Supporting Children with Learning Difficulties: Holistic Solutions for Severe, Profound and Multiple Disabilities(Supporting Children)

How do you teach history to a child who can't remember what she had for dinner? What difference will it make to a child's counting skills if you place the objects in a line, rather than dropped randomly on the table? Will breaking down a task into smaller steps help a young person learn how to dress himself?

Children with learning disabilities do not follow set patterns of learning, and yet often they are expected to learn in the same way as their non-disabled peers. Christine Turner draws on 25 years' experience gained from teaching children with severe, profound and multiple disabilities to provide an introduction to learning disabilities and the effect they have on the individual and the family.  She proposes holistic strategies to ensure that every child makes progress, regardless of the extent of their disability. All aspects of learning, from the simplest forms of non-verbal communication to the way ICT can motivate and inspire are explored in this practical  and informal guide for anyone wanting to support a child with learning difficulties.

Table of Contents:
Acknowledgments \ Preface \ A Note on Terminology \ 1. A Brief Introduction to Learning Disabilities \ 2. Effects of a Learning Disability upon the Child \ 3. Effects of a Learning Disability upon the Family \ 4. Profound and Multiple Learning Difficulties \ 5. Sharing Information \ 6. The Learning Environment \ 7. Language and Communication \ 8. Augmentative and Alternative Communication \ 9. Making the Curriculum Work \ 10. Learning Through the Senses \ 11. Breaking Things Down \ 12. ICT (Information and Communication Technology) \ 13. Assessment, Prompts and Rewards \ 14. Classroom Essentials \ Further Reading \ Useful Websites \ Glossary \ Index

About the Author :
Christine Turner has spent 25 years teaching children aged 3-19 years with severe, profound and multiple learning disabilities in special schools across the United Kingdom, as well as working as a curriculum coordinator.

Review :
'This is a comprehensive text suitable for both practitioners and parents. A wealth of strategies are shared alongside really helpful examples. The classroom practice advocated includes both approaches that are recognized to be effective, whilst also being creative and sensitive to an individuals needs. I particular liked the chapter dedicated to the broader impact of learning difficulties, so often ignored, which is written sensitively. At all times, the uniqueness of the child is acknowledged and there are also good suggestions for further reading.' Edward Sellman, Lecturer in Education, University of Nottingham, UK.