Challenging the notion that young people with profound and multiple learning difficulties (PMLD) should be taught in a linear, target-driven way, this book presents an innovative model for creating learning opportunities to suit the needs and abilities of each individual student. Focusing on students with PMLD aged 14 and over, and addressing their unique needs as they progress towards adult life, the author explains how to create a truly personalised programme for each individual that recognises their right to autonomy whilst also acknowledging their learning difficulties. Practical strategies for dealing with common areas of difficulty such as communication and behaviour are included, and the book contains useful solutions to practical considerations such as timetabling, staffing, assessments and target-setting, and adapting the physical and sensory environment for students with PMLD. A final section looks at opportunities for students with PMLD post-secondary education. Realistic and accessible, this book is essential reading for teachers, teaching assistants and others involved in educating young people with PMLD.
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 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.
Giving Voice to Profound Disability is devoted to exploring the lives of people with profound and multiple learning difficulties and disabilities, and brings together the voices of those best placed to speak about the rewards and challenges of living with, supporting and teaching this group of vulnerable and dependent people – including parents, carers and teachers. Along with their personal insights the book offers philosophical reflections on the status, role and treatment of profoundly disabled people, and the subjects discussed include: Respect and human dignity Dependency Freedom and human capabilities Rights, equality and citizenship Valuing people Caring for others The experience and reflections presented in this book illustrate the progress and achievements in supporting and teaching people with profound disabilities, but they also reveal the challenges involved in enabling them to develop their full potential. It is suggested, also, that these challenges apply not only to this group, but also to people who, through sickness, accident and old age, face equivalent levels of dependency and disability. Giving Voice to Profound Disability will be of interest to all those involved in the lives of severely and profoundly disabled people, including parents, carers, teachers, nurses, therapists, academics, researchers, students and policymakers.
This Routledge Classic Edition brings together widely experienced editors and contributors to show how access to a whole school curriculum can be provided for learners with moderate to profound and multiple learning difficulties. Along with a new appraisal of the contents from the editors, the contributors raise debates, illustrate effective teaching ideas and discuss strategies for providing a high-quality education for these pupils and a celebration of their achievements. The book also discusses the active involvement of family members and the learners themselves in these processes and considers issues surrounding empowerment of learners, professional development of the workforce and curriculum principles such as differentiation, personalisation, and engagement. Winner of the prestigious nasen/TES Academic Book Award in 1996, Enabling Access is an essential read for students and lecturers in higher education, and for teachers, support staff, and other professionals in all educational settings in the UK and abroad catering for these learners.
Social workers are constantly making decisions under pressure. How do policy, law, research and theory influence what they do This important book provides the answers with a crystal-clear map of the adult social work field. Focused on four major themes - personalization, mental health, substance use, old age – the book brings together expert commentators to: ■ Outline the policy background; ■ Summarize the relevant law; ■ Describe the key theories; ■ Highlight the research findings. A wealth of real life case studies reveal, in detail, the challenges that social workers face every day. Through a series of questions, readers are invited to join in the process of 'Making connexions' between different elements of social work knowledge and practice. Edited by the highly respected Martin Davies, this authoritative and illuminating book explores the crucial role of social workers in securing a better future for vulnerable and disadvantaged service users. It is an essential investment for students, educators and practitioners alike.
This is an invaluable and fully updated text on inclusive practice for all primary trainees and teachers and for those working towards the National Award SEN Co-ordination. It provides an equality- and child-centred approach to inclusion, combining both theory and practice while promoting critical thinking about the complex issues involved. Scenarios are used as the basis for unpicking major topics and provide opportunities for learning in context, while questions and reflections encourage deep thinking about key learning points. This second edition has been fully revised throughout and now includes: • full reference to the new Special Educational Needs and Disability Code of Practice (2014) as well as the Children and Families Act (2014) and Behaviour2Learn • two completely new chapters on understanding learners who are vulnerable and understanding learners with communication difficulties • extended thinking activities and extended reflections to support M-level study • an improved organisation with emphasis on the national priorities.
Frank McCourts Erinnerungen an seine Jahre als Lehrer Dreißig Jahre lang hat Frank McCourt, der Amerikaner mit der unglücklichen irischen katholischen Kindheit, in New Yorker Schulen unterrichtet. Jetzt erzählt er, was er von seinen insgesamt zwölftausend Schülern gelernt hat – als Lehrer, als Geschichtenerzähler, als Schriftsteller. Ein Buch, wie man es liebt, aber selten findet: voll Witz und Charme, voll Verzweiflung, Ironie und Lebensweisheit.
Wir alle tragen das Wissen um vollkommenes Wohlbefinden in uns. Dieses Wissen ist als Information in unserem Energiekörper gespeichert. Er enthält alle Information über Körperstruktur und Funktion und es ist in ihm die Kraft Materie entsprechend dieser Information anzuordnen. Da es, nach den Gesetzen der Physik, eine Kraft braucht Materie zu bewegen, wird der stoffliche Körper vollständig vom Energiekörper regiert. Die Blaupausen für Körperstruktur und Funktion existieren im Energiekörper auf zwei Ebenen, die Ebene des aktuellen Zustandes und die Ebene der Perfektion. ReConnective Therapy (RCT) ist eine Heilweise, die es ermöglicht Verbindungen zwischen der Blaupause der Perfektion und dem stofflichen Körper herzustellen. Dadurch empfängt der Körper Information über perfekte Struktur und Funktion und baut sich entsprechend um, ein Prozeß den wir "Heilung" nennen. Herwig Schön gibt eine detailierte Beschreibung wie Verbindungen zur Blaupause der Perfektion unterbrochen werden können und was es braucht, diese wieder herzustellen und zwar auf allen Ebenen, körperlich, emotional und mental. Er beschreibt, wie wir unsere eigene Realität erschaffen und als Reflektion die Blaupause des aktuellen Zustandes des Körpers sowie des Denkens und Fühlens und wie diese geheilt oder transformiert werden können.
MOHO: Ergotherapie aus ganzheitlicher Sicht Das im deutschsprachigen Raum bereits bekannte und praktisch erprobte "Modell der menschlichen Betätigung" (Model of Human Occupation, MOHO) bietet Ihnen viele Denkanstöße und Anregungen für eine zeitgemäße systemische Ausrichtung Ihrer ergotherapeutischen Arbeit. * Was ist eigentlich "Betätigung"? * Welche Bedeutung hat sie für den Menschen im Alltagsverhalten? * Wie entsteht Motivation? * Welche Funktion haben automatisierte Routinehandlungen? * Wie entwickelt man Handlungsfertigkeiten? * Welchen Einfluss hat die Umwelt auf Betätigungsverhalten? Zu diesen und weiteren Grundbegriffen finden Sie Definitionen und ausführliche Erläuterungen, die Ihnen die MOHO-Grundlagen anschaulich und praktisch nachvollziehbar vor Augen führen. Anhand eines bundesweiten Projektes erfahren Sie zudem, wie Befundaufnahme und Dokumentation nach dem Modell in Deutschland praktisch umgesetzt werden. Das Grundlagenbuch für ErgotherapeutInnen zu einem bewährten Praxismodell
Visuelle Wahrnehmung und Lesen: Ein faszinierendes Buch! In kurzen Einheiten werden Teilaspekte der visuellen Wahrnehmung, den möglichen Schwierigkeiten dabei und der Nutzung der Wahrnehmung zum Lesen dargestellt. Es gibt viel Anschauliches, einiges zum Selber-Ausprobieren und manches, das man vielleicht nicht bis ins Detail versteht. Das Buch enthält in den ersten drei Teilen viel Grundsätzliches zum Auge, zu Wahrnehmungswegen, -schwierigkeiten, -täuschungen und -experimenten und zur Frage, ob Sehen lernbar sei. Im 4. und 5. Teil geht es ums Lesenlernen und ums Lesenkönnen. Zusätzlich wird hier auch das Computerprogramm Rennratte zur Schulung der Lesegeschwindigkeit vorgestellt und kommentiert. Insgesamt werden die Informationen kurz und prägnant mit vielen Abbildungen recht gedrängt angeboten. Das Buch sei jeder Lehrperson empfohlen, die Schüler und Schülerinnen des 1. - 6. Schuljahres im Bereich Lesen fördern will. Sie erfährt einiges über Wahrnehmungsmöglichkeiten und wird ermuntert das Programm Rennratte einzusetzen. Ursina Gloor.

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