{"product_id":"tasks-galore-full-set-all-6-resources-books-includes-book-5-reader","title":"Tasks Galore: Full Set (All 6 Resources Books - Includes Book 5 Reader","description":"\u003cp\u003eThe Tasks Galore books were created to provide parents and professionals with practical tools that will aid the children and students in their care to become more independent in school and society. These tools emphasise ‘\u003cstrong\u003e\u003cem\u003eStructured TEACCHing\u003c\/em\u003e\u003c\/strong\u003e’ methods and parent\/professional collaboration.\u003c\/p\u003e\u003cp\u003ePeople working with students who cope with learning challenges such as autism, should keep in mind the features of structure that have proven useful in classrooms and programmes for students of all ages. These features include the organisation of physical space, scheduling and teaching methods. The key to all of these features is individualisation.\u003c\/p\u003e\u003cp\u003eThe mission of the Tasks Galore series is to help teachers, therapists, and parents design meaningful, individualised tasks with an emphasis on functional academics. All too often, children are left to attempt traditional pencil-and-paper tasks even when they are either incapable of doing the work or do not see the meaning of it. Teachers often are not quite sure how to present academic material in a hands-on approach. Many students with special needs learn best using a multi-modal approach to learning. They require movement or sensory input while processing and learning new information. The task ideas in Tasks Galore will help lay a foundation for that learning.\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eIs Structured Teaching Neuroaffirmative?\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003eYes, structured teaching, particularly the \u003ca href=\"https:\/\/teacch.com\/\" rel=\"noopener\" target=\"_blank\"\u003eTEACCH\u003c\/a\u003e approach, is widely considered neuroaffirmative because it is a strengths-based, student-centred method that creates predictable and comprehensible environments using visual supports and routines to promote independence and understanding for neurodivergent individuals, such as those with autism spectrum disorder (ASD). By accommodating neurodivergent needs rather than trying to change them, structured teaching aligns with neuroaffirmative principles.\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eHow Structured Teaching is Neuroaffirmative:\u003c\/strong\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003e\n\u003cstrong\u003eFocus on the Individual:\u003c\/strong\u003e The \u003ca href=\"https:\/\/teacch.com\/\" rel=\"noopener\" target=\"_blank\"\u003eTEACCH\u003c\/a\u003e approach centers on understanding the individual’s unique skills, needs, and interests, cultivating their strengths to support their overall development.\u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003eCreating Comprehensible Environments:\u003c\/strong\u003e Structured teaching organises the physical environment, schedules, and tasks to be clear and predictable, which helps reduce anxiety and improve understanding for neurodivergent students who may struggle in unstructured settings.\u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003eUtilising Visual Supports:\u003c\/strong\u003e The use of visual schedules, work systems, and defined work areas provides clear expectations and reduces barriers to learning, allowing students to navigate their environment and tasks independently.\u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003ePromoting Independence:\u003c\/strong\u003e A primary goal is to transfer the focus from teacher-led instruction to student-led learning, fostering independence and self-efficacy.\u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003eBuilding on Strengths:\u003c\/strong\u003e Instead of solely addressing challenges, structured teaching identifies and leverages an individual’s unique talents and abilities as part of the teaching process.\u003c\/li\u003e\n\u003cli\u003e\n\u003cstrong\u003eSupporting Neurodiversity:\u003c\/strong\u003e By providing structure and predictability, the method accommodates neurodivergent learning styles and needs, rather than trying to impose a “typical” learning style, aligning with the core idea of neurodiversity affirmation.\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eTasks Galore are listed on the University of North Carolina’s TEACCH website as recommended resources. They are also recommended by several other training organisations around the world as practical teaching tools for those who care for children and adolescents with Autism.\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eWhat’s in the Tasks Galore series?\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003eThere are six books in this series as follows:\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eTasks Galore – Book 1 (Yellow) – \u003cem\u003eEarly Education\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eCreative Ideas for Teachers, Therapists and Parents working with exceptional children\u003c\/li\u003e\n\u003cli\u003eFull-colour pictorial series of multi-modal tasks used in programs for children with autism\u003c\/li\u003e\n\u003cli\u003eApplicable to any early education or learning environment\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eThis book is the first book in the delightful Tasks Galore series. it takes a look at developing tasks that address skills across curriculum areas –\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eFine Motor Skills: Pre-writing, writing, and computer skills\u003c\/li\u003e\n\u003cli\u003eReadiness: Matching and sorting skills\u003c\/li\u003e\n\u003cli\u003eLanguage Arts: Book, print and phonemic awareness, decoding and word recognition, comprehension, and vocabulary\u003c\/li\u003e\n\u003cli\u003eMathematics: Number sense, numeration, and numerical operations, spatial sense, measurement, patterns, relationships and functions\u003c\/li\u003e\n\u003cli\u003eReasoning: Concepts relating to the student’s environment: exploring materials, making predictions, generating attributes and using common objects\u003c\/li\u003e\n\u003cli\u003ePlay: Art, music, manipulatives, games and independent play\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003e\u003cstrong\u003eTasks Galore – Book 2 (Red) – \u003cem\u003eFor the Real World\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003eThis is a valuable tool for preparing your older students, adolescents and adults for independence in the home, school, community and\/or workplace. The Introduction section describes a process for developing and teaching functional goals. Forty-three colourful photo pages present task ideas in these categories:\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eDomestic Skills\u003c\/li\u003e\n\u003cli\u003eVocational Skills\u003c\/li\u003e\n\u003cli\u003eIndependent Living Skills\u003c\/li\u003e\n\u003cli\u003eJob Sites \u0026amp; School Transition Ideas\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003e\u003cstrong\u003eTasks Galore – Book 3 (Blue) – \u003cem\u003eMaking Groups Meaningful\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003eThis is the third book in the Tasks Galore series and again draws on the authors’ experiences as teachers and therapists with Division TEACCH. Wanting to make the lives of people with communication challenges richly rewarding, the authors detail the following:\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eApplying structured teaching strategies\u003c\/li\u003e\n\u003cli\u003eIndividualising skills\u003c\/li\u003e\n\u003cli\u003eEstablishing flow between one-to-one and group learning\u003c\/li\u003e\n\u003cli\u003eOrganising curricula around themes\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eAll of the above have helped them design successful group activities. Examples illustrate how students learn concepts, construct projects, make music, exercise and simply have fun in group settings.\u003c\/p\u003e\u003cp\u003e\u003ca href=\"https:\/\/www.otb.ie\/wp-content\/uploads\/2023\/11\/Tasks-Galore-3-Making-Groups-Meaningful-Page-19-Correction.pdf\" rel=\"noopener\" target=\"_blank\"\u003ePage 19 (download)\u003c\/a\u003e\u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eTasks Galore – Book 4 (Green) – Let’s Play – \u003cem\u003eStructured Steps to Social Engagement and Symbolic Play\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003eTasks Galore Let’s Play, the fourth book in the popular resource series for parents, teachers, and therapists, utilises play as the program for learning. There is more and more evidence that direct teaching of play skills can increase young children’s symbolic understanding and, thus, have an impact on their imitation, language, and social skills.\u003c\/p\u003e\u003cp\u003eBeautiful colour photographs of children at play depict tasks that the authors have implemented successfully to enhance their students’ toy play, flexibility, and social interactions. Printable visual supports that will generalise to multiple learning situations also are included.\u003c\/p\u003e\u003cp\u003eChapters demonstrate how routines, organisational strategies, and visual cues make play more understandable, so students can:\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eShare enjoyment\u003c\/li\u003e\n\u003cli\u003eUse toys appropriately\u003c\/li\u003e\n\u003cli\u003eManage play-times\u003c\/li\u003e\n\u003cli\u003eMake and end choices\u003c\/li\u003e\n\u003cli\u003ePretend\u003c\/li\u003e\n\u003cli\u003ePlay with peers\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003e\u003cstrong\u003eTasks Galore – Book 5 (Grey) – \u003cem\u003eLiterature-Based Thematic Units\u003c\/em\u003e\u003c\/strong\u003e (includes accompanying Boardbook: I’m Hungry, I’m Hungry, what shall I do?)\u003c\/p\u003e\u003cp\u003eThe fifth book in the popular resource series for parents, teachers, and therapists, integrates instruction across core curriculum areas by utilising multi-sensory learning.\u003c\/p\u003e\u003cp\u003eUsing the accompanying storybook as a guide for creating literature-based thematic units, the authors have designed hands-on activities for use with young learners and students with special needs. The strategies employed encourage responsiveness to literature while enhancing vocabulary and language. Tasks illustrate how to make learning more meaningful by:\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eUsing organisational strategies and visual cues\u003c\/li\u003e\n\u003cli\u003eConnecting themes to everyday experiences\u003c\/li\u003e\n\u003cli\u003eAdapting skills for 21st-century learning\u003c\/li\u003e\n\u003cli\u003eIndividualising for differing learning styles\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003e\u003cstrong\u003eTasks Galore – Climbing Art Obstacles in Autism\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003eEducator Karen Loden Talmage has created an exceptional book that offers young children with autism spectrum disorders and other related disabilities an imaginative, yet structured way, to explore art. The author feels that through art we can provide an opportunity for our students to express feelings that typically are unheard. In Climbing Art Obstacles in Autism, Karen shares the visual format that allows young children to practice visual motor skills through typical childhood art. Occupational Therapist Vickie Dobrofsky explains how therapeutic goals can be addressed through these fun and purposeful art activities.\u003c\/p\u003e\u003cp\u003eClimbing Art Obstacles in Autism includes:\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eArt activities tied to common early learning themes\u003c\/li\u003e\n\u003cli\u003eColorful photos that depict logical sequence of steps\u003c\/li\u003e\n\u003cli\u003eChecklists to assist students in collecting needed materials\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003e\u003cem\u003e\u003cstrong\u003eTestimonials for Climbing Art Obstacles in Autism:\u003c\/strong\u003e\u003c\/em\u003e\u003c\/p\u003e\u003cp\u003e\u003cem\u003e“A wonderful example of how visual materials can be used to clarify understanding for students with autism and increase participation in a general education classroom”\u003c\/em\u003e\u003cbr\u003e– Sheila Wagner, M.Ed., Assistant Director, Emory Autism Center and author of Inclusive Programming for Elementary Students with Autism\u003c\/p\u003e\u003cp\u003e\u003cem\u003e“A great handbook for teachers, parents and occupational therapists”\u003c\/em\u003e\u003cbr\u003e– Susan N. Schriber Orloff, OTRL\/L, author of Learning Re-enabled, columnist for EP Magazine and Advance for Occupational Therapy Practitioners and commentator for Autism One Radio\u003c\/p\u003e","brand":"Outside The Box","offers":[{"title":"Default Title","offer_id":51403476402459,"sku":"TG-SET-6","price":246.5,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0915\/4363\/4203\/files\/tasks-galore-full-set-all-6-resources-books-includes-book-5-reader-9473262.jpg?v=1768333049","url":"https:\/\/abcschoolsupplies.co.uk\/products\/tasks-galore-full-set-all-6-resources-books-includes-book-5-reader","provider":"ABC School Supplies ","version":"1.0","type":"link"}