What Really Works in Special and Inclusive Education : Using Evidence-Based Teaching Strategies book cover
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3rd Edition

What Really Works in Special and Inclusive Education
Using Evidence-Based Teaching Strategies





ISBN 9781138393158
Published March 8, 2020 by Routledge
446 Pages - 25 B/W Illustrations

 
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Book Description

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

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Author(s)

Biography

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.

Reviews

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)