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.
Illustrator Emma Lindström talks us through how Robin and the White Rabbit came to be, and shares her process for creating the striking water colour and photo imagery that adorn the book.
Under a tree in the schoolyard, a lone child is sitting. They sit there looking at the others… all the while turning further and further away. The feelings are piling up around the child, but no one’s there to help the child reach through the wall of feelings that separates them from the other children. The child is told that they must play with the other children, that they should be involved in the world around them. But how do you do that? The only thing the child knows right now is that it is fairly safe to sit under the tree… But what if a white rabbit would show up? A soft and kind rabbit who you can hug and play with…
Hello, my name is Emma Lindström. I am a preschool teacher with several years of experience supporting children with special needs, now specialising in visual aid.
In the summer of 2015, I sat at a café with my new-found friend Åse. We met only a few days earlier, by chance at a picnic. Åse talked about her experiences with people in need of visual communication, and soon we started to discuss the importance of understanding the need for people to communicate in ways other than spoken language. I related to my experiences as a support teacher in preschool and Åse talked about the various projects she participated in and her experiences from Konstfack College of Arts. After a while we considered what it would be like to create a picture book that highlights visual communication. Continue reading
We sought out Reverend Tom Wilson, co-author of Learning to Live Well Together, to find out his advice for frequently encountered issues with regards to interfaith meetings. In the first of two common scenarios, Tom considers how to respond to concerned parents who have approached a head teacher about the prospect of a planned visit to a mosque.
A significant proportion of the work that the St Philip’s Centre undertakes is educational work with school children. We are recognized providers of learning outside the classroom. Our focus is on bringing religious education to life. Rather than pupils reading about Sikhism in a textbook they visit a Gurwara, see the reverence afforded the Guru Granth Sahib and smell the vegetarian food cooking for langar. Instead of discovering that Muslims wash before they pray from a book, they are taken into the Wudu area of a mosque, and their guide explains, step-by-step, the process of purification he undertakes before joining in congregational prayers.
It is the scenario of visiting a mosque that can, at times, unfortunately become problematic. In the past few years, after there has been a major terrorist incident in the United Kingdom, it has become not uncommon for a school visit to be cancelled or postponed. The situation might not be this drastic; it might simply be that parents begin to voice concerns about whether such a visit is appropriate. Continue reading
In this extract from Disruptive, Stubborn, Out of Control?, Clinical Psychologist Bo Hejlskov Elvén looks at the psychology behind children’s behaviour and offers fresh advice to teachers on how to handle confrontation in the classroom. Referring to his method as the low arousal approach, he puts forward that it is best not to rise to the bait, but to act moderately in order to restore harmony and gain the student’s trust.
With many examples of typical confrontational behaviours and clues for how to understand and resolve the underlying issues, his book provides an innovative approach to restructuring the teacher-student relationship. Click here to find out more about the book.
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When writing the text for What are you staring at?, a graphic novel about restorative justice in a school setting, I couldn’t resist taking a side-swipe at the antiquated system of school detentions, as a repost to the endlessly repeated rhetoric calling for ‘discipline’ to be brought back into the nation’s schools. By pointing out that more often than not, slapping a detention on a young person for wrong-doing is actively counterproductive, I hope to illustrate how ineffective a punitive system is for resolving behavioural issues or engendering self-discipline within a school community. In one of Joseph Wilkins’ most evocative images, our protagonist, Jake, is seen sitting alone in a large classroom. He is serving a detention for punching Ryan, a pupil in the year below, and we see him simmering with anger and resentment at the injustice of it all. At this point in the book, no one has taken the trouble to tease out the story behind his violent behaviour, and because the punishment hurts (as it is designed to) he is minded to take revenge on the very person he harmed in the first place – namely the innocent Ryan – for being the ongoing cause of his pain. Precious little scope there for reflection, understanding, resolution or healing. Continue reading
In this chapter taken from Specific Learning Difficulties – What Teachers Need to Know, Diana Hudson gives practical advice to busy teachers who have a student with dyslexia. She provides simple but effective tips to improve their learning, organisation and memory processing skills, whilst describing indicators to help them spot a student who has not yet been diagnosed.
Click here to download the extract
Specific Learning Difficulties – What Teachers Need to Know is a straight-talking guide to supporting students with Specific Learning Difficulties. It provides an overview of the strengths and weaknesses of students with commonly encountered SpLDs, such as Autism Spectrum Disorder, ADHD and OCD, and suggests ways of modifying teaching materials to make learning more enjoyable for them.
Diana Hudson is a tutor and mentor to students with SpLDs. She has been a subject classroom teacher (biology), a learning support teacher and a SENCO. She has a diagnosis of dyslexia and is a parent to four children, three of whom have been diagnosed with SpLDs.
Click here to find out more about Diana Hudson’s book.
In this article, Bill Hansberry reflects upon his new book to discuss the importance of restorative justice as a constructive approach to conflict resolution in schools compared to traditional punitive methods. Suitable for education settings from preschool to school, A Practical Introduction to Restorative Practice in Schools explains what restorative justice is, how it can be used in schools, what it looks like in the classroom and how it can be implemented. It is an essential resource for any school or centre that is serious about reducing bad behaviour and developing safer learning communities.
Restorative Practices are not for the faint-hearted. They demand that our work in schools be less political and more human. This demands that, when things go wrong in schools, we empathise with students (and those who love them) and move into emotional spaces with them that we may not have occupied previously. Restorative practices are not a discipline from a distance. They are up close, personal and at times confronting, which is at odds with the direction that many schools are taking their disciplinary systems. As communities become increasingly disconnected and fearful of one another, responses to conflict, harm and wrongdoing that bring people and their difficult emotions face to face can seem too risky for many, yet schools who have bravely embraced restorative practices have found that this is a risk well worth taking. Continue reading