This work shows how primary schools can cost-effectively enable children from damaging backgrounds to have real access to a full curriculum through nuture groups. It draws on experience of these groups, meeting the requirements of the Code of Practice.
First Published in 2001. Nurture groups are spreading rapidly throughout the UK. This fully updated second edition is written in response to the support given by the DfEE to the Nurture Group project and the recognition by every major special needs policy document that they provide effective early intervention for children showing signs of emotional and behavioural difficulties.
Based on numerous in-depth and personal interviews with members of three generations, this is the first comprehensive study of German-Jewish refugees who came to England in the 1930s. The author addresses questions such as perceptions of Germany and Britain and attitudes towards Judaism. On the basis of many case studies, the author shows how the refugees adjusted, often amazingly successfully, to their situation in Britain. While exploring the process of acculturation of the German-Jews in Britain, the author challenges received ideas about the process of Jewish assimilation in general, and that of the Jews in Germany in particular, and offers a new interpretation in the light of her own empirical data and of current anthropological theory.
This book is aimed at those who encounter secondary school students with dyslexia on a daily basis. It takes a practical approach by breaking down the whole process of assessing the issues involved and then suggesting ways for teaching staff and students to implement a suitable program of study skills. It is well structured, clear, useful and written with the needs of busy teachers and students very much in mind. Included are assessment approaches, checklists, photocopiable activities, and suggestions for useful resources. Results from qualitative research are included to provide an additional practical insight into study skills and dyslexia in the secondary school. Theoretical knowledge has been used to underpin and inform practice. Teachers of students with dyslexia who are not specialists should find this a useful guide. It will also be of great use to SENCOs and Teaching Assistants.
First Published in 2001. Nurture groups are spreading rapidly throughout the UK. This fully updated second edition is written in response to the support given by the DfEE to the Nurture Group project and the recognition by every major special needs policy document that they provide effective early intervention for children showing signs of emotional and behavioural difficulties.
This work shows how primary schools can cost-effectively enable children from damaging backgrounds to have real access to a full curriculum through nuture groups. It draws on experience of these groups, meeting the requirements of the Code of Practice.
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