Winston Wallaby Can’t Stop Bouncing is a fun, illustrated storybook that will help children aged 5-10 with Attention Deficit Hyperactivity Disorder (ADHD), Sensory Processing Disorder (SPD) and/ or Autism Spectrum Conditions (ASC/ASD) to recognise their sensory needs and to develop tools to support them. To learn more about the book, who better to ask than its authors, K.I. Al-Ghani and Joy Beaney? Chatting to them, we learned a lot about hyperactivity in children, what to look out for and what can help. There’s even a downloadable activity sheet for teachers. Read on to find out more.
What motivated you to write Winston Wallaby Can’t Stop Bouncing and who is the book for?
Joy and I have worked together in special education for many years. We noticed that there were not many books available that could explain hyper-activity to children in a story format. We decided to collaborate on this project using Joy’s expertise in Sensory Processing Difficulties, my skills as a story teller and Haitham’s ability to bring it all to life, through his illustrations.
We think the book has something for everyone: It is a story all children can enjoy. A story in which, we hope, children with hyperactivity will be able see themselves in Winston. They will learn that it is not their fault and instead of being the problem, they could learn to be part of the solution. Parents and educators will have tools and strategies they can use that can help the child to manage their hyperactivity and, if successful, perhaps avoid the need for medication.
Veronica Bidwell, author of The Parents’ Guide to Specific Learning Difficulties, discusses the importance of treating your children equally during Christmas. Admitting that children with specific learning difficulties tend to receive more attention than their siblings from their parents throughout the year, she reflects that Christmas should be used as a time to bridge rather than expose these gaps.
As we come up to Christmas I find myself thinking about ‘fairness’. Am I being fair in the way I plan presents for children and grandchildren? Is fairness to do with value, with what they want or with what they need at this particular time? Is a scooter equal to a pair of pyjamas or a boxed set of CS Lewis’s Narnia books?
Children develop a keen sense of fairness and justice at quite an early age. I think most of us can remember the indignation and hurt if things within the family didn’t seem fair. Why did my little sister always seem to get away with things for which I would be told off?
There are things children want and there are things children need. All of them need love, time and attention from the important adults in their lives. They need support, guidance and discipline. They may need help with homework, in preparing for exams, in mastering a new skill. Help may entail time, attention and resources. Continue reading
You can now browse through the 2016/2017 new and bestselling books catalogue for autism.
Featuring exciting new titles arriving in 2017 from Luke Jackson, Kathy Hoopmann, Bo Hejlskov Elven, Wenn Lawson the new JKP autism catalogue also includes some of the bestselling titles of recent years from authors such as Tony Attwood, Carol Gray, Rudy Simone, Jennifer Cook O’Toole and many more. There are new books on Social StoriesTM , Lego-Based therapy, mental health, sexuality, women and girls, anxiety and related conditions for all ages.
If you see anything in the catalogue that interests you please visit www.jkp.com for additional information.
Diana Hudson, author of Specific Learning Difficulties – What Teachers Need to Know, looks at the common challenges that children with ADHD may present in the classroom, and suggests ways that teachers can help them to stay focused and get the most out of their lessons.
Sensitive teachers can make a huge difference to the happiness, confidence and academic success of children who have Attention Deficit Hyperactivity Disorder (ADHD). Continue reading
For Alison, life with her son Daniel sometimes seemed like an endless torrent of disobedience, backchat, rudeness, name-calling and aggression. Upon starting school, where his aggression and lack of concentration concerned teachers, Daniel was given a vague diagnosis of borderline Attention Deficit Hyperactivity Disorder (ADHD), which was later changed to ADHD with secondary Oppositional Defiant Disorder and autistic traits. In this unapologetically honest account of the first 18 years of Daniel’s life, Alison exposes her own worries, doubts, and exceptional courage at every pivotal turn in Daniel’s life. Interspersing the narrative with tips and advice on what she has found useful – or not – in bringing up Daniel, Alison also provides encouraging guidance for teachers and fellow parents. This book also raises serious questions about how the education system supports children with special needs, and if medication can be the answer to managing ADHD in children.
Packed full of advice and practical strategies for parents and educators, this book is a one-stop-shop for supporting children with Specific Learning Difficulties (SpLDs). We talked to Veronica about how she came to write the book, about her long experience as an Educational Psychologist, and what advice she has for parents whose child has an SpLD.
What inspired you to write this book?
I always wanted a book that I could give to parents which they could use for reference. I wanted a book that would explain the various learning difficulty labels, and one that would provide advice and support. It has been difficult to find such a book, so I decided to write it myself.
For most parents it can be really daunting to find that their child has a Specific Learning Difficulty (SpLD) and that they will need to roll up their sleeves and get to work. Unlike teachers and other educational professionals, parents have had no training. It can be hard for them to know where to start.
Parents need guidance. My hope is that this book will be of help. I hope it will provide encouragement and that the stories included will inspire optimism. Continue reading
Specific learning Difficulties (SpLDs) include conditions such as dyslexia, dyspraxia, dyscalculia, attention deficit disorder (ADHD) or autism spectrum disorder (ASD). Exam time is stressful for all students but those who have Specific Learning Difficulties may find it a time of great anxiety and despondency. Often these students have a history of underachieving in test situations and so they feel worried, depressed and lacking in self-confidence. They may fret about remembering material accurately, misreading questions, failing to understand instructions and mistiming answers. Even getting to an unfamiliar exam room can be a source of worry.
So what can teachers and parents do to support them? Continue reading
Diana Hudson is a tutor and mentor to students with Specific Learning Difficulties (SpLD), as well as a subject classroom teacher (biology) and learning support teacher and SENCO. She has a diagnosis of dyslexia, and is a parent to four children, three of whom have been diagnosed with SpLD. We talked to her about the inspiration for her book Specific Learning Difficulties – What Teachers Need to Know, and she shares her advice for teachers on how to support children with SpLD’s.