Ann Miles – författare

Transnational migration is a controversial and much-discussed issue in both the popular media and the social sciences, but at its heart migration is about individual people making the difficult choice to leave their families and communities in hopes of achieving greater economic prosperity. Vicente Quitasaca is one of these people. In 1995 he left his home in the Ecuadorian city of Cuenca to live and work in New York City. This anthropological story of Vicente's migration and its effects on his life and the lives of his parents and siblings adds a crucial human dimension to statistics about immigration and the macro impact of transnational migration on the global economy.Anthropologist Ann Miles has known the Quitasacas since 1989. Her long acquaintance with the family allows her to delve deeply into the factors that eventually impelled the oldest son to make the difficult and dangerous journey to the United States as an undocumented migrant. Focusing on each family member in turn, Miles explores their varying perceptions of social inequality and racism in Ecuador and their reactions to Vicente's migration. As family members speak about Vicente's new, hard-to-imagine life in America, they reveal how transnational migration becomes a symbol of failure, hope, resignation, and promise for poor people in struggling economies. Miles frames this fascinating family biography with an analysis of the historical and structural conditions that encourage transnational migration, so that the Quitasacas' story becomes a vivid firsthand illustration of this growing global phenomenon.

Once associated only with the wealthy and privileged in Latin America, lifelong illnesses are now emerging among a wider cross section of the population as an unfortunate consequence of growing urbanization and increased life expectancy. One of these diseases is the chronic autoimmune disorder lupus erythematosus. Difficult to diagnose and harder still to effectively manage, lupus challenges the very foundations of women’s lives, their real and imagined futures, and their carefully constructed gendered identities. While the illness is validated by medical science, it is poorly understood by women, their families, and their communities, which creates multiple tensions as women attempt to make sense of an unpredictable, expensive, and culturally suspect medically managed illness.Living with Lupus vividly chronicles the struggles of Ecuadorian women as they come to terms with the experience of debilitating chronic illness. Drawing on years of ethnographic research, Ann Miles sensitively portrays the experiences and stories of Ecuadorian women who suffer with the intractable and stigmatizing disease. She uses in-depth case histories, rich in ethnographic detail, to explore not only how chronic illness can tear at the seams of women’s precarious lives, but also how meanings are reconfigured when a biomedical illness category moves across a cultural landscape. One of the few books that deals with the meanings and experiences of chronic illness in the developing world, Living with Lupus contributes to our understanding of a significant global health transition.

Communication at the Heart of the School introduces a simple, practical approach for communication development in schools, with a specific focus on children with Severe Learning Difficulties (SLD) or Profound and Multiple Learning Difficulties (PMLD). The tried-and-tested framework offers a shared approach to communication development between teachers and speech and language therapists, moving through three crucial stages: the communication assessment, the communication pathway and the classroom environment. It provides a clear structure for the role of each professional and explains how they contribute to every aspect of the child’s communication development. Key features include: A communication pathway that follows a yearly cycle of assessment, plan and intervention, identifying specific communication needs and offering advice on creating communication-friendly environments A focus on the shared vision of teachers and speech and language therapists, creating a united and team-led approach to communication development, ensuring that both therapists and teachers feel supported in tackling complex communication challenges effectively Photocopiable and downloadable assessment forms for accurately measuring outcomes in a time-friendly and accessible way Underpinned by the Communication and Cognitive Framework currently used by teachers, speech and language therapists and families, this resource offers a complete package of communication support. It is an essential tool for speech and language therapists and teachers supporting children communicating at early developmental levels.

Communication at the Heart of the School introduces a simple, practical approach for communication development in schools, with a specific focus on children with Severe Learning Difficulties (SLD) or Profound and Multiple Learning Difficulties (PMLD). The tried-and-tested framework offers a shared approach to communication development between teachers and speech and language therapists, moving through three crucial stages: the communication assessment, the communication pathway and the classroom environment. It provides a clear structure for the role of each professional and explains how they contribute to every aspect of the child’s communication development. Key features include: A communication pathway that follows a yearly cycle of assessment, plan and intervention, identifying specific communication needs and offering advice on creating communication-friendly environments A focus on the shared vision of teachers and speech and language therapists, creating a united and team-led approach to communication development, ensuring that both therapists and teachers feel supported in tackling complex communication challenges effectively Photocopiable and downloadable assessment forms for accurately measuring outcomes in a time-friendly and accessible way Underpinned by the Communication and Cognitive Framework currently used by teachers, speech and language therapists and families, this resource offers a complete package of communication support. It is an essential tool for speech and language therapists and teachers supporting children communicating at early developmental levels.

Communication at the Heart of the School introduces a simple, practical approach for communication development in schools, with a specific focus on children with Severe Learning Difficulties (SLD) or Profound and Multiple Learning Difficulties (PMLD).

The tried-and-tested framework offers a shared approach to communication development between teachers and speech and language therapists, moving through three crucial stages: the communication assessment, the communication pathway and the classroom environment. It provides a clear structure for the role of each professional and explains how they contribute to every aspect of the child’s communication development.

Key features include:

A communication pathway that follows a yearly cycle of assessment, plan and intervention, identifying specific communication needs and offering advice on creating communication-friendly environments A focus on the shared vision of teachers and speech and language therapists, creating a united and team-led approach to communication development, ensuring that both therapists and teachers feel supported in tackling complex communication challenges effectively Photocopiable and downloadable assessment forms for accurately measuring outcomes in a time-friendly and accessible way

Underpinned by the Communication and Cognitive Framework currently used by teachers, speech and language therapists and families, this resource offers a complete package of communication support. It is an essential tool for speech and language therapists and teachers supporting children communicating at early developmental levels.

Communication at the Heart of the School introduces a simple, practical approach for communication development in schools, with a specific focus on children with Severe Learning Difficulties (SLD) or Profound and Multiple Learning Difficulties (PMLD).

The tried-and-tested framework offers a shared approach to communication development between teachers and speech and language therapists, moving through three crucial stages: the communication assessment, the communication pathway and the classroom environment. It provides a clear structure for the role of each professional and explains how they contribute to every aspect of the child’s communication development.

Key features include:

A communication pathway that follows a yearly cycle of assessment, plan and intervention, identifying specific communication needs and offering advice on creating communication-friendly environments A focus on the shared vision of teachers and speech and language therapists, creating a united and team-led approach to communication development, ensuring that both therapists and teachers feel supported in tackling complex communication challenges effectively Photocopiable and downloadable assessment forms for accurately measuring outcomes in a time-friendly and accessible way

Underpinned by the Communication and Cognitive Framework currently used by teachers, speech and language therapists and families, this resource offers a complete package of communication support. It is an essential tool for speech and language therapists and teachers supporting children communicating at early developmental levels.

This book provides a clear, user-friendly curriculum designed to support primary aged children with Severe Learning Disabilities (SLD) and Profound and Multiple Learning Disabilities (PMLD). Drawing upon the Communication at the Heart of the School (CATHS) approach, the curriculum is based on the premise that children learn when they are engaged. Building a Curriculum for Children with Complex Needs provides practitioners with the skills and knowledge to personalise and create lessons that will engage children, according to their assessed levels, and considers how activities can be adapted to meet many different learning needs. The book includes:A quick screening assessment to supplement the complete CATHS assessmentA curriculum frameworkDiscussions on how to select appropriate curriculum objectivesA long-term activity planning map with National Curriculum linksAdvice on how to plan lessons which engage and challengeIndividual topic plans as well as full lesson plansGuidance on how to resource classroomsAbove all, this curriculum is realistic and is based on a practical formative assessment which enables children to be taught in groups and allows teachers to focus on creating both engaging and challenging lessons. It is an essential resource for both mainstream and special school staff, including SENCOs, classroom teachers and senior leadership teams.

This book provides a clear, user-friendly curriculum designed to support primary aged children with Severe Learning Disabilities (SLD) and Profound and Multiple Learning Disabilities (PMLD). Drawing upon the Communication at the Heart of the School (CATHS) approach, the curriculum is based on the premise that children learn when they are engaged. Building a Curriculum for Children with Complex Needs provides practitioners with the skills and knowledge to personalise and create lessons that will engage children, according to their assessed levels, and considers how activities can be adapted to meet many different learning needs. The book includes:A quick screening assessment to supplement the complete CATHS assessmentA curriculum frameworkDiscussions on how to select appropriate curriculum objectivesA long-term activity planning map with National Curriculum linksAdvice on how to plan lessons which engage and challengeIndividual topic plans as well as full lesson plansGuidance on how to resource classroomsAbove all, this curriculum is realistic and is based on a practical formative assessment which enables children to be taught in groups and allows teachers to focus on creating both engaging and challenging lessons. It is an essential resource for both mainstream and special school staff, including SENCOs, classroom teachers and senior leadership teams.

This book discusses the development of English (Communication and Literacy) for children below level one of the National Curriculum. The authors take account of the latest QCA guidelines for pupils with significantly below age-related expectations.

This book discusses the development of English (Communication and Literacy) for children below level one of the National Curriculum. The authors take account of the latest QCA guidelines for pupils with significantly below age-related expectations.

This book discusses the development of English (Communication and Literacy) for children below level one of the National Curriculum. The authors take account of the latest QCA guidelines for pupils with significantly below age-related expectations.

Ann Miles has been chronicling life in the Ecuadorian city of Cuenca for more than thirty years. In that time, she has witnessed change after change. A large regional capital where modern trains whisk residents past historic plazas, Cuenca has invited in the world and watched as its own citizens risk undocumented migration abroad. Families have arrived from rural towns only to then be displaced from the gentrifying city center. Over time, children have been educated, streetlights have made neighborhoods safer, and remittances from overseas have helped build new homes and sometimes torn people apart. Roads now connect people who once were far away, and talking or texting on cell phones has replaced hanging out at the corner store.Unraveling Time traces the enduring consequences of political and social movements, transnational migration, and economic development in Cuenca. Miles reckons with details that often escape less committed observers, suggesting that we learn a good deal more when we look back on whole lives. Practicing what she calls an ethnography of accrual, Miles takes a long view, where decades of seemingly disparate experiences coalesce into cultural transformation. Her approach not only reveals what change has meant in a major Latin American city but also serves as a reflection on ethnography itself.

Ann Miles has been chronicling life in the Ecuadorian city of Cuenca for more than thirty years. In that time, she has witnessed change after change. A large regional capital where modern trains whisk residents past historic plazas, Cuenca has invited in the world and watched as its own citizens risk undocumented migration abroad. Families have arrived from rural towns only to then be displaced from the gentrifying city center. Over time, children have been educated, streetlights have made neighborhoods safer, and remittances from overseas have helped build new homes and sometimes torn people apart. Roads now connect people who once were far away, and talking or texting on cell phones has replaced hanging out at the corner store.Unraveling Time traces the enduring consequences of political and social movements, transnational migration, and economic development in Cuenca. Miles reckons with details that often escape less committed observers, suggesting that we learn a good deal more when we look back on whole lives. Practicing what she calls an ethnography of accrual, Miles takes a long view, where decades of seemingly disparate experiences coalesce into cultural transformation. Her approach not only reveals what change has meant in a major Latin American city but also serves as a reflection on ethnography itself.