This fully revised and updated third edition presents teachers with a range of up-to-date evidence-based strategies they can use to tackle the challenges of inclusive education. An essential resource for the busy educator, each of the twenty-nine strategies explored in this book has a substantial research base drawn from a range of countries, a strong theoretical rationale and clear guidelines on their implementation, as well as cautionary advice where necessary. Key features of the third edition include: An easy to follow structure divided into four categories: Behavioural approaches, Social approaches, Cognitive strategies and mixed strategies Eight new chapters, focusing on topical areas such as neuroscience, social and emotional education, visual learning and communication and the transition from school to post-school environments Updated chapters that consider the most diverse and up-to-date research in education, psychology, health and technology Whilst the focus of this book is on children with special educational needs, the strategies are universally applicable, making this essential reading for all classroom teachers, school leaders, teacher educators and students, educational psychologists, special needs coordinators and consultants and educational researchers.
An essential resource for the busy educator, this book considers the most diverse and up-to-date research in education, psychology, health and technology.
Evidence-Based Practices for Children with Special Needs and Disabilities Garry Hornby ... The irregular school: Exclusion, schooling and inclusive education. ... Deconstructing special education and constructing inclusion.
Placing a student on the autism spectrum in a busy classroom with a pair of noise-cancelling headphones and an aide to deal with the inevitable meltdowns is often done in the name of 'inclusion', but this is integration and not inclusive.
Spooner, F., Baker, J. N., Harris, A. A., Ahlgrim-Delzell, L., & Browder, D. (2007). Effects of training in universal design for learning on lesson plan development. Remedial and Special Educa‐tion, 28, 108–116. Stanovich, K. E. (1986).
THOMAS , G. and LOXLEY , A. ( 2001 ) Deconstructing Special Education and Constructing Inclusion ( Buckingham , Open University Press ) . YOUNG , M. ( 1995 ) A curriculum for the 21st century ? Towards a new basis for overcoming the ...
... it has also been adopted by UNESCO, suggesting its global acceptance. Banks, J.A. (2006). Cultural diversity and education: Foundations, curriculum, and teaching. Boston: Pearson, p. 115. Ibid. Banks (2006), op. cit., p. 3.
Drawing on research-based evidence and offering over 70 concrete strategies to help educators respond to these challenges, this unique book provides a blueprint for an education system which will recognize the rights of all students, while ...
... S. 198 Johnson, D.W. 191–192, 200–201 Johnson, Harriet McBryde 41 Johnson, L. 167 Johnson, R. T. 191–192, 200–201 Jones, ... see also cooperative learning Least Restrictive Environment (LRE) 4,69–70, 72, 148, 159, 165 Lee, Carol 152 ...
Agrouptaskisone that requires sometypeof input fromallthe group members for the group to be successful (Cohen, 1994). A task that could easily be completed by the individual group members without each other's input or assistance isnot ...
This book will be of interest to both practising and trainee teachers and teaching assistants, as well as school principals, school counsellors and educational psychologists.