The range of learning difficulties associated with children who have fetal alcohol spectrum disorders (FASDs) has been highlighted as an emerging but little understood area of Special Educational Needs.
This engaging, timely, and highly practical book will raise awareness about FASDs and their associated difficulties across the entire education workforce. It provides a range of specialist, practical tried-and-tested teaching and learning strategies, from which teachers and support staff may construct personalised learning plans for students with FASDs, and will help improve outcomes for all their children. It also:
Informed by the very latest research and written by leading experts in the field, Educating Children and Young People with Fetal Alcohol Spectrum Disorders will prove invaluable for experienced teachers and teaching assistants who are engaging in Continuing Professional Development, as well as newly qualified and training Initial Teacher Training students.
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Carolyn Blackburn is an educational researcher and early years adviser currently based at Birmingham City University.
Barry Carpenter OBE was previously Director of the DfE Project on Children with Complex Learning Difficulties and Disabilities. He holds the iNet International Chair for Special and Inclusive Education, as well as Honorary Professorships at the Universities of Worcester and Limerick.
Jo Egerton is Research Project Co-ordinator for The Schools Network, and works on The Schools Network Research Charter Mark, supporting schools engaged in research.Review:
'This excellent publication not only presents a practical approach aimed at raising awareness of FASD but also provides proven teaching and learning strategies for educationalists and other professionals. It addresses overlapping and co-existing disorders, such as ADHD and autism spectrum disorder and I particularly welcome this new resource as a valuable addition to the increasing body of contemporary knowledge in the area of FASD.' - Sue Miers, Chair, NOFASARD, Australia
'With a target audience of teachers, teaching assistants and student teachers, this volume provides a clear introduction to FASD in the context of recent research by the authors and their associates....this is a useful, timely book, written in a clear and engaging manner. I will be placing it on the reading lists of student teachers and practitioners on ‘Continuing Professional Development’ courses. If a good book is one that makes us think and re-examine our own perspectives, as well as those of others, then this is an excellent book.' - Teresa Lehane, Senior Lecturer and writer for the European Journal of Special Needs Education
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