Special Educational Needs Inclusion And Diversity

Special Educational Needs, Inclusion and Diversity is the definitive handbook for student teachers, newly qualified teachers, trainee educational psychologists, SENCO's and SEN Specialist Teachers.

Written specifically with the requirements of student teachers, trainee educational psychologists, SENCO's and SEN Specialist Teachers in mind, this book provides a comprehensive and detailed discussion of the major issues in special education. Whilst recognizing the complex and difficult nature of many special educational needs, the authors places a firm emphasis on inclusion and suggest practical strategies enabling professional to maximize inclusion at the same time as recognizing diversity.

Special Educational Needs, Inclusion and Diversity 3E has established itself as the textbook on special educational needs (SEN). The new edition of this popular textbook retains its comprehensive, insightful and accessible approach and reflects the latest changes in policy and legislation. It provides a stimulating balance between theory, research and practice as well as a unique analysis of the implications for SEN of linguistic, cultural and ethnic diversity. Recognizing the complex and difficult nature of many special educational needs, the authors place a firm emphasis on inclusion and suggest practical strategies enabling professionals to maximise inclusion while at the same time recognizing and supporting diversity. Key features of the third edition include: • The increasingly diverse SEN approaches and legislation across England, Wales, Scotland and Ireland, within an international context • Provision and arrangements for 16-25 year olds • Identification, assessment and intervention strategies for SEN from the early years • Responding to the diversity of social, emotional and mental health needs within the context of behaviour and discipline in schools Special Educational Needs, Inclusion and Diversity 3E is the definitive handbook that supports teachers, educational psychologists, SENCOs, SEN specialist teachers and other professionals in working with children who have SEN in an increasingly diverse society.

Demonstrates how the fields of special education and inclusive education have evolved philosophically and technically over the past 30 years.

"Today, school is becoming a rapidly changing learning environment. Thinking about students as a homogeneous population is no longer allowed, as diversity – in terms of culture, language, gender, family organisation, learning styles and so on – has emerged as a key challenge for education today.The debate on Special Educational Needs largely reflects this challenge, as working in school implies careful reconsideration of what we mean by “normal” and “special”. Current educational intervention is generally based on a deficit and “within-child” model of facing SEN, whereas very little attention is given to the role of learning environments. The focus is on the child more than on the whole class, and on cognition and technical provisions more than on affective, sociocultural and community dimensions of learning. Conversely, regarding students and their needs as “hidden voices” allows us to adopt a transformative approach which sees diversity as a stimulus for the development of educational practices that might benefit all children and help school to become an inclusive and “moving” organisation.The aim of the book is twofold: on the one hand, it offers a systematic overview of the inclusive education state-of-the-art in six countries (Germany, Italy, Norway, Sweden, UK, and USA) based on the contributions by well-known scholars such as Christy Ashby, Barbara Brokamp, Fabio Dovigo, Kari Nes, Mara Westling Allodi, Tony Booth, and Beth Ferri; on the other hand, the book analyses five cases of good practices of inclusion related to different subjects and school levels."

"This new edition of an indispensable textbook... covers a huge range of topics illustrated by case studies and practical activities. It will enable schools to navigate through the complex challenges they meet on a daily basis, making education both inclusive and effective for all." Uta Frith, Emeritus Professor in Cognitive Development, University College London, UK "This updated edition of an already essential text is a must read for anyone with an interest in special educational needs, inclusion and diversity in education. It is thoroughly researched, accessibly written, and strikes the perfect balance between emphases on theory, research, policy and practice throughout." Neil Humphrey, Sarah Fielden Professor of Psychology of Education, University of Manchester, UK Special Educational Needs, Inclusion and Diversity has established itself as the textbook on special educational needs and disabilities (SEND). This new edition retains the considered balance between theory, research and practice, written in an accessible, user-friendly style. The fourth edition contains key updates in response to changes in the field, including developments in national policy and ways of thinking about SEND. There is a focus on reducing inequalities and enhancing inclusion to ensure relevance to working within diverse communities. Up-to-date psychological and educational methods are examined in the book to support assessment and evidence-based intervention with children and young people. Key features include: -The increasingly diverse SEND approaches across England, Wales, Scotland and Ireland, within an international context -Identification, assessment and intervention strategies for those with SEND aged from 0-25 years -Extensive exploration of current developments, in particular within autism, mental health, mathematics and sensory needs -A focus on professional ethics, parental support for learning and person-centred practices -Case studies and learning activities to reflect contemporary best practice Special Educational Needs, Inclusion and Diversity is a comprehensive guide for educational professionals to support them in maximising inclusion while recognising and supporting diversity. Sandra Dunsmuir is Professor of Educational and Child Psychology at University College London, UK. Tony Cline is Honorary Research Fellow with the Educational Psychology Group at University College London, UK. Norah Frederickson is Emeritus Professor of Educational Psychology at University College London, UK.

Demonstrates how the fields of special education and inclusive education have evolved philosophically and technically over the past 30 years.

In this bestseller, Shelley Moore explores the changing landscape of inclusive education. Presented through real stories from her own classroom experience, this passionate and creative educator tackles such things as inclusion as a philosophy and practice, the difference between integration and inclusion, and how inclusion can work with a variety of students and abilities. Explorations of differentiation, the role of special education teachers and others, and universal design for learning all illustrate the evolving discussion on special education and teaching to all learners. This book will be of interest to all educators, from special ed teachers, educational assistants and resource teachers, to classroom teachers, administrators, and superintendents.