Author: Georgia Niolaki
Publisher: McGraw-Hill Education (UK)
ISBN: 033525179X
Category : Education
Languages : en
Pages : 291
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Book Description
This book offers a holistic evidence-based approach to special educational needs and inclusive practice. Psychology has an important role within the inclusive process, but it can be misused and so must be understood and adopted critically and reflectively to prevent exclusion. The book draws on psychological and educational theories, research, and practice in order to increase students' and practitioners' understanding of issues related to identifying, assessing, and supporting learners with neurodivergences, difficulties, or Special Educational Needs (SEN) within educational settings. It includes chapters that explore different SEN and the methods and approaches used to identify and support students. These approaches exist along what we propose is the ‘special and inclusive education continuum’. Drawing on theory and research from psychology, readers will evaluate and apply a range of different approaches, while reflecting on and developing their own practice. This book provides in-depth consideration of some of the most common SEN and issues of co-occurrence. It also explores prevalent but often neglect SEN, including socio-economic disadvantages, additional language learning, migrants and refugees, and why gifted students have SEN.
Author: Andrew J. Martin
Publisher: Routledge
ISBN: 1351586742
Category : Education
Languages : en
Pages : 776
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Book Description
Handbook of Educational Psychology and Students with Special Needs provides educational and psychological researchers, practitioners, policy-makers, and graduate students with critical expertise on the factors and processes relevant to learning for students with special needs. This includes students with attention-deficit/hyperactivity disorder, other executive function difficulties, behavior and emotional disorders, autism spectrum disorder, intellectual disabilities, learning disabilities, dyslexia, language and communication difficulties, physical and sensory disabilities, and more. With the bulk of educational psychology focused on "mainstream" or "typically developing" learners, relatively little educational psychology theory, research, measurement, or practice has attended to students with "special needs." As clearly demonstrated in this book, the factors and processes studied within educational psychology—motivation and engagement, cognition and neuroscience, social-emotional development, instruction, home and school environments, and more—are vital to all learners, especially those at risk or disabled. Integrating guidance from the DSM-5 by the American Psychiatric Association and the International Classification of Diseases (ICD-10) by the World Health Organization, this book synthesizes and builds on existing interdisciplinary research to establish a comprehensive case for effective psycho-educational theory, research, and practice that address learners with special needs. Twenty-seven chapters by experts in the field are structured into three parts on diverse special needs categories, perspectives from major educational psychology theories, and constructs relevant to special needs learning, development, and knowledge building.
Author: UNESCO
Publisher: UNESCO Publishing
ISBN: 9231002228
Category :
Languages : en
Pages : 45
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Book Description
Author: Mary Moloney
Publisher: Routledge
ISBN: 1351606425
Category : Education
Languages : en
Pages : 190
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Book Description
Intentional leadership can unite, motivate and empower all educators to work towards the common goal of creating a truly inclusive culture in which all children, with or without disabilities, are supported and enabled to fully participate in every aspect of daily life and learning. This book recognises diverse manifestations of special educational needs, from communication difficulties and delays in learning, to social and physical disabilities, and considers the ways in which these needs might be embraced within inclusive mainstream settings. Key to this is robust and purposeful leadership that removes barriers to learning, changes existing attitudes and values, motivates staff and foregrounds holistic learning opportunities and experiences. Chapters draw on theoretical models, reflect on international and national policies, and consider topics including: the image of the child physical, aesthetic and temporal aspects of the learning environment relational pedagogy long-, medium- and short-term planning the role of assessment collaborative working with parents, families and other professionals. In-depth descriptions of behaviours and leadership strategies, practice scenarios and activities support the reader’s understanding. Intentional Leadership for Effective Inclusion in Early Childhood Education and Care is a comprehensive guide for students, teachers and practitioners involved in Early Childhood Education and Care, Social Care and Early Intervention programmes.
Author: Garry Hornby
Publisher: Springer
ISBN: 1493914839
Category : Psychology
Languages : en
Pages : 200
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Book Description
Much has been written about special education and about inclusive education, but there have been few attempts to pull these two concepts and approaches together. This book does just that: sets special education within the context of inclusive education. It posits that to include, effectively, all children with special educational needs in schools requires an integration of both concepts, approaches, and techniques. It has never been more timely to publish a book that helps professionals who work with schools, such as psychologists, special education professionals, and counselors, to identify effective practices for children with special needs and provide guidelines for implementing these in inclusive schools.
Author: Penney Upton
Publisher: Pearson UK
ISBN: 1447930878
Category : Education
Languages : en
Pages : 253
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Book Description
The Psychology Express undergraduate revision guide series will help you understand key concepts quickly, revise effectively and make your answers stand out.
Author: Anita Walton
Publisher: Learning Matters
ISBN: 0857258222
Category : Education
Languages : en
Pages : 170
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Book Description
This course book is for all degree students who are support staff, particularly teaching assistants (TAs), working in educational settings. It focuses on professional, academic and vocational issues that are common to support workers across the school sectors, and provides essential guidance on the increasingly complex role of all those involved in teaching and supporting learning. The reader is supported throughout by learning objectives, practical and reflective tasks, relevant case studies and chapter summaries. This new edition has been extensively revised to reflect recent changes in legislation, policy and the curriculum. It includes new or significantly amended chapters; on the development of support staff; supporting pupils in crisis; learning in the early years; inclusion, SEN and phonics. New to this edition: New legislation and policy changes mean updates required. Development of a new curriculum has brought changes.
Author: Ramon Flecha (Ed.)
Publisher: Springer
ISBN: 3319111760
Category : Education
Languages : en
Pages : 115
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Book Description
This monograph analyses and describes successful educational actions with a specific focus on vulnerable groups (i.e. youth, migrants, cultural groups e.g. Roma, women, and people with disabilities). Concrete data that shows success in school performance in subject matters such as math or language will be provided, as well as children, teachers and families accounts of the impact of this success. Alongside, there is an analysis of the relationship between these children’s educational performance with their inclusion or exclusion from different areas of society (i.e. housing, health, employment, and social and political participation). Many studies have already diagnosed and described the causes of educational and social exclusion of these vulnerable groups. This monograph, however, provides solutions, that is, actions for success identified through the INCLUD-ED project, thus providing both, contrasted data and solid theoretical background and development. Some examples of these actions are interactive groups (or heterogeneous grouping in the classroom with reorganisation of human resources), extension of the learning time, homework clubs, tutored libraries, family and community educative participation, family education, or dialogic literary gatherings. All these actions have been defined as successful educational actions, which mean that they lead to both efficiency and equity. Finally, recommendations for policy and practice are included and discussed.
Author: OECD
Publisher: OECD Publishing
ISBN: 9264480935
Category :
Languages : en
Pages : 373
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Book Description
Governments and education policy makers are increasingly concerned with equity and inclusion in education due to several major global trends such as demographic shifts, migration and refugee crises, rising inequalities, and climate change. These developments have contributed to increasing diversity within national populations and flagged some concerns around the ability of education systems to be equitable and inclusive of all students.
Author: Neil Mercer
Publisher: Routledge
ISBN: 1134136889
Category : Education
Languages : en
Pages : 195
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Book Description
This book draws on extensive research to provide a ground-breaking new account of the relationship between dialogue and children’s learning development. It closely relates the research findings to real-life classrooms, so that it is of practical value to teachers and students concerned that their children are offered the best possible learning opportunities. The authors provide a clear, accessible and well-illustrated case for the importance of dialogue in children's intellectual development and support this with a new and more educationally relevant version of socio-cultural theory, which explains the fascinating relationship between dialogues and learning. In educational terms, a sociocultural theory that relates social, cultural and historical processes, interpersonal communication and applied linguistics, is an ideal way of explaining how school experience helps children learn and develop. By using evidence of how the collective construction of knowledge is achieved and how engagement in dialogues shapes children's educational progress and intellectual development, the authors provide a text which is essential for educational researchers, postgraduate students of education and teachers, and is also of interest to many psychologists and applied linguists.
