Work is something that everyone should be encouraged to aim for when they leave school or college. For Zac, Chelsea and Amy it is just a matter of finding the job and route that fits them best. Zac's not sure that work is for him, and his teacher has to think creatively to help him try out a job that matches his interests perfectly. For Chelsea, a period of work experience and trying out different tasks helps to identify the right job. Amy does a college course and travel training alongside her work placement to get all the experience and qualifications she needs for the career she wants. Choosing My First Job will help young people understand that work is for everyone, that finding the right job feels brilliant and there are lots of different ways of getting there. This book is part of a mini series about moving towards work for people with intellectual disabilities.
First Published in 1998. The past decade has seen an unparalleled interest in (and accompanying debate around) the role, rights and responsibilities of families. In the UK (as in many other countries), the UN Convention on the Rights of the Child has stimulated new interest in children's rights and family policy. It also provides a framework for early identification and intervention, in particular identifying key themes which need to run through any policy developments. These four themes are: participation, provision, protection and community. This book explores these themes.
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: explains the impact that FASDs can have on the child’s brain; discusses the overlapping and co-existing disorders, such as ADHD and autism spectrum disorders; shows how to support and empower teachers; provides ready-to-use teaching resources and strategies that can be used directly in the classroom. 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.
First Published in 1997. In special education we are, at last, in a good position to offer pupils a broad and balanced curriculum which is relevant to their needs and which is based on the same range of provision enjoyed by all pupils. Such a curriculum can only be planned as a cohesive whole; compartmentalizing aspects of the whole curriculum risks seeing one part as having more merit or worth than another. The whole curriculum in ail schools will vary, depending on local needs and opportunities. In special education it is important that we embrace that whole curriculum, using its diversity and opportunity to plan for breadth, balance and relevance. This book makes a significant contribution to the developments in planning for access to the whole curriculum.
In this book, we will look at common mistakes we make in interpretation. We will consider John 3:16 and verses like it. We will especially concentrate upon those verses that are most often used to prove the independent will of man and the universal atonement of Christ. As we will see, these verses are often reduced to a motto. They have been removed from their context and have lost their intended meaning.
Lenny and Lily have had different experiences of the lockdown, but now it's time for them to return to school. Lily is excited to go back and meet up with her friends again, but Lenny has enjoyed being at home with his family and feels more anxious. When Lenny and Lily go back to school they both face different challenges. Lenny struggles to reconnect with his friends and find his place in the group. Lily has found home learning difficult and struggles to keep up with the pace of lessons in class. The story explores the range of emotions Lenny and Lily experience as they come back into school and rebuild relationships with their teachers and friends"-- Publisher description.
Lenny and Lily live next door to each other. Every day they walk to school together and play with the same group of friends. Then one day their teacher explains there is a pandemic. She tells them it means their school will be closing for some weeks and they will be learning at home. Lenny and Lily feel sad and abandoned. The story explores Lenny and Lily's experiences of loss and change in the days of the lockdown, how they develop ways of maintaining their friendship, the challenges of learning at home and the range of emotions they each experience."-- Publisher description.
Have you ever wondered what Jesus saw, heard, and did during his so-called "silent years" between his birth in Bethlehem, after his trip to Egypt, and before his baptism at the Jordan River? The only mentioned event in the Gospels from that time frame was being forgotten in Jerusalem by his parents at the age of twelve, as recorded by Luke. Barry Blackstone takes you on an imaginative journey, an inspiring jaunt into those days of Jesus as he remembers his own boyhood and early childhood experiences in the tiny farming village of Perham, Maine, a hamlet similar in size and nature to the Nazareth of Jesus' day. After visiting an archeological site in Nazareth in 2010, Blackstone realized the parallels between his obscure upbringing and the quiet years of the Savior in his boyhood home. It is the wish of the author that his reader might see through a morning dew, a blossoming flower, a blue sky, a gentle rain, a brilliant rainbow, a crowing rooster, a loving sister, and a father's carpenter's shop into the life of the boy Jesus. Blackstone attempts to fill in some of the gaps in the story of Jesus by sharing his barnyard memories with an application to the teaching of the adult Jesus. Can one see insights into what Jesus experienced in the lessons, parables, and teachings of his adult ministry?
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