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The Routledge Companion to Severe Profound and Multiple Learning Difficulties

The Routledge Companion to Severe  Profound and Multiple Learning Difficulties Author Penny Lacey
ISBN-10 9781317511427
Release 2015-04-10
Pages 456
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The Routledge Companion to Severe, Profound and Multiple Learning Difficulties is a timely and rich resource with contributions from writing teams of acknowledged experts providing a balance of both academic and practitioner perspectives. The book covers a myriad of topics and themes and has the core purpose of informing and supporting everyone who is interested in improving the quality of education and support for children and young adults with severe, profound and multiple learning difficulties and their families. Each chapter contains careful presentations and analyses of the findings from influential research and its practical applications and the book is a treasure chest of experiences, suggestions and ideas from practitioners that will be invaluable for many years to come. The chapters include many vignettes gathered from practitioners in the field and are written specifically to be rigorous yet accessible. The contributors cover topics related to the rights and needs of children and young adults from 0-25 years, crucial features of high quality education, characteristics of integrated provision and effective and sensitive working with families to ensure the best possible outcomes for their children. Crucially, the voice of the learners themselves shines through. Historical provision that has had an impact on developing services and modern legislation aimed at improving provision and services are also discussed. The contributed chapters are organised into six themed parts: Provision for learners with SLD/PMLD. Involving stakeholders. Priorities for meeting the personal and social needs of learners. Developing the curriculum. Strategies for supporting teaching and learning. Towards a new understanding of education for learners with SLD/PMLD. This text is an essential read for students on courses and staff working in and with the whole range of educational settings catering for children and young adults with severe, profound and multiple learning difficulties, not just for teachers but also for support staff, speech and language therapists, physiotherapists, psychologists, nurses, social workers and other specialists.



Curricula for Teaching Children and Young People with Severe Or Profound and Multiple Learning Difficulties

Curricula for Teaching Children and Young People with Severe Or Profound and Multiple Learning Difficulties Author Peter Imray
ISBN-10 9781134679447
Release 2013-10-30
Pages 288
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Curricula for Teaching Children and Young People with Severe or Profound and Multiple Learning Difficulties offers a range of compelling arguments for a distinct and separate pedagogical approach to the learning needs of the most educationally challenging pupils. This book, written in accessible, common sense and non-academic language, provides an easy-to-follow alternative curriculum specifically designed to enhance and enrich the learning of children with profound and multiple learning difficulties. Chapter by chapter, guidelines and support are offered in key curriculum areas, some of which include: Cognition Language, Literacy and Communication Mathematical Physical Sensory Creative Care Play Problem solving. This highly practical resource is essential reading for any educational professional, parents, school governors, teachers, teaching assistants, therapists and indeed anyone involved with maximising the educational opportunities of those with profound learning difficulties.



Profound and Multiple Learning Difficulties

Profound and Multiple Learning Difficulties Author Corinna Cartwright
ISBN-10 9781441107022
Release 2005-03-15
Pages 128
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This invaluable guide provides teachers and trainees with practical tips for teaching children with profound and multiple learning difficulties. Well-written and informative, the authors' specialist knowledge of working with those with PMLD and SLD is apparent on every page. Containing advice on diagnostic techniques, teaching strategies, social and emotional considerations and how parents can help, this book will prove essential reading for every teacher.



The PMLD Ambiguity

The PMLD Ambiguity Author Ben Simmons
ISBN-10 9781781812983
Release 2014-05-22
Pages 272
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This book challenges the ways we experience, think about, and interact with children described as having profound and multiple learning disabilities (PMLD). Contrary to received wisdom, the book starts from the premise that traditional psychological approaches operating in the "PMLD field" are overly reductive and constrain our abilities to listen to and learn from children with PMLD. This in turn runs the risk of maintaining exclusionary practices such as segregated education, where such practices are predicated upon the notion that some children are too disabled to participate in mainstream life.To address the situation the authors explore new terrain in three areas: theory, research and practice. The authors draw from phenomenological notions of embodied consciousness and introduce how this gives rise to novel ways of understanding the agency of children with PMLD. This critique leads to examination of interpersonal methodology as a means to access the experiences of children with PMLD, which in turn culminates in a research project examining how inclusive education could support learning for a young boy with PMLD. What becomes apparent through this story is that children with PMLD engage with the world in ways far more complex than existing approaches can take account of.



Educating Children with Life Limiting Conditions

Educating Children with Life Limiting Conditions Author Alison Ekins
ISBN-10 9781317194224
Release 2017-05-08
Pages 222
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Educating Children with Life-Limiting Conditions supports teachers who are working with children with life-limiting or life-threatening conditions in mainstream schools by providing them with the core knowledge and skills that underpin effective practice within a whole-school and cross-agency approach. Mainstream schools now include increasing numbers of children with life-limiting or life-threatening conditions, and this accessible book is written by a team comprised of both education and health professionals, helping to bridge the gap between different services. Recognising the complexity of individual cases, the authors communicate key principles relating to the importance of communication, multi-professional understanding and working and proactive planning for meeting the needs of any child with a life-limiting or life-threatening condition that can be applied to a range of situations. Reflective activities and practical resources are provided and are also available to download. This book will be of interest to teachers in mainstream schools, as well as teachers, SENCOs and senior leaders in all school settings, school nurses, children’s nurses and allied health professionals.



Peaceful Intervention in Intra State Conflicts

Peaceful Intervention in Intra State Conflicts Author Chanaka Talpahewa
ISBN-10 9781317082712
Release 2016-03-03
Pages 310
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Have we reached an end to the era of peaceful third party intervention in conflict management and resolution? In the 1990s, with the ending of the Cold War, the intervention of third parties as a non-violent means of negotiating settlements of intra-state conflicts gained prominence but the emphasis in the twenty-first century has been increasingly on military responses. Peaceful Intervention in Intra-State Conflicts: Norwegian Involvement in the Sri Lankan Peace Process is an in-depth, impartial discussion on the background, decision making processes and procedures and related actions in the Norwegian facilitated peace process in Sri Lanka that gradually shifted towards a military solution. It provides the reader with evidence based comprehensive analysis on the attempts of peaceful third party intervention in a complex ethno-separatist intra-state conflict.



Inclusion is Dead

Inclusion is Dead Author Peter Imray
ISBN-10 9781315280035
Release 2017-05-18
Pages 132
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Inclusion is Dead is a provocative polemic against the widely held notion that inclusion for all children and young people with SEN is both possible and desirable. For those with severe learning difficulties (SLD) and profound and multiple learning difficulties (PMLD), the authors argue, it is neither. Imray and Colley assert that the dominance of inclusion has meant that there has been no serious attempt to look at the educational difficulties faced by learners with PMLD and SLD. As a vision of egalitarianism and equality for all, they say, inclusion is dead. The authors controversially believe that unless education changes, it will remain as a disabling institution that does the exact opposite of its intention. The book presents the argument that theorists of inclusion have failed to provide practical solutions on how inclusion can be achieved when SLD and PMLD learners are involved, as well as discussing the drawbacks of the ‘inclusion for all argument’. With up-to-date references throughout, Inclusion is Dead will be an insightful read for teachers and SENCO trainers, as well as postgraduates and undergraduates studying courses on politics, philosophy and society.



Engaging Learners with Complex Learning Difficulties and Disabilities

Engaging Learners with Complex Learning Difficulties and Disabilities Author Barry Carpenter
ISBN-10 9781317533740
Release 2015-02-11
Pages 216
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Children and young people with Complex Learning Difficulties and Disabilities (CLDD) have co-existing and overlapping conditions which can manifest in complex learning patterns, extreme behaviours and a range of socio-medical needs which are new and unfamiliar to many educators. Their combination of issues and layered needs – mental health, relationship, behavioural, physical, medical, sensory, communication and cognitive – mean they often disengage from learning and challenge even our most experienced teachers. This book provides school practitioners and leaders with an approach and resources to engage this often disenfranchized group of children in learning. The Engagement for Learning Framework has been developed and trialled by over 100 educational settings (both special and mainstream) with learners from early years to post-16. It gives practitioners from a range of disciplines a shared means of assessing, recording and developing personalized learning pathways and demonstrating progression for these children. The focus on inquiry means that however complex a young person’s needs, educators will be able to apply the approach. This practical and engaging book provides literature, tools and case study examples outlining who children and young people with CLDD are, why their engagement for learning is important and how the Engagement for Learning Framework can be used effectively by teachers and other professionals to ensure the best possible outcomes for these children.



Designs Methods and Practices for Research of Project Management

Designs  Methods and Practices for Research of Project Management Author Beverly Pasian
ISBN-10 9781351981330
Release 2016-08-12
Pages 520
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Project management as a discipline has experienced near-exponential growth in its application across the business and not-for-profit sectors. This original, authoritative guide provides both practitioner and student researchers with a complete guide to research practice on project management. In Designs, Methods and Practices for Research of Project Management, Beverly Pasian has brought together original chapters from a veritable who's who of project management research including authors such as Harvey Maylor, Christophe Bredillet, Derek Walker, Miles Shepherd, Janice Thomas, Naomi Brookes and Darren Dalcher. The collection looks at research strategy, management, methodology, techniques as well as emerging topics such as social network analysis. The 38 chapters offer an international perspective with examples from a wide range of project management applications; engineering, construction, mega-projects, high-risk environments and social transformation. Each chapter includes tips and exercises for the research student, as well as a complete set of further references.



People with Profound Multiple Learning Disabilities

People with Profound   Multiple Learning Disabilities Author Penny Lacey
ISBN-10 9781134097531
Release 2013-11-26
Pages 272
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First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.



A Sensory Approach to the Curriculum

A Sensory Approach to the Curriculum Author Judy Davis
ISBN-10 9781853466717
Release 2001
Pages 116
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Written by a teacher with many years of experience with pupils with PMLD, this book offers a well-tried approach to delivering the curriculum, with particular emphasis on the core subjects. It aims to complement and supplement existing material and provides a useful resource for busy teachers.



Communicate with Me

Communicate with Me Author Martin Goodwin
ISBN-10 9781351700016
Release 2017-07-05
Pages 200
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How can I communicate even more effectively with people who have learning disabilities? Communicate with Me is an invaluable toolkit for carers, professionals, schools and services striving to improve the quality of their communication with those they support. Key features include: a comprehensive range of techniques and guidance for carers and professionals around how to communicate with and involve children and adults with learning disabilities; a wealth of practical examples and case studies to illustrate and contextualise the suggested approaches; a detailed quality assurance framework to help schools and services develop CPD, establish excellence across their organisations in the way that they communicate with people with learning difficulties and improve outcomes for those they support. Communicate with Me is a resource for anyone involved in supporting children or adults with a learning disability including residential or community support workers, play workers, advocates and teachers who work directly with people, as well as line managers and service managers who can facilitate change within service structures and promote good practice in their teams. Martin Goodwin is an experienced practitioner who has more than 18 years experience in working with children and young people in a range of capacities including management and direct delivery. Martin is a qualified teacher/ trainer in post compulsory education and children's rights advocate with a BA Hons in Professional Studies: Learning Difficulties, PG Cert in Social Studies and MA in Youth and Community studies. Jennie Miller specialises in working with adults with a learning disability in the residential setting where she has over ten years' experience, holding a management role since 2004. Jennie has a BA (hons) in Professional Studies: Learning Difficulties. Cath Edwards has over thirty years' experience of working with children and young people with learning disabilities including autism and severe and profound multiple learning disability. Cath has a BEd in education, a degree-level qualification in special educational needs, and is a Master Practitioner of Neuro-Linguistic Programming. Cath is also a qualified yoga teacher and a professional storyteller. Review: The publication of this resource is timely. Services are shrinking and specialist support is contracting. People with learning disabilities need informed, committed and skillful partners in their struggle to take their rightful place in society - and this accessible, interactive and comprehensive guide will prove an invaluable support to everyone who has the privilege and the challenge of sharing their lives and work with people who have difficulties in communication. Dr Nicola Grove, Consultant in Communication and Narrative, Honorary Senior Lecturer, Tizard Centre, Founder, Openstorytellers.



The Routledge Companion to Jacques Lecoq

The Routledge Companion to Jacques Lecoq Author Mark Evans
ISBN-10 9781317594635
Release 2016-08-24
Pages 444
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The Routledge Companion to Jacques Lecoq presents a thorough overview and analysis of Jacques Lecoq's life, work and philosophy of theatre. Through an exemplary collection of specially commissioned chapters from leading writers, specialists and practitioners, it draws together writings and reflections on his pedagogy, his practice, and his influence on the wider theatrical environment. It is a comprehensive guide to the work and legacy of one of the major figures of Western theatre in the second half of the twentieth century. In a four-part structure over fifty chapters, the book examines: The historical, artistic and social context out of which Lecoq's work and pedagogy arose, and its relation to such figures as Jacques Copeau, Antonin Artaud, Jean-Louis Barrault, and Dario Fo. Core themes of Lecoq's International School of Theatre, such as movement, play, improvisation, masks, language, comedy, and tragedy, investigated by former teachers and graduates of the School. The significance and value of his pedagogical approaches in the context of contemporary theatre practices. The diaspora of performance practice from the School, from the perspective of many of the most prominent artists themselves. This is an important and authoritative guide for anyone interested in Lecoq's work.



Philosophy for A2

Philosophy for A2 Author Michael Lacewing
ISBN-10 9781317562160
Release 2015-05-22
Pages 392
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Philosophy for A2 is an engaging textbook for the new AQA A2 Philosophy syllabus. Structured closely around the AQA specification this textbook covers the two units, Ethics and Philosophy of Mind, in a comprehensive and student-friendly way. All of the anthology texts are explained and commented on and woven into the discussion of the syllabus. With chapters on ‘How to Do Philosophy’ and exam preparation this textbook provides students with the philosophical skills they need to succeed. Each chapter includes: explanation and commentary of the AQA anthology texts comprehension questions to test understanding discussion questions to generate evaluative argument 'going further' sections for advanced study cross-references to help students make connections bullet-point summaries of each topic. The companion website hosts a wealth of further resources, including PowerPoint slides, flashcards, further reading, weblinks and handouts, all structured to accompany the textbook. It can be found at www.routledge.com/cw/alevelphilosophy.



Thinking Spanish Translation

Thinking Spanish Translation Author Sándor G. J. Hervey
ISBN-10 9780415116589
Release 1995
Pages 232
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Thinking Spanish Translation is a comprehensive and revolutionary 20-week course in translation method offering a challenging and entertaining approach to the acquisition of translation skills. It has been fully and successfully piloted at the University of St.Andrews. Translation is presented as a problem-solving discipline. Discussion, examples and a full range of exercise work enable students to acquire the skills necessary for a broad range of translation problems. Examples are drawn from a wide variety of material from technical and commercial texts to poetry and song. Thinking Spanish Translation is essential reading for advanced undergraduates and postgraduate students of Spanish. The book will also appeal to a wide range of languages students and tutors through the general discussion of principles, purposes and practice of translation.



Must Inclusion be Special

Must Inclusion be Special Author Jonathan Rix
ISBN-10 9781317498926
Release 2015-06-05
Pages 228
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Must Inclusion be Special? examines the discord between special and inclusive education and why this discord can only be resolved when wider inequalities within mainstream education are confronted. It calls for a shift in our approach to provision, from seeing it as a conglomeration of individualised needs to identifying it as a conglomeration of collective needs. The author examines the political, medical and cultural tendency of current times to focus upon the individual and contrasts this with the necessity to focus on context. This book distinguishes the theoretical perspectives that are often associated with special or inclusive education and the broad range of interests which depend upon their ongoing development. This examination leads to a problematisation of mainstream education provision, our understanding of why social inequities emerge and how additional support can overcome these inequities. Further chapters explore the underlying challenges which emerge from our use and understanding of the notions of special and inclusive, outlining an alternative approach based upon a community of provision. This approach recognises the interconnectedness of services and the significance of context, and it encapsulates the aspiration of much international legislation for participation and inclusion for all. But it also assumes that we tend towards diffuse practices, services, policies, settings and roles, spread across provision which is variously inclusive and exclusionary. In seeking to create equitable participation for all, support needs to shift its focus from the individual to this diffuse network of contexts. Must Inclusion be Special? emerges from the research base which problematises inclusion and special education, drawing upon examples from many countries. It also refers to the author’s research into pedagogy, language and policy, and his experiences as a teacher and the parent of a child identified with special educational needs.



Sensory Stories for Children and Teens with Special Educational Needs

Sensory Stories for Children and Teens with Special Educational Needs Author Joanna Grace
ISBN-10 9780857008749
Release 2014-10-21
Pages 248
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Sensory Stories are short stories of a few lines which are brought to life through a selection of meaningful sensory experiences. They are particularly beneficial for students with Sensory Processing Disorder (SPD), profound and multiple learning difficulties (PMLD), autism spectrum disorders (ASD) and other special educational needs (SEN). For children with PMLD, Sensory Stories can open up new avenues for communication and inclusive learning. For students with SPD and ASD, they offer a fun way of encountering sensory experiences and triggers in a safe, repetitive way, which over time can help to reduce associated anxieties. This accessible guide offers teachers, other professionals working with students with SEN and parents with a complete step-by-step guide to creating and using Sensory Stories effectively. Aiming to make Sensory Stories affordable and accessible to schools and parents alike by using everyday items found in the classroom and home, Joanna Grace provides original, ready-to-use Sensory Stories with accompanying lesson plans, games and activities and adaptations for different abilities and diagnoses. Written by an experienced SEN consultant and sensory learning specialist, this is unique and essential reading for teachers, other professionals and parents wishing to introduce the many benefits of multi-sensory storytelling to children in their care.