Small Steps, Big Differences: A Toolkit for Parents of Children Who Fall through the Cracks - Softcover

Craig, Hilary

Softcover

ISBN 10: 148289145X ISBN 13: 9781482891454

Verlag: PartridgeSingapore, 2014

Inhaltsangabe

Each one of us learns in a different way. Traditional teaching approaches don't always suit the variety of different ways people learn-a conflict that can damage confidence and sometimes lead to failure. The key question that faces parents and teachers is how to help those who learn differently find long term success. In Small Steps, Big Differences: A Toolkit for Parents of Children Who Fall through the Cracks, author Hilary Craig challenges this question and offers parents strategies to help. The resources provided within this toolkit are framed around the core belief that all children can make progress, even if traditional learning and teaching methods in the classroom are inadequate for the way they learn. This toolkit provides support to those parents who recognize the unique abilities and talents in their children and who want practical tools to enable them to learn and succeed. Hilary Craig's experience, insight and strategies for helping children learn effectively, provide a valuable resource to accompany classroom learning. In this toolkit, she also addresses the four essential skills for effective learning: memory, listening, attention, and social skills; and strategies to develop each of these, with the final goal to build confidence. Small Steps, Big Differences is an invaluable resource for parents to help their children increase their chances for learning success.

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SMALL STEPS, BIG DIFFERENCES

A Toolkit for Parents of Children Who Fall through the Cracks

By HILARY CRAIG, Sarah Jane Hartney, Olivia Oon

Partridge Publishing

Copyright © 2014 Hilary Craig
All rights reserved.

ISBN: 978-1-4828-9145-4

Contents

Acknowledgments, vii, 
Introduction, ix, 
Chapter 1: Learning Differently and Learning to Cope, 1, 
Chapter 2: The Starting Point, 6, 
Chapter 3: The Learning Passport, 13, 
Chapter 4: What Can You Do About It?, 47, 
Chapter 5: Memory, 52, 
Chapter 6: Listening, 82, 
Chapter 7: Focus and Attention, 94, 
Chapter 8: Social Awareness, 108, 
Chapter 9: Confidence, 126, 
Appendix 1, 129, 
1: What Your Child Can Do, 130, 
2: The Child's List, 133, 
3: How Does Your Child Learn?, 136, 
4: The Essential Suitcase, 140, 
Books we have used, 149, 
About the author, 151, 

CHAPTER 1

Learning Differently and Learning to Cope

Families with children who do not appear to be learning as well as expected have many questions. Parents worry because the child is underperforming in school, has social or behavioral problems or they simply are not satisfied that all is as it should be. Some parents have taken the step of formal assessment and have discovered that their child has a diagnosis, such as Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), Dyslexia, Dyscalculia, Dyspraxia or a combination of these. Some of the children have not had formal assessment, but regardless, all these parents come to us with the same question: "What can we do to help our child?"

This book is my attempt to answer that question. As a parent, I have experienced the fear they feel for their children's futures. I hear their anxiety and I am aware of their need for more knowledge and help. Although none of us has all the answers and there are no magic solutions for each individual child, this book can offer some ideas and suggestions that may be of help.

For the purposes of this book I shall refer to the child as "he" or "she" in alternate chapters. It should also be noted that the names of all the children in this book are fictional. Each one of us is special and each one of us has special needs.

People like certainty. It is human nature. When we are sure about the world around us, we understand things better. When we understand things better, we can predict what might happen and we feel in control. Unfortunately, for people who learn differently, this often is not the case. For them, there is no definite formula that will guarantee success. Even the most sophisticated testing tools cannot account for the complexity of how humans think and the different ways in which we all process information. There is no certainty or label that can be applied despite the best assessments conducted by the best test administrators. Testing for different forms of learning difficulties is worthwhile, but it should be used as a guide for understanding a child's unique differences and not simply for applying a label. There seems to be some misconception about assessment: that it solves a problem, that it tells you what to do, that is some sort of fix and that it gives you a clear answer in the form of a label. Sadly, that is not the case. Assessment is a beginning but not an answer. A label may be important for some, but it can be negative for others. Testing provides a direction but can't substitute for intuitive, caring, knowledgeable adults. A label is just a label. What really makes a difference is the person who uses all the available information and observations to help each child with his or her particular difficulties.

Working in the area of learning difficulties is so much more than labels and categories. It is about dealing with complex, interesting, different, often challenging human beings and finding the best solutions for each individual. It is about observing carefully and reflecting on those observations. It is about finding ways that work. It is about thinking differently. It is about belief. It is about changing values. It is about having fun. No one program can do it all for each individual and there is no quick fix. Each individual has a set of abilities and a unique way of developing and using them. Careful nurturing, perseverance and patience by everyone involved is essential. Above all, celebrate every success, no matter how small. That is the magic formula you can use to help achieve your goals and move your children forward.

It's a bit like untangling a ball of string that the cat was playing with—you work really hard to pick it apart, painstakingly unpicking every knot until you get the long, untangled piece you need.

This book is not written for a specific diagnosis, such as ASD, Dyslexia, ADHD, etc. It is written to help children and their parents. Hopefully, some of the activities, suggestions and stories will benefit your child. It is neither a prescription for a particular syndrome nor a program to follow. It is a compilation of activities and anecdotes: choose from among them to target your child's particular needs. To do this, first you need to understand your child, who may learn very differently from yourself and your other children. We all have our own personal learning styles and so does your child.

Progress is what matters. Success is not about school grades, awards or praise. If we know that a child is making progress, then it is easier to believe that change can happen. It is easier to be positive. It is easier to celebrate every little step forward. It is easier to accept and value the child.

But we need a starting point. We need to identify what children know, what they can do and what they want (if they can tell us).

To start this journey of discovery, please dismiss negativity—your own, your family's and society's. That is easier said than done, but please remember that a lot of damage is inflicted by thoughtless, negative remarks and comparisons. Remember, children want to make their parents happy.

After you have formed your own opinions about what the child can do, try to find out her likes and dislikes (e.g., if she favors a particular learning style). This analysis will help you determine if your child has the skills and the guidance that is essential for her progress. Then you will be prepared to examine the essential pillars for learning.

CHAPTER 2

The Starting Point

You have already begun: you are reading this book. Now you have to honestly examine yourself: your judgment, your reactions and your treatment of the child who thinks differently. This is not easy for anyone to do. Each one of us has been molded by very different forces to those that influence today's children. Think about the challenges for the twenty-first-century child. Today's ten-year-old is probably driven to school, plays computer games and spends far more time indoors than his parents did. Today's six-year-old is able to use the TV remote control, watches DVDs in the car and plays games on an iPad. These certainly were not activities his parents or grandparents engaged in when they were young. Life has changed enormously and parents must make immense adjustments. No longer can they always rely on the wisdom of previous generations. Both the new and traditional have to be given fair consideration and the two blended together. New judgments have to be made and as a result you have to account for different patterns of behavior and accommodate children who do not think the same way you do.

Keeping those adjustments in mind,...

Details zur Ausgabe

• Verlag: PartridgeSingapore
• Erscheinungsdatum: 2014
• Sprache: Englisch
• ISBN 10: 148289145X
• ISBN 13: 9781482891454
• Einband: Taschenbuch
• Anzahl der Seiten: 164
• Kontakt zum Hersteller: Nicht verfügbar
• Verantwortliche Person: KreGa Onlinehandel GmbH; 4950000000000; info@krega-onlinehandel.de; ; Birkenweg 31; Brakel; 33034; Deutschland