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Making Special Education Inclusive : From Research to Practice.
The aim of this book is to consider how schools and LEAs can develop inclusive policies and practices for students who experience a range of difficulties in learning or behavior. It highlights debates and contradictions about the realities of inclusion and suggests ways in which practice can move fo...
| Clasificación: | Libro Electrónico |
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| Autor principal: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Hoboken :
Taylor and Francis,
2012.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Front Cover; Making Special Education Inclusive; Copyright Page; Contents; Foreword; Acknowledgements; About the Authors; Chapter 1.Making special education inclusive: mapping the issues: Peter Farrell and Mel Ainscow; Section 1; Chapter 2. Looking them in the eyes: is rational provision for students 'with special educational needs' really possible?: Alan Dyson and Alan Millward; Chapter 3. Using research to encourage the development of inclusive practices: Mel Ainscow; Chapter 4. Can teaching assistants make special education inclusive?: Peter Farrell and Maggie Balshaw
- Chapter 5. Learning about inclusive education: the role of EENET in promoting international dialogue: Susie MilesSection 2; Chapter 6. Pastoral care, inclusion and counselling: Henry Hollanders; Chapter 7. Inclusive education and lesbian and gay young people: Jo Frankham; Chapter 8. Inclusive solutions for children with emotional and behavioural difficulties: Steve Rooney; Chapter 9.Can nurture groups facilitate inclusive practice in primary schools?: Andy Howes, Judith Emanuel and Peter Farrell; Chapter 10.The impact of domestic violence on children: implications for schools: Anne Rushton
- Section 3Chapter 11. Checking individual progress in phonics: Rea Reason and Sue Palmer; Chapter 12. What do we mean when we say 'dyslexia' and what difference does it make anyway?: Kevin Woods; Section 4; Chapter 13. Specialist teachers and inclusion: a case study of teachers of the deaf working in mainstream schools: Wendy Lynas; Chapter 14. The inclusion of children with visual impairment in the: mainstream primary school classroom: Pauline Davis and Vicky Hopwood; Chapter 15.Interdisciplinary support for children with epilepsy in: mainstream schools: Gill Parkinson
- Chapter 16. The teacher who mistook his pupil for a nuclear incident: environment influences on the learning of people with profound and multiple learning difficulties: Mark BarberSection 5; Chapter 17. Building tomorrow together: effective transition planning for pupils with special needs: Filiz Polat, Afroditi Kalambouka and Bill Boyle; Chapter 18. An inclusive society? One young man with learning difficulties doesn't think so!: Iain Carson; Index