This guide to inclusive practice covers contemporary policy issues, perspectives from practice and specialist guidance from across a wide range of common syndromes. Bringing together the important combination of theory, knowledge and practice, each chapter is written by experts from fields within Special and Additional Educational Needs.
This third edition includes new chapters on:
- The current context of SEN current context: in research and practice
- Speech, language and communication
- The role and use of technology in supporting learners with SEND
- Pathological/Extreme Demand Avoidance (PDA/EDA)
- Working together
- Children and Young People's Perspectives
Providing a solid foundation for understanding and supporting learners with additional needs, this comprehensive text is ideal for students, teachers or practitioners.
Lindsay Peer CBE is an educational and chartered psychologist, international speaker and author.
Gavin Reid is an international consultant and psychologist, with consultancies in Canada, the UK, Europe, the Middle East, Asia and Australasia.
weitere Ausgaben werden ermittelt
Dr Lindsay Peer CBE, Educational & Chartered Psychologist, International Speaker, Author & Expert Witness, Lindsay is widely recognised as an expert in the range of specific learning difficulties, SEN & mainstream education. In 2002 she was appointed CBE for services to Education & Dyslexia. In 2011 she was awarded the Outstanding Lifetime Academic Achievement Award by the British Dyslexia Association (BDA). She is Patron of GroOops, a charity dedicated to creating an emotionally healthy dyslexia aware world. She has lectured extensively as keynote speaker internationally since the late 1980s & advises governments, trade unions, policy makers, lawyers, adults, schools, psychologists, therapists & parents.
She is an Associate Fellow & Chartered Scientist of the British Psychological Society & a Fellow of both the International Academy of Research in Learning Disabilities & the Royal Society of Arts. She is a member of the Association of Child Psychologists in Private Practice & of the Association for Child & Adolescent Mental Health (ACAMH). She is registered to practice with the Health and Care Professions Council (HCPC). She has been a keynote speaker in the UK, USA, India, Sweden, Belgium, Finland, Israel, Iceland, Norway, Italy, Spain, Majorca, Greece, South Africa, Botswana, Swaziland, Cyprus, the Czech Republic and Holland.
She held the posts of Education Director & Deputy CEO of the BDA until 2003. She has many years' experience as a teacher, teacher trainer & SENCo. She has published a considerable body of material both theoretical & practical & published the first ground-breaking book linking 'Glue Ear' with Dyslexia. She assesses children, students and adults facing challenges in learning. Her email is: firstname.lastname@example.org and website: www.peergordonassociates.co.uk.
Dr. Gavin Reid is an international consultant and psychologist with consultancies in Canada, UK, Europe, Middle East, Asia and Australasia. He was visiting professor at the University of British Columbia in Vancouver, Canada in the Department of Education and Counseling Psychology and Special Education in 2007 and 2010.
He is an ambassador for the Helen Arkell Dyslexia Centre in the UK and is also a consultant for the Child Enrichment Medical Centre in Dubai, the Centre for Child Evaluation and Teaching (CCET) in Kuwait and for the Institute of Child Education and Psychology Europe (ICEPE).
He is also currently a consultant to the Open University in the UK and co-founder and director of the Red Rose School for children with specific learning difficulties in St. Annes on Sea, Lancashire, UK. He is a visiting educational psychologist to organizations and schools in Switzerland, the UK, Middle East, Asia and Egypt.
He was formerly senior lecturer in the Department of Educational Studies (formally dept. of Special Education), Moray House School of Education, University of Edinburgh from 1991-2007. He has written twenty eight books on learning, motivation and dyslexia and lectured to thousands of professionals and parents in 75 countries. He has also had books published in Polish, Italian, Arabic, Hebrew, French, Chinese and Slovak. He is an experienced teacher with over 10 years experience in the classroom and has held external examiner appointments at 18 universities worldwide for Ph.D and masters courses.
His e mail is email@example.com and website www.drgavinreid.com
Chapter 1: Introduction - Gavin Reid & Lindsay Peer
Part I: Policy, Practice and Provision
Chapter 2: Special and additional support needs in England and Scotland: current dilemmas and solutions - Sheila Riddell, Elisabet Weedon & Neville Harris
Chapter 3: SEN: current context: research and practice - Janice Wearmouth
Chapter 4: Inclusion and special educational needs: a dialogic inquiry into controversial issues - Artemi Sakellariadis
Chapter 5: The potential impact and influence of the social model of disability - Charles Weedon
Part II: Perspectives from Practice
Chapter 6: Speech, language and communication - Juanita Hurley and Sally Moore
Chapter 7: Auditory Processing Disorder - Tony Sirimanna
Chapter 8: Developmental coordination disorder/ developmental dyspraxia in the context of education - Sally Scott-Roberts & Dr Catherine Purcell
Chapter 9: Vision and learning - John Stevenson
Chapter 10: Literacy: literacy and the training of professionals who teach and assess individuals with literacy difficulties - Margaret Crombie, Julian Brown & Una Lodge
Chapter 11: Mathematics learning difficulties and dyscalculia - Steve Chinn
Chapter 12: The role of technology in supporting young people with Additional and Special Needs - Aaron Smith
Chapter 13: Using technology to support learners with additional needs: practical information and advice - Adam Gordon
Part III: Syndromes and the Brain
Chapter 14: Students with Down syndrome in inclusive classrooms: using evidence-based practices - Iva Strnadová & David Evans
Chapter 15: Attention deficit hyperactivity disorder - Fin O'Regan
Chapter 16: Visual and cerebral impairment and mainstream education: beyond mere awareness raising - John Ravenscroft
Chapter 17: Students with hearing loss - Jill Duncan
Chapter 18: Pathological/Extreme Demand Avoidance (PDA/EDA) - Richard Soppitt
Chapter 19: Autism Spectrum Disorder (ASD): Identification, Intervention and Research - Jo-Ann Page
Part IV: Working Together
Chapter 20: Working together: a system working together to serve the child with Special Educational Needs? A critical look at current practice in Irish primary education - Fidelma Healy Eames & Annmarie Meehan
Chapter 21: Parents as partners - Jillian Zocher & Katie Nelson
Chapter 22: Children and Young People's Perspectives - Jennie Guise, Jenn Clark & Jo-Ann Page