Why is LGBT+ teacher training so important?

Dr Elly Barnes MBE is CEO and Founder of Educate & Celebrate, a leading charity who work with schools to transform them into being LGBT+ inclusive. She was voted #1 in The Independent on Sunday’s Rainbow List 2011. 

Who would like to live in a world where we are all treated equally and fairly?… Then let’s begin our journey to LGBT+Inclusion…

As teachers, we all have enough to do on a daily basis in our school already without adding in yet another initiative….which is exactly why at Educate & Celebrate we do not advocate that you write more lesson plans, but simply employ strategies that make LGBT+Inclusivity part of the fabric of school life.

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All About Me

All About Me is an in-depth guide describing the practicalities of telling a child or young person about their autism diagnosis. It discusses when to tell, who should do it, and what they need to know beforehand. In this blog, author Andrew Miller explains his reasons for creating the book, and who can benefit from it.

autism diagnosis

What motivated you to write All About Me?

Telling children and young people that they have autism and trying to explain what it means to them is difficult. The abstract nature of autism, its associated differences in cognition and its lifelong implications make it hard for children to understand, and finding out that they have autism could potentially cause some individuals emotional and psychological upset. Therefore, in some cases it could create more problems for an individual than it might intend to solve.

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How to make your school an LGBTQ friendly place for students and staff

At the end of last year, the National Association of Head Teachers (NAHT) issued new guidance on how to ensure that schools are friendly and inclusive places for gender diverse students and staff. Backed by leading LGBTQ campaign group Stonewall, the government and Ofsted, the guidance is the first of its kind in the UK, and covers key issues including harassment, discrimination, bullying and lack of visibility, and underlines the role and responsibilities of key leaders.

In order to make gender diverse students, teachers and pupils with trans relatives feel welcomed and positively represented, the guidance suggests that: “Primary school leaders may want to ensure books featuring trans parents or celebrating gender identity and difference are included in the curriculum.”

We have a collection of books that feature trans and non-binary characters, perfect for use with primary school pupils in the classroom.

This book introduces children to gender as a spectrum and shows how people can bend and break the gender binary and stereotypes. It includes an interactive wheel, clearly showing the difference between our body, expression and identity, and is an effective tool to help children 5+ understand and celebrate diversity. Read more.

‘A much-needed non-fiction children’s book exploring gender. Who Are You? will benefit every child!’
– Pamela Wool, Director of Family Services, Gender Spectrum

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How To Tell Your Child They Have Autism

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New book Talking With Your Child About Their Autism Diagnosis is a guide to aid discussion and understanding between parents and children. In this blog, edited and adapted from Chapter 3 of the book, author Raelene Dundon breaks down the reasons why she recommends being open and honest with your child about autism. 

child autism

Is it important to tell a child they have autism? Do they need to know? Will they figure it out for themselves? What does the future look like if they don’t know?

These are questions that parents of children with autism may ask themselves many times from the time their child receives their diagnosis, and the answer is not a straightforward one. Depending on who you talk to, there are different opinions on whether it is necessary to tell your child about their autism or not.

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Best Practice in Assessment and Intervention for Learners on the Autism Spectrum

The number of children identified with autism has more than doubled over the last decade. School-based professionals are now being asked to participate in the screening, assessment, and educational planning for children and youth on the spectrum more than at any other time in the recent past. Moreover, the call for greater use of evidence-based practice has increased demands that school personnel be prepared to recognize the presence of risk factors, engage in case finding, and be knowledgeable about “best practice” guidelines in assessment and intervention for autism spectrum disorder (ASD) to ensure that students are being identified and provided with the appropriate programs and services.

Best practice guidelines are developed using the best available research evidence in order to provide professionals with evidence-informed recommendations that support practice and guide practitioner decisions regarding assessment and intervention. Best practice requires the integration of professional expertise, each student’s unique strengths and needs, family values and preferences, and the best research evidence into the delivery of services. Professionals and families collaborate and work together as partners to prioritize domains of functioning for assessment and intervention planning. Best practices for school-based practitioners are best practices for students and their families.

There are several important best practice considerations that should inform the assessment and intervention process. For example, a developmental perspective is critically important. While the core symptoms of autism are present during early childhood, ASD is a lifelong condition that affects the individual’s adaptive functioning from childhood through adulthood. Utilizing a developmental assessment framework provides a yardstick for understanding the severity and quality of delays or atypicality. A comprehensive developmental assessment approach requires the use of multiple measures including, but not limited to, verbal reports, direct observation, direct interaction and evaluation, and third-party reports. Interviews and observation schedules, together with an interdisciplinary assessment of social behavior, language and communication, adaptive behavior, motor skills, sensory issues, atypical behaviors, and cognitive functioning are recommended best practice procedures. Assessment is a continuous process, rather than a series of separate actions, and procedures may overlap and take place in tandem. Supporting children and youth with ASD also requires individualized and effective intervention strategies. It is critical that teachers, administrators, and other school personnel have an understanding of those strategies with a strong evidence base and demonstrated effectiveness to adequately address the needs of students on the spectrum and to help minimize the gap between research and practice.

Despite the significant increase in the number of journal articles, book chapters, textbooks, and various publications outlining information regarding educational practices, supports that are reportedly effective for students on the spectrum, the existing literature can often be confusing and at times conflicting. As a result, there continues to be a need for an up-to-date resource that provides school-based professionals and allied practitioners with a best practice guide to screening, assessment and intervention that can be used easily and efficiently in their every day work.

The award-winning book, A Best Practice Guide to Assessment and Intervention for Autism Spectrum Disorder in Schools, 2nd Edition, provides a practical and scientifically-based approach to identifying, assessing, and treating children and adolescents with an autism spectrum disorder (ASD) in school settings. Fully updated to reflect the DSM-5 and current assessment tools, procedures and research, this fully revised and expanded second edition will support school-based professionals in a number of key areas including:

  • Screening and assessing children on the spectrum
  • Identifying evidence-based interventions and practices
  • Developing and implementing comprehensive educational programs
  • Providing family support and special needs advocacy
  • Promoting special needs advocacy

Each chapter features a consolidated and integrative description of best practice assessment and intervention/treatment approaches for learners on the autism spectrum. Combining current research evidence with theory and best practice, the text brings the topics of assessment and intervention together in a single authoritative resource guide consistent with recent advances in evidence-based practice. Illustrative case examples, glossary of terms, and helpful checklists and forms make this the definitive resource for identifying and implementing interventions for school-age children and youth with ASD.

This award-winning guide is intended to meet the needs of professionals such as educational and school psychologists, counselors, speech/language pathologists, occupational therapists, social workers, administrators, and both general and special education teachers. Parents, advocates, and community-based professionals will also find this guide a valuable and informative resource.

 

Lee A. Wilkinson, PhD, is a nationally certified and licensed school psychologist, chartered psychologist, registered psychologist, and certified cognitive-behavioral therapist. He is an Associate Fellow of the British Psychological Society. He has published widely on the topic of autism spectrum disorders and is editor of a text in the American Psychological Association (APA) School Psychology Book Series, Autism Spectrum Disorder in Children and Adolescents: Evidence-Based Assessment and Intervention in Schools. His book, Overcoming Anxiety and Depression on the Autism Spectrum: A Self-Help Guide Using CBT, also published by JKP, was honored as an “Award-Winning Finalist in the “Health: Psychology/Mental Health” category of the 2016 Best Book Awards.”

Parents can play a vital role in supporting their child with dyslexia – Veronica Bidwell

Bidwell_Parents-Guide-t_978-1-78592-040-0_colourjpg-printIn this chapter from The Parents’ Guide to Specific Learning Difficulties, Veronica Bidwell looks at the important role parents can play in supporting the learning of their child with dyslexia. Looking at the kind of difficulties typically experienced at different ages and stages of development, she provides some very reassuring and useful advice.

Click here to download the extract

Packed full of advice and practical strategies for parents and educators, her book is a one-stop-shop for supporting children with Specific Learning Difficulties (SpLDs), ranging from poor working memory, dyslexia, dyspraxia, dyscalculia, through to ADHD, Autism Spectrum Disorder (ASD), Auditory Processing Disorder (APD), Specific Language Impairment and Visual Processing Difficulty. Veronica is an Educational Psychologist with expert knowledge of Specific Learning Difficulties.  She has been involved in education for over 30 years working with mainstream and special schools.  She has run a leading independent Educational Psychology Service and has assessed many hundreds of pupils and provided advice and support to pupils, parents and teachers. Click here to find out more about her book.