Sue Miers Executive Director of NOFASARD
 

Children with FASD have emerged as a major new phenomenon within the education, health and social care systems of the UK, with current prevalence rates suggest that one in 100 children have FASD.

In May 2012 at the Adelaide launch of Educating Children and Young People with Fetal Alcohol Spectrum Disorders (published May 2012 and written by authors Barry Carpenter, Carolyn Blackburn and Jo Egerton), Sue Miers Executive Director of NOFASARD, the leading FADD organisation in Australia spoke about the issues facing individuals living with FASD and her opinion on the book.

“Fetal Alcohol Spectrum Disorder is an emerging, but little understood disability. Australian research indicates that in this country, it is frequently undiagnosed, poorly understood, and I suspect frequently misdiagnosed. In my experience, not only individuals living with FASD, but their parents and carers, their teachers, and many others who have to deal with the challenges this disability brings, are not getting the help and support they need to manage, let alone improve life outcomes.

It is well understood that a child’s life outcome is influenced by their early life experiences and opportunities and as educators you all have a special opportunity to help students with FASD be the best they can be and create hope for their future.

This excellent publication not only presents a practical approach aimed at raising awareness of FASD but also provides proven teaching and learning strategies for educationalists and other professionals. It addresses overlapping and co-existing disorders, such as ADHD and autism spectrum disorder and I particularly welcome this new resource as a valuable addition to the increasing body of contemporary knowledge in the area of FASD.

And so I ask you to join with me in congratulating Professor Carpenter and co- authors, Carolyn Blackburn Jo Egerton for the wonderful leadership they have shown by creating this exceptional book.”

To listen to Professor Barry Carpenter speak about FASD click here.
 

This article focuses on the traditionally stressful periods of transition on a young person’s journey from nursery to secondary. It highlights philosophies and techniques of key authors currently working, researching and writing within the field and suggests further reading for transition success.
 

From the Early Years to Primary School

Onwards and Upwards by author Kathleen Orlandi introduces the concept of transition and identifies the key problem areas for children and adults focusing on the differences in philosophy and practice between the EYFS and Key Stage One, whilst also giving emphasis to the opportunities that are provided by the transition process. Kathleen Orlandi stresses the need for a balanced approach and the importance of sustained shared thinking from the EYFS through Key Stage One and provides practical strategies for achieving this. Read More about Onwards and Upwards and Kathleen Orlandi

Reception Year

Taking a different look at a child’s time of transition, Anna Ephgrave author of The Reception Year in Action offers a unique insight into the workings of a highly successful Reception class as it progresses through a complete academic year. The book covers all aspects of practice from the organisation of the classroom and garden and the rationale behind this to the routines and boundaries that ensure children are safe, happy and therefore able to explore and learn. It tracks the events of each month in the year, paying particular attention to the environment, the role of the adult, links with parents, children’s individual needs and the key areas of learning and development. At each stage Anna Ephgrave gives the reason behind each decision and shows what the outcomes have been for the children. Read More about The Reception Year in Action and Anna Ephgrave

From the Primary School to Secondary School

The transition phase from primary to secondary school is a time of massive personal, physical, psychological and social change. Not only is it a difficult time for the young adolescent, but it is also a challenging time for parents, teachers and anyone working with young people experiencing such substantial changes in their lives. In her highly accessible book Transition Tightrope, Angie Wilcock offers clear, practical, and realistic tips and strategies to support teachers’ and parents’ understanding of this difficult transition stage. Read More about Transition Tightrope and Angie Wilcock

Another title which tackles this area is Bridging the Transition from Primary to Secondary School. Edited by Alan Howe and Val Richards the book offers another insight into children's development from Primary to Secondary, building a framework for the creation of appropriate and relevant educational experiences of children between the ages of 10-12. The book is based on the five 'transition bridges' - administrative, social and personal, curriculum, pedagogy, and autonomy and managing learning. Read More about Bridging the Transition from Primary to Secondary School and Alan Howe and Val Richards
 

If you would like to know why these books have been selected or discuss your favourite David Fulton Book why not ask fellow colleagues on twitter via @davidfultonbook alternatively email us your own reviews.
 

A complete guide to identifying and diagnosing mathematical difficulties
By Steve Chinn

The First International Conference on Dyscalculia/Maths LD, April 2nd, 2012, London. Details on www.stevechinn.co.uk

To Be Published 3rd April 2012 by Routledge – 192 pages

Series: David Fulton / Nasen

Read More and Order

Purchasing Options: Paperback: 978-0-415-67013-5: £39.99

There are many factors that can contribute to the learning difficulties children and adults have with mathematics. These include poor working memory, difficulties in retrieving so-called ‘basic’ facts and the ability to remember and apply formulas and procedures correctly.

This highly practical teacher resource is for anyone who would like to accurately and effectively identify dyscalculia amongst their pupils. Written in an engaging and user-friendly style, Steve Chinn draws on his extensive experience and expertise and

• shows how to consider all the factors relating to mathematical learning difficulties
• explains how these factors can be investigated
• explores their impact on learning
• discusses and provides a range of tests ranging from pre-requisite skills such as working memory to a critique of normative tests for mathematics knowledge and skills.
   

The book will guide the reader in the interpretation of tests, emphasising the need for a clinical approach when assessing individuals, and shows how diagnosis and assessment can become part of everyday teaching. This resource also includes pragmatic tests which can be implemented in the classroom, and shows how identifying the barriers is the first step in setting up any programme of intervention.
 

Order Your Copy Today

Paperback: 978-0-415-67957-2: £19.99
Hardback: 978-0-415-67956-5: £80.00
 

I wish that a book like this had been available when I began working with children and their parents. It will be extremely helpful for practitioners just beginning in this area of work. But reading it as an experienced practitioner, I found it reaffirming. It gathered together the key messages that need to be part of a practitioner’s approach. Not many books help both groups of practitioner, but this one does! And it is done in a very reader friendly way.

Tina Bruce
 

Positive relationships between practitioners and parents are essential for young children’s wellbeing, but achieving this can be difficult if there is not enough understanding about how relationships work when one person (the practitioner or teacher) has to play the professional role. Strong communication skills are fundamental to this relationship and to building a sense of community between home and nursery or school.

This new book explores how practitioners can build warm, friendly and caring relationships with parents. It clearly explains the dynamics of a conversation, the theory behind how relationships are formed or destroyed and provides practical strategies to put this knowledge into practice.

Grounded in the theories of attachment, transactional analysis and solution focused therapy this book will help you to:

• Increase your level of self awareness
• Improve your listening skills
• Understand ‘how’ to communicate with different parent ‘types‘
• Learn how to conduct an individual parent interview
• Develop professional care giving skills

Full of practical examples and strategies, this text will be welcomed by early years practitioners and students who wish to develop the skills and confidence they need to effectively communicate with the parents of the children they care for.
 

Projects to Promote Authentic Learning
By John Rainer and Martin Lewis
To Be Published 28th February 2012 by Routledge – 196 pages

Paperback: 978-0-415-57206-4: £22.99

Order Your Copy Today

Drama at the Heart of the Secondary School provides a rationale for the curricular centrality of drama together with rich and detailed examples of cross-phase thematic projects which are drama-led, but which promote learning across a wide range of curriculum areas, from the humanities and other arts, to English and literacy, science and PSHE.

Each unit explores relevant and stimulating themes and topics that will engage the students, promote empathy, pose questions, and produce creative responses. Starting from relatively simple beginnings, the drama is structured in layers of increasing sophistication and complexity. Each layer adds another dimension to the potential learning opportunities available across a wide range of curriculum areas and suitable for learners of varying experience and ability. A wide range of curriculum areas of enquiry are referenced, and each unit offers unique ways of student learning designed to encourage excellent drama skills as well as embracing the ‘learning to learn’, Citizenship and PSHE agendas that are fundamental to good teaching and learning.
Features include:

• Lists of dramatic techniques and keywords
• Cross curricular connections and ideas highlighted in the text
• Opportunities to address RSA ‘Opening Minds’ competencies and PLT skills
• Examples of curriculum models suitable for thematic work
• An outline of the principles of assessment for each unit

This accessible and practical textbook is essential for trainee and practising teachers interested in using drama to facilitate thematic, cross-curricular work in the classroom.
 

Start exploring today!

With Spring London Fashion Week (17- 22 February) comes a flurry of concern about size, body image and the media portrayal of women. Jo Swinson MP (left) and our panel of experts will discuss the issues of the moment with authors Lyndsay Russell (Making it Big), Nicky Hutchinson & Chris Calland (Body Image in The Primary School). The discussion will be hosted by Charlotte Vere founder of Women On.

By Sally McKeown, Angela McGlashon
Published 11th January 2012 by Routledge – 136 pages

Series: David Fulton / Nasen

Paperback: 978-0-415-67254-2: £22.99

How can you use ICT to boost the achievement of all your pupils?

This practical teachers’ guide will help you to unlock the enormous potential of new technology in order to enhance pupils’ learning, particularly for young people with additional needs. Written by two of the UK’s leading technology experts, this invaluable new resource will enable you to use ICT effectively to make lessons more accessible, motivating and fun.

With 50 illustrated case studies and 20 starter activities, this practical resource will help you to introduce new technology into the inclusive classroom. It has been specifically designed to help develop your pupils’ key skills, such as problem solving, developing concepts and communicating to different audiences. In each activity, the authors show why and how a particular resource was used and show how similar techniques can be implemented to open up the curriculum to your learners.

The authors include timely and realistic advice on how to use a range of technologies from the cheap and cheerful – and even free - to more sophisticated and specialist packages. Find out about:

•Podcasting

•Digital animation

•iPods and iPads

•Dance mat technology

•Digital storytelling

•Wikis

•Online reading schemes

•Sat nav

•Story boarding

•Games and gaming

•Mobile phones

•Art packages

•Using sound

•Visualisers

Whether you’re already techno-savvy or looking to get started with ICT, this book is full of brilliant ideas on how to engage learners of all abilities using technology. If you’re looking for inspiration on how to integrate creative uses of ICT with the curriculum, this book will prove invaluable.
 

Start exploring today!

The Values Education Resource File is a highly practical kit, developed with schools for schools, to provide you with a straightforward way of thinking about the things that matter to you and your young people.

It includes everything you need to help children, young people and adults understand and articulate the values that matter to them - to enable personal change, better conflict management, and prepare them for the future. It provides guidance on how values can be introduced across the curriculum, on working meaningfully with parents and other external stake holders, and ideas for staff induction, professional development, and organisational change initiatives. Your practical kit includes:

• Ten step-by-step Values Education workshops with extension activities
• 45 values cards for you to use in sessions
• A detailed, stimulating value biography for every value
• Photocopiable activity sheets to support sessions
• Is easily adaptable for use within your own SOWs;
• Can be used as part of ongoing project work;

Developed by an experienced teacher and expert trainer who facilitates values education workshops in education settings, The Values Education Resource File is a tried-and-tested resource suitable for a wide range of education professionals.

To Be Published 15th December 2011 by Routledge – 270 pages

Complimentary Exam Copy

Paperback: 978-0-415-69015-7: £22.99

In November 2008, John Hattie’s ground-breaking book Visible Learning synthesised the results of more than 15 years research involving millions of students and represented the biggest ever collection of evidence-based research into what actually works in schools to improve learning.

Visible Learning for Teachers takes the next step and brings those ground breaking concepts to a completely new audience. Written for students, pre-service and in-service teachers, it explains how to apply the principles of Visible Learning to any classroom anywhere in the world. The author offers concise and user-friendly summaries of the most successful interventions and offers practical step by step guidance to the successful implementation of visible learning and visible teaching in the classroom.

This book:
• Links the biggest ever research project on teaching strategies to practical classroom implementation
• Champions both teacher and student perspectives and contains step by step guidance including lesson preparation, interpreting learning and feedback during the lesson and post lesson follow up
• Offers checklists, exercises, case studies and best practice scenarios to assist in raising achievement
• Includes whole school checklists and advice for school leaders on facilitating visible learning in their institution
• Now includes additional meta-analyses bringing the total cited within the research to over 900
• Comprehensively covers numerous areas of learning activity including pupil motivation, curriculum, meta-cognitive strategies, behaviour, teaching strategies, and classroom management.

Visible Learning for Teachers is a must read for any student or teacher who wants an evidence based answer to the question; ‘how do we maximise achievement in our schools?’