This is an invaluable and fully updated text on inclusive practice for all primary trainees and teachers and for those working towards the National Award SEN Co-ordination. It provides an equality- and child-centred approach to inclusion, combining both theory and practice while promoting critical thinking about the complex issues involved. Scenarios are used as the basis for unpicking major topics and provide opportunities for learning in context, while questions and reflections encourage deep thinking about key learning points. This second edition has been fully revised throughout and now includes: * full reference to the new Special Educational Needs and Disability Code of Practice (2014) as well as the Children and Families Act (2014) and Behaviour2Learn * two completely new chapters on understanding learners who are vulnerable and understanding learners with communication difficulties * extended thinking activities and extended reflections to support M-level study * an improved organisation with emphasis on the national priorities.

First published in 1992. Special educational needs are being defined in new ways. Changing laws and perspectives in many countries present new challenges to practitioners. The fundamental shift underlying all these changes is the idea that handicap is not an absolute phenomenon, that special educational needs are relative to a person's environment. Once this is accepted, it is inevitable that there will be a radical re-examination of how such needs are identified and how they are assessed. This book draws together a range of contributions from leading figures in special education worldwide, to emphasise assessment in the service of prevention, of teaching, and of mainstreaming and integration. It is not enough to understand children's individual strengths and weaknesses. The primary objective of assessment is to guide intervention, and for that purpose it must have a broader focus and not concentrate exclusively on the target individuals who appear to have disabilities or learning difficulties: the learning environment is equally important as a focus for assessment. The book is divided into three sections that explore three broad themes: empowering children and parents during the assessment process; designing assessment so that it supports the integration and mainstreaming of children rather than their segregation; and making improvements through specific approaches to assessment.

First published in 1988. The mounting concern in schools over widespread failure in academic achievement, greater disaffection in children and the lack of confidence in many school leavers are highlighted by the difficulties experienced by children who have special educational needs. Within this group the importance of the child's evaluation of him or herself - i.e. self-esteem - is a neglected issue. This book investigates how the level of self-esteem appears to influence social behaviour and school performance in children with special educational needs. It discusses the practical steps that can be taken to assess and enhance self-esteem in children with special needs and evaluates their effectiveness. The author emphasises the discrepancy between the performance of children who have special educational needs in ordinary classrooms with that achieved in special settings. He argues that the negative impact on a child's self-esteem created by placing him/her in an ordinary classroom may outweigh the benefits of greater integration. A full and informative treatment of both the theoretical and practical implications of a neglected subject, this text book is suitable for experienced special educational needs teachers and those undergoing teacher training, as well as psychologists with an academic interest in the self-concept or a professional involvement in assessing children.

First published in 1997. This book compares and contrasts the experiences of deviant pupils in a mainstream school with that of those in a special unit for pupils with behavioural problems. The author's aims are to (i) evaluate the differences between the behaviour of deviant boys and girls within the mainstream education system with those without; and (ii) justify the criteria for transferring deviant pupils to special units. Her research shows that there is no uniformity in the deviant behaviour of pupils in either situation. In fact, there are more similarities in the behaviour of pupils across the dividing line than pupils in the same institution. Such findings raise questions about the apparent arbitrary nature if some transferral decisions and, in the longer term, the whole logic of separate schooling for pupils who are considered by some to be a problem. At a time when market forces and competition have distracted the schools' attention away from the needs of the individual pupil, this book stresses the need for changes at all levels which will make school relevant to the lives of all pupils.

This book, first published in 1994, explores the impact which changes in thinking and policy at national and local level have had upon the educational experiences of children and young people with special needs in England, Scotland and Wales. Two major factors are discussed. Firstly, there is the thinking of the late 1970s which emerges in documents such as the Warnock report and the legislation which followed it. Secondly, the authors examine the educational policy and legislation of the 1980s and early 1990s which aimed to encourage the operation of market forces. Through the various articles in this collection, the contributors discuss both the common themes and the tensions created by these changes, and assess the effect these have had on special needs education in practice.

First published in 1998. The wide-ranging perspectives in this book will help key personnel in primary schools to manage the implantation of the 1993 Education Act and the Code of Practice on the Identification and Assessment of Special Educational Needs more effectively. Governors and headteachers comment on the management of resources and on interaction with parents and others outside the school. Researchers and academics provide an analysis of the impact and legal implications of the Code of Practice on primary schools. SENCOs offer insights into the development of whole-school and classroom practice, commenting on the practicalities of implementing the philosophy behind the Code of Practice.

First published in 1992. This book offers clear, practical guidelines to help ensure that the full breadth of the curriculum is made as available to children with special educational needs as the rest of their peers. The book focuses on primary and middle schools and is directed towards the professional training needs and general interests of teachers and support staff, headteachers, governors and parents.

This volume will examine the history of special education by categorical areas (e.g., Learning Disabilities, Mental Retardation, and Autistic Spectrum Disorders). Each categorical area chapter will include an examination of: changing definitions, early pioneers in the field, major contributors and their theoretical ideas, changing educational and treatment practices, working with families, the use of technology, assessment practices and legislative acts specific to that categorical area. The volume will also include chapters on the changing philosophy related to educating students with exceptionalities as well as a detailed history of legal and legislation content concerned with special education. The volume will provide readers with a unique perspective on why special education is what it is today.

The book tries to trace the origin of today's Nigeria. The foundation that produced it was based on faulty principles, which came about due to the fact that both the imperial Lords and the indigenous founding fathers had no clear vision of the nature the new nation should take. The fact that many tribes, tongues and beliefs were unsystematically coerced to form this unwilling alliance added much strain to the feeble chains of unity. Every effort made to address this situation has failed so far. The author shows failures in the political, economic and religious arena while arguing that the development of the mental faculties of the Nigerian youth is the only viable option towards success. This development can only come about through comprehensive education, not based on the acquisition of paper qualifications but on the development of the entire person as an entity.

What does it mean to be a successful person? What traits and characteristics define successful people? Why do gifted children, in particular, need a strong affective curricula in order to maximize their potential? These questions and more are explored in this guide to helping gifted children in grades 4-7 as they navigate the complicated social and emotional aspects of their lives. This curriculum is designed to help gifted children explore their giftedness, develop resiliency, manage their intensities, face adversities and tough situations, and cultivate their talents and passions. Including lesson plans, worksheets, and connections to Common Core State Standards, I'm Not Just Gifted is the practical guide necessary for anyone serving and working with gifted children. Grades 4-7

Behavior Analysis for Effective Teaching is a clear, comprehensive book on the integration of non-aversive behavior analysis principles into classrooms and other school settings. Carefully revised and updated throughout, this third edition includes new content on precision teaching and a new chapter on how teachers can provide appropriate education for students with special disabilities who are included in their classrooms. Focused on merging behavior management with effective student instruction and illustrated with examples from real teachers' experiences, the book is an ideal primary resource for undergraduate and graduate courses in teacher education, special education, school psychology, and school counseling, as well as for preparation toward the BACB Credentialing Exam.

Disrupting Schools: The Institutional Conditions of Disordered Behaviour represents an applied sociological address to the intractable patterns of educational exclusion of students diagnosed with "emotional and behavioural disorders." Starting with the finding that these students commonly share educational trajectories signposted by critical incidents and alienation, this book seeks a scientific solution to this problem via a more reflexive way of understanding these students' practices in situ-in order to avoid critical incidents and foster inclusion. Pursuing this logic, Disrupting Schools uses Bourdieu's theorising of practice and Sacks' Membership Categorisation Analysis and Conversation Analysis to prise open the epistemological dynamics of exclusion by forensically dissecting an incident of classroom violence leading to exclusion. This produces the discovery that institutional conditions operating within teacher-student interactions ensure, via psychologically informed knowledge construction practices, the non-conscious substitution of reflexive understanding for a symbolic violence that underwrites both critical incidents and exclusion. The discovery unlocks the possibility of systemic inclusion based on a consciously controlled reflexive understanding suggested by these findings.

`This is an important book that needs to be read by anyone doing research in this area' - British Educational Research Journal `Articulating with Difficulty is an excellent collection and comes highly recommended. It follows Peter Clough and Len Barton's earlier and controversial collection, Making Difficulties (1995), and draws on a wide range of perspectives in disability, inclusive education and Special Education Needs (SEN) research to tease out key issues on "voice".... All contributors share a willingness to engage seriously with challenges thrown down by disabled academics and activists; that they do from different standpoints is another strength of this collection' - Disability & Society This volume addresses the issue of `voice' in special education research; the voices of the researchers as well as those of the `researched', and the ways in which research mediates identities. It follows on from the well-known and controversial Making Difficulties, also edited by Peter Clough and Len Barton. The contributors address, among other things: the question of overt and subtle power relations within the research context; the issues of `voice' in emancipatory research; and the view that a more democratic approach to research is made difficult because of the individualized, competitive work culture of higher education and research production.

The release of a report by the Modern Language Association, "Foreign Languages and Higher Education: New Structures for a Changed World," focused renewed attention on college foreign language instruction at the introductory level. Frequently, the report finds, these beginning courses are taught by part-time and untenured instructors, many of whom remain on the fringes of the department, with little access to ongoing support, pedagogical training, or faculty development. When students with sensory, cognitive or physical disabilities are introduced to this environment, the results can be frustrating for both the student (who may benefit from specific instructional strategies or accommodations) and the instructor (who may be ill-equipped to provide inclusive instruction). Soon after the MLA report was published, the American Council on the Teaching of Foreign Languages issued "Diversity and Inclusion in Language Programs," a position statement highlighting the value of inclusive classrooms that support diverse perspectives and learning needs. That statement specifies that all students, regardless of background, should have ample access to language instruction. Meanwhile, in the wake of these two publications, the number of college students with disabilities continues to increase, as has the number of world language courses taught by graduate teaching assistants and contingent faculty. Disability and World Language Learning begins at the intersection of these two growing concerns: for the diverse learner and for the world language instructor. Devoted to practical classroom strategies based on Universal Design for Instruction, it serves as a timely and valuable resource for all college instructors-adjunct faculty, long-time instructors, and graduate assistants alike-confronting a changing and diversifying world language classroom.

The mental health of teachers in school is just as important as the well-being of the pupils they support. Recent research reveals some alarming statistics, including that 74% of teachers are unable to relax and have a poor work-life balance. This book examines a range of relevant issues including workload, managing behaviour, developing resilience and managing professional relationships in order to address some of these concerns and provide comprehensive guidance and workable, evidence-informed strategies to support all those teaching in schools and colleges.

This volume addresses the most current perspectives and issues related to learning disabilities and is written by leaders in the field of learning disabilities. The layout of the book and ordering of chapters will allow readers to follow learning disabilities in a very logical and thoughtful process from legal issues, identification, and assessment, to effective practices and response to intervention finally ending with practical issues of inclusion, working with families, and teacher preparation. Chapters can be read in order or independently which will allow readers considerable versatility. Chapters in the book include: Legal Issues and Learning Disabilities; Themes and Dimensions of Learning Disabilities; Identification and Assessment of Students with LD; Placement of Students with Learning Disabilities; Culturally and Linguistically Diverse Students who have Learning Disabilities; Prevention Strategies for At-Risk Students with Learning Disabilities; ELL Students and Learning Disabilities; Differentiating Instruction and Students with Learning Disabilities; Interventions for CLD Learners with Learning Disabilities; Positive Behavior Supports and Students with Learning Disabilities.

We all make decisions every day, but are you aware of the process you use to make a decision? This essential practical guide for education and associated professionals, using education-focused case studies throughout to illustrate key points, explains the mechanics of decision-making, introducing the associated language and concepts. It presents both a practical decision-making framework based in the Mental Capacity Act decision-making process, and a decision-making syllabus, from which education professionals can create their own curriculum. Being able to make decisions is an important life skill, which can have a positive impact on well-being. However, many children and young people with SEN will need direct teaching and guidance to develop this ability, from the earliest age. The book explores the types of important decisions children and young people may need to make in relation to their education, with particular focus on choosing a new educational placement, providing practical guidance about how education professionals can support young people to make this decision. There is reference throughout the book as to the ways in which practitioners can work in partnership with parents to support and develop children and young people's decision-making ability. Appendices provide completed decision-making frameworks and associated guidance.

Learning Re-enabled is designed to help therapists, teachers, and parents understand the learning disabled child. The author, through extensive professional experience and a special devotion to learning disabled children, developed this book to be a resource for professionals and parents as they sort out the best possible learning plan for the child who learns differently. This book takes the approach that no two children are the same and that one needs to decipher both the child's overt and covert behaviors to make informed choices about appropriate learning strategies. Explanations of learning disabilities are in "plain English" that is easy to understand for the parent, therapist, and teacher. The Individual Educational Plan meeting guidelines help parents and teachers take information from book and apply it directly to the child. Dispels the myth that every child needs the same therapy and explains how to find the correct approach specific to each child. The glossary of terms is functionally based and can be taught by professionals, or used by parents. Before and after samples of handwriting from learning disabled children present a clear look at the obstacles and successes of learning disabled children Explains the laws that impact getting public and private services and helps parents and teachers understand the subtleties of the laws that impact their children/students. Shows occupational therapy in action so parents and their children can "see" what they will be doing. Helps parents and professionals interpret behaviors of children with learning disabilities and gives them unique insight into what the child may be feeling. Through graphs and text, parents and professionals can "see" the process of learning, helping them to understand the neurology behind a learning disability. Provides a graph of how occupational therapy helps learning and interfaces with the academic setting. An extensive resource list gives parents and professionals quick access to reputable resources. The text has been reformatted to make the information more reader friendly. The glossary has been redesigned and expanded so each term is accompanied by an example. A homework survival kit has been included for parents to use with their children at home. Updated with current information on the IDEA, which was recertified in 2003.

The Essentials of Special Education Law is a valuable contribution to special education teacher preparation programs and professionals in the field. Written with undergraduates in mind, this accessible book is an ideal textbook supplement to any university course needing a greater emphasis on special education law. For professionals in the field, The Essentials of Special Education Law, can serve as a go-to-guide for quick reference to the historical underpinnings of special education, the six pillars of IDEA, essential court cases that have propelled the field of special education to where it is today, practical application tips to ensure legal compliance, and additional resources for further consideration. Special education law is often reported by university faculty and professionals in the field as an overlooked topic, despite its fundamental importance. Each chapter in The Essentials of Special Education Law is presented in a structured format to answer essential questions about special education law. By the end of this book, readers will be able to answer questions such as: How do the three branches of government influence special education? What key court cases propelled special education? What is the progression of federal involvement in the education of students with disabilities? What is a nondiscriminatory evaluation? How do you ensure a free and appropriate education? How do you develop a legally compliant individualized education plan? What is meant by the least restrictive environment? The first section of The Essentials of Special Education covers the role of government in establishing and defining special education. Seminal court cases and legislative initiatives that have shaped the field of special education are explored to provide historical context for understanding special education today. The second section examines each of the six pillars of the Individual with Disabilities Education Act. Key court cases that have influenced each pillar are presented along with practical tips for legally compliant implementation. The third section covers important topics such as discipline, confidentiality, and transition services. Key terminology are highlighted after each chapter along with additional questions to foster in-depth classroom discussions. The Essentials of Special Education Law is a must-have book for those who understand the significance of special education law yet feel overwhelmed by the jargon and ever-changing nature of the law. The Essentials of Special Education Law cuts through the complexity of legislation and is a clear and concise resource for understanding the essentials of special education law.

'Having used Dr. Rooney's learning strategies for many years, I can affirm their high-yield effectiveness. Best of all, students enjoy this 'take charge' approach to their own learning' - Rebecca H. Aldred, Reading Consultant and Private Tutor Ivy Creek School, Charlottesville, VA 'A gate barring success often needs but the right key. This book provides the keys to unlock the knowledge of how to learn for those who have always possessed the ability to learn' - G. Emerson Dickman, Immediate Past President, The International Dyslexia Association Knowing how to learn and study is an important part of the learning process and can make the difference between failure and success in school. This book offers specific techniques that are research-proven to result in significantly improved classroom grades for all struggling students, including those with attention problems, learning disabilities, and underachievement issues. Strategies for Learning offers both general and special education secondary teachers a collection of field-tested learning strategies to help struggling students improve cross-curricular skills in areas that include vocabulary, reading, spelling, writing, mathematics, word problems, grammar, foreign language, note taking, time management, and organization. Karen Rooney, Ph.D., draws on more than 25 years of practice to provide concrete, user-friendly strategies that help teachers to: - Engage students in the learning process - Teach a set of skills that are effective for all content areas - Improve motivation, increase comprehension, and foster confidence - Offer intense, explicit, and reiterative systems to help students "learn how to learn" - Work with whole classes or individuals Without the need for time-intensive lesson planning, these strategies can be implemented immediately to help struggling students become independent, motivated, lifelong learners.

Through an anlysis of the educational systems of Europe, North America and Australia, the author concludes that social justice is fundamental to a good education.
Connell's thinking is firmly rooted in the experience of the classroom: if the school system deals unjustly with some of its pupils, the quality of education for all is degraded. He calls for "curricular justice" rooted in a democratic framework, capable of opening the perspectives of the least advantaged, and thereby moving toward the creation of a more equalitarian society.
"Schools and Social Justice" is a passionate call for the equal provision of education.
An "Our Schools/Our Selves" book.

If you want to know how to carry out your duties as a SENCO effectively, then this is the book for you! This straightforward and practical guide will give you confidence in the development and improvement of SEND provision in your school, so that you can survive, thrive and flourish in your role. Throughout the book you will find a number of helpful features, tools and resources, either for your own use or for use in professional development with other staff, including: * reflective activities to help you evaluate SEND policy and practice in your school * activities for discussion with other staff members in your school or college * checklists of effective inclusion practices as tools for 'learning walks' or staff professional development * audit tools to help you assess the quality of your school's SEND provision * examples of completed policy documents * observation tools for class groups and individual students * templates for assessing difficult behaviour and planning for improvement Whether you are new and in training or a more experienced SENCO, this is an essential resource that helps you get to grips with the role of the SENCO in line with the latest statutory guidance. It is particularly suitable for students and providers of the National Award for SEN Co-ordination as the book comprehensively covers the learning outcomes for the Award.

How much thinking have you done about gender? What does it feel like to be gay, trans or non-binary at school? How unbiased, safe and inclusive are our teachers, our schools and our systems, and what can we do about it? The time is ripe for a re-think, and the issues are pressing. Our pupils are grappling with challenges around gender and sexuality, and they need our well-informed support. Providing evidence, prompts and the space to explore the implications, restrictions and constructs of gender, this book is here to help every teacher reflect on issues around gender roles and expectations in their class. In this challenging and potent book, experts, academics and campaigners join forces to contribute important perspectives to complement Rycroft-Smith's own accessible and often provocative explanations of many facets of gender and sexuality, including media, literature, toys, clothing, sexism, expectations, sexuality, gender roles, harassment and consent. Humour and anecdotes are thoughtfully intertwined with fascinating insights into biological and cultural perspectives and societal norms, highlighting why it's so vital to teach pupils about gender issues, as well as modelling consent, good quality relationships and tolerance to children at all ages and stages of their school career. Providing clear, practical policy recommendations in an accessible and engaging way, The Equal Classroom is an essential read for any teacher or education professional who wants to ensure their school is a place where all pupils feel truly welcome and able to flourish, comfortable and safe in their emerging identities.

This exciting new book integrates the explicit teaching practices that have proven effective for students with disabilities with the NCTM math standards that dominant current mathematics practices in the United States. In Part 1 of the book, teachers learn the fundamentals of mathematics assessment and instructional design for conceptual, declarative knowledge, procedural, and problem-solving lessons. In Part 2, the detailed scope and sequence charts, along with instructional guidelines keyed to the objectives, provide teachers with specific guidelines for assessment and design. The curriculum-based assessment chapter (Ch. 2) helps teachers group students for instruction, place in curriculum, monitor performance, and make data based decisions. Content coverage of all five NCTM content standards provides teachers the support needed to access the general education curriculum and help their students meet annual yearly progress expectations (Chapters 7 - 15). Detailed scope and sequence charts provide a valuable resource for assessing, planning,and designing instruction (Chapters 7-15). Instructional design discussion includes four domains: concepts, declarative knowledge, problem solving, and procedural knowledge. When teachers understand the function of the instruction, their effectiveness and efficiency are enhanced (Chapters 3-15). Integration of explicit teaching practices with NCTM approach helps teachers maintain practices that work for students with diverse needs while integrating reformed-based mathematics practices (in Chapters 1, 7-15). Detailed guidelines, including scripted lessons, on HOW to design and deliver effective instruction. These sample lessons illustrate how to apply the explicit teaching sequence to various content areas and provide examples for preservice and inservice teachers to use when developing their own lessons.