Working with Abused Children: from the Lenses of Resilience and Contextualization Bautista, V., Bacsal, M. and Roldan, V. Quezon City [Manila, Philippines] : Save the Children (UK) Philippines and Psychosocial Trauma and Human Rights Program, Center for Integrative and Development Studies, University of the Philippies. Working with Abused Children from the Lenses of Resilience and Contextualization yields richly textured stories from abused children who narrate their depressing and often dreadful experiences in the hands of their abusers. From their harrowing experiences surface their strength and resilience that shatter the conventional notion that children are fragile and helpless. Their stories reveal their resourcefulness, flexibility, competence, and strength in the face of distress and adversity. From these narratives come resilience themes that speak of their courage and capacity for regeneration. It is hoped that these themes will help childcare workers identify traits that should be nurtured and cultivated among abused children to help them cope with their experiences. Apart from the children’s tales, the book also chronicles strategies of childcare workers to help children regain equilibrium and normally in their lives. It identifies and records strategies used by childcare workers in their work with children. These strategies, more than just copies of Western models, have been adapted and contextualized according to the psychosocial backgrounds and needs of abused Filipino children. Working with Abused Children from the Lenses of Resilience and Contextualization comes as the fuller and more comprehensive version of Surviving the Odds: Finding Hope in Abused Children’s Life Stories, which condenses the concepts and issues covered in this book. Together, the two books were published as a fitting addition to the body of works dedicated to the resilience of children. It is hoped that these testaments documenting the experiences of both abused children and childcare workers will enrich the work of childcare workers and practitioners by helping them to create more effective and appropriate intervention programs to help abused Filipino children in their journey to healing and recovery. |
Surviving The Odds Finding Hope in Abused Children’s Life Stories Quezon City [Manila, Philippines] : Save the Children (UK) Philippines and Psychosocial Trauma and Human Rights Program, Center for Integrative and Development Studies, University of the Philippies. Finding Hope in Abused Children’s Life Stories chronicles the stories of children who have risen above their experiences of abuse. It looks into their lives to find out the factors which allowed these children to overcome the negative effects of abuse and exploitation. Stories of these children’s resilience, the qualities of their caregivers, and the effective innovations in the programs and strategies of organizations that help children are all woven together to create a tapestry of text which challenges our conventional ways of relating with them. More importantly, this book gives us hope that battered and neglected children are not doomed by their experiences and that we can actually make a difference in their lives. |
The Power of Movement How to Enhance Children’s Cognitive, Social, Emotional and Physical Development A first of its kind, The Power of Movement is a book about developing children in their cognitive, social and emotional and physical domains through movement. Written mainly by local specialists with many years of experience working with children in their specialised fields of psychology, social and emotional, health and physical as well as occupational and natural therapy, it offers parents and educators a practical approach towards educating young children based on the Singapore context. Pearson Prentice Hall A first of its kind, The Power of Movement is a book about developing children in their cognitive, social and emotional and physical domains through movement. Written mainly by local specialists with many years of experience working with children in their specialised fields of psychology, social and emotional, health and physical as well as occupational and natural therapy, it offers parents and educators a practical approach towards educating young children based on the Singapore context. |
Educating Learnings with Diverse Abilities Lim, L. and Quah, M. M. This book is aimed at providing teachers, both at the initial and in-service training levels, with an introduction to understanding students with diverse and special needs and how teachers can better work with these students by focusing on their abilities. The emphasis in this book is on providing learning opportunities and appropriate teaching instructions within mainstream class and school communities. |
Teacher Education Cases Thaver, T and Tan, C. S. The use of cases and case methods in teacher training is a relatively recent phenomenon in education although it has had a long history in the fields of business, law and medicine. Using cases in teaching encourages students to become more actively engaged and to take ownership of their learning. The case studies in this book are stories of real pupils in Singapore. It is hoped with the use of this case book, teachers would be led to reflect more deeply on their practices, assumptions and beliefs. |
Innovation and Diversity in Education Khoo, A., Heng, M. A., Lim, L., and Ang, R. Education in our fast changing knowledge-based global environment faces many challenges. And these challenges require innovative and creative thinking to address an endless gamut of real-life concerns and problems. The sharing of innovative practices by educators who are engaged in different sub-disciplines or fields in education needs to be an ongoing endeavour for the learning of new ideas to occur. The Asia-Pacific Conference on Education held in June 2003 represents one such forum for educators to interact and share innovative educational practices. It is our hope that these selected papers continue the learning dialogue among educators. Collectively, these chapters present an array of diverse topics that reflect innovative thinking across various domains in education. We hope that educators across different disciplines who are interested in injecting new ideas into classroom or tertiary level teaching will find this collection to be a useful resource. |
Supporting Students With Special Needs in Mainstream School Poon, K. K., and Khaw, J. Written by a team of authors with international experience, this book presents strategies for supporting students with special needs in mainstream schools. It draws from international research and is designed for application within the Singapore context. Specifically, this book explores the context of the Singapore education system, personal understanding of disabilities, an ecological framework of intervention, and the various common disabilities among students in mainstream schools. This textbook was written based on the following beliefs:
This book is designed for the training of teachers and counsellors to support students with special needs in mainstream schools. Professionals working with students with special needs in mainstream schools such as psychologists, speech and language therapists, physiotherapists, and occupational therapists may also find this textbook helpful. |
Supporting Students with Special Needs in Mainstream Schools Poon, K. K., Khaw, J. and Li, J.-Y. Written by a team of authors with international experience, this book is the companion volume of "Supporting Students with Special Needs in Mainstream Schools: An Introduction" (currently out of stock). In particular, the need for a systematic approach wherein all parts of the teaching/intervention cycle - assessment, planning, implementation, and evaluation - are linked is highlighted. Moreover, this approach is discussed within the context of supporting students with learning difficulties and difficult behaviours. Designed for the training of teachers and counsellors to support students with special needs in mainstream schools, this book may also be helpful to professionals working with students with special needs in mainstream schools such as psychologists, speech and language therapists, physiotherapists, and occupational therapists. |
Special Education: Perspectives and Pratices Wright, S., Cohen, L. G. and Poon, K. Special Education: Perspectives and Practices holds the collected views and perspectives of experienced educators who have devoted themselves to nurturing children with special needs, ranging from autism to physical disabilities and behavioral problems. Read the real life stories of children and educators who worked together to overcome the physiological and psychological challenges faced; and be encouraged. This book highlights research-based practices and teaching strategies that cater to children with special needs. They are not only invaluable to the early childhood and special education teacher, but also to parents whose children have special educational needs. The first part of this book deals with a wide range of topics which emphasize ways and means of supporting and interacting with children with special needs. The second part recounts effective pedagogies, as well as personal out-of-the-classroom methods used by the contributors in engaging and teaching their children. |
Autistic Savant: A Need to Re-Define Autism Spectrum Disorder (ASD) Chia, K. H. First in the Special Educational Needs Monograph Series, the author argues the need to re-define autism spectrum disorder (ASD) based on current research studies. He examines the empathizing deficits and systemizing abilities found within the spectrum of autism and proposes that the characteristics displayed by both autistic savants and autistic crypto-savants should be included in the current definition. |
Exploring Disability in Singapore: A Personal Learning Journey Lim, L., Thaver, T and Slee, R. Exploring Disability in Singapore: A Personal Learning Journey invites teachers to explore their own positioning in relation to the experience of disability within their social contexts. Set against the re-envisioning of Singapore as an inclusive society, this text is designed to guide teachers on a personal learning journey to “deconstruct” or gain a critical awareness of how self and society have arrived at particular positions in relation to special needs. The perspectives and insights of teachers who have successfully included student with special needs are shared in this text to help teachers “re-construct” personal pedagogies for inclusivity and to illustrate how these are interconnected with the use of appropriate approaches and strategies. Also included are voices of pre-service teachers to encourage and help fellow sojourners to appreciate, affirm and respect their own unique learning journeys. |
Educating Students with Autism Spectrum Disorders: Making Schools Meaningful Poon, K. K. (Ed.) Written by a team of professionals with extensive experience supporting students with autism spectrum disorders (ASD), Educating Students with Autism Spectrum Disorders: Making Schools Meaningful aims to provide perspectives and strategies for making the educational experience of students with ASD a meaningful and successful one. Two principles guided the development of this book – that the meaningful support of a student with ASD requires and understanding of its unique learning and thinking style, and that the effective support of a student with ASD within a school environment requires a focus not just on the student with ASD but also factors within the immediate environment and beyond. This book is likely to be helpful for professionals supporting students with ASD in educational settings such as teachers, school leaders, special needs officers, school counsellors, educational psychologists, speech and language therapists, and occupational therapists. Parents of children with ASD who are interested in advocating for their child may also find this book helpful. |
The Association For Persons With Special Needs Curriculum Guide Yeo, V. and Lim, L. This book serves as a guide to understanding and using the Association for Persons with Special Needs (APSN) curriculum for both the primary and secondary levels. The publication of these two curriculum volumes and this accompanying guide is the culmination of the APSN's engagement over the past few years (since 2005); in a major curriculum reform which has involved, and still continues to involve, all its schools and their personnel. The APSN Curriculum Guide helps teachers to make sense of the APSN's curriculum through first providing a conceptual overview of the background of the curriculum reform work and the adopted curriculum framework and its approach in the introductory chapter, followed by subsequent chapters on the various key components of the APSN curriculum. Each of these components was developed, implemented and field-tested in response to the concerns and issues faced in our curriculum reform efforts. This guide, in addition to guiding the operational use of the primary and secondary curriculum, will benefit teachers, professionals or anyone interested to have a deeper understanding of our experience in curriculum work at the APSN. |
The Association For Persons With Special Needs Primary Curriculum Yeo, V. and Lim, L. The APSN Primary Curriculum has been developed for the primary years of schooling at the Association for Persons with Special Needs (APSN) |
The Association for Persons With Special Needs Secondary Curriculum Yeo, V. and Lim, L. The APSN Secondary Curriculum has been developed for the secondary years of schooling at the Association for Persons with Special Needs (APSN) |
Writing Disabilities and Disorders
 Chia, K.H. Writing Disabilities & Disorders: Selected Papers is a collection of selected and updated papers of Dr Noel Kok Hwee CHIA covering a wide range of interesting topics under three parts: Part 1 introduces readers to the theories and models that explain the writing process and its various components such as encoding, meaning making, spelling, transcription and composition. Part 2 covers various failures that affect the writing process resulting in various writing disabilities and disorders. Readers will be introduced to cacographia, dysgraphia and other related written outpyut anomalies. Part 3 begins with how to plan a remedial programme for children with challenges in written output based on the integrated English grammar approach and then moves on to touch on selected creative intervention strategies. The aim of this book is to serve as a prime to those who have taken the first step in training to become a reading specialist or academic language therapist. It provides an easy understanding of the process of writing without too many technical terms and jargons used in many academic textbooks. Simple disgrams and illustrations are included in this book to aid in better understanding how each failure affects the overall process of writing. |
Reading Disabilities and Disorders
 Chia, K.H. Reading Disabilies & Disorders: Selected Papers is a collection of selected and updated papers of Dr Noel Kok Hwee CHIA covering a wide range of interesting topics under three parts: Part 1 introduces readers to the theories and models that explain the reading process and its various components such as decoding, meaning, schema-matching and comprehension. Part 2 covers various failures that affect the reading process resulting in various reading disabilities and disorders. Readers will be introduced to alexia (word blindness), dyslexia (specific reading disability), articulo-graphic dyspraxia (also known as articulo-graphic dyslexia), developmental oligolexia and hyperlexia (also known as a disorder of inter-textuality). Part 3 begins with how to start a remedial reading class and then moves on to touch on selected creative intervention strategies: concrete poetry, phonics, wh-interrogatives and scaffolding interrogatives methods, reading process, reading disabilities and disorders, and reading remediation. The aim of this book is to serve as a primer to those who have taken the first step in training to become a reading specialist or therapist. It provides an easy understanding of the process of reading without too many technical terms and jargons used in many academic textbooks. Simple diagrams and illustrations are included in this book to aid in better understanding how each failure affects the overall process of reading. |
Graphic and Narrative Signs and Symbols in Children's Drawings Chia, K.H. Drawings done by our children are open windows into their repsective worlds of realities and meta-worlds of fantasies as well as how they perceive and shape them. We can understand the wide range of children's thought and feelings only through a series of close systematic observations of the various drawing activites, and the dialogue that comes along with each of these artworks when we engage the children. To understand children's drawings, we need to understand the graphic and narrative signs which include scribbles, letters, numbers and all kinds of symbols and this book serves as an interpretative manual. |
Understanding and Counselling Students with Special Needs through Drawings Chia, K.H.and Tong, W.C A workbook for allied educators (counselling) although it can be used by the other group of allied educaors providing learning and behaviour support to students with special needs. The term student(s) here refers to any school-age child aging from six (in Primary 1) to 17 (in Secondary 5 Normal/Academic) years old. When the term with special needs is added to the word students, our concern now turns to those with learning and behavioural challenges. This workbook is to be used with its companion dictionary - Graphic and Narrative Signs and Symbols in Children's Drawings: An Interpretative Manual - which comes along with it. There is also a CD-ROM for computation of drawings age equivalent (dAE) and drawing quotent(dQ), o-developed with Stacey S.K Tan, formerly a software engineer, which comes with the set. |
Social Skills Instruction
 Musti-Rao, S. A handbook for teachers. Building good character and making our children better citizens are some of the ultimate goals of education. In this book, teachers and parents will find detailed information on how to teach social skills to school-aged children. Seven lesson plans with lesson objectives, rationale, assessment ideas, and a framework for teaching the skills along with student-friendly activities are included in the book. Teachers can expand upon each lesson to reinforce social skills across various school settings. |
Autism
 Chia, K.H., Kee, K.N. and Md.Yusof, M.S. A series of handbook consisting of practical tips on teaching children with mild/moderate autism in mainstream schools paper 1 to 10. 1. Identifying and Profiling Autistic Learning and Behavioural Difficulties in Children 2. Lesson Planning for Children with Autism Designing Learning Objectives through Systemising 3. Basic Learning and Behavioural Support Activities for Children with Autism 4. Counselling Children with Autistic Learning and Behavioural Difficulties 5. Harnessing Video Games to Teach Cognitive Skills to Children with Autism 6. Teaching Multiplication and Division to Children with Autism 7. Medicated Learning Approach for Working with Children with Autism 8. Using Visual Arts in Meaning Making Process for Children with Autism 9. Establishing Peer Support for Children with Autism 10. Strategies for Children with Autism to Cope with Mathematical Concepts and Application |
Teachers' Beliefs and Practices in Early Childhood Education in Singapore
 Berthelsen, D. , Brownlee, J. and Karuppiah N. This book contributes to the literature on early childhood education services in Singapore. It evolved from a research study which was carried out to understand the beliefs and practices of three Singaporean teachers through their critical reflection on their professional work. This study was based on research which indicates that any efforts to improve the quality of early childhood services should involve the teachers themselves. Teachers who are capable of critical reflection on their work with children and families will be more effective practitioners. Besides providing an introduction to teachers' beliefs and practices in Singapore, this book will be useful to practitioners or students who wish to understand and engage in critical reflection about their own teaching beliefs. A list of questions for reflection can be found at the end of each chapter. Thoughtful consideration of these questions can facilitate professional reflection. This is important because there is a growing needs for teachers to be better prepared for early childhood classrooms which are becoming more diverse and challenging. The acquisition of new knowledge and skills for critical reflection can enhance the professional practice of teachers in their daily work. |
Psycho-Educational Diagnostic Evaluation & Profiling
 Chia, K.H and Wong, M.E Psycho-Educational Diagnostic Evaluation & Profiling, Volume 2: A Workbook for Mainstream, Allied & Special Educators expands pn the first workbook companion to the Series on Special Educational Needs in Mainstream Schools. This workbook covers new topics and case-based approaches to pyscho-educational assessment and testing evaluation, providing both special and mainstream education professionals with up-to-date assessment and intervention strategies necessary for engaging their special needs students successfully. In this volume:
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Sparking Creativity Through Art & Craft Activities Karuppiah N. Children are spontaneous and imaginative by nature. A good Art program for young children is one that helps children to grow creatively, aesthetically, socially, emotionally, physically and intellectually as well as provides an avenue for young children to express their feelings and ideas in a creative way. Through participating in a variety of Art & Craft activities in this book, children learn to appreciate and create Art, and become creative and imaginative beings. |
Sparking Curiosity Through Simple Science Activities Karuppiah N. Appreciation of nature and the environment should begin at an early age. Science experiences provide an important avenue for young children to think, question and problem-solve as well as observe, explore and discover the world around them. Through participating in the hands-on Science activities in this book, children are encouraged to experiment and make predictions and in the process, develop a sense of curiosity and a positive attitude towards Science. |
Early Childhood and Special Needs Education
The Early Childhood and Special Needs Education Academic Group is concerned with 2 broad areas in teacher education, namely, Early Childhood and Special Education (including Gifted and Talented Education).
