1st Edition

Policy, Provision and Practice for Special Educational Needs and Disability Perspectives Across Countries

Edited By Peter Wood Copyright 2022
    220 Pages 4 B/W Illustrations
    by Routledge

    220 Pages 4 B/W Illustrations
    by Routledge

    This book showcases the diverse nature of policy, provision and practice for special educational needs and disability (SEND) across different international settings.

    Situated across a backdrop of varied international policies relating to inclusion, the book offers insights into the rhetoric of SEND policy and practice across a range of settings to contribute to our understanding of SEND provision. It explores the complexities, concerns and challenges experienced by staff, pupils, parents and carers in contemporary education settings. Chapters draw on empirical research and are structured around four parts: special education needs and disability within policy; stakeholder perceptions and experiences of SEND provision; meeting the needs of SEND children; and moving towards inclusive practice.

    The volume will challenge thought, stimulate critique and provoke debate in the field of special educational needs both locally and globally and will be of interest to researchers and postgraduate students in the field of inclusive education, special needs education and comparative education.

    1 – Introduction: Making the case for the exploration of special educational needs and disability policy, provision and practice across countries

    Peter Wood

    Part one - Special education needs and disability within policy

    2 - Culturally and linguistically diverse migrant students with special needs and disabilities: Essential policies and practices in the United States of America

    John Kambutu and Lydiah Nganga


    3 - Education policy and inclusive education: People and processes

    Rachel Bowden, Su Lyn Corcoran and Helen Pinnock

    4 - Inclusive special needs and disability education: History, policies, practice and challenges in Kenya and Nepal

    Lydiah Nganga, Sapna Thapa, John Kambutu and Samara Madrid Akpovo

    Part two - Stakeholder perceptions and experiences of SEND provision

    5 - Special educational needs co-ordinators’ perceptions of effective provision for including autistic children in primary and middle schools in England

    Janice Wearmouth and Cathal Butler

    6 - School staff members’ and parents’ experiences of the inclusion of deaf children in Malaysian mainstream schools

    Khairul Farhah Khairuddin and Susie Miles

    Part three - Meeting the needs of SEND children: The role of the learning environment

    7 - Inclusion in Norwegian schools: Pupils’ experiences of their learning environment

    Peder Haug

    8 - A language focused approach to supporting children with social, emotional and behavioural difficulties

    Rebecca Hibbin and Jo Warin

    9 - Forest school as a space for risk for children with social, emotional and mental health needs

    Angela Garden

    Part four - Moving towards inclusive practice

    10 - A European consideration of early school leaving as a process running through childhood: A model for inclusive action

    Garry Squires

    11 - Teacher education for SEND inclusion in an international context: The importance of critical theoretical work

    Deborah Robinson

    12 – Conclusion: Positioning special educational needs and disability in contemporary teaching and learning

    Peter Wood

    About the contributors





    Peter Wood is Senior Lecturer in the School of Education at Liverpool John Moore’s University, UK. His interest in special educational needs and disability (SEND) stems from his time working in primary schools as a Learning Mentor. Peter’s research focuses on emotions and education, and specifically the ways disadvantage, inequality and discrimination frame experiences of social and emotional well-being in the educational space.