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This is an accessible guide for all trainees and teachers,
providing practical, evidence-informed ways to support
neurodivergent learners that will also benefit all pupils. It takes
a close look at the theory around autism, including procedural
/semantic memory, executive functioning, expressive/receptive
language, sensory integration, behaviour as communication, and the
importance of emotional literacy, co-regulation and resilience. It
then delivers plenty of practical advice and suggestions to
incorporate these ideas into day-to-day teaching, presenting high
quality strategies to promote positive relationships and maximise
teaching and learning outcomes. The book moves away from labels and
encourages good inclusion practice to address the full range of
needs in both mainstream primary and secondary classrooms.
Inside the 'Inclusive' Childhood Classroom: The Power of the
'Normal' offers a critique of current practices and alternative
view of inclusion. The rich data created inside three classrooms
will challenge those who work in the field, as the children and
their performances, previously overlooked, are foreground. Although
at times confronting, it is ultimately invaluable reading for
classroom teachers, students, academics, and researchers as well as
anyone who desires to deepen their understanding of inclusive
processes. The inclusion of children with diagnosed special needs
in mainstream early childhood classrooms is a policy and practice
that has gained universal support in recent decades. Exploring ways
to include the diagnosed child has been of interest to inclusive
research. Adopting a poststructural perspective, this book
interrupts taken for granted assumptions about inclusive processes
in the classroom. Attention is drawn to the role played by the
undiagnosed children, those positioned as already included.
Researching among children, this ethnography interrogates the
production of the classroom 'normal'. As the children negotiate
difference, the operations of the 'normal' are made visible in
their words and actions. In their encounters with the diagnosed
Other, they take up practices of tolerance and silence, effecting
fear, separation, and a desire to cure. These performances echo
practices, presumed abandoned, from centuries past. As a way
forward this book urges a rethink of practice-as-usual, as these
effects are problematic for inclusion and not sustainable. A
greater scrutiny of the 'normal' is needed, as the power it
exercises, impacts on all children and how they become subjects in
the classroom.
Inside the 'Inclusive' Childhood Classroom: The Power of the
'Normal' offers a critique of current practices and alternative
view of inclusion. The rich data created inside three classrooms
will challenge those who work in the field, as the children and
their performances, previously overlooked, are foreground. Although
at times confronting, it is ultimately invaluable reading for
classroom teachers, students, academics, and researchers as well as
anyone who desires to deepen their understanding of inclusive
processes. The inclusion of children with diagnosed special needs
in mainstream early childhood classrooms is a policy and practice
that has gained universal support in recent decades. Exploring ways
to include the diagnosed child has been of interest to inclusive
research. Adopting a poststructural perspective, this book
interrupts taken for granted assumptions about inclusive processes
in the classroom. Attention is drawn to the role played by the
undiagnosed children, those positioned as already included.
Researching among children, this ethnography interrogates the
production of the classroom 'normal'. As the children negotiate
difference, the operations of the 'normal' are made visible in
their words and actions. In their encounters with the diagnosed
Other, they take up practices of tolerance and silence, effecting
fear, separation, and a desire to cure. These performances echo
practices, presumed abandoned, from centuries past. As a way
forward this book urges a rethink of practice-as-usual, as these
effects are problematic for inclusion and not sustainable. A
greater scrutiny of the 'normal' is needed, as the power it
exercises, impacts on all children and how they become subjects in
the classroom.
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