This fully revised and updated third edition presents teachers with a range of up-to-date evidence-based strategies they can use to tackle the challenges of inclusive education. An essential resource for the busy educator, each of the twenty-nine strategies explored in this book has a substantial research base drawn from a range of countries, a strong theoretical rationale and clear guidelines on their implementation, as well as cautionary advice where necessary.
Key features of the third edition include:
- An easy to follow structure divided into four categories: behavioural approaches, social strategies, cognitive strategies and mixed strategies
- Eight new chapters, focusing on topical areas such as neuroscience, social and emotional education, visual learning and communication and the transition from school to post-school environments
- Updated chapters that consider the most diverse and up-to-date research in education, psychology, health and technology
Whilst the focus of this book is on children with special educational needs, the strategies are universally applicable, making this essential reading for all classroom teachers, school leaders, teacher educators and students, educational psychologists, special needs coordinators and consultants and educational researchers.
Table of Contents
Preface Acknowledgements 1. Introduction I. Foundations 2. Evidence-based education 3. Neuroscience 4. Inclusive education 5. An ecological model 6. A learning and teaching model II Strategies A. Behavioural Strategies 7. Strategy 1: Behavioural assessment and approaches 8. Strategy 2: Review and practice 9. Strategy 3: Direct Instruction 10. Strategy 4: Formative assessment and feedback 11. Strategy 5: School-wide positive behaviour support B. Social Strategies 12. Strategy 6: Cooperative group teaching 13. Strategy 7: Peer tutoring and peer influences 14.Strategy 8: Social skills training 15. Strategy 9: Collaborative teaching 16. Strategy 10: Family engagement and support 17. Strategy 11: School culture 18. Strategy12: Classroom climate 19. Strategy 13: Social and emotional learning 20. Strategy 14: Inter-agency cooperation C. Cognitive Strategies 21. Strategy 15: Cognitive strategy instruction 22. Strategy 16: Self-regulated learning 23. Strategy 17: Memory strategies 24. Strategy 18: Reading comprehension 25. Strategy 19: Comprehensive reading programmes 26. Strategy 20: Phonological awareness D. Mixed Strategies 27. Strategy 21: Cognitive behavioural therapy 28. Strategy 22: Assistive technology 29. Strategy 23: Augmentative and alternative communication 30. Strategy 24: Quality of the physical environment 31. Strategy 25: Visual learning and communication 32. Strategy 26: Early intervention 33. Strategy 27: Transition from school to post-school environments 34. Strategy 28: Response to Intervention 35. Strategy 29: Universal Design for Learning III. Conclusion 36. From Research to Practice Index
David Mitchell is an Adjunct Professor at the University of Canterbury in Christchurch, New Zealand. He has over 200 publications, mainly in the fields of special and inclusive education.
Dean Sutherland is a Senior Lecturer in the College of Science at the University of Canterbury in Christchurch, New Zealand. His teaching and research focus on human communication, disability, ethics and evidence-based practices.
Praise for the previous edition:
This is the book I wish I had written, synthesizing an enormous literature focused on special needs students. It is robust, it is readable, and it is your right-hand resource. A stunner of a book.
Professor John Hattie, University of Melbourne, author of Visible Learning
The current edition of What Really Works achieved resounding success worldwide (see the many translations in other languages), being the only text currently available that systematically, thoroughly, and extensively reviews effective educational strategies for special and inclusive education. In my opinion, its major strength can be traced in the field of teachers training (also support teachers and other figures of support for students with disabilities and/or SEN), both initial and in-service. Concerning this aspect, the book is really unique, as it can "speak" effectively to teachers.
Annalisa Morganti is Associated Professor of Inclusive Education and Chair of the European Network for Social and Emotional Learning (SEL)