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Offers practical strategies and advice for helping children with coordination difficulties.
This book provides an overview of vision problems in children with developmental disabilities such as AD/HD and specific learning disabilities. It is appropriate for parents and professionals alike and offers non-technical explanations of how vision difficulties are screened for and advice on where to seek appropriate professional care.
The term Developmental Coordination Disorder (DCD) is used to describe a group of children who have difficulty. with tasks involving movement such that it interferes with their daily living or academic progress. As with other developmental disorders such as autistic spectrum disorder, attention deficit disorder and dyslexia, DCD is now a prominent concern of both researchers and practitioners. This text is aimed at both researchers and professionals who work in a practical manner with the condition and includes professionals in health, occupational therapists, physiotherapists, health visitors, paediatricians, and - in the educational field - teachers and others who are in daily contact with the children - their parents. The essence of the text is that work with children should be guided by research evidence driving the clinical practice which in turn raisies more questions for research. The authors in this text have both experience in research and are engaged in the day-to-day clinical work with children and bring both of these to bear in the chapters they have written.
Offering a balanced overview of complementary and alternative therapies, this book will be useful for parents of children with autism, ADD or other learning disabilities. The book covers a wide variety of mind-body interventions and manipulative techniques, as well as energy therapies, biologically based methods, and alternative medical systems. For each approach, the author provides a detailed description of what the treatment involves, which professionals will be working with the child, and an explanation of the rationale behind the therapy. She also offers advice on who to approach for treatment, and includes a list of recommended resources and useful contacts for further information. This book will be a valuable source of information for parents and professionals working with children who have disabilities that impact their learning or behavior.
′This is an important contribution to the field of SEN. By putting the child into a context, the authors recognize that each child is unique and cannot be reduced to a simple diagnosis. Highly recommended′ - SEN Magazine ′In just over 100 pages this book gives the clearest account I have yet read of ′overlapping and co-existing conditions′....All professionals working with children with complex conditions will find it both interesting and practical′ - Special ′The book is written in an easily digestible form, and provides insight into overlapping conditions as well as advice on support to those working to meeting the needs of pupils with these complex disorders′ - SNIP ′Many have tried but few have succeeded in bringing together the varying threads of special educational needs into a concise and proactive format. I know, having tried and failed myself. Here at last Dittrich and Tutt have created a fascinating account of the current SEN world and have succeeded, in my opinion, in demystifying and explaining the significance of specific SEN terms, while illustrating that overlap is more the norm than the exception. Well researched and written with both clarity and experience, the authors stress that there really is no such thing as a SEN child, but that some children are in essence more interesting in their learning and behaviour style than others.′ Fintan O′Regan, Author and Consultant There are growing numbers of children displaying the symptoms of more than one condition or disorder, and this has led to those involved in education needing to understand which conditions commonly overlap or co-exist, and how to meet children′s more complex needs. By bringing together some of the latest research on how the brain learns with what is known about identifying developmental disorders that appear to have a common biological basis, this book covers: - what is known about a common group of disorders, (including ADHD, autistic spectrum disorders, dyslexia, dyscalculia and dyspraxia) - how to recognise when a child may have more than one condition - what teaching approaches and strategies might be most relevant Written in a non-technical style, the book blends together scientific knowledge from different disciplines and translates it into practical terms for school leaders, practitioners in the field of special educational needs and disabilities, and students following courses in higher education.
"This guided curriculum offers a way to help children and young people aged 5-18 years. Activity worksheets provide instructions on how gross motor tasks can be accomplished through incremental stages, building up to the achievement of a specific activity, such as climbing, riding a bike or playing football. The step-by-step programme will enable adults to chart the child's progress whilst encouraging children to become engaged in mastering their motor coordination skills. Additional resources including warm up and cool down activity ideas, an initial assessment tool and a certificate of achievement will help parents and professionals to deliver the programme effectively at home or at school"--
Can you imagine not being able to recognize those you know if they wore glasses, changed their hairstyle, or perhaps put on a hat? Prosopagnosia is a severe facial recognition disorder that is thought to impact around two per cent of the population. Frequently found in children on the autism spectrum, those with the condition have difficulties distinguishing between one face and the next, meaning that they may not recognize even those who are closest to them. Nancy L. Mindick provides parents, teachers, and other professionals with an accessible explanation of the different types, causes, and characteristics of prosopagnosia. Providing an insider's perspective on the condition, she suggests ways to recognize the signs of facial recognition difficulties in children, and offers specific ideas for ensuring that they are properly supported in their learning and social development. The issues of diagnosis and disclosure are explored, and the author offers practical management strategies for helping children to cope with the condition and to navigate the many different social situations they will encounter at home, at school, and in the community. This book offers specific, practical information for parents, teachers, child psychologists, and anyone else who wishes to support the learning and development of a child with a facial recognition disorder.
Geoff Platt's exercise program, tailored to help children with dyspraxia to overcome their symptoms, enjoy physical activities, and become as active as their friends and classmates, is now proven to be even more effective. This revised edition outlines the fun and easy-to-teach program, which focuses on familiar activities such as running, jumping and ball play, and explains how regular exercise routines can reduce weakness and improve motor skills, such as balance, timing and coordination. It includes extra session plans, incorporates new research, and adds a secondary stage to the exercise program, teaching the skills of praxis, planning movement and improving skills. This practical guide will be an essential resource for Physical Education teachers and non-specialist teachers of recreation and games classes who are looking to help children with dyspraxia to reduce weakness and improve motor skills, as well as parents.
Highlights the benefits of getting autistic children involved with cycling, ice skating, swimming, soccer, taekwondo and/or tennis and explains how to do so. Original.
This innovative manual sets out advice on fundamental movement skill acquisition (FMS) and its benefits for improving physical, verbal and social skills for people with Autistic Spectrum Disorder (ASD). Improving FMS can help prevent long term health issues, and increase opportunities for social engagement and independence. The book explores the basic skills of movement (running, catching, throwing, and balance) and how to observe, teach and assess FMS in children and adults with ASD. There are sections on how to develop and implement a programme for individuals to guide their personal development, and information on planning and tools for assessment are included. A much needed guide on how to combat impairment of FMS, the book also highlights the numerous benefits of such an approach in relation to behaviour, lifestyle, health and education.
