What Really Works in Inclusive Education
Using Evidence-Based Teaching Strategies
4th Edition
Will be published approx. on 24. July 2026
Book
Paperback/Softback
472 pages
978-1-032-99315-7 (ISBN)
Description
This fully revised and updated fourth edition of the bestselling What Really Works in Inclusive Education focuses on more than 32 specific, evidence-based teaching strategies for addressing the needs of diverse learners. A significant revision with nine new chapters, this edition takes a whole-child approach to inclusive education. It is a book for all educators of all learners.
The strategies are based on high-quality research drawn from a range of countries and have a strong theoretical rationale, including inclusive education, neuroscience, ecology and a model of learning and teaching. The expert authors also consider behavioural challenges facing learners and how they can be interpreted in an evolutionary context. Key features include:
Teaching strategies grouped into four approaches to learning: behavioural, social, cognitive and mixed;
New chapters on diversities among learners, comprehensive mathematics programmes, music, exercise, dance, the natural environment and the future of education;
Expansion of topics including artificial intelligence, diet and exercise, and multi-tiered systems of support; and
An extended scope to include those with disabilities, and those from low socio-economic backgrounds, ethnic minorities and LGBTQ+ learners.
To assist readers, it includes examples of strategies being used in schools, recommended videos, suggested discussion topics and learning activities.
This essential text is ideal for classroom teachers, school leaders, teacher educators, educational psychologists, special needs coordinators, educational researchers and students in initial teacher education seeking practical, evidence-based resources for inclusive teaching.
The strategies are based on high-quality research drawn from a range of countries and have a strong theoretical rationale, including inclusive education, neuroscience, ecology and a model of learning and teaching. The expert authors also consider behavioural challenges facing learners and how they can be interpreted in an evolutionary context. Key features include:
Teaching strategies grouped into four approaches to learning: behavioural, social, cognitive and mixed;
New chapters on diversities among learners, comprehensive mathematics programmes, music, exercise, dance, the natural environment and the future of education;
Expansion of topics including artificial intelligence, diet and exercise, and multi-tiered systems of support; and
An extended scope to include those with disabilities, and those from low socio-economic backgrounds, ethnic minorities and LGBTQ+ learners.
To assist readers, it includes examples of strategies being used in schools, recommended videos, suggested discussion topics and learning activities.
This essential text is ideal for classroom teachers, school leaders, teacher educators, educational psychologists, special needs coordinators, educational researchers and students in initial teacher education seeking practical, evidence-based resources for inclusive teaching.
More details
Edition
4th edition
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
College/higher education
Undergraduate Core
Illustrations
6 s/w Photographien bzw. Rasterbilder, 8 s/w Zeichnungen, 1 s/w Tabelle, 14 s/w Abbildungen
1 Tables, black and white; 8 Line drawings, black and white; 6 Halftones, black and white; 14 Illustrations, black and white
Dimensions
Height: 234 mm
Width: 156 mm
ISBN-13
978-1-032-99315-7 (9781032993157)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
David Mitchell | Dean Sutherland
What Really Works in Inclusive Education
Using Evidence-Based Teaching Strategies
Book
approx. 07/2026
4th Edition
Routledge
€191.50
Not yet published
David Mitchell | Dean Sutherland
What Really Works in Inclusive Education
Using Evidence-Based Teaching Strategies
E-Book
approx. 07/2026
4th Edition
Routledge
€48.49
Not yet available
David Mitchell | Dean Sutherland
What Really Works in Inclusive Education
Using Evidence-Based Teaching Strategies
E-Book
approx. 07/2026
4th Edition
Routledge
€48.49
Not yet available
Previous edition
David Mitchell | Dean Sutherland
What Really Works in Special and Inclusive Education
Using Evidence-Based Teaching Strategies
Book
02/2020
3rd Edition
Routledge
€61.80
Shipment within 10-20 days
Persons
David Mitchell is Adjunct Professor, School of Educational Studies and Leadership, University of Canterbury, Christchurch, New Zealand.
Dean Sutherland is Associate Professor, School of Psychology, Speech and Hearing, University of Canterbury, Christchurch, New Zealand.
Dean Sutherland is Associate Professor, School of Psychology, Speech and Hearing, University of Canterbury, Christchurch, New Zealand.
Content
Preface
Chapter 1 Introduction
PART I FOUNDATIONS
Chapter 2 Learners with additional needs and their educational outcomes
Chapter 3 Evidence-based education
Chapter 4 Neuroscience
Chapter 5 Quality education for all
Chapter 6 An ecological model
Chapter 7 A learning and teaching model
Chapter 8 Learning from evolution
PART II STRATEGIES
A. Behavioural Strategies
Chapter 9 Strategy 1: Behavioural assessment and approaches
Chapter 10 Strategy 2: Review and practice
Chapter 11 Strategy 3: Direct instruction
Chapter 12 Strategy 4: Formative assessment and feedback
Chapter 13 Strategy 5: School-wide positive behaviour support
B. Social strategies
Chapter 14 Strategy 6: Cooperative group teaching
Chapter 15 Strategy 7: Peer tutoring and peer influences
Chapter 16 Strategy 8: Social skills training
Chapter 17 Strategy 9: Collaborative teaching
Chapter 18 Strategy 10: Family engagement and support
Chapter 19 Strategy 11: School culture
Chapter 20 Strategy 12: Classroom climate
Chapter 21 Strategy 13: Social and emotional learning
Chapter 22 Strategy 14: Inter-agency cooperation
C. Cognitive strategies
Chapter 23 Strategy 15: Cognitive strategy instruction
Chapter 24 Strategy 16: Self-regulated learning
Chapter 25 Strategy 17: Memory strategies
Chapter 26 Strategy 18: Reading comprehension and phonological awareness
Chapter 27 Strategy 19: Comprehensive reading programmes
Chapter 28 Strategy 20: Comprehensive mathematics programmes
D. Mixed strategies
Chapter 29 Strategy 21: Cognitive behavioural therapy
Chapter 30 Strategy 22: Assistive technology (including Artificial Intelligence)
Chapter 31 Strategy 23: Augmentative and alternative communication
Chapter 32 Strategy 24: The natural environment
Chapter 33 Strategy 25 The built environment
Chapter 34 Strategy 26: Visual learning and communication
Chapter 35 Strategy 27: Early intervention
Chapter 36 Strategy 28: Transition from school to post-school environments
Chapter 37 Strategy 29: Multi-tiered systems of support
Chapter 38 Strategy 30: Universal Design for Learning
Chapter 39 Strategy 31: Music
Chapter 40 Strategy 32: Exercise and dance
PART III CONCLUSION
Chapter 41 From research to practice
Chapter 42 The future of education: A transformative journey
Chapter 43 Conclusion
Index
Chapter 1 Introduction
PART I FOUNDATIONS
Chapter 2 Learners with additional needs and their educational outcomes
Chapter 3 Evidence-based education
Chapter 4 Neuroscience
Chapter 5 Quality education for all
Chapter 6 An ecological model
Chapter 7 A learning and teaching model
Chapter 8 Learning from evolution
PART II STRATEGIES
A. Behavioural Strategies
Chapter 9 Strategy 1: Behavioural assessment and approaches
Chapter 10 Strategy 2: Review and practice
Chapter 11 Strategy 3: Direct instruction
Chapter 12 Strategy 4: Formative assessment and feedback
Chapter 13 Strategy 5: School-wide positive behaviour support
B. Social strategies
Chapter 14 Strategy 6: Cooperative group teaching
Chapter 15 Strategy 7: Peer tutoring and peer influences
Chapter 16 Strategy 8: Social skills training
Chapter 17 Strategy 9: Collaborative teaching
Chapter 18 Strategy 10: Family engagement and support
Chapter 19 Strategy 11: School culture
Chapter 20 Strategy 12: Classroom climate
Chapter 21 Strategy 13: Social and emotional learning
Chapter 22 Strategy 14: Inter-agency cooperation
C. Cognitive strategies
Chapter 23 Strategy 15: Cognitive strategy instruction
Chapter 24 Strategy 16: Self-regulated learning
Chapter 25 Strategy 17: Memory strategies
Chapter 26 Strategy 18: Reading comprehension and phonological awareness
Chapter 27 Strategy 19: Comprehensive reading programmes
Chapter 28 Strategy 20: Comprehensive mathematics programmes
D. Mixed strategies
Chapter 29 Strategy 21: Cognitive behavioural therapy
Chapter 30 Strategy 22: Assistive technology (including Artificial Intelligence)
Chapter 31 Strategy 23: Augmentative and alternative communication
Chapter 32 Strategy 24: The natural environment
Chapter 33 Strategy 25 The built environment
Chapter 34 Strategy 26: Visual learning and communication
Chapter 35 Strategy 27: Early intervention
Chapter 36 Strategy 28: Transition from school to post-school environments
Chapter 37 Strategy 29: Multi-tiered systems of support
Chapter 38 Strategy 30: Universal Design for Learning
Chapter 39 Strategy 31: Music
Chapter 40 Strategy 32: Exercise and dance
PART III CONCLUSION
Chapter 41 From research to practice
Chapter 42 The future of education: A transformative journey
Chapter 43 Conclusion
Index