Special Educational Needs and Disability: The Basics provides an engaging and comprehensive overview of special educational, and additional support, needs in education contexts in the UK. The third edition of this bestselling publication covers the historical development of special provision and national policy-making, and summarises current and proposed legislation and statutory guidance across England, Scotland, Northern Ireland and Wales, examining the fundamental principles of the field from policy to practice.
Additional focus is given to recent legislation in England extending the age range of young people identified as experiencing difficulties from birth to 25 years, and the implications this has for practice. Fully updated to incorporate recent research evidence, this indispensable book covers essential features of policy and practice that teachers need to consider in and outside of the classroom, including:
- the identification and assessment of young people’s special or additional learning and behaviour needs, and/or disabilities
- approaches to planning in order to meet special or additional learning needs of children and young people
- ways to address barriers to learning and behaviour associated with a variety of difficulties
- statutory guidance outlined in the Codes of Practice in England (DfE, 2015), Scotland (2010), Wales (2004) and Northern Ireland (1998)
- special educational, or additional support, needs provision and the wider children’s workforce
- implications of disability legislation across the UK
This is an ideal starting point for all those with questions about what constitutes special educational, or additional support, needs and disability and how to support those children and young people who experience such needs. It is essential reading for trainee and practising teachers, policy-makers and all those working with young people and their families.
Table of Contents
Introduction. Frames of reference: special or additional educational needs and disability, learning and behaviour
Chapter 1 Models of human learning. Behaviourist, constructivist and eco-systemic approaches
Chapter 2 Special educational, or additional support, needs and disability. Evolution of the field
Chapter 3 Understanding and addressing difficulties in communication and interaction
Chapter 4 Understanding and addressing difficulties in cognition and learning
Chapter 5 Understanding and addressing difficulties in social, emotional and mental health
Chapter 6 Understanding and addressing sensory and/or physical difficulties and needs
Chapter 7 Assessment and planning for learners with special educational, or additional support, needs
Chapter 8 The wider children’s workforce associated with special educational needs provision
Janice Wearmouth is Professor of Education at the University of Bedfordshire. She has published extensively in the field of policy and practice in special educational, and additional support, needs in education.
'Valuable to teachers and school management'
Gavin Reid, Independent Educational Psychologist, UK and Canada
'This new edition clearly updates and reflects how ... changes in law and policy must continue to influence effective classroom and school practices.'
Mere Berryman, University of Waikato, New Zealand