ABSTRACT
This seventh edition of Commonsense Methods for Children with Special Educational Needs continues to be concerned with the practicalities of learning and teaching, rather than with the ideology of ‘special needs education’ and ‘inclusion’. The material here comes partly from my own experiences as a classroom teacher, an educational psychologist and later a university lecturer; but I also draw extensively on the most recent international research related to children with special needs. During the four years since the previous edition of the book appeared there has been growing concern in Britain, Australia and the US over the standard of teaching that is offered in many schools. Most recently, criticism has also focused on the quality of preservice training and preparation that our teachers often receive – which has been described in the media as ranging from ‘inadequate to appalling’. In particular, there seems to be reluctance on the part of teacher educators to expose our trainee teachers to research-based (evidence-based) methods of instruction. These are the teaching methods that studies have shown conclusively to be the most effective in raising students’ attainment levels and lowering failure rates. I discuss this issue fully at the beginning of Chapter 15 – where I link poor quality teaching with the learning problems that some students exhibit. In this edition I have continued to provide information and practical advice that has universal application. By drawing on sound research and practices in Britain, the US, Australia and New Zealand I have made it clear that all these countries tend to face similar challenges when meeting the needs of exceptional children. Countries have much to learn from one another. It is clear that children with special educational needs, no matter where they are in the world, display remarkably similar learning characteristics, and they all benefit from high-quality teaching. All chapters have been revised to take account of recent research, policies and practices. I have given additional attention this time to issues associated with e-learning and computer-aided instruction, particularly in areas of language and literacy. The topic of lesson study, as an aid to professional development for teachers, has been addressed for the first time. And issues associated with transition from school to employment or to further study for students with disabilities have been discussed in more detail. This seventh edition reflects changes in terminology and diagnosis introduced in the new edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). I have also taken full account of recent important changes in the UK, such as the new Children and Families Act, the introduction of the Education, Health and Care Plan (EHCP) and the revised National Curriculum. In the US, a major important change has been the introduction of Common Core State Standards. Where appropriate, I have linked some of
my practical advice to the Common Core. In Australia, a new Australian Curriculum was introduced in 2013, and I have endeavoured to show how students with disabilities can be helped to gain access to this curriculum. I hope this new edition will continue to help all teachers increase their understanding of children’s special educational needs, and at the same time increase their repertoire of teaching and management skills.
