How do you assess risk?
How do you deal with emergencies effectively?
Do you know how to develop and implement a school safety plan?
How can you make your primary school a safer place?
This is a practical, easy to understand and use guide to dealing with issues of everyday safety which so often worry those who work in schools. There is a straightforward introduction to a risk-assessment based approach to safety but acknowledges that things still do sometimes go wrong, and shows how to deal with a variety of emergencies.
The book is written with day-to-day school management in mind and will greatly assist in the business of running the school safely.
Issues discussed include how to assess risk, how to develop and implement a school safety plan and how to deal with emergencies effectively.
This book also translates and interprets complicated official documents, provides practical photocopiable sections and provides material designed for meetings, training and planning sessions.
|Publisher:||Taylor & Francis|
|Product dimensions:||7.40(w) x 9.60(h) x 0.50(d)|
About the Author
Malcolm Griffin is a former headteacher who later went on to become responsible for the management of health and safety in a London Borough. He now works as an independent consultant providing advice and training to LEAs and schools
Table of Contents
|Part 1||Understanding AD/HD||1|
|1.||AD/HD: What it is, and what it isn't||3|
|Pseudo AD/HD: what looks like AD/HD, but isn't AD/HD?||5|
|How many people have AD/HD?||6|
|2.||AD/HD in the Classroom: Teacher and Student Perspectives||8|
|Common classroom problems associated with AD/HD||8|
|What it feels like to have AD/HD||9|
|3.||AD/HD and Other Problems||18|
|AD/HD and Emotional and Behavioural Difficulties (EBD)||18|
|AD/HD and other problems--behavioural, emotional and educational||19|
|4.||Biology, Brains and AD/HD||21|
|AD/HD and the brain I: the psychology of AD/HD||21|
|AD/HD and the brain II: the biology of AD/HD||24|
|AD/HD and families: genetics and AD/HD||24|
|5.||AD/HD and Destiny||25|
|What happens to people with AD/HD?||25|
|AD/HD and the bio-psycho-social approach: AD/HD is a product of nature and nurture||26|
|Part 2||Principles and Practices for Intervention with AD/HD||31|
|6.||The Multi-Modal Approach to Intervention||33|
|Educational, medical and other professionals working together||33|
|The role of medical intervention||34|
|The contribution of school staff to a multi-modal approach to AD/HD||35|
|Establishing a whole school approach||36|
|Partnership with child and parents||41|
|7.||AD/HD in the Classroom: Basic Principles and Practices||45|
|Establishing the right relationship||45|
|The right setting||47|
|Promoting effective learning||48|
|Thinking positively about AD/HD||55|
|Part 3||AD/HD in Action: Case Studies||57|
|8.||The Different Faces of AD/HD||59|
|9.||AD/HD with Oppositional Defiance||63|
|10.||AD/HD with Detachment||68|
|11.||AD/HD with Impulsivity||72|
|12.||AD/HD with Obsessions||76|
|13.||AD/HD with Learning Difficulties||81|
|14.||AD/HD with High Ability||85|
|15.||AD/HD with Conduct Disorder||89|
|16.||AD/HD: Combined Type||94|
|17.||And in the End: Caring for the Carers||98|
|Appendix 1||DSM IV: Diagnostic Criteria for AD/HD||104|
|Appendix 2||ICD 10: F90 Hyperkinetic Disorder||106|