autism and special educational...

R O U T L E D G E

Autism and Special Educational Needs

www.routledge.com

http://www.routledge.com

WelcomeWelcome to our catalogue where we are pleased to present a selection of titles from Routledge and Speechmark on Autism and Special Educational Needs.

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Prices, publication dates and content are correct at time of going to press, but may be subject to change without notice.

ContentsAutism .................................................................................................................................................................................. 2

Special Educational Needs (SEN) .................................................................................................................................... 5

Special Educational Needs (SEN) from Speechmark ................................................................................................. 12

Index ................................................................................................................................................................................... 18

Dummy text to keep placeholderCollege for Students with Learning DisabilitiesA School Counselor’s Guide to Fostering Success

2nd EditionAutismA New Introduction to Psychological Theory and Current Debate

Mati SichererCollege for Students with Learning Disabilities guides counselorsworking with high school students with learning disabilities whoare planning on attending college. The book first gives anoverview of learning disabilities and related issues as they applyto the role of the high school counselor, written in aquestion/answer format. The second part is a comprehensive,step by step program for creating working groups forcollege-bound students with learning disabilities. This bookadvises counselors in a positive way and aims to change thelives of students with learning disabilities by preparing them forcollege in an effective, concrete way.

Sue Fletcher-Watson, University of Edinburgh andFrancesca Happé, King's College LondonThis new edition of Happé’s provides a concise overview ofcontemporary psychological theories about autism. Using a‘levels of explanation’ framework, the authors explore therelationship between psychological (cognitive) explanatorymodels and biological or behavioural models and considerstheir clinical and educational impact. The book includes voicesgiving the autistic point of view, as well as an analysis of cuttingedge questions for future research such as issues ofneurodiversity. It is essential reading for undergraduate andpostgraduate students in psychology as well as practitioners inclinical or educational psychology who require theoretical

understanding.RoutledgeMarket: Learning DisabilitiesSeptember 2019: 229 x 152: 240ppRoutledgeHb: 978-0-367-14116-5: £105.00Market: PsychologyPb: 978-0-367-14117-2: £27.99February 2019: 234x156: 194ppeBook: 978-0-429-03027-7Hb: 978-1-138-10611-6: £120.00* For full contents and more information, visit: www.routledge.com/9780367141172Pb: 978-1-138-10612-3: £32.99

eBook: 978-1-315-10169-9Prev. Ed Pb: 978-1-857-28230-6* For full contents and more information, visit: www.routledge.com/9781138106123

Dummy text to keep placeholderDummy text to keep placeholderCounseling Adults with AutismAutism Spectrum Disorder Assessment in SchoolsA Comprehensive ToolkitLaura Dilly, Marcus Autism Center, USA and Christine Hall,

Marcus Autism Center, USAAutism Spectrum Disorder Assessment in Schools serves as a guideon how to assess children for Autism Spectrum Disorders (ASD),specifically in school settings. Dilly and Hall offer a generaloverview of ASD, describe ASD assessment best practices, andexplain the process of identifying ASD in schools. Currentresearch and up-to-date science is incorporated in apractitioner-friendly manner, and short case vignettes willincrease the accessibility of the book content and illustrateprinciples. This book serves as a must-have for schoolpsychologists, school social workers, and other practitioners.

Ali Cunningham Abbott, Lynn University, Florida, USACounseling Adults with Autism is a practical guide for counselors,psychologists, and other mental health professionals looking toimprove their confidence and competence in counseling adultsdiagnosed with mild to moderate autism spectrum disorder(ASD). Replete with insights from a variety of disciplinaryapproaches, this is a comprehensive and accessible resource forpractitioners looking to support and empower clients strugglingwith social and behavioral challenges.

RoutledgeMarket: Autism Spectrum DIsorderJune 2019: 229 x 152: 210ppHb: 978-1-138-58438-9: £105.00Pb: 978-1-138-58439-6: £36.99eBook: 978-0-429-50605-5* For full contents and more information, visit: www.routledge.com/9781138584396

Dummy text to keep placeholderDesigning for Autism Spectrum Disorders

RoutledgeMarket: school psychology / psychiatryOctober 2018: 229 x 152: 150ppHb: 978-0-815-37435-0: £110.00Pb: 978-0-815-37437-4: £38.99eBook: 978-1-351-24245-5* For full contents and more information, visit: www.routledge.com/9780815374374

2nd EditionCognitive-Behavioral Therapy for Adults withAutism Spectrum Disorder

Kristi Gaines, Texas Tech University, USA, Angela Bourne,Fanshawe College, Canada, Michelle Pearson, Texas TechUniversity, USA and Mesha Kleibrink, Texas Tech University,USADesigning for Autism Spectrum Disorders explains the influenceof the natural and man-made environment on individuals withautism spectrum disorders (ASD) and other forms ofintellectual/developmental disabilities (IDD). Drawing on thelatest research in the fields of environmental psychology andeducation, the authors show you how architecture and interiorspaces can positively influence individuals with neurodiversities

Valerie L. GausSeries: Guides to Individualized Evidence-Based TreatmentNow revised and expanded, this is the leading resource forpsychotherapists working with adults who have autism spectrumdisorder (ASD) without significant cognitive and languageimpairments (also known as Asperger syndrome). Valerie L. Gausshows how to adapt the proven techniques ofcognitive-behavioral therapy (CBT) to build clients' social andcoping skills, facilitate self-acceptance, and treat comorbidanxiety and depression. Illustrated with detailed case examples,the book is grounded in cutting-edge knowledge aboutinformation-processing differences in ASD.

by modifying factors such as color, lighting, space organization, textures, acoustics, andventilation.

RoutledgeMarket: Interior Design / Environmental Design / AutismDecember 2018: 279 x 216: 232ppHb: 978-0-415-72527-9: £105.00

Guilford PressMarket: EducationJanuary 2019: 254 x 178: 312ppHb: 978-1-462-53768-6: £26.99

Pb: 978-0-367-03046-9: £31.99

Prev. Ed Hb: 978-1-593-85497-3

eBook: 978-1-315-85687-2

* For full contents and more information, visit: www.guilfordpress.co.uk/9781462537686

* For full contents and more information, visit: www.routledge.com/9780367030469

Browse and order online:www.routledge.com

AUTISM2

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http://www.guilfordpress.co.uk/9781462537686




Dummy text to keep placeholderDummy text to keep placeholderSupporting Children with Autism in the PrimaryClassroom

From Autism and Mutism to an Enlivened SelfA Case Narrative with Reflections on Early Development

Joseph D. Lichtenberg, Private practice, Bethesda, Maryland,USA and Diana ThielstSeries: Psychoanalytic Inquiry Book SeriesFrom Autism and Mutism to an Enlivened Self explores theimportance of intimacy, interaction with the environment andthe mind-body connection in early childhood development,with specific reference to autism. Built around a detailed casestudy of a severely autistic child, the book offers an illuminatingaccount of the development and successful treatment of autismboth from the perspective of the clinician and from the family.

Routledge

A Practical ApproachDawn ConnorThis invaluable resource offers a wealth of strategies enablingyou to support children with autism in the mainstreamclassroom. Cutting through the jargon and recognising the hugevariety of ways in which children’s perceptions, feelings andbehaviours may be affected by autism, the text is packed withpractical advice to help you create a classroom environmentwhich will meet the needs of the individual child. Each chapterin the book addresses some of the most common social, practicaland behavioural difficulties that a child with autism may face atschool, and details tried and tested approaches for improvingtheir experiences and outcomes in your classroom.Market: Psychoanalysis

RoutledgeNovember 2018: 234x156: 180ppMarket: EducationHb: 978-1-138-36200-0: £110.00October 2018: 297x210: 108ppPb: 978-1-138-36201-7: £31.99Pb: 978-1-138-55950-9: £36.99eBook: 978-0-429-43235-4eBook: 978-0-203-71258-0* For full contents and more information, visit: www.routledge.com/9781138362017* For full contents and more information, visit: www.routledge.com/9781138559509

Dummy text to keep placeholderDummy text to keep placeholderSystemically Treating AutismGirls and AutismA Clinician’s Guide for Empowering FamiliesEducational, Family and Personal Perspectives

Edited by Brie Turns, Julie Ramisch and Jason B. WhitingSystemically Treating Autism provides a unique resource for familytherapists and other mental health professionals who want toincrease their understanding of families with children with autismspectrum disorder (ASD). Through a combination of research,practical interventions, and case vignettes, this text covers thediagnosis of ASD and how it impacts the family, spirituality andcultural dynamics, and collaboration with other professionals.Providing a systemic framework for conceptualizing a diagnosisthat is typically discussed from an individual perspective, thisbook guides mental health clinicians toward a betterunderstanding of how they can help the entire family unit.

Edited by Barry Carpenter, Oxford Brookes University, UK.,Francesca Happé, King's College London, UK. and JoEgertonAs current research reveals a much more balanced male:femaleratio in autism, this book provides crucial insight into autisticgirls’ experiences, helping professionals to recognise, understand,support and teach them effectively. Drawing on the latestresearch findings, chapters consider why girls have beenhistorically overlooked by diagnostic approaches, explorepotential identifying behaviours, and emphasize the challengesand advantages of the condition. Including contributions fromautistic girls and women, their family members, from teachers,

professionals and psychologists this is an invaluable source of first-hand insights, knowledgeand strategies.

RoutledgeMarket: EducationFebruary 2019: 246x174: 194ppHb: 978-0-815-37725-2: £105.00Pb: 978-0-815-37726-9: £29.99eBook: 978-1-351-23442-9* For full contents and more information, visit: www.routledge.com/9780815377269

Dummy text to keep placeholderShakespeare's HeartbeatDrama games for children with autism

Kelly Hunter, Touchstone Shakespeare TheatreOver ten years, Kelly Hunter worked with children on all pointsof the autistic spectrum, developing drama games for the specificpurpose of combatting autism. These unique games, derivedfrom specific moments in the plays, shed new light on how toteach Shakespeare to children, using the drama as an explorationof how it feels to be alive.

Shakespeare’s poetic definitions of seeing, thinking and lovingreveal the very processes that children with autism find sodifficult to achieve. This book provides an indispensable learningtool for those wishing to encourage children’s eye contact andfacial expression, improve their spatial awareness and languageskills and introduce them to imaginative play.

RoutledgeMarket: Autism Spectrum Disorders/Family TherapyFebruary 2019: 229 x 152: 244ppHb: 978-1-138-30657-8: £115.00Pb: 978-1-138-30658-5: £36.99eBook: 978-1-315-14183-1* For full contents and more information, visit: www.routledge.com/9781138306585

2nd EditionTeaching Social Communication to Children withAutism and Other Developmental Delays

Brooke Ingersoll, PhD, BCBA-D, Department of Psychology,Michigan State University, East Lansing and Anna DvortcsakFor young children with autism spectrum disorder (ASD) andothers who have challenges in interacting and communicating,early intervention is key--and parents can play a vital role.Developed through work with hundreds of families, this bookpresents engaging, evidence-based techniques for enrichingyour child's social communication skills (up to age 6). Thestrategies can be easily integrated into daily routines, such asmeals, bathtime, bedtime, and playtime. Designed for use aspart of a therapist-guided program, the manual has a convenient

large-size format and includes 20 reproducible forms.RoutledgeMarket: Theatre & Performance StudiesNovember 2014: 216x138: 250pp

Guilford Press

Hb: 978-1-138-01696-5: £105.00Market: Education

Pb: 978-1-138-01697-2: £25.99August 2019: 148pp

eBook: 978-1-315-74747-7Pb: 978-1-462-53808-9: £20.99

* For full contents and more information, visit: www.routledge.com/9781138016972Prev. Ed Pb: 978-1-606-23440-2* For full contents and more information, visit: www.guilfordpress.co.uk/9781462538089

Companion WebsiteNew in Paperbacke-InspectionComplimentary Exam Copy

3AUTISM













2nd EditionUsing Drama with Children on the Autism SpectrumA Resource for Practitioners in Education and Health

Carmel ConnThe second edition of this practical manual has been extensivelyrevised and re-focused in line with current practice and thinking.The resource includes more than 150 activities for use withchildren aged 5-11 years old. Written for teachers, SENCos,speech & language therapists and dramatherapists, this bookshows how using drama with children across the autismspectrum can help to develop social skills; playfulness andpretence; verbal and non-verbal communication; self-awarenessand self-esteem. Complete with case studies, photocopiableresources and step-by-step guidance, this will be invaluable forall those who are looking for new ways of engaging children on

2nd EditionTeaching Social Communication to Children with Autism and Other Developmental Delays 2-book setThe Project ImPACT Manual for Parents

Brooke Ingersoll, PhD, BCBA-D, Department of Psychology,Michigan State University, East Lansing and Anna DvortcsakRecognized as one of the most effective coaching programs forparents of young children (up to age 6) with autism spectrumdisorder (ASD) and related social communication delays, thistwo-book set has been fully revised and updated. It presentseverything needed to implement Project ImPACT, anintervention curriculum that teaches parents ways to enhancechildren's social engagement, communication, imitation, andplay skills, within meaningful activities and daily routines. The

Guide to Coaching Parents provides a complete introduction and step-by-step coachingprocedures for practitioners working with individual parents or groups.Guilford PressMarket: EducationJuly 2019: 448ppPb: 978-1-462-53814-0: £55.99* For full contents and more information, visit: www.guilfordpress.co.uk/9781462538140

Dummy text to keep placeholderThinking, Reasoning, and Decision Making inAutism

the autism spectrum.

RoutledgeMarket: EducationApril 2019: 297x210: 178ppPb: 978-1-138-36943-6: £34.99eBook: 978-0-429-42865-4Prev. Ed Pb: 978-0-863-88601-0* For full contents and more information, visit: www.routledge.com/9781138369436

Dummy text to keep placeholderWhat Science Tells Us about Autism SpectrumDisorder

Edited by Kinga Morsanyi and Ruth M.J. ByrneSeries: Current Issues in Thinking and ReasoningThinking, Reasoning and Decision Making in Autism is the firstcollection to provide insight into the cognitive processes thatunderlie typical characteristics of autism. Focusing on researchwith high-functioning adolescents and adults, the book considersthe long-term consequences of these characteristics, providingin-depth analyses of particular areas of cognitive functioning.Featuring contributions from world-leading researchers fromthe fields of cognitive psychology and autism, this volume willbe essential reading for postgraduate students and researchers,as well as those working with individuals with autism spectrum

Raphael A Bernier, University of Washington, Seattle,Geraldine Dawson, William Cleland Professor of Psychiatryand Behavioral Sciences and Director, Duke Center forAutism and Brain Development and Duke Institute for BrainSciences, Duke University, Durham, NC and Joel T Nigg,Oregon Health and Science University, PortlandWhat have scientists learned about the causes of autismspectrum disorder? Why do different kids have such differentsymptoms, and what are the best ways to deal with them? Willthere ever be a cure? From leading autism researchers, thisaccessible guide helps you put the latest advances to work foryour unique child. Separating fact from fiction about causes,treatments, and prevention, the book guides you to make

lifestyle choices that support the developing brain. Guilford PressMarket: Psychotherapy and CounsellingFebruary 2020: 229 x 152: 328ppHb: 978-1-462-54137-9: £38.99Pb: 978-1-462-53607-8: £12.99* For full contents and more information, visit: www.guilfordpress.co.uk/9781462541379

disorders.

RoutledgeMarket: Thinking and ReasoningOctober 2019: 234x156: 162ppHb: 978-1-138-48116-9: £105.00Pb: 978-1-138-48117-6: £34.99eBook: 978-1-351-06091-2* For full contents and more information, visit: www.routledge.com/9781138481176

Understanding Ethics in Applied Behavior AnalysisPractical Applications

Ann B. Beirne and Jacob A. SadavoyUnderstanding Ethics in Applied Behavior Analysis provides thefoundation for a lifelong journey of ethical practice in service forindividuals with autism spectrum disorder (ASD) and otherdevelopmental disabilities. This book includes an explanationof each element in the Behavior Analyst Certification Board(BACB) Professional and Ethical Compliance Code for BehaviorAnalysts®, along with insightful examples, thought-provokingconsiderations, and contributions from experts in the field. Thistext also addresses professional behavior for the behavior analystwhen fulfilling roles as teacher, employee, manager, colleague,

advocate, or member of a multidisciplinary team.

RoutledgeMarket: Behavior AnalysisMay 2019: 254 x 178: 388ppHb: 978-1-138-32061-1: £120.00Pb: 978-1-138-32062-8: £42.99eBook: 978-0-429-45316-8* For full contents and more information, visit: www.routledge.com/9781138320628


AUTISM4












2nd EditionDummy text to keep placeholderAddressing Challenging Behaviors and MentalHealth Issues in Early Childhood

Enhancing the Well-Being of Students on theAutism Spectrum

Mojdeh Bayat, DePaul University, USANow in its second edition, this book provides research-basedstrategies for educators to address challenging behaviors ofchildren during early childhood. Utilizing research andapproaches from the fields of neuroscience, child development,child psychiatry, counselling and applied behavior analysis, thistext offers teachers a framework for best practices which areempirically based and have been successfully utilized in theclassroom. Updated to reflect new developments inneuroscience, trauma and physical and mental health, thissecond edition also features an entirely new chapter on theinteraction of technology with challenging behaviors and mentalhealth issues.

Learning from Students, Parents, and TeachersJoanne DankerThis book offers an in-depth understanding of the well-beingof students with autism spectrum disorder, a concept thatremains largely unexplored. Using the innovative researchmethodology, Photovoice, throughout the text author JoanneDanker incorporates photographs taken by students with autismspectrum disorder, as well as interviews with the students, theirteachers, and parents, to bring the authentic experiences ofthese students to the fore. As the number of students withautism spectrum disorder being enrolled in mainstream schoolsincreases, this book will help readers to understand theimportance of the wellbeing of these students and ways toenhance it. Routledge

Market: EducationNovember 2019: 229 x 152: 252ppHb: 978-0-367-19335-5: £130.00Pb: 978-0-367-19337-9: £35.99eBook: 978-0-429-20180-6Prev. Ed Pb: 978-1-138-01291-2* For full contents and more information, visit: www.routledge.com/9780367193379

Dummy text to keep placeholderBelonging for People with Profound Intellectualand Multiple Disabilities

RoutledgeMarket: EducationDecember 2019: 234x156: 212ppHb: 978-0-367-43364-2: £120.00Pb: 978-0-367-43365-9: £34.99eBook: 978-1-003-00268-0* For full contents and more information, visit: www.routledge.com/9780367433659

Dummy text to keep placeholderTeaching Adolescents and Young Adults withAutism Spectrum Disorder

Edited by Melanie Nind and Iva StrnadovaThis book pushes boundaries in the way we approach peoplewith profound intellectual and multiple disabilities, and in howwe work with them in education and research. While it isgrounded in diverse theoretical frameworks and disciplines, thebook coheres around a commitment to seeing people withprofound intellectual and multiple disabilities as equal citizenswho belong in our classrooms and community, showing this inaction. Each section covers policy contexts, key ideas, and mostcritically, recent research. The chapters challenge traditionalthinking about the lives of people with PMLD and ensuredebates about belonging are inclusive of them.

Dianne Zager, Pace University, USA and Michael L.WehmeyerTeaching Adolescents and Young Adults with Autism SpectrumDisorder supports teachers in preparing secondary students withautism spectrum disorder (ASD) to succeed in school, work andbeyond. Focused on enabling students to successfully pursuefurther education and meaningful career paths, chaptersincorporate person-centered, student-directed planning intoinstructional programming throughout the text. Grounded incurrent research and Universal Design for Learning practices,this guide is an essential resource for educators, therapists, andanyone seeking to create fluid, adaptable programs for studentswith autism spectrum disorders.

RoutledgeMarket: EducationMay 2020: 234x156: 218ppHb: 978-0-367-20294-1: £120.00Pb: 978-0-367-20295-8: £29.99eBook: 978-0-429-26071-1* For full contents and more information, visit: www.routledge.com/9780367202958

2nd EditionCase Studies in Adapted Physical Education

RoutledgeMarket: EducationNovember 2019: 229 x 152: 202ppHb: 978-0-815-37946-1: £115.00Pb: 978-0-815-37947-8: £26.99eBook: 978-1-351-21578-7* For full contents and more information, visit: www.routledge.com/9780815379478

Action Research for Inclusive EducationParticipation and Democracy in Teaching and Learning

Samuel Hodge, Ohio State University, US, Nathan Murata,University of Hawaii, US, Martin Block, University of Virginia,US and Lauren Lieberman, SUNY Brockport, USThis book presents a series of case studies of teaching individualsof varied ability and disability in physical activity settings.Outlining realistic scenarios, it encourages an interactive,problem-solving teaching and learning style, and thedevelopment of critical thinking skills. It is valuable reading forall physical education students, teacher candidates, and noviceand experienced teachers looking to deepen their understandingof adapted physical education and to improve their professionalpractice. It is an essential companion to any adapted physicaleducation or physical activity course.

Edited by Felicity Armstrong, UCL Institute of Education,UK and Diana Tsokova, UCL Institute of Education, UKExploring practitioner research and the possibilities it createsfor increasing student participation and developing inclusivepractices in educational contexts, this insightful text presents arange of original and innovative approaches to action research,and highlights the critical relationship between educationaltheory, research and practice in transformative action. Focussingon social constructivist approaches to teaching and learning,chapters offer first-hand insights from researcher-practitionersfrom international settings and consider topics includingfriendship, student voice and the role of pupils as co-researchersand peer mentors.

Routledge RoutledgeMarket: Physical EducationNovember 2019: 229 x 152: 186ppHb: 978-0-367-42637-8: £110.00

Market: EducationMay 2019: 234x156: 174ppHb: 978-1-138-48568-6: £120.00Pb: 978-1-138-48570-9: £32.99 Pb: 978-0-367-42638-5: £34.99eBook: 978-1-351-04836-1 eBook: 978-0-367-82448-8* For full contents and more information, visit: www.routledge.com/9781138485709 Prev. Ed Pb: 978-1-890-87142-0



5SPECIAL EDUCATIONAL NEEDS (SEN)













Dummy text to keep placeholderEffective Interventions and Strategies for Pupilswith SENDUsing Evidence-Based Methods for Maximum Impact

3rd EditionConducting School-Based Functional Behavioral Assessments

Edited by Gill Richards, Nottingham Trent University, UKand Jane StarbuckSeries: A View into the ClassroomWritten by teachers, for teachers, this book describes the workof ten practising SENCOs who explored different interventionsand strategies for pupils with SEND, using research methods tomeasure their impact. These include creating ‘SEN Champions’,audits of whole school provision, SENCO mediation andstrategies to help manage transition, teacher feedback, andpupil anxiety. Each chapter gives clear descriptions of howevidence was collected to measure impact, providing scenariosthat can be used in any school. A key resource for teacherswanting to provide a ‘Quality First’ learning experience for all of

their pupils, it provides strategies with clear evidence of impact.

Mark W. Steege, Department of Educational and SchoolPsychology, University of Southern Maine, Gorham, JamieL. Pratt, PsyD, BCBA-D, Department of Educational andSchool Psychology, University of Southern Maine, Gorham,Gary Wickerd, PhD, Department of Educational and SchoolPsychology, University of Southern Maine, Gorham, RichardGuare and T. Steuart Watson, PhD, Department ofEducational Psychology (retired), Miami University, Oxford,OHSeries: Guilford Practical Intervention in the Schools

RoutledgeMarket: EducationNovember 2019: 216x138: 120ppHb: 978-0-367-19796-4: £105.00Pb: 978-0-367-19797-1: £16.99eBook: 978-0-429-24331-8* For full contents and more information, visit: www.routledge.com/9780367197971

Dummy text to keep placeholderEssentials of Intensive Intervention

Widely recognized as a gold-standard resource, this authoritative book has been revised and expanded with 50% new material. It provides a complete introduction to functional behavioral assessment (FBA), complete with procedures, forms, and tools that have been piloted and refined in both general and special education settings.Guilford PressMarket: Clinical Psychology and PsychiatryMay 2019: 299ppPb: 978-1-462-53873-7: £29.99Prev. Ed Pb: 978-1-606-23027-5* For full contents and more information, visit: www.guilfordpress.co.uk/9781462538737

2nd EditionDeveloping a Schoolwide Framework to Preventand Manage Learning and Behavior Problems

Edited by Rebecca Zumeta Edmonds, PhD, PrincipalResearch Analyst, American Institutes for Research,Washington, DC, Alison Gruner Gandhi, EdD, ManagingResearcher and Director of Special Education Practice Area,American Institutes for Research, Washington, DC and LouisDanielson, PhD, Managing Director, American Institutes forResearch, Washington, DCFew evidence-based resources exist for supporting elementaryand secondary students who require intensiveintervention--typically Tier 3 within a multi-tiered system ofsupport (MTSS). Filling a gap in the field, this book bringstogether leading experts to present data-based individualization

Kathleen Lynn Lane, PhD, BCBA-D, Department of SpecialEducation, University of Kansas, Lawrence, Holly MariahMenzies, California State University, Los Angeles, WendyPeia Oakes, PhD, Mary Lou Fulton Teachers College, ArizonaState University, Tempe and Jemma Robertson Kalberg,MEd, BCBA, Cape Town, South AfricaNow revised and expanded, this volume explains how to design,implement, and evaluate a comprehensive, integrated,three-tiered (Ci3T) model of prevention. Rather than presentinga packaged program, the book provides resources and strategiesfor designing and tailoring Ci3T to the needs and priorities of a

(DBI), a systematic approach to providing intensive intervention which is applicable toreading, math, and behavior. Key components of the DBI process are explained in detail,including screening, progress monitoring, and the use and ongoing adaptation of validatedinterventions.Guilford PressMarket: Special EducationAugust 2019: 254 x 178: 168ppHb: 978-1-462-53931-4: £59.99Pb: 978-1-462-53929-1: £22.99* For full contents and more information, visit: www.guilfordpress.co.uk/9781462539291

Dummy text to keep placeholderExploring Digital Technologies for Art-Based SpecialEducation

particular school or district community.Guilford PressMarket: Special EducationDecember 2019: 257ppHb: 978-1-462-54174-4: £59.99Pb: 978-1-462-54173-7: £25.99Prev. Ed Pb: 978-1-606-23032-9* For full contents and more information, visit: www.guilfordpress.co.uk/9781462541737

3rd EditionDiagnosing Learning Disorders

Bruce F. Pennington, Lauren M. McGrath and Robin L.Peterson, PhD, ABPP, Pediatric Neuropsychologist andAssistant Clinical Professor, Children's Hospital Colorado,AuroraA definitive reference now extensively revised with 70% newmaterial this book presents cutting-edge knowledge on howlearning disorders develop and how to diagnose and treat themeffectively. In addition to dyslexia and mathematics disabilities,the book covers speech and language disorders,attention-deficit/hyperactivity disorder, autism spectrumdisorder, and intellectual disability. Accessibly written, it isgrounded in genetics, neuroscience, and developmental

neuropsychology.

Models and Methods for the Inclusive K-12 ClassroomEdited by Rick L. GarnerSeries: Routledge Research in EducationExploring Digital Technologies for Art-Based Special Education details the use of digitaltechnologies for inclusive art education, and showcases strategies for implementingarts-oriented technologies in primary- and secondary-level special education classrooms.Readers of the book will be presented with up-to-date research on this emerging topic,including chapters on the relation between pedagogical strategies and technological tools,digital animation and inclusivity, and accessibility in the ‘flipped’ art classroom.

RoutledgeMarket: EducationMarch 2019: 229 x 152: 190ppHb: 978-1-138-47866-4: £120.00

Guilford Press eBook: 978-1-351-06792-8Market: Psychology * For full contents and more information, visit: www.routledge.com/9781138478664April 2019: 254 x 178: 399ppHb: 978-1-462-53791-4: £33.99Prev. Ed Hb: 978-1-593-85714-1* For full contents and more information, visit: www.guilfordpress.co.uk/9781462537914


SPECIAL EDUCATIONAL NEEDS (SEN)6













Dummy text to keep placeholderDummy text to keep placeholderHandbook of Educational Psychology and Studentswith Special Needs

Get to Know Me: AnxietyLouise Lightfoot and Catherine HicksSeries: Get To Know MeThe ‘Get to Know Me’ resources aim to support children, alongwith those around them, who may have additional/specialeducational needs. They are designed to empower theprofessionals and adults who support those with identifiedneeds, and encourage empathy and understanding. Developedby child psychologist Louise Lightfoot, the Guidebook, Picturebook and Draw-along book in this three-part set will help keyadults support children with anxiety. Practical guidance, toolsand strategies are supported by a narrative picture book and adraw-along version, which explore the thoughts, feelings and

sensations experienced by many children with anxiety.

Edited by Andrew J. Martin, Rayne A. Sperling and KristieJ. NewtonSeries: Educational Psychology HandbookHandbook of Educational Psychology and Students with SpecialNeeds provides educational and psychological stakeholders withcritical domain-specific expertise on the factors and processesrelevant to learning for students with special needs. This includesstudents with attention-deficit/hyperactivity disorder, otherexecutive function difficulties, behavior and emotional disorders,autism spectrum disorder, intellectual disabilities, learningdisabilities, dyslexia, language and communication difficulties,physical and sensory disabilities, and more.

RoutledgeRoutledgeMarket: EducationFebruary 2020: 254 x 178: 734ppHb: 978-1-138-29542-1: £225.00

Market: EducationSeptember 2019: 297x210Pb: 978-0-367-17994-6: £49.99eBook: 978-0-429-32549-6

Pb: 978-1-138-29545-2: £99.99* For full contents and more information, visit: www.routledge.com/9780367179946eBook: 978-1-315-10065-4* For full contents and more information, visit: www.routledge.com/9781138295452

Dummy text to keep placeholderDummy text to keep placeholderHandbook of Research on Emotional and BehavioralDisorders

Get to Know Me: DepressionLouise Lightfoot and Catherine HicksSeries: Get To Know MeThe ‘Get to Know Me’ resources aim to support children, alongwith those around them, who may have additional/specialeducational needs. They are designed to empower theprofessionals and adults who support those with identifiedneeds, and encourage empathy and understanding. Developedby child psychologist Louise Lightfoot, the Guidebook, Picturebook and Draw-along book in this three-part set will help keyadults support children with depression. Practical guidance,tools and strategies are supported by a narrative picture bookand a draw-along version, which explore the thoughts, feelings

and sensations experienced by many children with depression.

Interdisciplinary Developmental Perspectives on Children and YouthEdited by Thomas W. Farmer, Maureen A. Conroy, ElizabethM.Z. Farmer and Kevin S. SutherlandThe Handbook of Research on Emotional and Behavioral Disordersexplores the factors necessary for successful implementation ofinterventions that foster productive relationships and ecologiesto establish, reinforce, and sustain adaptive patterns of emotionaland behavioral functioning across childhood and intoadulthood. An essential resource for scholars and studentsinterested in emotional and behavioral disorders, this volumecrafts an essential framework to promote developmentallymeaningful strategies for children and youth with even the mostadverse experiences and intensive support needs.

RoutledgeMarket: EducationSeptember 2019: 297x210 Routledge

Market: EducationApril 2020: 254 x 178: 502ppHb: 978-1-138-32070-3: £210.00

Pb: 978-0-367-17936-6: £49.99eBook: 978-0-429-32550-2* For full contents and more information, visit: www.routledge.com/9780367179366


Dummy text to keep placeholderDummy text to keep placeholderHow to Be a Brilliant SENCOGet to Know Me: OCDPractical strategies for developing and leading inclusive provisionLouise Lightfoot and Catherine Hicks

Series: Get To Know MeThe ‘Get to Know Me’ resources aim to support children, alongwith those around them, who may have additional/specialeducational needs. They are designed to empower theprofessionals and adults who support those with identifiedneeds, and encourage empathy and understanding. Developedby child psychologist Louise Lightfoot, the Guidebook, Picturebook and Draw-along book in this three-part set will help keyadults support children with OCD. Practical guidance, tools andstrategies are supported by a narrative picture book and adraw-along version, which explore the thoughts, feelings and

sensations experienced by many children with OCD.

Helen Curran, Bath Spa University, UKSeries: nasen spotlightHelen Curran’s invaluable book aims to support new andexperienced SENCOs with the task of developing and leadingspecial educational needs provision and inclusive practice,through the exploration of practical strategies and approaches.This book takes a pragmatic approach to the issues which havehistorically been associated with the role of the SENCO; namelya lack of time, a lack of resources and often a lack of seniority. Itprovides SENCOs with tried and tested ideas and strategies tosupport both the operational and strategic aspects of the role,to help SENCOs develop their role as a leader in school.

Routledge RoutledgeMarket: Education Market: Education/ Special Educational NeedsSeptember 2019: 297x210 June 2019: 297x210: 136ppPb: 978-0-367-17944-1: £49.99 Hb: 978-1-138-48965-3: £105.00eBook: 978-0-429-32544-1 Pb: 978-1-138-48966-0: £21.99* For full contents and more information, visit: www.routledge.com/9780367179441 eBook: 978-1-351-03722-8
















Dummy text to keep placeholderDummy text to keep placeholderIntensive Reading Interventions for the ElementaryGrades

Including Children and Young People with SpecialEducational Needs and Disabilities in Learning andLife Jeanne Wanzek, PhD, Department of Special Education,

Vanderbilt University, Nashville, TN, Stephanie Al Otaiba,PhD, Harold Simmons School of Education and HumanDevelopment, Southern Methodist University, Dallas, TX andKristen L. McMaster, PhD, Minnesota Center for ReadingResearch, University of Minnesota, MinneapolisPacked with easy-to-use tools and resources, this book presentsintensive intervention strategies for K–5 students with severeand persistent reading difficulties. Filling a key need, the authorsdescribe specific ways to further intensify instruction whenstudents continue to struggle. Chapters address all thefundamental components of reading--phonological awareness,

How Far Have We Come Since the Warnock Enquiry – and Where DoWe Go Next?

Edited by Rob Webster, Institute of Education, UKMarking the 40th anniversary of the Warnock Enquiry (1978) intospecial education in the UK and capturing the coverage of apublic debate on SEND hosted by the UCL Institue of Education(UCL IOE, 2018), this volume explores the legacy of the Enquiry,considering how it has impacted on policy and practice relatingto SEND and inclusion, and how it will continue to do so. Offeringhistorical perspectives and drawing on professional and personalexperiences, high profile contributors review the conceptionaland practical territory covered by the Warnock committee, andassess the current state of inclusion and education of youngpeople with SEND in the UK.

RoutledgeMarket: EducationJanuary 2019: 216x138: 102ppHb: 978-1-138-34886-8: £46.99eBook: 978-0-429-43649-9* For full contents and more information, visit: www.routledge.com/9781138348868

Dummy text to keep placeholderInclusive Physical Education Around the World

phonics and word recognition, reading fluency, oral language, language and reading comprehension, and writing to read. The authors discuss the design and implementation of intensive instruction and provide effective teaching techniques and activities. Guilford PressMarket: Special EducationNovember 2019: 254 x 178: 184ppHb: 978-1-462-54112-6: £59.99Pb: 978-1-462-54111-9: £22.99* For full contents and more information, visit: www.guilfordpress.co.uk/9781462541119

2nd EditionLearning through TouchOrigins, Cultures, Practices

Edited by Sandra Heck, Ruhr Universitat Bochum, Germanyand Martin E. Block, University of Virginia, USInclusive Physical Education Around the World is the first book tosurvey inclusive physical education worldwide, to examine thehistory of inclusive physical education across different regions,and to compare their policy, practice and educational cultures.Thisis essential reading for anybody with an interest in physicaleducation, disability sport, adapted physical activity, specialeducational needs (SEN) teaching, or social justice in education.It is a vital resource for postgraduates, researchers and academicswho are interested in studies on inclusion and heterogeneity,as well as sport and cultural historians, physical educationteachers and students.

Mike Mclinden, Steve Mccall and Liz HodgesThis fully revised and updated second edition is essential readingfor practitioners who support learners with multiple disabilitiesand vision impairment. The text explores the key role that touchplays in the education of these learners and provides practicaladvice about how to develop the skills through touch that theywill need to become ‘active agents’ in their own development.The book reflects international initiatives that seek to ensurethat people with disabilities have opportunities to takemeaningful control within their learning and their lives.

RoutledgeMarket: Physical Education / Inclusive EducationJanuary 2020: 234x156: 226ppHb: 978-0-367-13408-2: £120.00eBook: 978-0-429-02629-4* For full contents and more information, visit: www.routledge.com/9780367134082

Dummy text to keep placeholderIndex for Social Emotional Technologies


Dummy text to keep placeholderOn Educational Inclusion

Challenging Approaches to Inclusive Education Edited by James M. KauffmanSeries: Connecting Research with Practice in Special andInclusive EducationProfessor Kauffman examines the various meanings of inclusionand related terms, the history of the issue in education and howeducational exceptionalities are different from other forms ofdiversity. He also examines the problems experienced for variouspopulations and in various areas of instruction and in severalnations, and the international implications of the UN’sConvention on the Rights of Persons with Disabilities. Withaccessible clarity, he also speaks to the particular problems ofeffective instruction for different levels and types of disabilities

Annalisa Morganti, University of Perugia, Italy, StefanoPascoletti, University of Udine, Italy and Alessia Signorelli,University of Perugia, ItalyIndex for Social Emotional Technologies explores how technologycan strengthen access and foster the acquisition of transversalskills useful for inclusive educational processes. It investigatesthe value that technology can offer to social and emotionallearning through different tiers of actions, and the main featuresof educational technology that can support such use.

Routledge

and giftedness, and in his conclusion, reflects on how the probable legacies of the inclusionmovement are assessed.

Market: EducationFebruary 2019: 234x156: 176pp

RoutledgeMarket: EducationMarch 2020: 234x156: 274ppHb: 978-0-367-36123-5: £120.00

Hb: 978-0-815-39488-4: £120.00eBook: 978-1-351-18507-3* For full contents and more information, visit: www.routledge.com/9780815394884 Pb: 978-0-367-36124-2: £29.99

eBook: 978-0-429-34403-9* For full contents and more information, visit: www.routledge.com/9780367361242
















Dummy text to keep placeholderRoutledge Handbook of Adapted PhysicalEducation

Edited by Justin A. Haegele, Old Dominion University, US,Samuel R. Hodge, Ohio State University, US and DeborahR. Shapiro, Georgia State University, USSeries: Routledge International HandbooksThis handbook represents the first comprehensive andevidence-based review of theory, research, and practice in thefield of adapted physical education (APE). Exploring philosophicaland foundational aspects of APE, the book outlines the mainconceptual frameworks informing research and teaching in thisarea and presents important material that will help shape bestpractice and future research. Offering an unprecedented wealthof material, this is an essential reference for advanced students,

Principles and Practices of Working with Pupils with Special Educational Needs and DisabilityA Student Guide

Trevor CotterillProviding insight into current research, and comprehensiveguidance on recent legislation and policy, this key text offersanyone working or preparing to work with children with SENDwith essential academic and theoretical understanding tounderpin and inform existing and future practice. Chaptersbroach current issues and debates relating to practice, andexamine recent advances in research, policy and legislation inareas including education, health and social care. Case studies,points for reflection and clearly signposted activities give readersthe opportunity to develop a thorough understanding of thecomplexities surrounding SEND and relate these to their ownpractice.

researchers and scholars working in APE, and useful reading for anybody with an interestin disability, physical education, sports coaching, movement science or youth sport.

RoutledgeMarket: Physical Education / Disability StudiesJanuary 2020: 246x174: 498ppHb: 978-0-367-14611-5: £190.00eBook: 978-0-429-05267-5* For full contents and more information, visit: www.routledge.com/9780367146115

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RoutledgeMarket: EducationJanuary 2019: 246x174: 238ppHb: 978-1-138-57008-5: £120.00Pb: 978-1-138-57009-2: £32.99eBook: 978-0-203-70383-0* For full contents and more information, visit: www.routledge.com/9781138570092

Social Participation of Students with SpecialEducational Needs in Mainstream Education

Reading Fundamentals for Students with LearningDifficulties

Edited by Susanne Schwab, University of Vienna, Austria,and North-West University, South Africa, Mirna Nel,North-West University, South Africa and Frank Hellmich,Paderborn University, GermanyThis book provides deep insight into the social situation ofstudents with different kinds of special needs in various Europeancountries. Research findings concerning students’ attitudestowards peers with disabilities, and teachers’ feedback onstudents’ social behaviour, are also presented. This volume willbe of interest to everyone studying special needs education,especially those concerned with future improvement of socialparticipation for all students. This book was originally published

Instruction for Diverse K-12 ClassroomsSheri Berkeley and Sharon RayReading Fundamentals for Students with Learning Difficulties is afoundational resource on reading instruction for students withlearning difficulties. This comprehensive, practical textbookprovides fundamental information related to typical and atypicalreading development, reading instruction within K-12classrooms, and how to identify reading problems and provideinterventions to a wide range of students who struggle to learn.Throught the text, cutting edge research on reading instructionfor students with learning disabilities is translated to practice,making it accessible to even the most novice teachers.

as a special issue of the European Journal of Special Needs Education.

RoutledgeMarket: Education / Special Educational NeedsJune 2019: 246x174: 130ppHb: 978-0-367-20918-6: £120.00eBook: 978-0-429-26418-4* For full contents and more information, visit: www.routledge.com/9780367209186

Special Education LeadershipBuilding Effective Programming in Schools

RoutledgeMarket: EducationDecember 2019: 254 x 178: 256ppHb: 978-0-815-35290-7: £115.00Pb: 978-0-815-35291-4: £52.99eBook: 978-1-351-13785-0* For full contents and more information, visit: www.routledge.com/9780815352914

2nd Edition Rethinking Disability

David Bateman, Shippensburg University, USA and JeniferCline, Montana Department of Education, USASpecial Education Leadership provides leaders with tools to reviewprograms, implement special education law, and build specialeducation programs that effectively supervise and supportteachers. Grounded in theory, this book also includes bestpractice for day-to-day operations, such as issues of teachingand learning, personnel selection and evaluation, basic financialmanagement, working with parent relations, mental healthissues, and legal matters related to special education. This bookhelps prepare special education administrators and supervisorsto survive the pressures of working with students with disabilities

while supporting appropriate services and preventing litigation.

Jan W. Valle and David J. Connor, Hunter College, CityUniversity of New York, USARethinking Disability, Second Edition offers clear and applicablesuggestions for creating dynamic and inclusive classroomcultures, getting to know students, selecting appropriateinstructional and assessment strategies, co-teaching, andpromoting an inclusive school culture. This second edition isfully revised and updated to include a brief history of disabilitythrough the ages, the relevance of current educational policiesto inclusion, technology in the inclusive classroom,intersectionality and its influence upon inclusive practices,working with families, and issues of transition from school to

the post-school world.RoutledgeRoutledgeMarket: EducationMarket: EducationMarch 2019: 254 x 178: 272ppFebruary 2019: 254 x 178: 296ppHb: 978-0-815-38548-6: £120.00Hb: 978-1-138-08584-8: £105.00Pb: 978-0-815-38549-3: £36.99Pb: 978-1-138-08586-2: £40.99eBook: 978-1-351-20135-3eBook: 978-1-315-11120-9* For full contents and more information, visit: www.routledge.com/9780815385493* For full contents and more information, visit: www.routledge.com/9781138085862















Dummy text to keep placeholderDummy text to keep placeholderTeaching, Including, and Supporting CollegeStudents with Intellectual Disabilities

Storying Beyond Social Difficulties withNeuro-Diverse Adolescents

Kelly R. Kelley, Western Carolina University, USA and DavidL. Westling, Western Carolina University, USATeaching, Including and Supporting College Students withIntellectual Disabilities provides higher education professionalswith a comprehensive guide to developing new programs,operating key program elements, and organization andimplementation for individual students with intellectualdisabilities. This growing population represents uniquechallenges and possibilities and this valuable resource providesa research-based overview of the key elements that any highereducation professional should know when working with thisunique group of students.

The "Imagine, Create, Belong" Social Development ProgrammeSophie Goldingay, Karen Stagnitti, Belinda Dean, NarelleRobertson, Donna Davidson and Eleanor FrancisThis manual provides an evidence-based intervention programfor adolescents experiencing social difficulties. The program ofeight one-hour sessions involves a variety of activities, focussedon making a movie, designed to develop theory of mind, flexiblethinking, empathy and narrative ability via a range ofage-appropriate play-based activities within a group setting. Itincludes non-verbal and verbal approaches to socialdevelopment and is an implicit approach to social skills. Theprogram is suitable for use with children aged 11 years to 15years with social difficulties, including adolescents with an

intellectual disability and with challenging behaviours.RoutledgeMarket: EducationJune 2019: 229 x 152: 212pp

Routledge Hb: 978-1-138-61807-7: £115.00Market: Education Pb: 978-1-138-61808-4: £26.99December 2019: 246x174: 150pp eBook: 978-0-429-46137-8Hb: 978-0-367-23700-4: £105.00 * For full contents and more information, visit: www.routledge.com/9781138618084Pb: 978-0-367-23704-2: £24.99eBook: 978-0-429-28123-5* For full contents and more information, visit: www.routledge.com/9780367237042

Dummy text to keep placeholderDummy text to keep placeholderThe Equal ClassroomSupporting SLCN in Children with ASD in the EarlyLife-Changing Thinking About Gender

Edited by Lucy Rycroft-Smith and Graham AndreHow can we change the way we treat gender in schools so thatis it less limiting for pupils, right from the start? How can we helpour children grow and learn in a way that doesn't restrict theiropportunities? In this brave and urgent book, academics,campaigners and experts join forces to make recommendationson how schools, teachers and parents tackle genderdiscrimination.

YearsJennifer Warwick, London Communication Clinic, UKSeries: nasen spotlightWith growing numbers of children with Autism Spectrum Disorder (ASD) being diagnosed in the early years, it is becoming increasingly important for education and health professionals to understand the ASD, and to implement supportive strategies as part of the everyday curriculum and routine. This book serves as an essential toolkit for anyone working with young children with ASD and speech, language and communication needs (SLCN).


2nd EditionThe Social Skills HandbookPractical Activities for Social Communication

Sue HutchingsNow in a revised second edition, this book offers practicalguidance for setting up and running social skills sessions. Anoverview of social communication theory and the principles ofgroupwork forms a solid foundation for the session and activityguidance, structured so that the sessions progress from basicskills such as ‘Eye Contact’ and ‘Empathy’ to more complex skillssuch as ‘Problem Solving’ and ‘Making Friends’. With everincreasing numbers of people being diagnosed with some formof social difficulty, this book will be an essential resource foranybody looking to teach and develop social confidence andcommunication skills.

RoutledgeMarket: EducationJuly 2019: 297x210: 204ppHb: 978-1-138-36948-1: £105.00Pb: 978-1-138-36950-4: £27.99eBook: 978-0-429-42862-3* For full contents and more information, visit: www.routledge.com/9781138369504

Dummy text to keep placeholderSupporting the Emotional Well-being of Childrenand Young People with Learning Disabilities

Mark Fox, Tom Laverty and Sanchita ChowdhuryThis highly practical resource provides schools for children withsevere and complex learning disabilities with a framework tosupport their well-being and mental health. Each chapterprovides material, ideas and activities for special school teacherswith sections that can be used and adapted for trainingworkshops with the school staff. This book will ensure thatteachers of these children develop a greater understanding oftheir emotional needs and follow two central strategies: toprioritise and support the emotional wellbeing of the wholeclass and of individual children, recognising that emotionalwellbeing is integral to learning and enjoyment at school.

RoutledgeMarket: Education

Routledge

September 2019: 210x148: 176pp

Market: Education

Pb: 978-0-367-10987-5: £24.99

October 2019: 297x210: 122pp

eBook: 978-0-429-02419-1

Hb: 978-0-367-32136-9: £105.00


















Dummy text to keep placeholderTherapeutic Trampolining for Children and YoungPeople with Special Educational Needs

3rd Edition What Really Works in Special and Inclusive EducationA Practical Guide to Supporting Emotional and Physical Wellbeing

David Mitchell, Canterbury Christchurch University, NewZealand and Dean Sutherland, University of Canterbury,New ZealandThis revised and updated third edition presents teachers with arange of up-to-date evidence-based strategies they can use totackle the challenges of inclusive education. An essentialresource for the busy educator, each of the twenty-ninestrategies explored in this book has a substantial research base,a strong theoretical rationale and clear guidelines on theirimplementation, as well as cautionary advice where necessary.The strategies are universally applicable, making this essentialreading for classroom teachers, school leaders, teacher educatorsand students, educational psychologists, special needs

coordinators and consultants and educational researchers.

Ange AndersonThis practical resource explores the benefits of therapeutictrampolining on children and young people with specialeducational needs. It supports practitioners as they introducethe trampoline into their own therapeutic settings. Trampoliningis known to improve balance, co-ordination and motor skills; itcan improve bone-density and benefit the lymphatic andcardiovascular systems. It has even shown to encouragecommunication in children with autism and PMLD. This is aninvaluable resource for anybody looking to enhance the physicaland emotional wellbeing of children and young people withspecial educational needs.

RoutledgeMarket: Special EducationFebruary 2020: 234x156: 446ppHb: 978-1-138-39312-7: £120.00Pb: 978-1-138-39315-8: £33.95eBook: 978-0-429-40192-3Prev. Ed Pb: 978-0-415-62323-0* For full contents and more information, visit: www.routledge.com/9781138393158

RoutledgeMarket: EducationMarch 2020: 246x174: 168ppHb: 978-0-367-81929-3: £120.00Pb: 978-0-367-81928-6: £24.99eBook: 978-1-003-01086-9* For full contents and more information, visit: www.routledge.com/9780367819286


Understanding the Voices and EducationalExperiences of Autistic Young People

Craig Goodall, Queen's University Belfast, UKSeries: Routledge Research in Special Educational NeedsThis book showcases research carried out with autistic youngpeople into educational practice, rights and inclusion. Using aparticipatory children’s rights-based approach to highlight thevoices of autistic young people, it explores their experiences ofeducation, thoughts on school improvement and what inclusionmeans to them. The book explores theories of inclusion andshows the benefits of voice and participation research toeducation policy and practice. Supported by the author’sexperience working with young people with additional learningneeds, the book bridges an important gap to provide empiricalresearch with autistic young people themselves.

RoutledgeMarket: EducationSeptember 2019: 216x138: 156ppHb: 978-0-367-25325-7: £45.00eBook: 978-0-429-28718-3* For full contents and more information, visit: www.routledge.com/9780367253257


Universal Access Through Inclusive Instructional Design

Edited by Susie L. Gronseth and Elizabeth M. DaltonUniversal Access Through Inclusive Instructional Design exploresthe ways that educators around the world reduce barriers forstudents with disabilities and other challenges by planning andimplementing accessible, equitable, high-quality curricula.Incorporating key frameworks such as Universal Design forLearning, these dynamic contributions highlight essentialsupports for flexibility in student engagement, representationof content, and learner action and expression. Thiscomprehensive resource leads the way to design and deliveryof instruction that meets the needs of learners in varyingcontexts, from early childhood through adulthood.

RoutledgeMarket: EducationSeptember 2019: 229 x 152: 382ppHb: 978-1-138-35107-3: £120.00Pb: 978-1-138-35108-0: £36.99eBook: 978-0-429-43551-5* For full contents and more information, visit: www.routledge.com/9781138351080











Dummy text to keep placeholderDummy text to keep placeholderBen the Bubble BearSpeech Bubbles 1 (Picture Books and Guide)Targeting the b SoundSupporting Speech Sound Development in Children

Melissa PalmerSeries: Speech Bubbles 1This exciting new series provides an easily accessible resourcefor children who are receiving speech therapy, for children whohave delayed speech and language development or for thoseparents who wish to provide a sound awareness activity for their

child.

Melissa PalmerSeries: Speech Bubbles 1Speech Bubbles 1 is the first set in an exciting new series of picturebooks designed to be used by Speech LanguageTherapists/Pathologists, parents/caregivers, and teachers withchildren who have delayed or disordered speech sound

development, children receiving speech therapy, or by those wanting to provide soundawareness activities for their children. This first set comprises 11 beautifully illustrated picture books and a professional guide;

and focuses on the most commonly targeted sounds in therapy as well as typically earlydeveloping speech sounds.

The set includes eleven picture books that each target a different speech sound within thestory. The set is also accompanied by a user guide with notes for professionals and caregiversalike. Eleven different speech sounds have been chosen that are early developing sounds,or sounds commonly targeted in speech language therapy.

The picture books are bright, fun and engaging. Each title focuses on one sound. Titlesinclude: Who Bit My Tail?, Crocodile’s Can’t Climb Trees and Ben the Bubble Bear.

Routledge RoutledgeMarket: Education/ Speechmark Market: Education/ Speech and Language TherapyMarch 2019: 210x148: 308pp March 2019: 210x148: 26ppeBook: 978-0-429-35685-8 Pb: 978-0-367-18523-7: £9.99Pack: 978-0-367-18552-7: £49.99 eBook: 978-0-429-35689-6* For full contents and more information, visit: www.routledge.com/9780367185527 * For full contents and more information, visit: www.routledge.com/9780367185237

Dummy text to keep placeholderDummy text to keep placeholderCrocodiles Can't Climb TreesSpeech Bubbles 1 User GuideTargeting the k SoundSupporting Speech Sound Development in Children


child.


child.

This first set comprises 11 beautifully illustrated picture books and a professional guide;and focuses on the most commonly targeted sounds in therapy as well as typically earlydeveloping speech sounds.




RoutledgeRoutledgeMarket: Education/ Speech and Language TherapyMarket: Education/ Speech and Language TherapyMarch 2019: 210x148: 22ppMarch 2019: 210x148: 50ppPb: 978-0-367-18530-5: £9.99Pb: 978-1-138-54444-4: £9.99eBook: 978-0-429-35692-6eBook: 978-0-429-35686-5* For full contents and more information, visit: www.routledge.com/9780367185305* For full contents and more information, visit: www.routledge.com/9781138544444

Dummy text to keep placeholderDummy text to keep placeholderDon't Feed the Dog!A Bunny Called NoodleTargeting the d SoundTargeting the n Sound


child.


child.





RoutledgeRoutledgeMarket: Education/ Speech and Language TherapyMarket: Education/ Speech and Language TherapyMarch 2019: 30ppMarch 2019: 210x148: 30ppPb: 978-0-367-18516-9: £9.99Pb: 978-0-367-18533-6: £9.99* For full contents and more information, visit: www.routledge.com/9780367185169eBook: 978-0-429-35696-4



SPECIAL EDUCATIONAL NEEDS (SEN) FROM SPEECHMARK12














Dummy text to keep placeholderDummy text to keep placeholderSally's SandcastlesGus the Gulping GoatTargeting the s SoundTargeting the g Sound


child.


child.





RoutledgeRoutledgeMarket: Education/ Speech and Language TherapyMarket: Education/ Speech and Language TherapyMarch 2019: 210x148: 24ppMarch 2019: 210x148: 32ppPb: 978-0-367-18535-0: £9.99Pb: 978-0-367-18528-2: £9.99eBook: 978-0-429-35701-5eBook: 978-0-429-35691-9* For full contents and more information, visit: www.routledge.com/9780367185350* For full contents and more information, visit: www.routledge.com/9780367185282

Dummy text to keep placeholderDummy text to keep placeholderSammy SlothMuffin the FishGet to Know Me: AnxietyTargeting the f Sound

Louise Lightfoot and Catherine HicksSeries: Get To Know MeIn this book, we meet Sammy, a sloth who lives in a beautifultree by the sea. The story follows Sammy as he wakes up oneday feeling funny and strange. pacing up and down he meetsAnna the armadillo who tells Sammy that he is silly and has no


child. right to be sad when his life is good. Sammy hears this and feels embarrassed and ashamedof how he has been feeling. Sammy hides away until he meets a kind lizard who showsThis first set comprises 11 beautifully illustrated picture books and a professional guide;


him kindness and empathy. The book was written with children with anxiety in mind,providing an opportunity to relate to Sammy’s thoughts, feelings, behaviours andexperiences. However, children with a range of needs may benefit from the story.The picture books are bright, fun and engaging. Each title focuses on one sound. Titles

include: Who Bit My Tail?, Crocodile’s Can’t Climb Trees and Ben the Bubble Bear. RoutledgeMarket: Education

Routledge September 2019: 297x210: 36ppMarket: Education/ Speech and Language Therapy Pb: 978-0-815-34953-2: £11.99March 2019: 210x148: 18pp eBook: 978-1-351-16452-8Pb: 978-0-367-18534-3: £9.99 * For full contents and more information, visit: www.routledge.com/9780815349532eBook: 978-0-429-35699-5* For full contents and more information, visit: www.routledge.com/9780367185343

Dummy text to keep placeholderDummy text to keep placeholderSilver MatildaPolly's Pink PaintGet to Know Me: DepressionTargeting the p Sound

Louise Lightfoot and Catherine HicksSeries: Get To Know MeIn this book, we meet Matilda, a bird with silver feathers knownfor her beauty and graceful flight. Written in a narrative style andavoiding diagnostic labels, the story follows Matilda as she losesher bright feathers and ashamed, hides away from the world


child. until one day an owl comes and sits with her. The owl shows Matilda empathy and stayswith her whilst she recovers and watches as she becomes stronger through her experience.This first set comprises 11 beautifully illustrated picture books and a professional guide;


The book was written with children with depression in mind, providing an opportunity torelate to Matilda’s thoughts, feelings, behaviours and experiences. However, children witha range of needs may benefit from the story.The picture books are bright, fun and engaging. Each title focuses on one sound. Titles

include: Who Bit My Tail?, Crocodile’s Can’t Climb Trees and Ben the Bubble Bear. RoutledgeMarket: Education

Routledge September 2019: 297x210: 34ppMarket: Education/ Speech and Language Therapy Pb: 978-0-815-34945-7: £11.99March 2019: 210x148: 24pp eBook: 978-1-351-16476-4Pb: 978-0-367-18525-1: £9.99 * For full contents and more information, visit: www.routledge.com/9780815349457eBook: 978-0-429-35690-2* For full contents and more information, visit: www.routledge.com/9780367185251


13SPECIAL EDUCATIONAL NEEDS (SEN) FROM SPEECHMARK













Dummy text to keep placeholderDummy text to keep placeholderWho Bit My Tail?Steven the SnailTargeting the t SoundTargeting s Blends



child.



RoutledgeMarket: Education/ Speech and Language TherapyMarch 2019: 210x148: 22ppPb: 978-0-367-18536-7: £9.99eBook: 978-0-429-35703-9* For full contents and more information, visit: www.routledge.com/9780367185367


child.

This first set comprises 11 beautifully illustrated picture books and a professional guide; and focuses on the most commonly targeted sounds in therapy as well as typically early developing speech sounds.

The picture books are bright, fun and engaging. Each title focuses on one sound. Titles include: Who Bit My Tail?, Crocodile’s Can’t Climb Trees and Ben the Bubble Bear.

RoutledgeMarket: Education/ Speech and Language TherapyMarch 2019: 210x148: 20ppPb: 978-0-367-18520-6: £9.99eBook: 978-0-429-35688-9* For full contents and more information, visit: www.routledge.com/9780367185206

5th EditionAction Picture Test

Tidy Tim

Speechmark and Catherine RenfrewSeries: The Renfrew Language ScalesWidely used by Speech and Language Therapists/Pathologists,SENCOs, and teachers, the test covers words used to conveyinformation (i.e. nouns, verbs, prepositions); present, past andfuture tenses; irregular forms of plural and past tenses; simpleand complex sentence construction; and passive voice.The testprovides an Information and Grammar score that can be

Get to Know Me: OCDLouise Lightfoot and Catherine HicksSeries: Get To Know MeIn this book, we meet Tim, an octopus with many arms whoseswirly whirly feelings make him spend all day cleaning andtidying instead of going out and making friends. Written in anarrative style and avoiding diagnostic labels, the story follows

Tim as he meets Jenni the Jellyfish, who helps him untangle his arms and his feelings. Thebook was written with children with OCD in mind, providing an opportunity to relate toTim’s thoughts, feelings, behaviours and experiences. However, children with a range ofneeds may benefit from the story.

RoutledgeMarket: EducationSeptember 2019: 297x210: 26ppPb: 978-0-815-34950-1: £11.99eBook: 978-1-351-16460-3* For full contents and more information, visit: www.routledge.com/9780815349501

Dummy text to keep placeholderWhere's Mummy Mouse?Targeting the m Sound


child.

benchmarked against a UK school population.

RoutledgeMarket: EducationSeptember 2019: 148 x 105: 10ppFlashcards: 978-1-138-58620-8: £69.99Prev. Ed Flashcards: 978-0-863-88809-0* For full contents and more information, visit: www.routledge.com/9781138586208


Developing Decision-making with Children andYoung People with SEN

Jane L. SinsonBeing able to make decisions is an important life-skill, which canhave a positive impact on well-being. However, many childrenand young people with SEN will need direct teaching andguidance to develop this ability. This essential guide forprofessionals provides practical guidance on how to supportchildren and young people with SEN as they make decisions inrelation to their education. It presents both a practicaldecision-making framework and a decision-making syllabus,from which professionals can create their own curriculum. Thereis reference throughout the book as to the ways in whicheducation professionals can work in partnership with parents.



Routledge Routledge

Market: Education/ Speech and Language Therapy March 2020: 297x210: 236pp

March 2019: 210x148: 32pp Pb: 978-0-367-42098-7: £29.99

Pb: 978-0-367-18531-2: £9.99 eBook: 978-0-367-82178-4

eBook: 978-0-429-35693-3 * For full contents and more information, visit: www.routledge.com/9780367420987

















Dummy text to keep placeholderDraw Along With Tidy TimGet to Know me: OCD

2nd EditionDeveloping Early Literacy Skills

Louise Lightfoot and Catherine HicksSeries: Get To Know MeDraw-along Tidy Tim is an activity-based picture book, whichencourages children to interact with the story in a creative waythrough writing, drawing, scrap booking, collage and activities.Written in a narrative style and with children with OCD in mind,

Katharine BodleDeveloping Early Literacy Skills is a practical resource forprofessionals working with pre-school children showing earlysigns of specific learning difficulties or older children lackingbasic literacy skills. It includes over 100 engaging activities todevelop literacy skills, including rhyme, the alphabet,phonological awareness, reading and writing. This second editionis fully updated in line with government policy including theSEND Code of Practice, and contains a new chapter on visualperception and additional information on fine and gross motorskills. Full of tried-and-tested ideas, this resource can be usedwith larger groups or individually with children in pre-school

settings.

readers will meet Tim, an octopus whose swirly whirly feelings make him spend all daycleaning and tidying his house instead of going out and making friends, and will have theopportunity to relate to his thoughts, feelings, behaviours and experiences as he untangleshis feelings. Encouraging empathy and inclusivity, engagement with the story helps childrento understand and process information, and aids long-term recall.


Routledge September 2019: 297x210: 38ppMarket: Education Pb: 978-0-815-34951-8: £11.99March 2019: 297x210: 160pp eBook: 978-1-351-16456-6Pb: 978-1-138-36057-0: £34.99 * For full contents and more information, visit: www.routledge.com/9780815349518eBook: 978-0-429-43306-1Prev. Ed Pb: 978-0-863-88538-9* For full contents and more information, visit: www.routledge.com/9781138360570

2nd EditionDummy text to keep placeholderLet's Talk Social SkillsDraw Along With Sammy SlothA game to promote social communicationGet to Know Me: Anxiety

Lesley MayneSeries: Games for TalkingThe second edition of these bestselling cards remains focusedon building stronger communication skills in children and youngadults. The social skills topics can be used as a therapeuticactivity, a warm-up exercise, or a closing game. Partners practiseconversing with peers and adults by addressing statements orasking questions typically discussed in a variety of social settings.

Louise Lightfoot and Catherine HicksSeries: Get To Know MeDraw-along Sammy Sloth is an activity-based picture book, whichencourages children to interact with the story in a creative way– through writing, drawing, scrap booking, collage and activities.Written in a narrative style and with children with depression in

mind, readers will meet Sammy, a sloth who lives in a beautiful tree by the sea, and willhave the opportunity to relate to his thoughts, feelings, behaviours and experiences as hebegins to feel funny and strange. Encouraging empathy and inclusivity, engagement withthe story helps children to understand and process information, and aids long-term recall.

RoutledgeMarket: EducationSeptember 2019: 297x210: 24ppPb: 978-0-815-34942-6: £11.99eBook: 978-1-351-16484-9* For full contents and more information, visit: www.routledge.com/9780815349426


Topics include: negotiation and conversation skills, self-perception, physical and verbal reactions, friendship and personal responsibilities. These cards will help build valuable social interaction skills and have been revised and extended to reflect changes in the field of communication science and disorders.

RoutledgeMarket: EducationJanuary 2019Flashcards: 978-1-138-39056-0: £20.99Prev. Ed Flashcards: 978-0-863-88640-9* For full contents and more information, visit: www.routledge.com/9781138390560

2nd EditionPalin Parent-Child Interaction Therapy for EarlyChildhood Stammering

Draw Along With Silver MatildaGet to Know Me: Depression

Louise Lightfoot and Catherine HicksSeries: Get To Know MeDraw-along Silver Matilda is an activity-based picture book, whichencourages children to interact with the story in a creative way– through writing, drawing, scrap booking, collage andactivities. Written in a narrative style and with children with

Elaine Kelman, Speech and Language Therapist, MichaelPalin Centre for Stammering Children and Alison NicholasThe second edition of this practical manual is a detailed guideto the Palin Parent-Child Interaction Therapy programme (PalinPCI), which builds on the principle that parents play a criticalrole in effective therapy and that understanding and managingstammering is a collaborative journey between the child, parentand therapist. Based on a strong theoretical framework, this bookoffers a comprehensive understanding of the Palin PCI approachin order to support generalist and specialist speech and languagetherapists as they develop their knowledge, skills and confidencein working with young children who stammer and their families.

depression in mind, readers will meet Matilda, a bird with silver feathers known for herbeauty and graceful flight, and will have the opportunity to relate to her thoughts, feelings,behaviours and experiences as she loses her feathers and hides in shame. Encouragingempathy and inclusivity, engagement with the story helps children to understand andprocess information, and aids long-term recall.


RoutledgeSeptember 2019: 297x210: 32pp

Market: EducationPb: 978-0-815-34946-4: £11.99

May 2020: 297x210: 358ppeBook: 978-1-351-16472-6

Pb: 978-0-815-35832-9: £47.99* For full contents and more information, visit: www.routledge.com/9780815349464

eBook: 978-1-351-12235-1Prev. Ed Pb: 978-0-863-88667-6* For full contents and more information, visit: www.routledge.com/9780815358329















Dummy text to keep placeholderDummy text to keep placeholderSupporting Children with Anxiety to Understandand Celebrate Difference

Short Wordless Picture BooksDeveloping Sentence and Narrative Skills for People with Speech,Language and Communication Needs A Get to Know Me Workbook and Guide for Parents and Practitioners

Kulvinder KaurSeries: Wordless Picture BooksThis collection of short wordless picture books helps to supportchildren with speech, language and communication needs asthey develop their expressive sentence and narrative skillsthrough storytelling. Each book is comprised of six colourful

Louise Lightfoot and Catherine HicksSeries: Get To Know MeDeveloped by child psychologist Louise Lightfoot, the Get toKnow Me series offers books specific to anxiety, depression andOCD. This book has been created for key adults, includingteachers, therapists and parents, as a complement to the picturebook and draw-along versions of Sammy Sloth – a traditionalnarrative story exploring thoughts, feelings and sensationsexperienced by children with anxiety. The activities in this bookoffer practical tools and strategies to support the child and thosearound them in addition to the information specific to thecondition to improve understanding of a child’s needs to

promote empathy and acceptance.

images that follow a simple everyday routine and, unlike traditional picture books, followsa film scroll effect, showing the progression of time and allowing the child to follow thestory to its resolution. Suitable for any child who requires support and practice in developingtheir speech, this is an invaluable resource for speech and language therapists, teachingstaff and caregivers.

RoutledgeMarket: EducationNovember 2019: 210x148: 104pp

RoutledgeeBook: 978-1-351-10436-4Market: EducationPack: 978-1-138-47757-5: £49.99September 2019: 297x210: 80pp* For full contents and more information, visit: www.routledge.com/9781138477575Pb: 978-0-815-34941-9: £34.99eBook: 978-1-351-16492-4* For full contents and more information, visit: www.routledge.com/9780815349419

Dummy text to keep placeholderDummy text to keep placeholderSupporting Children with Depression to Understandand Celebrate Difference

Special Learners in SchoolUnderstanding Essential Concepts

Catherine RoutleyActive listening and observation skills, memory, comprehensionof pattern and sequencing, positional and expressive language,body awareness and emotional intelligence are key to ensuringa child’s access to the school curriculum. Recognising that thesecan be particular areas of difficulty for pupils with SEND, thisbook provides a range of photocopiable activities designed toengage and develop children’s skills in the areas of auditory andvisual memory, pragmatic and sensory skills. Easily accessibleand differentiated for children at lower and upper levels of ability,practical examples and activities can be used immediately, andadapted in line with students’ abilities and progress.

A Get to Know Me Workbook and Guide for Parents and PractitionersLouise Lightfoot and Catherine HicksSeries: Get To Know MeDeveloped by child psychologist Louise Lightfoot, the Get toKnow Me series offers books specific to anxiety, depression andOCD. This book has been created for key adults, includingteachers, therapists and parents, as a complement to the picturebook and draw-along versions of Silver Matilda – a traditionalnarrative story exploring thoughts, feelings and sensationsexperienced by children with depression. The activities in thisbook offer practical tools and strategies to support the child andthose around them in addition to the information specific tothe condition to improve understanding of a child’s needs to

promote empathy and acceptance.

RoutledgeMarket: EducationMarch 2019: 297x210: 94ppPb: 978-1-138-31249-4: £29.99 RoutledgeeBook: 978-0-429-45819-4 Market: Education* For full contents and more information, visit: www.routledge.com/9781138312494 September 2019: 297x210: 82pp


Dummy text to keep placeholderDummy text to keep placeholderSupporting Children with Fun Rules for TrickySpellings

Study Skills for Students with SLCNA Group Programme Supporting Young Students Through Revisionand Exams An Illustrated Workbook

Bhaveshi KumarThis highly practical resource has been designed to supportprofessionals working with students who have SLCN followinga mainstream educational curriculum. Structured as a flexibleten session programme, it takes a holistic approach to learning,encouraging students to take an active role in their studies byidentifying individual learning strengths and building a ‘toolbox'of successful strategies for revision. Created to support a rangeof students, including those with a known diagnosis of autism,developmental language disorder, dyslexia, dyspraxia and adhd,this is an invaluable resource for all professionals looking tosupport young adults in the build up to exams.

Georgie Cooney and Molly HickeySeries: Who Put the Spell into SpellingThis activity book is designed to be used alongside thestorybook, Who Put the Spell into Spelling? [ISBN:978-0-367-43505-9]. This illustrated workbook has been createdto support learners who have struggled to organically grasp therules that govern spelling in the English language. Eachphotocopiable worksheet is designed to support a key spellingrule, explored in the colourful storybook Who Put the Spell intoSpelling?. Developed with feedback from teachers and students,this is an invaluable resource for teachers and parents lookingto support learners who find spelling a challenge, or who are

learning English as an additional language.RoutledgeMarket: Education

RoutledgeFebruary 2020: 297x210: 118ppMarket: Special EducationPb: 978-1-138-38731-7: £24.99March 2020: 297x210: 94ppeBook: 978-0-429-42634-6Pb: 978-0-367-81962-0: £19.99* For full contents and more information, visit: www.routledge.com/9781138387317eBook: 978-1-003-01106-4* For full contents and more information, visit: www.routledge.com/9780367819620
















Dummy text to keep placeholderDummy text to keep placeholderVirtual Reality, Augmented Reality and ArtificialIntelligence in Special Education

Supporting Children with OCD to Understand andCelebrate Difference

A Practical Guide to Supporting Students with Learning DifferencesA Get to Know Me Workbook and Guide for Parents and PractitionersAnge AndersonThis timely resource offers a background in the evidence-basedtheory and practice of using new technologies in an educationalcontext. Accessible and free of complex jargon, chapters provideinformation on the development, uses and current terminologyused in relation to technologies, and explains how modernequipment and approaches can be used to promote improvedcommunication skills, independent learning, and heightenedself-esteem amongst students diagnosed with SEND. Offeringa wealth of practical tips, downloadable resources and ideas forengaging with technology in the classroom, the text will supportteachers to ensure that students can benefit from exciting

technological advances.

Louise Lightfoot and Catherine HicksSeries: Get To Know MeDeveloped by child psychologist Louise Lightfoot, the Get toKnow Me series offers books specific to anxiety, depression andOCD. This book has been created for key adults, includingteachers, therapists and parents, as a complement to the picturebook and draw-along versions of Tidy Tim - a traditional narrativestory exploring thoughts, feelings and sensations experiencedby children with OCD. The activities in this book offer practicaltools and strategies to support the child and those around themin addition to the information specific to the condition toimprove understanding of a childâ€™s needs to promote

empathy and acceptance.Routledge

Routledge Market: EducationMarket: Education March 2019: 246x174: 112ppSeptember 2019: 297x210: 76pp Hb: 978-0-367-14532-3: £105.00Pb: 978-0-815-34948-8: £34.99 Pb: 978-0-367-02453-6: £27.99eBook: 978-1-351-16468-9 eBook: 978-0-429-39950-3* For full contents and more information, visit: www.routledge.com/9780815349488 * For full contents and more information, visit: www.routledge.com/9780367024536

Dummy text to keep placeholderDummy text to keep placeholderWho Put the Spell into Spelling?Supporting Language and Emotional Development

in the Early Years through Reading An Illustrated Storybook to Support Children with Fun Rules for TrickySpellingsHandbook and Six 'Pip and Bunny' Picture Books

Georgie Cooney and Molly HickeySeries: Who Put the Spell into SpellingThis beautifully illustrated storybook has been created to supportlearners who, after acquiring the basics of reading and writing,have struggled to organically grasp the rules that govern spellingin the English language. Twenty-two of the most importantspelling rules are explored and given meaning through theengaging story; each followed by a ‘quick quiz’ to help solidifythe rule in the long-term memory. This is an invaluable resourcefor teachers and parents looking to support learners who findspelling a challenge, or who are learning English as an additionallanguage. Accompanying workbook also available[ISBN:

978-0-367-81962-0].

Maureen GlynnSeries: Supporting Language and Emotional Development inthe Early Years through ReadingThis invaluable resource comprises a set of six ‘Pip and Bunny’picture books with accompanying professional guide anddownloadable online content; all carefully written and illustratedto support language and emotional development throughreading. By inspiring conversation and fueling the young reader’simagination the books promote emotional and social literacy.The set is designed to be used in both individual and groupsettings, and at various stages of a child’s development. It willbe a valuable resource for teachers, SENCOs, Early Years workers,

EOTAs, Educational Psychologists, counsellors and therapists.RoutledgeRoutledgeMarket: Special EducationMarket: EducationApril 2020: 210x148: 85ppAugust 2019: 297x210: 368ppPb: 978-0-367-43505-9: £9.99Pb: 978-0-367-13664-2: £49.99eBook: 978-1-003-00372-4eBook: 978-0-429-35503-5* For full contents and more information, visit: www.routledge.com/9780367435059* For full contents and more information, visit: www.routledge.com/9780367136642

2nd EditionThe Feelings Artbook

Ruby Radburn and Ellen TocherThis fun, imaginative activity book gives children a way todevelop their emotional literacy skills through creativity anddrawing. The new edition has been reimagined as a child-friendlyactivity book, with beautiful new illustrations and more than tenextra activities, with accompanying instructions and guidanceavailable online so that the book can stand alone and becompleted independently, allowing the child to draw at theirown pace, and feel a sense of ownership over their learning andtheir artwork. Suitable for both parents and professionals, thisbook is an invaluable resource for anybody looking to improve

the emotional awareness and wellbeing of young people.

RoutledgeMarket: EducationNovember 2019: 78ppPb: 978-0-367-17311-1: £24.99eBook: 978-0-429-05613-0Prev. Ed Pb: 978-0-863-88674-4* For full contents and more information, visit: www.routledge.com/9780367173111













Supporting Children with Fun Rules for TrickySpellings ................................................................................. 16

Handbook of Educational Psychology and Studentswith Special Needs ............................................................... 7A

Supporting Children with OCD to Understand andCelebrate Difference ......................................................... 17

Handbook of Research on Emotional and BehavioralDisorders ................................................................................... 7Action Picture Test ............................................................. 14

Action Research for Inclusive Education .................... 5 Supporting Language and Emotional Developmentin the Early Years through Reading ............................ 17

How to Be a Brilliant SENCO ............................................ 7

IAddressing Challenging Behaviors and Mental HealthIssues in Early Childhood ................................................... 5Autism ....................................................................................... 2Autism Spectrum Disorder Assessment inSchools ...................................................................................... 2

Supporting SLCN in Children with ASD in the EarlyYears ........................................................................................ 10Supporting the Emotional Well-being of Children andYoung People with Learning Disabilities ................. 10

Including Children and Young People with SpecialEducational Needs and Disabilities in Learning andLife ............................................................................................... 8B Systemically Treating Autism .......................................... 3

TInclusive Physical Education Around theWorld ......................................................................................... 8Index for Social Emotional Technologies ................... 8Belonging for People with Profound Intellectual and

Multiple Disabilities ............................................................. 5 Teaching Adolescents and Young Adults with AutismSpectrum Disorder ............................................................... 5

Intensive Reading Interventions for the ElementaryGrades ....................................................................................... 8Ben the Bubble Bear .......................................................... 12

Bunny Called Noodle, A ................................................... 12 Teaching Social Communication to Children withAutism and Other Developmental Delays (2-book set),Second Edition ....................................................................... 4

LCTeaching Social Communication to Children withAutism and Other Developmental Delays, SecondEdition ....................................................................................... 3

Learning through Touch ................................................... 8Let's Talk Social Skills ........................................................ 15

MCase Studies in Adapted Physical Education ............ 5Cognitive-Behavioral Therapy for Adults with AutismSpectrum Disorder, Second Edition .............................. 2College for Students with LearningDisabilities ................................................................................ 2

Teaching, Including, and Supporting College Studentswith Intellectual Disabilities .......................................... 10Therapeutic Trampolining for Children and YoungPeople with Special Educational Needs ................... 11

Muffin the Fish ..................................................................... 13

OConducting School-Based Functional BehavioralAssessments, Third Edition ............................................... 6Counseling Adults with Autism ...................................... 2Crocodiles Can't Climb Trees ......................................... 12

Thinking, Reasoning, and Decision Making inAutism ....................................................................................... 4Tidy Tim .................................................................................. 14On Educational Inclusion ................................................. 8

D UPDesigning for Autism Spectrum Disorders ................. 2 Understanding Ethics in Applied Behavior

Analysis ..................................................................................... 4Palin Parent-Child Interaction Therapy for EarlyChildhood Stammering .................................................. 15Developing a Schoolwide Framework to Prevent and

Manage Learning and Behavior Problems, SecondEdition ....................................................................................... 6

Understanding the Voices and EducationalExperiences of Autistic Young People ........................ 11

Polly's Pink Paint ................................................................. 13Principles and Practices of Working with Pupils withSpecial Educational Needs and Disability ................. 9Developing Decision-making with Children and

Young People with SEN ................................................... 14Universal Access Through Inclusive InstructionalDesign ..................................................................................... 11

RDeveloping Early Literacy Skills .................................... 15Diagnosing Learning Disorders, ThirdEdition ....................................................................................... 6

Using Drama with Children on the AutismSpectrum .................................................................................. 4

VReading Fundamentals for Students with LearningDifficulties ................................................................................ 9Rethinking Disability ........................................................... 9

Don't Feed the Dog! .......................................................... 12Draw Along With Sammy Sloth .................................. 15Draw Along With Silver Matilda .................................. 15 Virtual Reality, Augmented Reality and Artificial

Intelligence in Special Education ................................ 17Routledge Handbook of Adapted PhysicalEducation ................................................................................. 9Draw Along With Tidy Tim ............................................. 15

E WSEffective Interventions and Strategies for Pupils withSEND .......................................................................................... 6

What Really Works in Special and InclusiveEducation .............................................................................. 11

Sally's Sandcastles ............................................................. 13Sammy Sloth ....................................................................... 13

Enhancing the Well-Being of Students on the AutismSpectrum .................................................................................. 5

What Science Tells Us about Autism SpectrumDisorder .................................................................................... 4

Shakespeare's Heartbeat ................................................... 3Short Wordless Picture Books ........................................ 16

Equal Classroom, The ....................................................... 10 Where's Mummy Mouse? ............................................... 14Silver Matilda ....................................................................... 13Essentials of Intensive Intervention ............................... 6 Who Bit My Tail? ................................................................. 14Social Participation of Students with Special

Educational Needs in MainstreamEducation ................................................................................. 9

Exploring Digital Technologies for Art-Based SpecialEducation ................................................................................. 6

F

Who Put the Spell into Spelling? .................................. 17

Social Skills Handbook, The ........................................... 10Special Education Leadership ......................................... 9Special Learners in School .............................................. 16

Feelings Artbook, The ....................................................... 17 Speech Bubbles 1 (Picture Books and Guide) .......... 12From Autism and Mutism to an EnlivenedSelf ............................................................................................... 3

Speech Bubbles 1 User Guide ........................................ 12Steven the Snail .................................................................. 14

G Storying Beyond Social Difficulties with Neuro-DiverseAdolescents ........................................................................... 10Study Skills for Students with SLCN ............................ 16

Get to Know Me: Anxiety .................................................... 7 Supporting Children with Anxiety to Understand andCelebrate Difference ......................................................... 16Get to Know Me: Depression ............................................ 7

Get to Know Me: OCD ......................................................... 7 Supporting Children with Autism in the PrimaryClassroom ................................................................................ 3Girls and Autism .................................................................... 3

Gus the Gulping Goat ....................................................... 13 Supporting Children with Depression to Understandand Celebrate Difference ................................................ 16H


INDEX BY TITLE18


Martin, Andrew J. .................................................................. 7A Mayne, Lesley ....................................................................... 15Mclinden, Mike ....................................................................... 8

Anderson, Ange .................................................................. 11 Mitchell, David ..................................................................... 11Anderson, Ange .................................................................. 17 Morganti, Annalisa ............................................................... 8Armstrong, Felicity .............................................................. 5 Morsanyi, Kinga ..................................................................... 4

B NBateman, David ..................................................................... 9 Nind, Melanie .......................................................................... 5Bayat, Mojdeh ......................................................................... 5

PBeirne, Ann B. .......................................................................... 4Berkeley, Sheri ......................................................................... 9Bernier, Raphael A ................................................................ 4 Palmer, Melissa .................................................................... 12Bodle, Katharine ................................................................. 15 Palmer, Melissa .................................................................... 12

C Palmer, Melissa .................................................................... 12Palmer, Melissa .................................................................... 12Palmer, Melissa .................................................................... 12

Carpenter, Barry ..................................................................... 3 Palmer, Melissa .................................................................... 12Conn, Carmel .......................................................................... 4 Palmer, Melissa .................................................................... 13Connor, Dawn ........................................................................ 3 Palmer, Melissa .................................................................... 13Cooney, Georgie ................................................................ 16 Palmer, Melissa .................................................................... 13Cooney, Georgie ................................................................ 17 Palmer, Melissa .................................................................... 13Cotterill, Trevor ....................................................................... 9 Palmer, Melissa .................................................................... 14Cunningham Abbott, Ali ................................................. 2 Palmer, Melissa .................................................................... 14Curran, Helen .......................................................................... 7 Palmer, Melissa .................................................................... 14

D Pennington, Bruce F. .......................................................... 6

RDanker, Joanne ...................................................................... 5Dilly, Laura ................................................................................. 2 Radburn, Ruby ..................................................................... 17

F Richards, Gill ............................................................................. 6Routley, Catherine ............................................................. 16Rycroft-Smith, Lucy .......................................................... 10

Farmer, Thomas W. .............................................................. 7

SFletcher-Watson, Sue ......................................................... 2Fox, Mark ................................................................................. 10

G Schwab, Susanne ................................................................. 9Sicherer, Mati ........................................................................... 2Sinson, Jane L. ...................................................................... 14

Gaines, Kristi ............................................................................. 2 Speechmark, ........................................................................ 14Garner, Rick L. .......................................................................... 6 Steege, Mark W. ..................................................................... 6Gaus, Valerie L. ........................................................................ 2

TGlynn, Maureen .................................................................. 17Goldingay, Sophie ............................................................. 10Goodall, Craig ...................................................................... 11 Turns, Brie .................................................................................. 3Gronseth, Susie L. .............................................................. 11

VHValle, Jan W. .............................................................................. 9

Haegele, Justin ....................................................................... 9

WHeck, Sandra ............................................................................ 8Hodge, Samuel ...................................................................... 5Hunter, Kelly ............................................................................ 3 Wanzek, Jeanne ..................................................................... 8Hutchings, Sue .................................................................... 10 Warwick, Jennifer ............................................................... 10

I Webster, Rob ........................................................................... 8

ZIngersoll, Brooke .................................................................... 3Ingersoll, Brooke .................................................................... 4 Zager, Dianne ......................................................................... 5

K Zumeta Edmonds, Rebecca .......................................... 6

Kauffman, James M. ............................................................ 8Kaur, Kulvinder .................................................................... 16Kelley, Kelly ............................................................................ 10Kelman, Elaine ..................................................................... 15Kumar, Bhaveshi ................................................................. 16

LLane, Kathleen Lynn ........................................................... 6Lichtenberg, Joseph D. ..................................................... 3Lightfoot, Louise ................................................................... 7Lightfoot, Louise ................................................................... 7Lightfoot, Louise ................................................................... 7Lightfoot, Louise ................................................................ 13Lightfoot, Louise ................................................................ 13Lightfoot, Louise ................................................................ 14Lightfoot, Louise ................................................................ 15Lightfoot, Louise ................................................................ 15Lightfoot, Louise ................................................................ 15Lightfoot, Louise ................................................................ 16Lightfoot, Louise ................................................................ 16Lightfoot, Louise ................................................................ 17

M


19INDEX BY AUTHOR

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