ABSTRACT
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 strategies, 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.
TABLE OF CONTENTS
part I|78 pages
Foundations
part II|330 pages
Strategies
part A|54 pages
Behavioural strategies
chapter Chapter 7|10 pages
Strategy 1: Behavioural assessment and approaches
chapter Chapter 9|10 pages
Strategy 3: Direct instruction
chapter Chapter 10|10 pages
Strategy 4: Formative assessment and feedback
chapter Chapter 11|11 pages
Strategy 5: School-wide positive behaviour support
part B|106 pages
Social strategies
chapter Chapter 12|10 pages
Strategy 6: Cooperative group teaching
chapter Chapter 13|9 pages
Strategy 7: Peer tutoring and peer influences
chapter Chapter 14|9 pages
Strategy 8: Social skills training
chapter Chapter 16|12 pages
Strategy 10: Family engagement and support
chapter Chapter 17|11 pages
Strategy 11: School culture
chapter Chapter 18|13 pages
Strategy 12: Classroom climate
chapter Chapter 19|13 pages
Strategy 13: Social and emotional learning
chapter Chapter 20|16 pages
Strategy 14: Inter-agency cooperation
part C|60 pages
Cognitive strategies
chapter Chapter 21|11 pages
Strategy 15: Cognitive strategy instruction
chapter Chapter 22|10 pages
Strategy 16: Self-regulated learning
chapter Chapter 23|11 pages
Strategy 17: Memory strategies
chapter Chapter 25|9 pages
Strategy 19: Comprehensive reading programmes
part D|108 pages
Mixed Strategies
chapter Chapter 27|12 pages
Strategy 21: Cognitive behavioural therapy
chapter Chapter 28|13 pages
Strategy 22: Assistive technology
chapter Chapter 29|12 pages
Strategy 23: Augmentative and alternative communication
chapter Chapter 30|14 pages
Strategy 24: Quality of the physical environment
chapter Chapter 31|11 pages
Strategy 25: Visual learning and communication
chapter Chapter 33|13 pages
Strategy 27: Transition from school to post-school environments1
chapter Chapter 34|11 pages
Strategy 28: Response to intervention
chapter Chapter 35|10 pages
Strategy 29: Universal design for learning
part III|11 pages
Conclusion