"This book has been designed to provide educators with practical strategies and approaches to support the motor and coordination development of children within an educational setting. Difficulties with movement and coordination can significantly affect participation and learning, in Early Years settings and schools, but many of these children can be supported through changes to their educational environment, or the implementation of universal strategies. This invaluable resource demonstrates how professionals can positively impact on children's educational progress, outcomes and social participation. This book: Combines perspectives of occupational therapy and special educational needs, using evidence-based research to provide professionals with the knowledge and confidence to enhance quality first teaching skills for all children, in all settings Promotes inclusion and participation in activities that affect pupil progress, such as handwriting, self-care, lunchtime, physical activities and play Offers arange of activities, tips and guidance to help improve progress and academic achievement for all children Taking a holistic approach to early learning and teaching, this is a vital resource for teachers and trainee teachers, teaching assistants, SENCOs, student occupational therapists and all practitioners working in Early Years settings"--
This book has been designed to provide educators with practical strategies and approaches to support the motor and coordination development of children within an educational setting. Difficulties with movement and coordination can significantly affect participation and learning, in Early Years settings and schools, but many of these children can be supported through changes to their educational environment, or the implementation of universal strategies.
This invaluable resource demonstrates how professionals can positively impact on children’s educational progress, outcomes and social participation.
This book:
- Combines perspectives of occupational therapy and special educational needs, using evidence-based research to provide professionals with the knowledge and confidence to enhance quality first teaching skills for all children, in all settings
- Promotes inclusion and participation in activities that affect pupil progress, such as handwriting, self-care, lunchtime, physical activities and play
- Offers a range of activities, tips and guidance to help improve progress and academic achievement for all children
Taking a holistic approach to early learning and teaching, this is a vital resource for teachers and trainee teachers, teaching assistants, SENCOs, student occupational therapists and all practitioners working in Early Years settings.
| Foreword |
|
ix | |
| About the authors |
|
xi | |
| Acknowledgements |
|
xiii | |
| About this book |
|
xv | |
| Introduction |
|
1 | (4) |
|
Chapter 1 Physical skills, movement and learning |
|
|
5 | (12) |
|
Chapter 2 Personal independence skills for learning and participation |
|
|
17 | (17) |
|
Chapter 3 Are they sitting comfortably? |
|
|
34 | (10) |
|
Chapter 4 Confident handwriting |
|
|
44 | (17) |
|
Chapter 5 Working together with parents and carerssign posting ideas for home |
|
|
61 | (7) |
| References and resources |
|
68 | (5) |
| Index |
|
73 | |
Sue Soan is a university lecturer, supervising doctoral students on research relating to special educational needs. She is also an educational adviser for fostering organisations and schools and undertakes clinical supervision with school leaders. Prior to 2003 Sue taught in nursery settings, primary mainstream and special schools for over 25 years, as a classroom teacher, a subject coordinator (mathematics), a special educational needs coordinator (SENCO) and Senior Leader. Her doctoral thesis (2013) explored the education provision of Looked after Children who had experienced early life abuse and neglect. Her research interests include the SENCO role, motor and coordination development, multi-professional working, Looked after Children, autism and clinical supervision. As an authority in her field, she has published in peer reviewed journals and presented her research at national and international conferences. Sue is a school governor at a mainstream primary school and is a Trustee of a national SEN organisation.
Eve Hutton started her career over 25 years ago as a childrens occupational therapist in the National Health Service (NHS), supporting children with additional needs in Early Years and school settings. She was awarded a National Institute for Health Research (NIHR) scholarship, gaining a PhD in Health Services Research at the University of Kent in 2000. Subsequently, she pursed a career in Higher Education, most recently as a reader in Childrens Health and Wellbeing at Canterbury Christ Church University. Her research interests include therapy provision in schools and the therapy support needs of parents of children with complex needs. As an authority in her field, she has published widely in peer reviewed journals and presented her research at national and international conferences. Eve is a school governor at a specialist school for children with profound, severe and complex learning difficulties.
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