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This volume has been developed to teach and develop oral language and social interaction skills to children aged 4-6. Containing 40 sessions, the book aims to help teachers to develop the "rules" of interaction with the help of the character Ginger the Bear, who features in all the activities.

Written to strengthen the most battle-fatigued teacher, the author brings a classroom experience to this practical and accessible book. It provides practical advice for senior managers, teachers and teaching assistants. It covers definitions of troubled and troublesome behaviour and a helpful model of behaviour management.

This bumper collection of lively oral number games is designed to develop key mathematical skills in an exciting manner. In line with the National Numeracy Framework, the games are a way of introducing new concepts, assessing progress or beginning a numeracy lesson.

A tried-and-tested programme designed for children aged 8-13, whose handwriting is slow, illegible or lacking in fluency.

A practical book, providing helpful hints and strategies to support children with a wide range of difficulties.

With more than 20 years experience, Lois Addy emphasises the importance of understanding dyspraxia so that effective support can be given to children with coordination and perception difficulties. The author presents a series of ideas and strategies to support this special group of children.

Effective social interaction is vital for developing and maintaining relationships. This programme for pupils with mild to moderate learning disabilities aims to increase self-esteem, listening skills and language abilities. It includes notes, worksheets and evaluation forms.

Written by an experienced Dyslexia Adviser, this practical book offers help and advice to those providing and supporting the learning of dyslexic primary school children. Full of ideas, it aims to address those questions that are most frequently asked by class teachers and SENCos.

This practical guide has tips, advice and support for teachers, teaching assistants and parents coping with children with Attention Deficit Hyperactivity Disorder (ADHD). The author has many years' experience of working with and managing ADHD children and provides winning school-time strategies.