debate box: Discusses a controversial issue pertaining to the disorder
What's new to this edition?
Watch this video
Tracy Packiam Alloway is an award-winning psychologist based at the University of North Florida
Ross Alloway is the CEO of Memosyne Ltd, a company that brings cutting-edge scientific research to parents.
After numerous attempts from multiple entities to remove this book from market due to the impact it can cause in the educational system, the Author decided to edit the first version, by expanding it in knowledge and new chapters, thus contributing to a better explanation of this topic.
This book summarizes the most important methods for someone to be able to increase its concentration levels and persist in learning.
Taking into account issues raised by numerous students with learning difficulties, but also students who wanted to become more efficient, the author was able to synthesize his direct experience with such individuals in order to make them more capable.
All students, without exception, that were observed applying the methods mentioned here in an integral way, managed to significantly prolong the period of their individual study, as well as maximize the efficiency of their results through a better understanding of the materials studied.
The strategy outlined here is based on a wide experience in both Europe and Asia, closely observing several programs for teaching and the behavior of students of different ages and regions of the world, from the most elemental till the University level, including Vocational Training. It’s also based on dozens of experiences that were as innovative as radical, namely, teaching, with success, the Chinese Language to Spanish children with seven years old in less than a year.
Having been an experienced Professor at four Universities and Director of Multinational Training Companies, where the Author conceived Training Plans, in addition to having a wide experience while a Psychopedagogue and Specialist in Learning Difficulties, but also as a Teacher in countless Schools in the disciplines of Psychology, Sociology, Philosophy, Mathematics and Physical Education, and also Martial Arts Instructor, the Author was able to synthesize a strategic model for the persistence in an activity that fits into any area of knowledge.
The analysis includes students of different ages and social strata, from different cultural backgrounds and countries, and, on the basis of all this research, it was possible to prove that, even if these methods are implemented purely in the transmission of knowledge, the degree of concentration may be increased up to four to six times higher when compared to their previous normal state.
The method here exposed allows maintaining the concentration while learning up to eight hours or more, at the expense of the two hours maximum to which the student would normally be accustomed.
The entire work focuses on integral elements in the process of increasing concentration, being that they complement one another.
It’s not just the description of a working strategy but one that enables a student to be indefinitely, and in any context, persistent and maintaining high levels of concentration.
Above all, it’s the same method that allows the Author of this work to publish it as the twenty-fifth among more than 100 in just five years, compose and publish 138 songs in less than three years, as well as read works of countless other Authors during more than 12 hours in a row, or even write during more than 20 hours without breaks and finish books in less than three hours, always with high analytical capacity in all cases.
What is written here is not just about methods applied to others, but also proven and experienced by the Author himself, summarizing a life of results implicit in his, admittedly extraordinary, biography, whose wide appreciation and acceptance at global level speaks for itself.
Providing plenty of help with planning and time-management, this book contains everything you need to know about your role, information on the current government policies such as Every Child Matters (ECM) and the Early Years Foundation Stage (EYFS) and meeting the Early Years Professional Status (EYPS) standards for supporting children with additional needs.
New to this second edition are:
- a CD-ROM containing photocopiable materials
- PowerPoint presentations for delivery of in-service training
- advice on inter-agency working and inter-professional practice
- more guidance on working in partnership with parents
- guidance on implementing the Early Years Foundation Stage (EYFS) for all children
- case studies including several in the Birth to 3 age range
A must-have for new and busy SENCOs working in reception classes, nursery schools, playgroups or any other early years setting working with the Birth to 7 age range, this book is also useful for those studying for a Foundation Degree in Early Childhood Care and Education and for those working towards Early Years Professional Status (EYPS).
Beth Ann Hill, herself a mother and educator of AD/HD children, clearly explains the basics of AD/HD and lays out its complexities. She logically takes parents from symptoms, diagnoses and tests, medication, a treatment strategy designed to combine medical treatment, and special parenting techniques to break through problem behaviors.
Whether readers browse through the question-and-answer format or read from start to finish, they will come to:
- understand the biological causes of AD/HD
- get the facts on prescription drugs
- cope with AD/HD's emotional impact on family and friends
- find comfort in real-life examples of challenges and their solutions
With the help of pediatric AD/HD specialist Dr. James Van Haren, Hill also develops unique strategies for teaching social and coping skills to children-and for having fun in the process. She includes worksheets, charts, daily planners, and more to help kids grow into adulthood with the tools to lead successful and productive lives.