Kategoria BISAC: Education >> Special Education - Behavioral, Emotional & Social Disabilities

Literacy work can provide a therapeutic context in which to support children with emotional and behavioural difficulties in mainstream schools. This text provides a clear theoretical rationale for therapeutic storywriting.

TELL ME THE NUMBER BEFORE INFINITY, THE STORY OF A GIRL WITH A QUIRKY MIND, AN ECCENTRIC FAMILY, AND OH YES, A DISABILITY describes life and the realities of having a disability in 60 short chapters, arranged chronologically. Although several books on disabilities already exist, the use of two narrations is unique. The subject is Becky Taylor, from her birth in 1972 to about age forty. The mother, Dena Taylor, begins the book by telling us about her daughter's earliest years, discovering Becky's cerebral palsy, and her exceptional gift for calculus and depth of thought at the age...

The book covers the period from 1812, when the Tron Riot in Edinburgh dramatically drew attention to the lamentable extent of juvenile depravity, up to 1872, when the Education Act (Scotland) inaugurated a system of universal schooling.

During the 1840s and 1850s in particular there was a move away from a punitive approach to young offenders to one based on reformation and prevention. Scotland played a key role in developing reformatory institutions notably the Glasgow House of Refuge, the largest of its type in the UK and industrial schools which provided meals and...

Attention Deficit/Hyperactivity Disorder (AD/HD) is the most common behavioural disorder affecting up to five per cent of children in the UK. This book provides a concise and comprehensive guide to educating children with AD/HD, offering a theoretical introduction to the disorder, and practical guidance for the classroom teacher on how to support children with this condition.

This practical guide is divided into three clear sections which focus on:

* the nature of AD/HD and its impact on the individual in school, as well as the ways in which it can be most accurately...

Die Autorin untersucht, in welchem Schulsetting eine qualitativ hochwertige Beschulung von Kindern mit spezifischen Sprachentwicklungsstorungen (SSES) am besten gelingt. Dabei vergleicht sie Unterricht in regularen Grundschulklassen, Unterricht unter den praventiven Aspekten des Response-to-Intervention-Ansatzes (RTI) sowie Unterricht in Sprachheilklassen. In einer zweijahrigen Langsschnittstudie verfolgte die Autorin die Entwicklung von 64 Kindern mit SSES in den unterschiedlichen Beschulungsformen. Ihre Ergebnisse zeigen, dass die inklusive Beschulung von Kindern mit SSES nach dem...