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Hlustaðu og lestu

Dr Jaime Hoerricks PhD

**How can the flaws within the global education system be addressed to ensure all language learners are accommodated? **

Guided by lived experience, Holistic Language Instruction challenges the idea that there is only one way to learn a language. As 40% of learners struggle with language development, author Jaime Hoerricks questions whether these students are disabled or if the system disables them by neglecting their unique language processing methods. Given that language processing differences have no connection with intellect, Hoerricks proposes that learners should be accommodated within the general population to enable their progress alongside peers, instead of being placed in a special education program or assigned to a speech and language professional.

Offering guidance for educators on how to foster literacy growth in all students, this book is ideal reading for students of Education Studies, Disability Studies and related courses, Speech and Language development, as well as teachers, education policy makers, and parents.

Lived Places Publishing

Disability Studies

Holistic Language Instruction: Addressing Literacy  in Standard and Non-Standard Populations

Disability or difference? How autism is understood varies from place to place.

Drawn from lived experience, this book explores the question of what autism is, and how it is best viewed in society. Dr Jaime Hoerricks PhD – an academic and non-verbal autistic person – interrogates different models of disability, and considers how autism might be seen as a difference in human experience, in light of the need for accommodations and structural supports.

Positioning autism as both a set of traits and an identity, No place for autism? asks what can be done to give place for autistic people and communities.

No Place for Autism?: Exploring the Solitary Forager Hypothesis of Autism in Light of Place Identity

Dr Annmaree Watharow MD, PhD

How does a patient with sensory disability – such as a hearing or vision impairment, or both – get effective communication from a health care provider?

Too often, the answer is that they don’t. Communication is crucial for any professional–patient relationship, not least when disability is in the mix. For people living with sensory disability, however, the challenge of knowing what is going on with their healthcare, participating in shared decision making, and retaining an appropriate level of agency, is even greater. Using verbatim testimony from people with first-hand experience of sensory disability, this book explores issues such as accessibility barriers in consent forms, patient information sheets and other paperwork; situational vulnerability to abuse and neglect; and dehumanisation, infantilisation, and disempowerment in care. 

Written by Dr Annmaree Watharow MD PhD, a doctor and author with personal experience of sensory disability, the stories in this book are told using people’s own words, to allow readers to hear directly from the people who most need their own agency. Vital reading for doctors, nurses, health care providers, and social support workers in practice and training, this book will change the way you view sensory disability.

Improving the Experience of Health Care for People Living with Sensory Disability: Knowing What is Going On

Yenn Purkis

What might it look like for an Autistic, non-binary person who lives with mental illness to live well and with hope?

In this book, author and advocate Yenn Purkis reflects on their experiences of life as an Autistic non-binary person who has a diagnosis of atypical schizophrenia. Exploring the intersecting areas of mental health and illness, neurodivergence and neurodiversity, and gender non-conformity, the narrative follows Yenn through experiences of incarceration, psychosis, employment, therapy both helpful and not, medication, diagnosis, stigma and anxiety.

Illuminating reading for students of disability studies, Autism studies, queer studies, and related social sciences, this book will also bring important perspective to those in practice and in training: doctors, psychiatrists, policy makers, teachers, and social workers. Yenn will describe a life well-lived, with and alongside Autism and mental illness, that will provide a vital perspective to anyone studying or working people who share these social identities.

A Life Lived Well as a Non-binary and Autistic Mental Health Advocate: Finding a Place of Hope

Ma. Victoria Ruddock BSN

Dr Nicola Abraham PhD

How did a group of higher education applied theatre placement students learn to connect with patients living with dementia, in an acute hospital setting, during a global pandemic? How did they navigate the liminal spaces of inhabiting a virtual space while striving for real-life presence and an equality of learning and knowledge exchange?

In this book, authors and project leaders Dr Nicola Abraham PhD and Ma. Victoria Ruddock BSN present narratives and anecdotal examples of how the COVID-19 pandemic impacted the learning of these placement students and how they adapted the learning expectations of the project in order to account for the liminality of combining virtual and in-person space inhabitation.

Through stories and reflections from the project the authors explore the meaning of a pedagogy of reciprocity and ways of navigating uncertainty. They discuss the essential need for horizontal team structures to enhance learning experiences and consider the uses of transmedia communication tools.

Supporting Patients Living with Dementia During a Pandemic: Digital Theatre and Educational Spaces

Dr Carrie Grant MBE, PhD (h.c.)

What is it like to be a child with SEND (Special Educational Needs and Disabilities) in schools today? What is it like to be a parent to four such children and fight for their rights?

Carrie Grant’s children have – like all of us – complex identities. Of the four of them, two are autistic, three have AD(H)D, one is adopted, all are of dual heritage, and three hold various queer and trans non-binary identities. In this inspiring and at times heartbreaking book, the presenter, coach, and advocate shares stories from her family’s experiences with education, schools and mental health services, as mum to children who are classified as SEND (Special Education Needs and Disabilities). These stories explore how school – when those delivering and managing education are poorly trained and ill equipped for a diverse population – can be at best ineffective, and, at worst, traumatising. 

An inspiring call to action, this book is essential reading for:

 • Teachers and aspiring teachers who want to know more about how to meet the needs of a diverse classroom.
 • SENCOs (Special Education Needs Coordinators) and those training to work in SEND support.
 • GPs, community health workers, and workers in Child and Adolescent Mental Health Services (CAMHS). 
 • Parents of children with SEND, who want to know how they can engage with formal education to advocate for their child’s needs.