The updated, straight-talking and accessible guide is ideal for teachers, teaching assistants, SENCOs, senior leadership and even home schooling parents who want to know more about supporting students with Learning Differences. Highlighting some of the more commonly encountered Specific Learning Differences (SpLD's), expert Diana Hudson concisely describes the signs of those that are most commonly encountered in the classroom. Covering: dyslexia, dyspraxia, dyscalculia, dysgraphia, autism spectrum condition, ADHD, OCD and featuring brand new chapters on Pathological Demand Avoidance (PDA), Sensory Processing Disorder (SPD) and tics and Tourette Syndrome, this book covers all the information you need, whilst reminding us that all neurodivergent children are individuals and have different qualities. Diana provides an overview of each identity and evaluates how you may need to adapt your levels of support in the classroom - as well as practical suggestions for modifying teaching materials and methods to make learning enjoyable, effective and accessible for all students. There are also dedicated chapters on helping students with SpLD's to improve their organisation and develop effective revision skills and exam techniques.

A revised and updated edition (with more than 70% new material) of the evergreen classic about the innate differences between boys and girls and how best to parent and teach girls and boys successfully, with completely new chapters on sexual orientation and on transgender and intersex kids. Eleven years ago, Why Gender Matters broke ground in illuminating the differences between boys and girls--how they perceive the world differently, how they learn differently, how they process emotions and take risks differently. Dr. Sax argued that in failing to recognize these hardwired differences between boys and girls, we ended up reinforcing damaging stereotypes, medicalizing normal behavior (see: the rising rates of ADHD diagnosis), and failing to support kids to reach their full potential. In the intervening decade, the world has changed drastically, with an avalanche of new research which supports, deepens, and expands Dr. Sax's work. This revised and updated edition includes new findings about how boys and girls interact differently with social media and video games; a completely new discussion of research on gender non-conforming, LGB, and transgender kids, new findings about how girls and boys see differently, hear differently, and even smell differently; and new material about the medicalization of bad behavior.

This book is intended to help language teachers to work effectively and successfully with students who have Specific Learning Differences (SpLDs). It enables teachers to gain a thorough understanding of the nature of SpLDs and how these affect both general learning processes and the mechanisms of second language acquisition. In addition, the book explores the particular inclusive methods and techniques of teaching and assessment that foster success in language learning. Language teaching is embedded in a wider social and educational context, and therefore the book also provides an in-depth discussion of general educational issues related to identifying and disclosing disabilities and to making transitions from one institution to the other. The content has been thoroughly updated and revised for the second edition, particularly in the areas of inclusive pedagogies, new evidence-based methods and tools for identifying SpLDs, and new conceptualisations of neurodiversity. The book also includes the latest research on assessment, transition and progression, and the impact of SpLDs on additional language learning.

Every generation has sought to make teaching and learning more inclusive and equitable, but pesky questions always remain, such as, how can teaching and learning be conducted in ways that satisfies and respects everyone? What are the parameters of an inclusive pedagogy? Who defines its principles? How should these principles be taught and by whom? And by what authority shall they be grounded? These types of thorny questions occupy the essence of educators and the authors of this book. This book is about teachers, educators, and topics related to inclusion. Teachers and educators have a lot to know, therefore the topics are broad and relevant to the times. What should teachers know about special needs, religion and spirituality, Aboriginality, the environment, tolerance, and school choice? Although teachers have knowledge of their subject matter, knowledge alone is not sufficient. They must know and understand how people learn. A teacher must also care deeply about who they teach. And this "teacher knowledge" grows and changes over time as teachers become more experienced, informed, skilled, and wiser. At the same time no teacher preparation will be sufficient because there will always be discussions that were never had and knowledge that was never shared. Time has its costs and there is only so much a formal education can prepare someone. This book helps to satisfy a cavity in learning for teachers and educators in general.

"This edition provides a transformative snapshot of reading comprehension as a field of study at a seminal moment. It maintains the same high level of standards with respect to (1) historical perspectives useful for laying the foundation of study on reading comprehension; (2) theoretical perspectives that allow the reader to consider different views on how specific areas have evolved since the first edition; (3) excellent chapters on various elements of reading comprehension, including major research studies in assessment, cultural impacts of reading comprehension, issues affecting English language learners, and consideration of international populations; and (4) identification of future research needs to help raise important questions and stimulate possible hypotheses for future research"--

This book clearly explains what Specific Learning Difficulties (SpLD) are, and describes the symptoms of conditions most commonly encountered in the mainstream classroom: dyslexia, dyspraxia, dyscalculia, dysgraphia, Autism Spectrum Disorder, ADHD, and OCD. The author provides an overview of the strengths and weaknesses commonly associated with each of these conditions, as well as practical suggestions for modifying teaching materials and methods to make learning enjoyable, effective and accessible for students. There are also dedicated chapters on helping students with SpLDs to develop effective revision skills and exam techniques. This straight-talking and accessible guide is ideal for teachers, teaching assistants, and those in school management who want to know more about supporting students with Specific Learning Difficulties.

Focus on Special Educational Needs explores the characteristics of effective classroom instruction for language learners aged 5–18 with special educational needs. It guides teachers and other educational practitioners to combine their perspectives in providing balanced, coordinated, cohesive, and comprehensive approaches. The authors present a framework for developing inclusive learning environments which are culturally and linguistically responsive, based on strengths-based perspectives. Research studies and examples from the classroom illustrate collaborative practice in action. Additional online resources at www.oup.com/elt/teacher/fosen Cristina Sánchez-López is a teacher educator in Chicago at the Illinois Resource Center, Multilingual Cultural Classroom, and Paridad Education Consulting. Theresa Young is a speech-language pathologist and educator in private practice in Parry Sound, Ontario. ‘This excellent book provides detailed guidance for educating language learners with special educational needs, based on a thorough review of classroom research. The authors advocate approaches which build upon all the assets learners bring to the classroom, and integrate these with decades of best practices in second language development and special education. This will be a welcome resource to graduate students and practicing teachers alike.’ Dr Nadeen T. Ruiz, School of Education, University of California at Davis

Your guide to a higher score on Praxis II: English Subject Areas The Praxis II English Subject Area Assessment tests are designed to assess whether an examinee has the broad base of knowledge and competencies necessary to be licensed as a beginning English teacher in a variety of school settings. The various exams, some multiple-choice questions and some essay format, cover reading and understanding text, language and linguistics, and composition and rhetoric. CliffsNotes Praxis II: English Subject Area Assessments includes question-type reviews, subject reviews, and six model practice tests for each of the Praxis II English tests that a variety of would-be English teachers need to pass to be certified. Includes subject reviews of all test topics 6 practice tests, one for each Praxis II English test Proven strategies from the experts at CliffsNotes If you're an aspiring teacher looking to take the Praxis II English test, CliffsNotes is your ticket to scoring high at exam time.

This bestselling work provides practitioners with a complete guide to implementing response to intervention (RTI) in schools. The authors are leading experts who explain the main components of RTI--high-quality instruction, frequent assessment, and data-based decision making--and show how to use it to foster positive academic and behavioral outcomes for all students. Implementation procedures are described in step-by-step detail. In a large-size format to facilitate photocopying, the book includes reproducible planning and implementation worksheets. The companion website features an accompanying PowerPoint presentation for use in RTI training. New to this Edition *Includes extensive new research that reflects the increasing adoption of RTI nationwide. *Expanded to include behavioral interventions. *Chapter on effective instructional practices for general education. *Chapter on implementation at the whole-school and district levels. *Chapter featuring multiple intervention case studies. See also Assessment for Intervention, Second Edition, which details a wide range of assessment procedures ideal for implementation in an RTI framework. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.