This practical guide details the strategies that practitioners can use in their setting to build better outcomes for children with Special Educational Needs (SEN) and disabilities. A clear rationale is outlined that highlights how many factors outside of the child's control can be addressed to minimize the risk of longer term mental health problems and social exclusion. Case studies, points for practice and questions for reflection are used to explore the principles around working with children with a range of disabilities including: • ADHD • Dyslexia • Visual Impairment • Autism Written by an experienced teacher and educational psychologist, this text carefully considers the existing evidence base surrounding emotional well-being and positive psychology before outlining the practical implications for the classroom. This book will guide practitioners in implementing strategies to pro-actively promote emotional well-being for children with SEN in their settings.



In Part 1 of this book we saw how children and young people with SEND may be at greater risk of experiencing barriers to emotional well-being than their non-disabled peers. The necessity of trying to address this issue using an interactive approach at an individual, family, peer and school/community level was emphasised.

After outlining the specific emotional issues that may arise, Positive Psychology was outlined as a paradigm for addressing the issues constructively and proactively.

Chapters 57 helped the practitioner to assess whether or not there are gaps in individual children's lives and what can be done proactively to support their autonomy, competence and sense of inclusion or belonging.

In Chapters 810 we read about a range of strategies that practitioners may use to help address ...

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