by
Burke, Peter, 1948-
Call Number
362.4043083 22
Publication Date
2004
Summary
Examining the overlooked subject of non-disabled siblings in families where there is a disabled child, Brothers and Sisters of Disabled Children details the experiences of these children and explores what it means to them to have a disabled brother or sister. Through family interviews and one-to-one meetings, Peter Burke records siblings' views on issues ranging from the everyday social restrictions on their lives, the discrimination they face at school, through to their concerns about the future. He also considers the difficulties for siblings of finding their own identity in 'disabled' famil.
Format:
Electronic Resources
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0.0608
by
Bannister, Anne.
Call Number
618.928914 22
Publication Date
2003
Summary
As a probation officer and social worker, Anne Bannister has successfully used creative therapies with abused children for 25 years. Combining her practical experience and recent doctoral research she reflects on how and why these therapies actually work in the healing process. She shows how in 'the space between' children and their therapists, the child and adult can each use their creative skills to aid developmental processes, reverse negative brain patterns and affect positive behavioural changes to heal the damage caused by severe abuse in childhood. The author presents a practical model.
Format:
Electronic Resources
Relevance:
0.0608
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3.
by
Stanton, Mike, 1952-
Call Number
616.8982 21
Publication Date
2000
Summary
It is always a pleasure to read a book about autism written by a parent of a child with a spectrum disorder. Mike's book was no exception to the rule - indeed, quite the opposite. Mike's style, complimenting the seriousness of the subject matter with humour and personality, allowed for a hugely enjoyable and rewarding read. Mike's knowledge of autism plus his personal experience has given him an excellent basis for the content of the book. His ideas are stimulating, his style accessible, his dedication and humour inspiring. The book is a motivation to me, as a professional, to always question my own practice. Ultimately, the book is a 'must read' for parents and professionals alike.' - Luke Beardon, Regional Development Officer, National Autistic Society 'That the subject of diagnosis and support for those with an autistic spectrum disorder (ASD) is an emotive one for Mike Stanton is obvious. Stanton highlights the costs to his family from a 'system' that understands little of ASD. Stanton, rightly, advocates for professionals to allow parents a bigger part in the whole process. Professionals, inexperienced in this specialist area would benefit from reading of the agonies families encounter in such situations. Stanton believed that with a diagnosis a 'support system' would open up - that it didn't, is of no surprise to those who are already involved with ASD. LEA officers would do well to read his suggestions on flexibility within the educational set-up. The issues raised by Stanton must be addressed by the services as a matter of urgency, if those with ASD are not to be discriminated against and have their needs adequately addressed in this age of inclusion.' - Rosalyn Lord, Parent, Secretary of Action for ASD When his son, Matthew, was finally diagnosed with autism at 12 years old, Mike Stanton thought the diagnosis marked the end of their troubles. In fact, despite the increase in reported levels of autism, appropriate support and clear information were hard to find. Mike had to teach himself and then attempt to pass on his knowledge and understanding to those who worked with his son. But because Matthew has high functioning autism his obvious abilities helped to disguise his more fundamental autistic spectrum disorder. As a consequence, Mike found that his efforts were not always appreciated. Like many parents, who ought to be a valuable source of information and help to busy professionals, he was sometimes made to feel as though it was him and not his son's autism that was the problem. So he wrote this accessible, informative book which provides a clear explanation of the autistic spectrum and dissects and dispels some of the myths about autistic behaviour and the various types of autism. Intended for the professionals who work with autistic people and their families and friends, Learning to Live with High Functioning Autism draws on the Stanton family's experiences, and compares it with the experiences of others, to offer an honest portrayal of what living with autism is actually like for all of those involved. It offers an insight into the world of autistic children and the problems that they and their families face. It will provide support and encouragement for families of children with autism, as well as being an invaluable source of information and advice for professionals working with autistic children and their families. Most important of all, it argues convinclingly that learning to live with autism is a two-way process. We have to reject all models of intervention based upon coercion and compliance in order to work in partnership with young people with autism.
Format:
Electronic Resources
Relevance:
0.0565
4.
by
Goodman, Karen D.
Call Number
618.92891654
Publication Date
2007
Summary
Music Therapy Groupwork with Special Needs Children: The Evolving Process, written by Karen D. Goodman, a longstanding educator and clinician, develops the therapist's sensibility to working effectively toward the formation of a cohesive group with children who have different functioning levels, different temperaments and different musical preferences, either in the school setting or the child psychiatric setting. In order to achieve this end, the therapist must assess the current level of functioning in the music therapy context (assessment), consider the variables that help determine group pl.
Format:
Electronic Resources
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0.0530
by
Berninger, Virginia Wise.
Call Number
611.81 22
Publication Date
2002
Summary
Although educators are expected to bring about functional changes in the brain--the organ of human learning--they are given no formal training in the structure, function or development of the brain in formal or atypically developing children as part of their education. This book is organized around three conceptual themes: First, the interplay between nature (genetics) and nurture (experience and environment) is emphasized. Second, the functional systems of the brain are explained in terms of how they lead to reading, writing and mathematics and the design of instruction. Thirdly, research is presented, not as a finished product, but as a step forward within the field of educational neuropsychology. The book differs from neuropsychology and neuroscience books in that it is aimed at practitioners, focuses on high incidence neuropsychological conditions seen in the classroom, and is the only book that integrates both brain research with the practice of effective literacy, and mathematics instruction of the general and special education school-aged populations.
Format:
Electronic Resources
Relevance:
0.0520
by
Clark, Cindy Dell.
Call Number
618.92 22
Publication Date
2003
Summary
Annotation Cindy Dell Clark tells the stories of children who suffer from two common illnesses that are often underestimated by those not directly touched by them-asthma and diabetes. She describes how play, humor, and other expressive methods, invented by the children themselves, allow families to cope with the pain.
Format:
Electronic Resources
Relevance:
0.0501
by
Seibert, Dinah.
Call Number
155.937083 22
Publication Date
2003
Format:
Electronic Resources
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0.0484
by
Kurtz, Lisa A.
Call Number
362.198927 22
Publication Date
2003
Summary
When a child has a developmental delay affecting motor coordination and development the ramifications are far reaching, from the daily tasks of dressing and brushing your teeth, to learning to write and participating in sports. How to Help a Clumsy Child is a practical resource manual and 'how to help' book for parents of, or professionals working with, young children with motor coordination developmental delays. It covers a range of topics, including recognizing normal and abnormal motor development, when and how to seek help, an overview of approaches used to help the clumsy child, and speci.
Format:
Electronic Resources
Relevance:
0.0484
9.
by
Tomlinson, Jo.
Call Number
615.8
Publication Date
2011
Summary
The majority of music therapy work with children takes place in schools. This book documents the wealth and diversity of work that music therapists are doing in educational settings across the UK. It shows how, in recent years, music therapy has changed and grown as a profession, and it provides an insight into the trends that are emerging in this area in the 21st century. Collating the experiences of a range of music therapists from both mainstream and special education backgrounds, Music Therapy in Schools explains the procedures, challenges and benefits of using music therapy in an educatio.
Format:
Electronic Resources
Relevance:
0.0469
by
Matson, Johnny L.
Call Number
618.9285882 22
Publication Date
2006
Summary
This book is the first in a series aimed at addressing the rapidly expanding field of assessment and treatment of children with mental health issues and/or development disabilities. Autism: Early Childhood Interventions is aimed at the researcher of practitioner who works with those young children with Autism Spectrum Disorder. In addition to covering major research developments in differential diagnosis and early intervention, the author's provide a critical review and analysis of core concept that define this area. The first chapter of the book reviews the development of definitions of autism along with early methods for diagnosing this area of developmental disabilities. Chapter two covers some of the most discussed theories of etiology along with a review of prevalence and the author's opinions on why the number of children diagnosed with autism spectrum disorder has increased markedly in recent years. A chapter on the most commonly used assessment methods and a critique of the psychometric properties of each is followed by three chapters on treatment. We have broken the treatment chapters down based on type of intervention. The first treatment chapter covers specific target behaviors or small sets of behaviors. A second chapter covers training for the packaged comprehensive treatment models with particular emphasis on the TEACCH, UCLA-YAP and the University of California Santa Barbara Autism Research and Training Program. Each of these programs gives a unique perspective on treatment for these young children. The final treatment chapter covers the recent developments in pharmacotherapy for autism spectrum disorder, with a critical analysis and review of the data. We hope the overview presented proves to be of interest to researchers and practitioners in the field. We present one perspective on this exciting and innovative area of research and treatment. Hopefully, it will serve as one useful source to those who wish to provide the most up to date evidence based intervention to these young developmentally challenged children. *The first of a new series that is intended to expand knowledge of the assessment and treatment of children with developmental disabilities and/or mental health issues *Provides definitions, addresses diagnosis, intervention, and treatments *Of particular importance to researchers and practitioners who work with children who have been diagnosed with Autism Spectrum Disorder.
Format:
Electronic Resources
Relevance:
0.0445
by
Pollack, Doreen.
Call Number
618.920978 22
Publication Date
1997
Format:
Electronic Resources
Relevance:
0.0442
by
Moyes, Rebecca A. (Rebecca Ann), 1960-
Call Number
371.94 22
Publication Date
2002
Summary
How do teachers and parents of children with autism address a child's social skills? And what do they do about problem behaviors? This book provides possible explanations for these behaviours, and a wealth of practical help for both teachers and parents to address them. Teachers learn how to create environmental supports and how to incorporate specific teaching strategies. Students with autism learn the new skills they might need, and ways of making their behavior more acceptable. This book is full of practical tips on how to tackle different kinds of challenging behaviors both in the classroom and outside it.
Format:
Electronic Resources
Relevance:
0.0430
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