Special Educational Needs, 2ed: A Guide for Inclusive Practice

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Lindsay Peer, Gavin Reid

Special Educational Needs, 2ed
416 pages
2016
ISBN: 9781473904545

Covering contemporary policy issues, perspectives from practice and a range of common syndromes and barriers Special Educational Needs presents a wealth of information and guidance for students and professionals on how to achieve effective, inclusive practice. Various research perspectives are considered, the value of labels is examined and the need to recognise the overlapping characteristics between different syndromes is highlighted. Chapters focus on translating theory into classroom practice.

Second edition features include:

  • fully revised annotated further readings and links to useful websites;
  • a new chapter on Autism and Applied Behaviour Analysis (ABA)
  • a new chapter on Down Syndrome
  • updated reference to legislation, including the SEND Code of Practice (2014)
  • updated case studies covering 0-18 age range

The book also includes coverage of:

  • SEN and the state of research
  • SEN and legal issues
  • Parents' perspectives
  • Speech and language difficulties
  • Dyspraxia and occupational therapy
  • Dyslexia and dyscalculia
  • Auditory Processing Disorder
  • Behavioural Optometry
  • Attention Deficit Hyperactivity Disorder (ADHD)
  • Asperger's Syndrome and Autistic Spectrum Disorder
  • Tourette's Syndrome.

Ideal for those undertaking teacher education courses, as well as experienced teachers, therapists and policy makers, this book is a guide to understanding and supporting learners with additional needs.

Table of Contents

  1. Introduction - Gavin Reid and Lindsay Peer

PART I: Policy, Practice and Provision

  1. Special and additional support needs in England and Scotland -current dilemmas and solutions - Sheila Riddell, Elisabet Weedon and Neville Harris
  2. The state of the research – compromise, consensus or disarray? - Elias Avramidis and Brahm Norwich
  3. Inclusion and special educational needs – a dialogic inquiry into controversial issues - Artemi Sakellariadis
  4. The potential impact and influence of the social model of disability - Charles Weedon

PART II: Perspectives from Practice

  1. Speech and language - Janet O’Keefe and Janet Farrugia
  2. Auditory processing disorder - Tony Sirimanna
  3. Developmental co-ordination disorder and dyspraxia from an occupational therapist’s perspective - Jane Abdullah
  4. Vision and learning - Keith Holland and Claire Holland
  5. Good practice in training specialist teachers and assessors of people with dyslexia - Sheena Bell and Bernadette McLean
  6. Literacy - Margaret Crombie
  7. Mathematics learning difficulties and dyscalculia - Steve Chinn

PART III: Syndromes and Barriers

  1. Students with Down syndrome in inclusive classrooms: Using evidence-based practices - Iva Strnadová and David Evans
  2. Attention deficit hyperactivity disorder (or hyperkinetic disorder) - Richard Soppitt
  3. Visual impairment and mainstream education: beyond mere awareness raising - John Ravenscroft
  4. Students with hearing loss - Jill Duncan
  5. Autistic spectrum disorder: challenges, issues and responses - Gavin Reid, Sionah Lannen and Colin Lannen
  6. Autism Spectrum Disorders (ASD): Applied Behavioural Analysis (ABA) Treatment and Research - Jo-Ann Page

19 Understanding Tourette syndrome - Judy Barrow

PART IV: Working Together

20. The role and perspectives of practitioner educational psychologists - Kevin Woods

21. Expert Evidence: Changes in the Law - John Friel

22. Parents’ perspectives - Gavin Reid, Lindsay Peer, Susan Strachan and Jo-Ann Page