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This volume presents a comprehensive overview of inclusion and
diversity in education across the globe. It examines how more
inclusive education systems can be built, and covers areas and
topics such as disability studies, sexual minorities, and
indigenous communities, marginalized communities among others. The
book presents perspectives of experienced and distinguished experts
and researchers on inclusive practices related to participation,
equity, and access from countries such as India, USA, Australia,
UK, Canada, South Africa, Japan, Pakistan, Rome, Hungary, Sweden,
and others. It discusses how spoken language, race, gender, and
religion contribute to inclusion and marginalization. The volume
also explores ideas on how schools and educational systems can
respond to diversity-related issues, and the lessons learnt about
how to improve capacity for further inclusion. Additionally, it
provides a holistic understanding of the classroom practices and
interventions adopted to handle problems of students with diverse
needs. This incisive and comprehensive volume will be of interest
to students, teachers and researchers of education, inclusion and
diversity, equity and access, disability studies, educational
psychology, social work, sociology, and anthropology. It will also
be useful for teacher educators of B.Ed. and B. El. Ed courses, and
anyone who is associated with or working in the field of diversity
and inclusion.
This indispensable book critically sets out the skills and
knowledge required by a specialist educator for students who
present with dyslexia. The British Dyslexia Association
Professional Criteria (BDA, 2012) provides an anchor throughout for
this book's content. Chapters are explicitly mapped to specific
professional criteria, offering the reader confidence that guidance
in Key Perspectives on Dyslexia is underpinned by this
internationally recognised professional framework. Key issues in
the education and care of those affected by dyslexia are critically
explained and explored in this publication, using both author's
years of specialist experience in this field. As established
scholars both authors also suggest how research can inform and
enrich how an educator responds to these issues. The content of
this book includes: Detailed case studies disclosing how dyslexia
presents in different individuals and which richly illuminate the
issues considered by each chapter A concise examination of reading
instruction in the context of typically-developing students and in
relation to those who present with dyslexia: this incorporates an
expert but accessible review of international policy and
educational practice, including influential findings from research
Detailed guidance on how to identify possible dyslexia and key
issues to consider in referral and assessment of those affected,
including associated models here such as Response to Intervention
(RTI) Consideration of intelligence and in how this figures in
relation to assessment for dyslexia, including the possible role of
intellectual disability (ID). Comprehensive evaluation of the role
of behaviour in relation to dyslexia, with guidance on how this can
be used to inform a programme of support for students with social,
emotional or behavioural difficulties (EBD/SEBD). Consideration of
how the professional role of a specialist educator might travel
across the English speaking world and also beyond in China or
India. Key Perspectives on Dyslexia is an essential text for
educators and will become a landmark guide for educational practice
and policy.
This volume presents a comprehensive overview of inclusion and
diversity in education across the globe. It examines how more
inclusive education systems can be built, and covers areas and
topics such as disability studies, sexual minorities, and
indigenous communities, marginalized communities among others. The
book presents perspectives of experienced and distinguished experts
and researchers on inclusive practices related to participation,
equity, and access from countries such as India, USA, Australia,
UK, Canada, South Africa, Japan, Pakistan, Rome, Hungary, Sweden,
and others. It discusses how spoken language, race, gender, and
religion contribute to inclusion and marginalization. The volume
also explores ideas on how schools and educational systems can
respond to diversity-related issues, and the lessons learnt about
how to improve capacity for further inclusion. Additionally, it
provides a holistic understanding of the classroom practices and
interventions adopted to handle problems of students with diverse
needs. This incisive and comprehensive volume will be of interest
to students, teachers and researchers of education, inclusion and
diversity, equity and access, disability studies, educational
psychology, social work, sociology, and anthropology. It will also
be useful for teacher educators of B.Ed. and B. El. Ed courses, and
anyone who is associated with or working in the field of diversity
and inclusion.
This indispensable book critically sets out the skills and
knowledge required by a specialist educator for students who
present with dyslexia. The British Dyslexia Association
Professional Criteria (BDA, 2012) provides an anchor throughout for
this book's content. Chapters are explicitly mapped to specific
professional criteria, offering the reader confidence that guidance
in Key Perspectives on Dyslexia is underpinned by this
internationally recognised professional framework. Key issues in
the education and care of those affected by dyslexia are critically
explained and explored in this publication, using both author's
years of specialist experience in this field. As established
scholars both authors also suggest how research can inform and
enrich how an educator responds to these issues. The content of
this book includes: Detailed case studies disclosing how dyslexia
presents in different individuals and which richly illuminate the
issues considered by each chapter A concise examination of reading
instruction in the context of typically-developing students and in
relation to those who present with dyslexia: this incorporates an
expert but accessible review of international policy and
educational practice, including influential findings from research
Detailed guidance on how to identify possible dyslexia and key
issues to consider in referral and assessment of those affected,
including associated models here such as Response to Intervention
(RTI) Consideration of intelligence and in how this figures in
relation to assessment for dyslexia, including the possible role of
intellectual disability (ID). Comprehensive evaluation of the role
of behaviour in relation to dyslexia, with guidance on how this can
be used to inform a programme of support for students with social,
emotional or behavioural difficulties (EBD/SEBD). Consideration of
how the professional role of a specialist educator might travel
across the English speaking world and also beyond in China or
India. Key Perspectives on Dyslexia is an essential text for
educators and will become a landmark guide for educational practice
and policy.
"This book presents a stimulating and up-to-date overview of the
context of education in SEN and suggests how educators can address
special needs most effectively by keeping in mind an image of the
development of the whole child. The editors have assembled an
impressive range of thought-provoking contributions to the ongoing
debate on the actual, the possible and the ideal responses that our
education system makes or could make to the needs of its most
vulnerable students." Tony Cline, Educational Psychology Group,
University College London, UK. "This book provides readers with a
fresh, often incisive approach to many perennial issues in
education. These include but are not limited to socio-political
agendas in inclusion, labelling, learners' self esteem and the
delicate balance between different specialists within school
systems that must be achieved in the best interest of the child
with or without special educational needs and disabilities.
Although written for a UK readership, the editors have ensured that
the content of most chapters transcends national and systems
boundaries with a healthy balance between psychological /
educational theory and its real world application in contexts that
may not be instantly responsive to the child's changing needs." Dr
Victor Martinelli, University of Malta, Malta. "This book provides
a welcome overview and commentary on current complex issues and
problems affecting all those with an interest in children and young
people with special educational needs. Ranging, as it does, from
matters surrounding individuals such as labelling, therapeutic work
and self-esteem to wider political, historical and socio- cultural
influences, it provides the reader with a challenging, informed and
critical set of perspectives. Its strength is the manner in which
it tackles complex issues, providing thought-provoking views for
those well versed in the world of special educational needs but
also ensuring clear, comprehensive background information for
novice readers of this topic. This book is an excellent compilation
of relevant contemporary pieces thoughtfully woven together by
highly skilled, well-placed editors." Jane Leadbetter, University
of Birmingham, UK. This thought-provoking and accessible book
provides an overview of key issues in the education of children
with Special Educational Needs and Disabilities. Written by highly
experienced practitioners and educationalists, the book explores a
range of approaches for working with this diverse group of learners
and invites you to consider your possible responses. The book
begins with an historical overview of Special Educational Needs and
Disabilities and a critical guide to current policy. The
contributors then expertly explore and summarise many of the
fascinating topics which arise in practice and scholarly research
in this area, including: Ethical and practical implications of
labelling children and young people with forms of special
educational needs or disabilityThe role of special schools,
particularly in light of enduring debates about
inclusion/exclusionWhat increased student participation, student
voice and other facets of a democratic classroom mean for students
with Special Educational Needs and Disabilities The contributions
psychology can make to developing and enriching educational
practice Understanding 'behaviour' in relation to children and
young people with Special Educational Needs and Disabilities Case
studies are used to illustrate these discussions and the book
includes suggested protocols for good practice throughout.
Throughout the book the reader is asked to reflect on the issues
presented and come to their own decisions about what represents
good practice in their setting.The journey concludes with a look at
a possible 'ideal' school or educational setting for children with
Special Educational Needs and Disabilities. Contemporary Issues in
Special Educational Needs is an invaluable guide for trainee and
qualified teachers, learning support staff, SENCO's, local
authority officers, educational consultants and educational
psychologists.
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