|
Showing 1 - 20 of
20 matches in All Departments
Inclusive Education at the Crossroads explores the short and
long-term effectiveness of government plans to reform policy for
special needs education, confronting difficult questions on
policies about inclusion and suggesting alternative ways forward
for achieving more effective education of children with special
educational needs and disabilities (SEND). Inclusion has been a
central concern for education systems globally for over three
decades. However, has preoccupation with inclusion been at the
expense of effective education for children with SEND? Where do
policies for inclusion lead, and do they amount to the special
education reform that is needed? What do the worldwide experiences
of inclusion and special education reveal about how to improve the
quality of education systems for all children in the future? How
effective is the provision for children with SEND today? Through
this informative and topical book, Gordon-Gould and Hornby shine an
interrogating spotlight on current provision for SEND and ask if
current legislation and policy inadvertently reinforce problems; if
they cause many children with SEND to fall short of their
potential, as well as preventing many schools from improving their
levels of overall academic attainment. Inclusive Education at the
Crossroads provides theory and research for teachers, school
leaders, governors, policy makers, researchers, parents, post
graduate students and anyone seeking practical solutions to meeting
the needs of pupils with SEND in any global context. It will
encourage open debate about the essence of educational inclusion in
order to stimulate creative thinking among all stakeholders.
As the government strives for a more inclusive education policy,
more and more teachers find themselves in the frontline when
dealing with children with mental health problems. Many have not
had training in such matters and so feel unprepared and uncertain
when faced with difficult situations. The Mental Health Handbook
for Schools provides valuable information on a comprehensive range
of mental health problems with which teachers are often confronted.
Drawing on up-to-date research and practice in these areas the book
considers what schools can do, within the special needs framework,
to help pupils with these problems. It usefully reflects on the
role of the mental health services in relation to schools and how
schools can adopt a whole-school preventative approach to mental
health problems. The authors address an extensive range of mental
health problems including Attention Deficit/Hyperactivity Disorder,
eating disorders, substance abuse, obsessive-compulsive disorders
and schizophrenia. They also cover situations that can often lead
to the development of mental health problems including bullying,
divorce and marital conflict, bereavement and physical, sexual and
emotional abuse.
In September 1994, the Code of Practice on the Identification and
Assessment of Special Educational Needs was enforced, and with it a
major increase in the expectations placed on teachers in mainstream
schools, in particular on the SEN co-ordinators. This handbook
dicusses the implications this will have for schools and gives
practical guidance on how to implement the code effectively.
Throughout, the book provides: further information, expanding upon
that given in the Code; examples; ideas for dealing with SEN in
schools; checklists; and proformas for photocopying and direct use
in schools. The book begins by explaining and expanding on the Code
of Practice, setting it in the context of recent developments
including the Education Reform Act and OFSTED criteria for
evaluating policy and provision for children in SEN. It then goes
on to provide guidelines for implementing the Code of Practice at
each of the five stages which it specifies and discusses issues
which are raised by this. Specific chapters cover: identifying and
assessing SEN within the school; liaison with outside specialists;
statementing; and annual reviews.
Inclusive Education at the Crossroads explores the short and
long-term effectiveness of government plans to reform policy for
special needs education, confronting difficult questions on
policies about inclusion and suggesting alternative ways forward
for achieving more effective education of children with special
educational needs and disabilities (SEND). Inclusion has been a
central concern for education systems globally for over three
decades. However, has preoccupation with inclusion been at the
expense of effective education for children with SEND? Where do
policies for inclusion lead, and do they amount to the special
education reform that is needed? What do the worldwide experiences
of inclusion and special education reveal about how to improve the
quality of education systems for all children in the future? How
effective is the provision for children with SEND today? Through
this informative and topical book, Gordon-Gould and Hornby shine an
interrogating spotlight on current provision for SEND and ask if
current legislation and policy inadvertently reinforce problems; if
they cause many children with SEND to fall short of their
potential, as well as preventing many schools from improving their
levels of overall academic attainment. Inclusive Education at the
Crossroads provides theory and research for teachers, school
leaders, governors, policy makers, researchers, parents, post
graduate students and anyone seeking practical solutions to meeting
the needs of pupils with SEND in any global context. It will
encourage open debate about the essence of educational inclusion in
order to stimulate creative thinking among all stakeholders.
First published in 1997. This book provides practitioners in the
field of special education with the information they need to decide
whether controversial diagnoses and treatments in this field are
valid. The aim of this book is to review the literature on each
topic and comment on the current state of the art of each in a way
which is accessible to teachers, other professionals and parents.
The book is of relevance to all teachers and other professionals
who are concerned with the education of children with SEN,
including teachers in mainstream and special schools.
First Published in 2001. Routledge is an imprint of Taylor &
Francis, an informa company.
How can teachers support children with emotional or social
difficulties? Counselling Pupils in Schools is a comprehensive
guide to the effective use of counselling in schools. It provides
practical guidance for teachers and those responsible for pastoral
care on how to develop counselling skills and intervention
strategies. The book combines theory and research with practical
classroom strategies designed to focus on the social and emotional
development of students and their teachers. Topics covered include:
* a model for counselling in school * skills and intervening
strategies for teachers * cross-cultural and sensitive issues *
peer counselling and support * empowering pupils and parents *
classroom-based activities The ethics of teacher-student
relationships are also discussed and teachers are provided with
ideas for collaboration and managing their own stress in order to
be more effective in counselling and guidance. This book is
relevant to all professionals who work with young people: Teachers,
PSHE co-ordinators, SENCos, Education Welfare Officers and
Educational Psychologists will find it particularly useful.
Dieses Buch befasst sich mit evidenzbasierten Praktiken, die einen
effektiven Unterricht ermöglichen, um einen optimalen
Bildungserfolg für Schüler zu gewährleisten. Es identifiziert
Schlüsselstrategien, die auf umfangreichen Forschungsergebnissen
basieren, welche ihre Wirksamkeit bei der Verbesserung der
Schülerergebnisse bestätigen. Das Buch bietet Lehrkräften einen
Leitfaden zur Unterscheidung zwischen Strategien, die
evidenzbasiert sind, und solchen, für die es nur wenige oder gar
keine Belege gibt. Es beschreibt gängige Unterrichtsstrategien,
die häufig in Schulen eingesetzt werden, obwohl ihre Wirksamkeit
kaum belegt ist. Darüber hinaus werden in dem Buch acht wichtige
evidenzbasierte Unterrichtspraktiken genannt, die von den
Lehrkräften direkt umgesetzt werden können, die theoretischen und
forschungsbasierten Grundlagen für jede dieser Strategien
erläutert, und es werden Leitlinien für Sonder- und
allgemeinbildende Lehrkräfte gegeben, wie sie diese Strategien am
effektivsten anwenden können, mit Links zu Videobeispielen für
ihre Anwendung im Unterricht. Der Text untersucht auch häufige
Hindernisse für den Einsatz evidenzbasierter Praktiken in Schulen.
Es werden die Auswirkungen auf die Lehrerausbildung untersucht,
wobei der Schwerpunkt auf der Ausbildung von Pädagogen liegt,
damit sie evidenzbasierte Strategien erkennen und effektiv umsetzen
können, wobei diejenigen vermieden werden, die nicht
evidenzbasiert sind, selbst wenn sie in den Schulen beliebt sind.
„Evidenzbasierte Lehrstrategien“ ist ein unverzichtbares
Nachschlagewerk für Forscher, Fachleute und Studenten der
pädagogischen Psychologie, der Kinder- und Schulpsychologie und
der Sozialarbeit, die daran interessiert sind, wirksame
Lehrmethoden kennenzulernen und umzusetzen, die das Engagement der
Schüler und ihre schulischen Leistungen verbessern, das
sozial-emotionale Lernen stärken und die Schulabbrecherquote
senken.
This updated edition provides practical assistance to teachers and
student teachers working with children with special educational
needs in mainstream schools. It offers strategies for effective
classroom organization and management in an easily accessible
format.
First published in 1997. This book provides practitioners in the
field of special education with the information they need to decide
whether controversial diagnoses and treatments in this field are
valid. The aim of this book is to review the literature on each
topic and comment on the current state of the art of each in a way
which is accessible to teachers, other professionals and parents.
The book is of relevance to all teachers and other professionals
who are concerned with the education of children with SEN,
including teachers in mainstream and special schools.
In September 1994, the Code of Practice on the Identification and
Assessment of Special Educational Needs came into force, and with
it a major increase in the expectations placed on teachers in
mainstream schools, in particular on the SEN coordinators. This
handbook discusses the implications for schools and gives practical
guidance on how to implement the code effectively. Throughout, the
book provides: Further information, expanding upon that given in
the Code Examples Ideas for dealing with SEN in schools Checklists
Proformas for photocopying and direct use in schools The book
begins by explaining and expanding on the Code of Practice, setting
it in the context of recent developments including the Education
Reform Act and OFSTED criteria for evaluating policy and provision
for children in SEN. It then goes on to provide guidelines for
implementing the Code of Practice at each of the five stages which
it specifies and discusses issues which are raised by this.
Specific chapters cover: Identifying and assessing SEN within the
school Liaison with outside specialists Statementing Annual reviews
Knowledge needed by classroom teachers of children with SEN
Implications and issues at different stages of the education system
Parental involvement Future challenges The book will be of
particular interest to special needs coordinators, but will also be
of value to anyone else working with children with SEN, including
class teachers, heads, advisers, governors, educational
psychologists and education welfare officers.
As the government strives for a more inclusive education policy, more and more teachers find themselves in the frontline when dealing with children with mental health problems. Many have not had training in such matters and so feel unprepared and uncertain when faced with difficult situations. The Mental Health Handbook for Schools provides valuable information on a comprehensive range of mental health problems with which teachers are often confronted. Drawing on up-to-date research and practice in these areas the book considers what schools can do, within the special needs framework, to help pupils with these problems. It usefully reflects on the role of the mental health services in relation to schools and how schools can adopt a whole-school preventative approach to mental health problems. The authors address an extensive range of mental health problems including Attention Deficit/Hyperactivity Disorder, eating disorders, substance abuse, obsessive-compulsive disorders and schizophrenia. They also cover situations that can often lead to the development of mental health problems including bullying, divorce and marital conflict, bereavement and physical, sexual and emotional abuse.
Much has been written about special education and about inclusive
education, but there have been few attempts to pull these two
concepts and approaches together. This book does just that: sets
special education within the context of inclusive education. It
posits that to include, effectively, all children with special
educational needs in schools requires an integration of both
concepts, approaches, and techniques. It has never been more timely
to publish a book that helps professionals who work with schools,
such as psychologists, special education professionals, and
counselors, to identify effective practices for children with
special needs and provide guidelines for implementing these in
inclusive schools.
Parental participation has long been recognized as a positive
factor in children's education. Research consistently shows that
parents' contributions to their children's education lead to
improvements in their academic and behavioral outcomes, from
elementary through middle and secondary school. Recognizing the
critical role of school psychologists in this equation, Parental
Involvement in Childhood Education clearly sets out an
evidence-based rationale and blueprint for building parental
involvement and faculty awareness. The author's starting point is
the gap between the ideals found in the literature and the reality
of parental involvement in schools. An ecological analysis
identifies professional, institutional, and societal factors that
keep schools and parents distant. Methods for evaluating parental
involvement are detailed, as is a model for developing and
maintaining strong parental relationships at the instructor,
school, and education system level, with an emphasis on flexible
communication and greater understanding of parents' needs. This
empirically sound coverage offers readers: A detailed understanding
of obstacles to parental involvement. An evidence-based model for
parental participation. A three-nation study of parental
involvement practices in schools. Guidelines for implementing
parental involvement activities and initiatives. A review of
effective communication strategies with parents. Analysis of key
interpersonal skills for effective work with parents. Parental
Involvement in Childhood Education is essential reading for
practitioners and researchers in school psychology and counseling,
social work, and educational psychology, whether they work directly
with schools or in providing training for teachers and other
professionals who work with children and their parents.
This book examines evidence-based practices that facilitate
effective teaching to ensure optimum educational achievement for
school-age students. It identifies key strategies with extensive
research evidence that confirms their effectiveness in improving
student outcomes. The book offers guidelines for teachers to use in
distinguishing between strategies that are evidence-based and those
with little or no supporting evidence. It describes common
instructional strategies often found in schools despite having
little evidence to support their effectiveness. In addition, the
book identifies eight key evidence-based teaching practices that
can be directly implemented by classroom teachers, reviews the
theoretical and research base of each of these strategies, and
provides guidelines for special and general education teachers on
how to apply them most effectively, with links to video examples of
their use in classrooms. The text also examines common barriers to
the use of evidence-based practices in schools. It explores
implications for teacher education, focusing on training educators
to identify and implement evidence-based strategies effectively,
avoiding those lacking evidence, even if they are popular in
schools. Essential Evidence-Based Teaching Strategies is a
must-have resource for researchers, professionals, and graduate
students in educational psychology, child and school psychology,
and social work who are interested in learning about and
implementing effective teaching methods that improve student
engagement and academic achievement, strengthen social-emotional
learning, and reduce school dropout rates.
How can teachers support children with emotional or social difficulties? Counselling Pupils in Schools is a comprehensive guide to the effective use of counselling in schools. It provides practical guidance for teachers and those responsible for pastoral care on how to develop counselling skills and intervention strategies. The book combines theory and research with practical classroom strategies designed to focus on the social and emotional development of students and their teachers. Topics covered include: * a model for counselling in school * skills and intervening strategies for teachers * cross-cultural and sensitive issues * peer counselling and parents * empowering pupils and parents * classroom-based activities The ethics of teacher-student relationships are also discussed and teachers are provided with ideas for collaboration and managing their own stress in order to be more effective in counselling and guidance. This book is relevant to all professionals who work with young people: Teachers, PSHE co-ordinators, SENCos, Education Welfare Officers and Educational Psychologists will find it particularly useful. eBook available with sample pages: 0203182774
This book examines evidence-based practices that facilitate
effective teaching to ensure optimum educational achievement for
school-age students. It identifies key strategies with extensive
research evidence that confirms their effectiveness in improving
student outcomes. The book offers guidelines for teachers to use in
distinguishing between strategies that are evidence-based and those
with little or no supporting evidence. It describes common
instructional strategies often found in schools despite having
little evidence to support their effectiveness. In addition, the
book identifies eight key evidence-based teaching practices that
can be directly implemented by classroom teachers, reviews the
theoretical and research base of each of these strategies, and
provides guidelines for special and general education teachers on
how to apply them most effectively, with links to video examples of
their use in classrooms. The text also examines common barriers to
the use of evidence-based practices in schools. It explores
implications for teacher education, focusing on training educators
to identify and implement evidence-based strategies effectively,
avoiding those lacking evidence, even if they are popular in
schools. Â Essential Evidence-Based Teaching Strategies is a
must-have resource for researchers, professionals, and graduate
students in educational psychology, child and school psychology,
and social work who are interested in learning about and
implementing effective teaching methods that improve student
engagement and academic achievement, strengthen social-emotional
learning, and reduce school dropout rates.
Much has been written about special education and about inclusive
education, but there have been few attempts to pull these two
concepts and approaches together. This book does just that: sets
special education within the context of inclusive education. It
posits that to include, effectively, all children with special
educational needs in schools requires an integration of both
concepts, approaches, and techniques. It has never been more timely
to publish a book that helps professionals who work with schools,
such as psychologists, special education professionals, and
counselors, to identify effective practices for children with
special needs and provide guidelines for implementing these in
inclusive schools.
It is acknowledged that effective schools involve parents
effectively. This study describes how schools can achieve this aim,
and how to increase standards of achievement. It covers the field
from nursery to secondary schools, and is aimed at teachers,
governors, welfare workers, advisers and PTAs.
|
|