*Presents teaching and support strategies for educators to be responsive to their students’ unique learning needs, to deliver quality inclusive education in a sustainable way. *Outlines practical strategies to support each step of the responsive teaching process, an evidence-based, purposeful approach. *Delivers models for inclusive, sustainable teaching practice in an accessible format for practicing educators, school leaders and postgraduate students.

*Presents teaching and support strategies for educators to be responsive to their students’ unique learning needs, to deliver quality inclusive education in a sustainable way. *Outlines practical strategies to support each step of the responsive teaching process, an evidence-based, purposeful approach. *Delivers models for inclusive, sustainable teaching practice in an accessible format for practicing educators, school leaders and postgraduate students.

This book explores what learning intervention means in inclusive classroom settings. It provides educational professionals with the knowledge and skills they require to reflect on, and respond to students' individual learning needs, and enables them to choose, implement and evaluate evidence-based strategies for learning intervention. Taking an ecological perspective, and placing a capability framework at its core, the book considers how responsive teaching and educational casework combine to create intricate layers of learning intervention, and recommends tailored teaching and support strategies that can be used to address a wide variety of student learning needs. Learning intervention is thus understood in its broadest sense, and educational professionals are equipped with a range of interactive and adaptive strategies to support student learning. Chapters introduce and unpack numerous frameworks for practice, provide an extension to Response to Intervention models, and bring together key evidence-based ideas in an accessible format. Effective teaching in response to clearly defined learning needs is central to the achievement of all students. Learning Intervention will provide future and current educational professionals with the structures, knowledge, insight and skills they need to respond effectively to each and every student.

This book explores what learning intervention means in inclusive classroom settings. It provides educational professionals with the knowledge and skills they require to reflect on, and respond to students' individual learning needs, and enables them to choose, implement and evaluate evidence-based strategies for learning intervention. Taking an ecological perspective, and placing a capability framework at its core, the book considers how responsive teaching and educational casework combine to create intricate layers of learning intervention, and recommends tailored teaching and support strategies that can be used to address a wide variety of student learning needs. Learning intervention is thus understood in its broadest sense, and educational professionals are equipped with a range of interactive and adaptive strategies to support student learning. Chapters introduce and unpack numerous frameworks for practice, provide an extension to Response to Intervention models, and bring together key evidence-based ideas in an accessible format. Effective teaching in response to clearly defined learning needs is central to the achievement of all students. Learning Intervention will provide future and current educational professionals with the structures, knowledge, insight and skills they need to respond effectively to each and every student.

Sustainable Learning: Inclusive Practices for 21st Century Classrooms provides readers with the knowledge and skills to be confident and effective inclusive teachers. The authors show that these skills are essential to quality teaching - teaching that is evidence-based, purposeful, relevant and responsive to students' needs. The book employs three overarching frameworks to examine inclusive practices in education: equity (learning for all), values (learning that matters) and sustainability (learning that lasts). Chapter features include: * 'Think and do' exercises * Examples, case studies and vignettes * Tables, figures and diagrams to help readers visualise core ideas, theories and themes. It encourages teachers to see all students as developing learners and to consider the complexities and diversity of learning in the 21st century. In doing so, it canvasses topics such as a sustainable approach to inclusion, learning processes, teaching processes, differentiation, assessment to support teaching and learning, and life-long learning.

The ABCs of Learning Disabilities, Second Edition, discusses major research findings on learning disabilities in children, adolescents and adults in language, memory, social skills, self-regulation, reading, mathematics, and writing, with an additional chapter on assessment. This concise primer is intended for use as an undergraduate introductory text to the field. Written with an evenness of tone, breadth, and depth, the conveys an engaging style meant to encourage the beginning student to identify the big picture and to be interested in conceptual issues as well as research findings.
* Undergraduate level text
* 90% new material
* Concise introduction to field
* Covers current concepts like removing the IQ-performance discrepancy formula in diagnosing learning disabilities
* New chapter on self-regulation and learning disabilities
* Whole school approach to social skills intervention