Special educational needs : a guide for inclusive practice

Enhanced descriptions from Syndetics:

′This book is timely. I hope that it will be very widely read′ - Mary Warnock

With a Foreword from Baroness Mary Warnock, this book provides a comprehensive overview of the field of special educational needs (SEN). It contains chapters written by a range of experts on different aspects of SEN, and is full of practical suggestions for how to achieve effective, inclusive practice. Various research perspectives are considered, the value of labels is examined and the need to recognize the overlapping characteristics between different syndromes is highlighted. Chapters focus on translating theory into classroom practice, and include case studies covering the Birth to 19 age range.

There is coverage of:

Ideal for those undertaking teacher education courses, as well as experienced teachers, therapists and policy makers, this book is a guide to understanding and supporting learners with additional needs.

Table of contents provided by Syndetics

• List of tables and figures (p. vii)
• Acronyms and abbreviations (p. ix)
• Acknowledgements (p. xi)
• About the editors and contributors (p. xii)
• Foreword by Baroness Warnock (p. xix)
• 1 Introduction (p. 1)
• Part I Policy, Practice and Provision (p. 7)
• 2 Special and additional support needs in England and Scotland -current dilemmas and solutions (p. 9)
• 3 The state of the research - compromise, consensus or disarray? (p. 24)
• 4 Inclusion and special educational needs - a dialogic inquiry into controversial issues (p. 35)
• 5 The potential impact and influence of the social model of disability (p. 51)
• Part II Perspectives from Practice (p. 63)
• 6 Speech and language (p. 65)
• 7 Auditory processing disorder (p. 82)
• 8 Developmental co-ordination disorder and dyspraxia from anoccupational therapist's perspective (p. 98)
• 9 Vision and learning (p. 112)
• 10 Good practice in training specialist teachers and assessors ofpeople with dyslexia (p. 127)
• 11 Literacy (p. 141)
• 12 The morphological approach: from theory to practice (p. 154)
• 13 Mathematics learning difficulties and dyscalculia (p. 169)
• Part III Syndromes and Barriers (p. 181)
• 14 Attention deficit hyperactivity disorder (or hyperkinetic disorder) (p. 183)
• 15 Visual impairment and mainstream education: beyond mere awareness raising (p. 196)
• 16 Students with hearing loss (p. 211)
• 17 Autistic spectrum disorder: challenges, issues and responses (p. 226)
• 18 Understanding Tourette syndrome (p. 240)
• Part IV Working Together (p. 253)
• 19 The role and perspectives of practitioner educational psychologists (p. 255)
• 20 The assessment of children and young people - the legal issues (p. 273)
• 21 Parents' perspectives (p. 281)
• Glossary (p. 294)
• Index (p. 296)