Educating Special Children is the definitive guide to evidence-based practice and professionally informed approaches in provision for special children. Now in its second edition, this book outlines ideas of best practice that relate to various disabilities and disorders and helpfully discusses what might constitute effective provision. International in its scope, it explores issues surrounding: communication disorders and autism and Asperger's Syndrome developmental co-ordination disorders reading, writing and mathematics disorders disorders of conduct, anxiety and depression attention deficit hyperactivity disorder mild, moderate to severe, and profound cognitive impairment sensory impairments orthopaedic and motor disabilities, health impairments and traumatic brain injury. This new edition has also been updated to cover: entitlement to special education global examples of distinctive provision raising standards in your setting basic brain anatomy and physiology ‘thinking points’ and further reading list for reflection. Educating Special Children will be of interest to all students of special education, professionals and others interested in gaining an understanding in the challenging field of offering provision for special children.
A unique cross-disciplinary critique of the foundations of Special Education. Covers legal, conceptual, medical, pharmacological, neuropsychological, social, behavioural, cognitive, psychotherapeutic, psycholinguistic, technological and pedagogical foundations Provides examples of how each foundation provides insights or practical contributions to special education generally, and to specific disabilities and disorders in particular Delivers information across all major types of disorder/disability in a single volume, creating a must-have reference for anyone involved in special education training, research or teaching
Homicide and Severe Mental Disorder: Understanding and Prevention provides a complete picture of how severe mental disorder can be assessed in cases of homicide, and how improved understanding can impact risk reduction and prevention. Michael Farrell brings together a wide range of material including theory, research, demographic data, case examples, enquiry reports, and practical strategies, providing clear examples throughout. Farrell draws on examples of homicide representing a great challenge to both comprehension and prevention – cases that have sometimes provoked media criticism of public policy and services and have aroused public anxiety. In seeking fuller understanding, the book takes an overview of severe mental disorder, homicide, and prevention, before introducing the approach of Situational Crime Prevention and related theory and discussing demographic features of perpetrators and victims. Turning to prevention, the text examines examples of research into homicides perpetrated by individuals with severe mental disorder. Insights from Situational Crime Prevention are applied to selected cases, and a wider view is then taken looking at the criminological features of means, motive, opportunity, and location. Organisational constraints and limitations of communication in services are considered, and cases illuminating the issues and challenges throughout the book are summarised in a structured end of volume glossary. As evidence and insights accumulate and cohere, they more clearly indicate preventive strategies. Homicide and Severe Mental Disorder will be of great interest to students, researchers, and teachers in psychiatry, psychology, and criminology, health and mental health professionals, criminal justice personnel, and those working with individuals with severe mental disorder.
Many artists, writers, and other creative people do their best work when collaborating within a circle of likeminded friends. Experimenting together and challenging one another, they develop the courage to rebel against the established traditions in their field. Out of their discussions they develop a new, shared vision that guides their work even when they work alone. In a unique study that will become a rich source of ideas for professionals and anyone interested in fostering creative work in the arts and sciences, Michael P. Farrell looks at the group dynamics in six collaborative circles: the French Impressionists; Sigmund Freud and his friends; C. S. Lewis, J. R. R. Tolkien, and the Inklings; social reformers Elizabeth Cady Stanton and Susan B. Anthony; the Fugitive poets; and the writers Joseph Conrad and Ford Maddox Ford. He demonstrates how the unusual interactions in these collaborative circles drew out the creativity in each member. Farrell also presents vivid narrative accounts of the roles played by the members of each circle. He considers how working in such circles sustains the motivation of each member to do creative work; how collaborative circles shape the individual styles of the persons within them; how leadership roles and interpersonal relationships change as circles develop; and why some circles flourish while others flounder.
This book should be read by everyone who wants to understand special education today. New Perspectives in Special Education opens the door to the fascinating and vitally important world of theory that informs contemporary special education. It examines theoretical and philosophical orientations such as ‘positivism’, ‘poststructuralism’ and ‘hermeneutics’, relating these to contemporary global views of special education. Offering a refreshingly balanced view across a broad range of debates, this topical text guides the reader through the main theoretical and philosophical positions that may be held with regard to special education, and critically examines positions that often go unrecognised and unquestioned by practitioners and academics alike. It helps the reader to engage with and question the positions taken by themselves and others, by providing thinking points and suggestions for further reading at the end of each chapter. Perspectives covered include: Positivism and empiricism Phenomenology and hermeneutics Historical materialism and critical theory Holism and constructivism Structuralism and post structuralism Pragmatism and symbolic interactionism Psychoanalysis Postmodernism and historical epistemology Anyone wishing to gain a fuller understanding of special education should not be without this stimulating and much needed text.
Utilising a wide range of theoretical traditions from philosophy, sociology and anthropology, this book aims to raise the reader's awareness of the power as well as the limitations of language in relation to special education.
This book examines serial homicidal poisonings in the modern era, to improve our contemporary understanding of poisons, poisoners, and investigation. Drawing on cases of serial poisoning from around the world, the book defines key terms, examines theories and explanations of serial homicide in relation to serial poisoning, explores the features of the poisons and examines the demographic characteristics of perpetrators of serial poisoning and their victims. It considers healthcare serial poisoning as a specific issue. Overall, it provides an outline for developing a criminology of serial poisoning homicide.
Psychosis Under Discussion: How We Talk About Madness examines the ways in which psychosis is discussed by considering the relationship between language and the perception of mental disorder. A wide range of perspectives is discussed – including historical terms, personal accounts, psychiatric terminology, psychoanalysis and later theoretical analyses, advocacy, anti-psychiatry, slang and humour, and media coverage – and each way of discussing psychosis is revealing. For example, psychiatric terminology and related research, in its efforts to understand and clarify can seem distancing, dispassionate, and too sure of its ground, whereas the language of advocacy, while being supportive and sensitive, can also seem euphemistic and evasive. In the discourse of mental disorder, both the content of views and the manner in which they are expressed are influential, making it important to take into account both. Psychosis Under Discussion puts these and other important issues under the microscope. International in range, the book’s analysis draws on psychiatry, psychology, philosophy, linguistics and history. Written in Michael Farrell’s well-known clear and direct style, the book is essential reading for all those interested in understanding mental disorder and the role of language.
Debating Special Education is a provocative yet timely book examining a range of criticisms made of special education in recent years. Michael Farrell analyses several key debates in special education giving balanced critical responses to inform policy and practice for the future of special education. The book identifies possible limitations to the current special education knowledge base and provision. Michael Farrell examines the value of labelling and classification, and asks if intelligence testing may have detrimental effects; and addresses a number of complex issues such as: how practitioners work within special education; and if, sometimes, professionals may be self-serving whether there is distinctive provision for different types of disabilities and disorders inclusion as mainstreaming offered as an alternative to special education, and the challenges this presents. The author's conclusion is that in responding to these challenges, special education demonstrates its continuing relevance and strength. Presenting a range of international, cross-disciplinary perspectives and debates – which are vital to an understanding of special education today, and written in Farrell's typically accessible style – this book will be relevant for teachers of special children in ordinary and special schools; those on teacher training courses and anyone whose work relates to special education.
This book provides an overview of historical and contemporary cases of homicidal poisoning. While homicidal poisoning is sometimes thought of as a thing of the past, it continues to be a contemporary problem, and in fact the unknown offender rate for poisoning cases is 20-30 times that of other homicide types in contemporary research, and many poisoners commit serial homicides while going undetected. The author of this important and timely work explores the theoretical bases for understanding homicidal poisoning, the nature of poisons used in homicidal cases, the characteristics of poisoners and their victims, and techniques for detection and prevention. This unique book will be of particular interest to: students of criminology (classes dealing with criminal psychology, and murder investigation); students of the history of crime; criminal justice professionals: attorneys, homicide detectives, forensic pathologists, forensic and clinical toxicologists, and other forensic investigators; and all interested in poisons, poisoners and the detection of poisoning. It has relevance to criminology, law and policing, toxicology and forensic science, the history of crime and detection, and criminal psychology. Endorsements: "A most welcomed addition to the important subject of the criminal poisoner. The author has done a fantastic job of researching the world literature, and distilling it down for the reader. The work is very well referenced, and provides critical information for law enforcement, forensic pathologists, and others, that could be dealing with the criminal poisoner." John H. Trestrail IIIToxicologistLos Lunas, New Mexico USA "Dr Michael Farrell has produced a comprehensive and authoritative work on a most serious but often overlooked aspect of criminal assault - the act of poisoning. In the Criminology of Homicidal Poisoning, Farrell seamlessly weaves together the facts about poisons and their use as an instrument of homicide with the context of the larger issue of murder. By examining the poisoner and the victim, the reader is provided a depth of understanding about how a deadly outcome arose and why the choice was made to employ poison to get the grisly job done. With criminal homicide by poisoning making up a small percentage of known crimes, the danger of insufficient scholarly attention is present. Dr Michael Farrell makes a significant contribution to ensure against this potential. As a homicide researcher, I know Criminology of Homicidal Poisoning will join the works I turn to in understanding the nuances of the how and why of homicide." Dr Richard M. Hough, Sr., Criminology and Criminal Justice and Public Administration Program Coordinator, University of West Florida, US "This comprehensive text links forensic toxicology with criminology, making a solid contribution to both fields. Farrell not only describes how homicidal poisoning fits the most popular criminological theories for why people kill but also examines the nature and lethality of various poisons, identifies trends in poisoning, provides a history, and shows offender traits and victim characteristics. In addition, he discusses issues for investigators and prosecutors who will be taking a poisoning case to trial." Katherine Ramsland Professor of forensic psychology at DeSales University, PennsylvaniaPsychology Today/div
Michael Farrell offers well sourced overviews of the conflicting and contradictory advice that is available to schools, suggests a variety of solutions to challenges, empowering the reader to make their own choices.' - Carol Smart, Special Needs Information Press Fully updated with the latest research and advice on best practice, this new edition of The Effective Teacher’s Guide to Behavioural and Emotional Disorders covers a range of conditions that cause learning difficulties for children, including disruptive behaviour, attention deficit hyperactivity disorder, anxiety and depressive disorders. The theoretical underpinning is fully updated but also condensed in this edition to make way for more practical strategies for teachers. Teachers are likely to meet children with varying types and degrees of emotional behavioural disorders. This comprehensive guide equips you with informed and practical strategies to ensure that all pupils are included and provided for in the best possible way. The new edition has also been adapted to be more widely relevant to readers in different countries, focusing more on the strategies that work regardless of national context. Writing in his popular accessible style, Michael Farrell suggests the best ways of dealing with a variety of conditions, always with practical classroom situations in mind. In each section, the book: sets out the definitions of the condition looks at the range of provision suggests intervention and support strategies gives points for reflection and suggested further reading. Highly accessible and authoritative, this book provides teachers with an invaluable resource to help you create a truly inclusive classroom.
Educating Special Students is the definitive guide to evidence based practice and professionally informed approaches to provision for special students. Now in its third edition, the book sets out ideas of best practice relating to different disabilities and disorders, helpfully discussing what might constitute effective provision. This edition has been updated to take account of new ways of classifying disabilities and disorders, and recent developments in research and practice, including the 2014 SEND Code of Practice (England) and the Diagnostic and Statistical Manual of Mental Disorders Fifth Edition DSM-5TM. A new appendix provides information on basic anatomy and physiology. International in scope, the book explores issues relating to: intellectual disability (profound, moderate to severe, and mild) sensory impairments orthopaedic impairment and motor disorders, health impairments, and traumatic brain injury oppositional defiant disorder, conduct disorder, anxiety disorders, depressive disorders, and attention deficit hyperactivity disorder communication disorders (speech, grammar and comprehension, semantics and pragmatics), and autism spectrum disorder specific learning disorders with impairment in reading, written expression and mathematics, and developmental co-ordination disorder. Educating Special Students will be of interest to all those studying special education, professionals, and others committed to seeking the best provision for special students.
Johnny Nolan was one of Buffalo's favorite downtown draws. He spent his evenings exhaling rock's greatest lyrics, grinding out covers on guitar while basking in the adulation of devoted fans and revelers. To Nolan, those nights under the lights meant everything- until he needed to walk away. But what happens to a musician when his life strays from the stage? Does he settle into his marriage to a barroom waitress? Does he try to sooth past friction with the city's most prominent bluesman? Or does he lean on the scene's only garage band-leading Catholic priest to find his voice with or without the microphone? Throughout his journey from rock clubs to familial crisis and rediscovery of music's revelatory meaning, Nolan will find out how life unfolds- when the lights go out.
Contemporary and stimulating, Looking into Special Education provides an engaging overview of the key areas of special education, with each chapter providing valuable insight into the nature and practice of special education today. Aiding understanding and acting as a framework for further study, thought and practice, this innovative new book concerns a wide range of disabilities and disorders and is international in scope. Chapters discuss: The historical dimensions of special education How to engage with the structural frameworks (legal and definitional issues) of special education today The philosophical foundations of special education, including positivism Criticisms of special education and a consideration of future trends The fundamentals of evidence-based practice and how professional judgement is used The benefits of multi-professional collaboration Organisational issues of mainstreaming and special schooling. Including further reading material and ‘concluding thinking points’ at the end of each thought-provoking chapter, Looking into Special Education will be of particular use to professionals and students of special education and related fields looking to enrich their understanding and practice.
In FamilyTrees Michael Farrell continues to question how humans relate -- toeach other, and to the nonhuman, the worlds of animals, plants and objects.Inheritance can be a heavy legacy but in Farrell's expansive rendering it freesitself: how do we connect? Through affection, and through sharing, swapping andlistening. Family Trees sees the return of familiar characterssuch as Pope Pinocchio, alongside new figures Lord Marmalade, Cherry the 'KiamaScammer' and Adam, a paranoid country English teacher. Presented in film-likescenarios, Farrell's characters are often busily thinking, while alsoparticipating in more mundane forms of activity -- gossip and sleep and work.The book includes a number of South Coast poems that take a poking interest inhow language blooms off-track. It's about memory, fantasy and the possibilitiesof living in conceptual space. Anything that has roots can be a family tree. 'Endless, rascally contortions. Read them boldly as anarchaeologist...but stay quietly aware that the texts are already affecting yourcognitive frame, turning you into their accomplice in the renewing of language.' --Sydney Review of Books
Michael Farrell is well known for his ability to break language and action into their component gestures, freeing the emotion locked up in them, and very often their comic or magical aspects too, as the title of his new poetry collection suggests. Open Sesame includes sonnets derived from the TV drama 'The Bill', a sestina featuring JFK set in a laundrette, an improvised parody which cuts up writing found on supermarket shelves, collage poems including one on Phar Lap, four long poems on the theme of friendship, and 'luke and henrys storyline', the story of a commitment ceremony between two gay men. In an earlier form, the manuscript of this collection won the inaugural Barrett Reid Poetry Prize for experimental poetry, and was praised by the judges for its playfulness, craft and 'subliminal force.
This fully revised essential guide clarifies the definitions of sensory and physical impairments, and gives suggestions for SEN provision, always with practical classroom situations in mind.
What a terrific resource: comprehensive and current, this Handbook is a vital acquisition for all involved in special education programs. Dr Farrell writes clearly and with a practical flair ... Highly recommended.' – Michael Arthur-Kelly PhD, Associate Professor and Director, Special Education Centre, University of Newcastle, Australia This acclaimed, bestselling and comprehensive guide, now in a fully updated fourth edition, is an essential reference book for anyone involved with special education. All entries have been reviewed to reflect current practice and the book is enriched with extra resources, including references to useful Internet sites. Focusing on current educational frameworks in the United Kingdom and the United States of America, the author has gathered into one A to Z volume a wide range of information essential to good practice in mainstream and special schools. A thematic index helps the reader plot a course through topics of interest. The broad themes and areas covered are: basic terms, ideas and values venues relating to special education, and school organisation roles and responsibilities individual differences among learners with disabilities and disorders curriculum and assessment, resources and technology pedagogy and classroom organisation therapy and care. Presented in a handy quick reference format The Special Education Handbook also provides a coherent account of the complexities of special education, combining a wealth of practical guidance with the latest research findings. This clear and concise Handbook is indispensable for all those involved in special education, including teachers, teaching assistants, parents, administrators and others.
This revised and updated third edition, previously titled The Effective Teacher's Guide to Dyslexia and Other Learning Difficulties (Learning Disabilities), unravels the complexity of specific learning difficulties in an accessible and user-friendly way. Each chapter provides key information about the disorder in question, giving a clear definition before discussing prevalence, causal factors, identification, and assessment and provision. Implications for the curriculum and related assessment, pedagogy, resources, therapy/care, and school and classroom organisation are explained, allowing providers to reflect and adapt their practice in response to the needs of the individual. The book informs effective provision, with the aim of encouraging the best achievement and personal and social development for children and young people. The book authoritatively and lucidly addresses issues associated with • impairment in reading/dyslexia, • impairment in written expression/dysgraphia, • impairment in mathematics/dyscalculia, and • developmental co-ordination disorder/dyspraxia. Recognising the importance and the challenge of multi-professional working, the book relates provision to the roles of parents and carers alongside that of the practitioner. Underpinned by research and widely held professional judgement, this will prove a practical, readable, and inspiring resource for professionals in the UK, US, and elsewhere including teachers, therapists, psychologists, and students entering these professions.
This updated second edition of The Effective Teachers Guide to Moderate, Severe and Profound Learning Difficulties (Cognitive Impairments) has been restructured and expanded to ensure it continues to meet the needs of the busy teacher. This new edition is highly relevant and contextualized, drawing on the curriculum and assessment, pedagogy, resources, therapy and care and school and classroom organisation. It is accessible and practical in approach yet offers the necessary underpinning of research and professional knowledge to enable the teacher to be self-critical in developing classroom approaches. The book accessibly and thoroughly discusses the classroom difficulties associated with: Mild cognitive impairment Moderate to severe cognitive impairment Profound cognitive impairment Conditions associated with cognitive impairment. A much needed source of knowledge for teachers, students on initial teacher training courses, school managers, and administrators, this book will be of interest to anyone who supports children and young people with cognitive impairments.
This accessible book examines poisoning in various contexts of international conflict. It explores the modern-day use of poison in warfare, terrorism, assassination, mass suicide, serial poisoning within healthcare, and as capital punishment. It examines a broad range of international cases from the Americas, Europe, Japan, India and more in relation to Situational Crime Prevention and its theoretical precursors, in order to explore potential prevention strategies and the ways in which perpetrators circumvent them. Case studies include analysis of attempts on the lives of Sergei and Yulia Skripal, the Tokyo subway attacks, the crimes of Dr. Harold Shipman and the Heaven's Gate and Jonestown cults. For each, the means, motive, opportunity, location, and perpetrator-victim relationship is examined. This accessible book speaks to students of criminology and those interested in penology, careers in criminal justice, homicide detectives, anti-terrorism personnel, forensic pathologists and toxicologists.
A bold work of synthetic scholarship, Writing Australian Unsettlement argues that the history of Australian literature contains the rough beginnings of a new literacy. Michael Farrell reads songs, letters and visual poems by Indigenous farmers and stockmen, the unpunctuated journals of early settler women, drover tree-messages and carved clubs, and a meta-commentary on settlement from Moore River (the place escaped from in The Rabbit-Proof Fence) in order to rethink old forms. The book borrows the figure of the assemblage to suggest the active and revisable nature of Australian writing, arguing against the "settling" effects of its prior editors, anthologists, and historians. Avoiding the advancement of a new canon, Farrell offers instead an unsettled space in which to rethink Australian writing.
This highly anticipated second edition of The Effective Teacher's Guide to Dyslexia and other Learning Difficulties (Learning Disabilities) critically examines the specificity and complexity of learning disabilities. The user-friendly text highlights the importance of schools reviewing their curricula and assessment, pedagogical methods, resources, organisation and therapy procedures to ensure that their provision helps encourage academic progress and the best personal and social development for their pupils. This book accessibly and authoritatively addresses a range of issues associated with: Reading disorders / dyslexia Disorder of written expression/ dysgraphia Developmental co-ordination disorder/ dyspraxia Mathematics disorder/ dyscalculia. Offering what works in the classroom, this text also takes into account the relationship between professionals who work closely with parents and other professionals. It helpfully recognises the importance of professional contributions and the foundational disciplines that contribute to special education. Underpinned by research and widely held professional opinions, this second edition of The Effective Teacher's Guide to Dyslexia and other Learning Difficulties (Learning Disabilities) will prove a practical, readable and invaluable resource for the busy teacher, students on initial teacher training courses, school managers and administrators.
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