This guide to inclusive practice covers contemporary policy issues, perspectives from practice and specialist guidance across a wide range of common syndromes. Each chapter is written by experts from fields within special and additional educational needs and shows how research-led and evidence-based knowledge can support outstanding classroom practice.
This heavily updated fourth edition, led by new co-editors Jennie Guise and Katrina Cochrane, includes new chapters on:
Neurodiversity and inclusion
Attention Deficit Hyperactivity Disorder (ADHD)
Intersectionality and disability
Contemporary definitions of dyslexia
Mental health knowledge and awareness
Executive function
Twice-exceptional learners
Continual professional development
Assistive technology
Resilience
Providing a solid foundation for understanding and supporting learners with additional needs, this comprehensive text is ideal whether you are a student, teacher, education practitioner or therapist.
Chapter 1: Introduction - Jennie Guise and Katrina Cochrane
Part I: Moving Forward in SEN
Chapter 2: Neurodiversity - Moving Towards an Inclusive Future - Amanda Kirby and Gavin Reid
Chapter 3: Intersectionality, Neurodiversity and Disability - Unlearning Invisibility and the Importance of Radical Compassion - Donna Stevenson
Chapter 4: A New Definition of Dyslexia - Rachael McMullen
Chapter 5: How can a definition of a Specific Learning Difficulty in mathematics/Dyscalculia be used to inform classroom support? - Janet Goring
Chapter 6: Beyond Legislation - support for dyslexia and inclusion in England, Scotland, Wales and the Republic of Ireland - Alison Szalay, Fran Foreman, Julie Ross, Rhiannon Packer, Jan Frost, Rebecca James and Trevor James
Part II: Perspectives from Practice
Chapter 7: Speech, Language and Communication - Juanita Hurley and Sally Moore
Chapter 8: Auditory Processing Disorder (APD) - Doris-Eva Bamiou and Tony Sirimanna
Chapter 9: Developmental Coordination Disorder/ Developmental Dyspraxia in the Context of Education - Sally Scott-Roberts and Catherine Purcell
Chapter 10: Training for Professionals - The Importance of Continuing Professional Development (CPD) - Lynn Lovell and Helen Goodsall
Chapter 11: Mathematical Learning Difficulties and Dyscalculia - Steve Chinn
Chapter 12: Assistive Technology to support Learners with Dyslexia - Laura Cook
Part III: Overlapping Neurodiversities
Chapter 13: Attention Deficit Hyperactivity Disorder - (ADHD) - Tony Lloyd and Colin Foley
Chapter 14: Visual and Cerebral Visual Impairment and Education: Beyond Mere Awareness Raising - John Ravenscroft and Elizabeth McCann
Chapter 15: Inclusive Education for Students who are Deaf or Hard of Hearing - Jill Duncan
Chapter 16: The Twice-Exceptional Learner: Hear My Cry - Fidelma Healy Eames
Chapter 17: Understanding Executive Function - The Path to Inclusion and Universal Design for Learning - Jenn Clark
Chapter 18: Autism Spectrum Disorder (ASD): Research, Practice and Experience - Jo-Ann Page
Part IV: Working Together
Chapter 19: Parents as Partners - Jillian Zocher and Katie Nelson
Chapter 20: Children and Young People's Voices - Susan Flohr
Part V: Mental Health/Feeling Positive
Chapter 21: Mental Health Knowledge and Awareness - Rob Long
Chapter 22: Mental Health and Resilience - Stan Godek
