Silvereye Logo
 shopping cart0
3rd Edition

Special Educational Needs: A Guide for Inclusive Practice

$63.41  Paperback
Add to cartQuestions?

Lindsay Peer, Gavin Reid

  • Special Educational Needs
  • Special Educational Needs
    Full of practical suggestions for achieving effective, inclusive practice in supporting learners with additional needs

424 pages
Interest Age: 0 to 18
2020
ISBN: 9781526492180

This guide to inclusive practice covers contemporary policy issues, perspectives from practice and specialist guidance from across a wide range of common syndromes. Bringing together the important combination of theory, knowledge and practice, each chapter is written by experts from fields within Special and Additional Educational Needs.

This third edition includes new chapters on:

  • The current context of SEN current context: in research and practice
  • Speech, language and communication
  • The role and use of technology in supporting learners with SEND
  • Pathological/Extreme Demand Avoidance (PDA/EDA)
  • Working together
  • Children and Young People’s Perspectives

Providing a solid foundation for understanding and supporting learners with additional needs, this comprehensive text is ideal for students, teachers or practitioners.

Key features:

  • Range of Topics covered: One of the only UK market books to have chapters on individual syndromes . This is laid out within the context of policy and practice, providing a comprehensive overview applicable to the teachings of SEN on Education courses. This means that the “content is highly applicable to a range of key stakeholders working in the interests of children and young people presenting a range of special educational needs and locates current research, thinking and practice within appropriate political, historical and educational contexts”
  • A new chapter on Applied Behavioral analysis for those with Autistic Spectrum disorders. This is a hot topic within SEN at the moment and lots of new research.
  • A new chapter on students with down syndrome
  • Fully up-to-date with the SEND Code of Practice 2014.
  • Excellent use of perspectives from practice, not just from academics, but practitioners, experts and parents.
  • consistent and strong use of pedagogical textbook features & Lost of extended and further reading- Chapter overviews, case studies, discussion points, Annotated further reading, useful websites & references

New Chapters (same topic, new chapter):

  • Chapter 3: SEN: current context: research and practice
Chapter 6: Speech, language and communication
Chapter 8: Developmental coordination disorder/ developmental dyspraxia in the context of education
Chapter 9: Vision and learning
Chapter 10: Literacy: literacy and the training of professionals who teach and assess individuals with literacy difficulties
Chapter 15: Attention deficit hyperactivity disorder

New Chapters (new content):

  • Chapter 12: The role of technology in supporting young people with Additional and Special Needs
  • Chapter 13: Using technology to support learners with additional needs: practical information and advice
  • Chapter 18: Pathological/Extreme Demand Avoidance (PDA/EDA)
Chapter 20: Working together: a system working together to serve the child with Special Educational Needs? A critical look at current practice in Irish primary education
  • Chapter 21: Parents as partners
Chapter 22: Children and Young People’s Perspectives

Table of Contents

  • Chapter 1: Introduction - Gavin Reid and Lindsay Peer

Part I. Policy, Practice and Provision

  • Chapter 2: Special and additional support needs in England and Scotland: current dilemmas and solutions - Sheila Riddell, Elisabet Weedon & Neville Harris
  • Chapter 3: Putting the dyslexic learner at the centre - Janice Wearmouth
  • Chapter 4: Inclusion and special educational needs: a dialogic inquiry into controversial issues - Artemi Sakellariadis
  • Chapter 5: The potential impact and influence of the social model of disability - Charles Weedon

Part II. Perspectives from Practice

  • Chapter 6: Speech, language and communication - Juanita Hurley and Sally Moore
  • Chapter 7: Auditory Processing Disorder - Tony Sirimanna
  • Chapter 8: Developmental coordination disorder/ developmental dyspraxia in the context of education - Sally Scott-Roberts & Dr Catherine Purcell
  • Chapter 9: Vision and learning - John Stevenson
  • Chapter 10: Literacy: literacy and the training of professionals who teach and assess individuals with literacy difficulties - Margaret Crombie, Julian Brown & Una Lodge
  • Chapter 11: Mathematics learning difficulties and dyscalculia - Steve Chinn
  • Chapter 12: The role of technology in supporting young people with Additional and Special Needs - Arran Smith
  • Chapter 13: Using technology to support learners with additional needs: practical information and advice - Adam Gordon

Part III. Syndromes and the Brain

  • Chapter 14: Students with Down syndrome in inclusive classrooms: using evidence-based practices - Iva Strnadová & David Evans
  • Chapter 15: Attention deficit hyperactivity disorder - Fin O'Regan
  • Chapter 16: Visual and cerebral impairment and mainstream education: beyond mere awareness raising - John Ravenscroft
  • Chapter 17: Students with hearing loss - Jill Duncan
  • Chapter 18: Pathological/Extreme Demand Avoidance (PDA/EDA) - Richard Soppitt
  • Chapter 19: Autism Spectrum Disorder (ASD): Identification, Intervention and Research - Jo-Ann Page

Part IV. Working Together

  • Chapter 20: Working together: a system working together to serve the child with Special Educational Needs? A critical look at current practice in Irish primary education - Fidelma Healy Eames & Annmarie Meehan
  • Chapter 21: Parents as partners - Jillian Zocher & Katie Nelson
  • Chapter 22: Children and Young People’s Perspectives - Jennie Guise, Jenn Clark & Jo-Ann Page