Search results for ‘Subject term:"special educational needs"’ Sort:
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Show and tell
- Author:
- GRACE Joanna
- Journal article citation:
- Learning Disability Today, 13(4), July/August 2013, pp.16-18.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Sensory stories can be an important way to provide vital sensory stimulation for children with profound and multiple learning disabilities. This article looks at how sensory stories can be used to aid cognitive development and literary skills. (Original abstract)
How to detect developmental delay and what to do next: practical interventions for home and school
- Author:
- MOUNTSTEPHEN Mary
- Publisher:
- Jessica Kingsley
- Publication year:
- 2010
- Pagination:
- 176p.
- Place of publication:
- London
A practical guide which provides advice on how to recognise the signs of developmental delay, address difficulties effectively and help the child develop. It draws on the expertise of specialists in the field and details interventions and tools to tackle the problem. Part 1 looks at child development and the signs of delay, and covers: Factors affecting early development; What to expect in the early years; Detecting special educational needs. Part 2 covers interventions for home and school, including: Movement and learning; Vision, visual processing and learning; Hearing, auditory processing and learning; and How a Psychologist can help. Relevant for parents, teachers and other professionals working with children.
First steps in intervention with your child with autism: frameworks for communication
- Authors:
- CHRISTIE Phil, et al
- Publisher:
- Jessica Kingsley
- Publication year:
- 2009
- Pagination:
- 199p.
- Place of publication:
- London
The material in this book was first produced as part of an action research project carried out at the Early Years Diagnostic Centre in. The project aimed to develop and evaluate a model of good practice linking early diagnosis of autism and intervention, with a particular emphasis on early social communication. Emphasis of the model is on interactive methods and prioritising early social communication while allowing sufficient flexibility so that families can adapt methods to their own particular circumstances. This book is designed to be used directly by parents looking to better understand their child and, in turn, to help to improve their child’s understanding and communication. It can also be used by professionals working to support and enable families. The content is aimed at pre-school children at an early stage of communication but many of the ideas can also be applied to school age children if they are at that stage of development. Chapters include: developing an understanding of autism; taking the first steps; interactive play; the beginning of structure; teaching pointing; understanding language; moving toward spoken language; and sharing conceptual play.
All children and young people make sustained progress and remain engaged through all transitions between key stages: research summary 2
- Author:
- CENTRE FOR EXCELLENCE AND OUTCOMES IN CHILDREN AND YOUNG PEOPLE'S SERVICES
- Publisher:
- Centre for Excellence and Outcomes in Children and Young People's Services
- Publication year:
- 2010
- Pagination:
- 4p.
- Place of publication:
- London
This research summary highlights research evidence on one of the three key priorities addressed in the Schools and Communities research theme. It summarises the best available evidence that will help service providers to improve services, and, ultimately, outcomes for children, young people and their families.
Small steps forward: using games and activities to help your pre-school child with special needs
- Author:
- NEWMAN Sarah
- Publisher:
- Jessica Kingsley
- Publication year:
- 1999
- Pagination:
- 254p.
- Place of publication:
- London
When young children are diagnosed with conditions such as Down's Syndrome, autism or other forms of developmental delay, there is much that parents can do to help. This book provides parents and carers with the information they require and a host of ideas to encourage their child's development. The games and activities suggested in the book use toys and materials which most children will already have, and involve no special preparation. The author divides skills into six areas - cognitive, linguistic, physical, sensory, social and emotional - for convenient reference. She deals with general issues, such as behaviour management, toilet-training and sleep management, which may be encountered by parents of children with any form of disability - physical, learning or sensory. She provides an outline of child development so that parents can place their child's progress in context. Advice on coping with the stress of having a child with special needs, and information on support parents can expect from health, education and social services, is also given.
The self-help guide for special kids and their parents
- Authors:
- MATTHEWS Joan, WILLIAMS James
- Publisher:
- Jessica Kingsley
- Publication year:
- 2000
- Pagination:
- 304p.
- Place of publication:
- London
James Williams is an SP or special person - he was diagnosed with autism during early childhood. His mother, Joan Matthews, is an NP or normal person. As James grew up, his different perception of the world and the lack of understanding from NPs created problems. Together, he and his mother met the challenges with ingenuity and humour. One day, while taking a walk, James and Joan decided to write a book of their practical solutions. Covering everything from eye sensitivity, to knowing how far away to stand from other people, to being polite when someone is crying, James and Joan's book describes the problems that an SP may face, and the solutions which they have found to work successfully.
'Realistic positivity': understanding the additional needs of young children placed for adoption, and supporting families when needs are unexpected
- Authors:
- COUNCIL FOR DISABLED CHILDREN, HAMBLIN Emily
- Publisher:
- Council for Disabled Children
- Publication year:
- 2018
- Pagination:
- 87
- Place of publication:
- London
This research, funded by the National Institute for Health Research (NIHR) Children’s Policy Research Unit, looks at the challenge of supporting families when adopted children have unexpected additional needs. It explores how adverse early experiences impact on children’s health and development in highly individual ways and can make health issues or special educational needs, including common conditions such as autism, challenging to identify. The report presents the results of interviews with six adoptive parents and thirteen professionals to identify some of these challenges. The results are discussed in the following areas: how professionals identify and understand children’s needs; how prospective adopters are informed about children’s health and development before placement, and how they seek help if concerns arise after placement; stages and transitions involved in the early years of children’s lives, including placement for adoption; parents’ seeking and engagement with services and community resources, to professional and service responses to new or emerging concerns post-placement. The report calls upon adoption agencies to ensure clear and open communication with prospective adopters about children, and also about the services and support available to families. (Edited publisher abstract)
Children in need in childcare: a survey of good practice
- Author:
- OFSTED
- Publisher:
- OFSTED
- Publication year:
- 2010
- Pagination:
- 22p.
- Place of publication:
- Manchester
This small-scale survey identified factors that contributed to positive outcomes for children in need in a range of different types of early years and childcare settings. Between October 2008 and April 2009, inspectors visited 20 day-care settings on non-domestic premises and five childminders in four local authorities. The survey demonstrated that high-quality childcare settings made an important contribution to children in need by identifying their additional needs early on. A recurring strength in the visits was the high level of experience and relevant qualifications among the practitioners. The close relationships they established with the children’s families and the strong links with professionals from a range of other agencies meant that they were able to play their part in ensuring that the children in need received timely, coherent and well-coordinated support, both during their time in the settings and when moving to school or other provision. Recommendation to improve the support given to children in need, all childcare providers and practitioners should: evaluate their own practice regularly to consider how well they support children identified as being ‘in need’; consider how they might make better use of information and communication technology to enhance children’s learning; involve the children, young people and their families in planning and evaluating provision; keep resources under review to ensure they match the needs of the children cared for; ensure that they liaise with other providers, professionals and representatives of organisations working to improve outcomes for children with different needs to share good practice.
School-age special education outcomes of infants and toddlers investigated for maltreatment
- Authors:
- SCARBOROUGH Anita A., McCRAE Julie S.
- Journal article citation:
- Children and Youth Services Review, 32(1), January 2010, pp.80-88.
- Publisher:
- Elsevier
Examination of a nationally representative, longitudinal study of infants and toddlers investigated for maltreatment reveals disproportionate representation of teenage mothers, fair/poor health, poverty and being African-American. Infants are more likely to have special needs reported, substance abusing carers, low-quality home environment, out-of-home placement, physical neglect and substantiated maltreatment. At school-age, approximately one-fifth of all investigated infants and toddlers have an Individualized Education Program (IEP), indicating special education placement. Early characteristics associated with having an IEP include poverty, being male, fair/poor health, and low language scores. Hispanic children and those investigated for physical or sexual abuse were less likely to have an IEP. At school-age, infants had lower Woodcock–Johnson-III mathematics subtests scores, whereas toddlers had lower reading comprehension performance.
Improving the wellbeing of disabled children (up to age 8) and their families through increasing the quality and range of early years interventions: research review 1
- Authors:
- NEWMAN Tony, et al
- Publisher:
- Centre for Excellence and Outcomes in Children and Young People's Services
- Publication year:
- 2009
- Pagination:
- 117p., bibliog.
- Place of publication:
- London
This review looks at the evidence base for the use of early inventions to improve the wellbeing of disabled children (up to the age of eight) and their families. The questions the review is asking include; what is the evidence that early years interventions for disabled children and their families actually lead to improvements in outcomes?; which early years interventions are most effective for particular groups of disabled children?; which features of early years interventions are considered to be most effective by parents?; what conditions are required for successful outcomes for disabled children, young people and their families? It assess gaps in the evidence base and also identifies promising directions for future research and development. The research was carried out by Barnardo's and the methodologies used and sources included in this review can be found in the appendices.