SEN and Inclusion Studies 2010 (UK)

SEN & Inclusion Textbooks

SPRING 2010

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2

NEW

Debating Special Education Michael Farrell, Independent Education Consultant, UK ’I hope this book will be widely read. Special education needs greater understanding, and Michael Farrell’s book will do much to help people understand what special education is and why we must have it.’ – James M. Kauffman, Professor Emeritus of Education, University of Virginia, USA Debating Special Education is a provocative yet timely book examining a range of criticisms made of special education in recent years. Michael Farrell analyses several key debates in special education giving balanced critical responses to inform policy and practice for the future of special education.

The book identifies possible limitations to the current special education knowledge base and provision. Michael Farrell examines the value of labelling and classification, and asks if intelligence testing may have detrimental effects; and addresses a number of complex issues such as: • how practitioners work within special education; and if, sometimes, professionals may be self-serving • whether there is distinctive provision for different types of disabilities and disorders • inclusion as mainstreaming offered as an alternative to special education, and the challenges this presents.

April 2010: 234 x 156: 144pp Pb: 978-0-415-56728-2: £21.99

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The author’s conclusion is that in responding to these challenges, special education demonstrates its continuing relevance and strength. Presenting a range of international, cross-disciplinary perspectives and debates – which are vital to an understanding of special education today, and written in Farrell’s typically accessible style – this book will be relevant for teachers of special children in ordinary and special schools; those on teacher training courses and anyone whose work relates to special education.

For more information, visit: www.routledge.com/9780415567282

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3 4th Edition

The Special Education Handbook

Educating Special Children

An A–Z Guide

An Introduction to Provision for Pupils with Disabilities and Disorders

Michael Farrell, Independent Education Consultant, UK ’Dr. Farrell’s book is a practical and comprehensive resource for students and practitioners alike. It addresses topical subjects in both breadth and depth. This book is a wonderful addition to the special education literature.’ – Dr. Laurie Sperry, Assistant Research Professor, University of Colorado Denver, USA This acclaimed, bestselling and comprehensive guide, now in a fully updated fourth edition, is an essential reference book for anyone involved with special education.

All entries have been reviewed to reflect current practice and the book is enriched with extra resources, including references to useful Internet sites. Focusing on current educational frameworks in the United Kingdom and the United States of America, the author has gathered into one A to Z volume a wide range of information essential to good practice in mainstream and special schools. A thematic index helps the reader plot a course through topics of interest. The broad themes and areas covered are: • basic terms, ideas and values • venues relating to special education, and school organisation • roles and responsibilities • individual differences among learners with disabilities and disorders • curriculum and assessment, resources and technology • pedagogy and classroom organisation • therapy and care.

Presented in a handy quick reference format The Special Education Handbook also provides a coherent account of the complexities of special education, combining a wealth of practical guidance with the latest research findings.

2009: 234 x 156: 320pp Pb: 978-0-415-49020-7: £22.99 For more information, visit: www.routledge.com/9780415490207

Michael Farrell, Independent Education Consultant, UK ’This book is an authoritative overview of contributions from many disciplines to special education for young people with a wide range of disabilities. It is a vital resource for students and professionals alike.’

– Professor Alan Carr. Director of Clinical Psychology, University College Dublin, Ireland Educating Special Children is an indispensable companion for anyone requiring an overview of provision that has proved effective for children with learning disorders and disabilities.

Dr Michael Farrell guides the reader through what can be labrythine complexities of special education, providing educators with a road map to the most effective methods of provision currently being used. By concentrating on individual disabilities and disorders and not relying on the education system of any one country, Dr Farrell explores issues surrounding: • communication disorders and Autism and Asperger’s Syndrome • developmental co-ordination disorders • reading, writing and mathematics disorders • disorders of conduct, anxiety and depression • attention deficit hyperactivity disorder • mild, moderate to severe, and profound cognitive impairment • sensory impairments • orthopaedic and motor disabilities, health impairments and traumatic brain injury.

In addition, this authoritative text provides advice and support that is relevant to educating pupils in a range of settings. The importance of multi-professional working is explored and analysed.

2008: 234 x 156: 384pp Pb: 978-0-415-46315-7: £20.99 For more information, visit: www.routledge.com/9780415463157

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4 2nd Edition

Special Educational Needs for Newly Qualified Teachers and Teaching Assistants

Special Educational Needs: The Key Concepts

A Practical Guide

By Philip Garner, Nottingham Trent University, UK

Rita Cheminais, Independent Educational Consultant with Every Child Matters Solutions, UK

Exploring the complex issues that surround special educational needs (SEN) both in and out of the classroom, this reader-friendly text considers the impacts that these issues have upon the child, the parent, the teacher, and the school as a whole.

This completely revised and updated second edition addresses the most recent developments in Special Educational Needs. Essential reading for newly qualified teachers and teaching assistants, Rita Cheminais’s classic text now relates to current initiatives including Every Child Matters (ECM) and using personalised learning approaches. Many aspects vital to effective classroom practice are explored, including: • the latest Qualified Teacher Status Standards and the Occupational Standards for Supporting Teaching and Learning in Schools • recent legislation and key official reports and documents relating to SEN and ECM • the effective partnership working with multi-agency practitioners • up-to-date tips on how to meet OFSTEDs inspection requirements in relation to pupils well being, attainment and achievement • how to evaluate the impact of SEN/additional provision.

The book reflects the DCSF/National Strategies Inclusion Development Programme (IDP), and practical tips and strategies are given on how to meet the needs of a diverse range of pupils with additional educational needs (AEN), including: Speech, Language and Communication Needs, Moderate Learning Difficulties, Social Emotional and Behavioural Difficulties, sensory impairments and physical disabilities.

Featuring helpful checklists, templates and photocopiable resources to support professional development, this practical resource contains a wealth of valuable advice, as well as signposting to further information.

2009: 297 x 210: 152pp Pb: 978-0-415-49583-7: £19.99 For more information, visit: www.routledge.com/9780415495837

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Fully cross-referenced and including suggestions for further reading with each entry, areas discussed include: • pupil rights and empowerment • parents and care workers • curriculum and teaching • inclusive approaches • historical dimensions.

Providing an informative combination of practical, historical and legal terms and concepts, Special Educational Needs: The Key Concepts is a highly useful resource accessible to a broad audience.

2009: 216 x 138: 200pp Pb: 978-0-415-20720-1: £14.99 For more information, visit: www.routledge.com/9780415207201

5 5th Edition

Commonsense Methods for Children with Special Educational Needs

Interactive Play for Children with Autism

Peter Westwood, Educational Consultant, UK

This is a comprehensive guide to establishing shared play experiences that assist in the development of communication, social understanding and cognition.

‘This book provides some extremely useful information in a succinct, user friendly way … This book would be an invaluable resource for teachers within the mainstream setting in order to provide them with the information they need to effectively teach students with disabilities in their classes’ – Australasian Journal of Special Education This fifth edition of this successful title provides teachers with an immediate and comprehensive source of practical strategies for meeting children’s special needs in regular classrooms.

Fully revised and updated, this fifth edition includes expanded chapters on: • learning difficulties • students with intellectual, physical or sensory disabilities • behaviour management • self-regulation • the teaching of literacy and numeracy skills • adapting curriculum and instruction.

In addition, the book includes a new chapter offering a description and critique of mainstream teaching methods, with particular reference to their suitability for specific purposes and their efficacy in addressing students’ special needs. In all cases the practical advice the author gives is embedded within a clear theoretical context supported by current research and classroom practice.

Offering practical advice on a wide range of suitable intervention methods, this is essential reading for practising teachers and student teachers worldwide.

2007: 234 x 156: 272pp Pb: 978-0-415-41582-8: £22.99 For more information, visit: www.routledge.com/9780415415828

Diana Seach, University of Chichester, UK

Easily accessible, and packed full of practical resources, the book defines the importance of play both developmentally and psychologically as having a major influence on the enrichment of meaningful interactions and children’s learning.

Diana Seach expertly discusses how play enables children with Autism to: • represent their knowledge of the world and their relationships with others • spontaneously explore ways of thinking about themselves and the objects they encounter • develop communication and companionship • discover motivating ways to learn • extend their imagination and creative potential.

Those who live and work with children who have Autism and Asperger Syndrome will find Interactive Play for Children with Autism an invaluable tool when implementing strategies to develop interactive play in educational establishments, care settings and the family home.

2007: 234 x 156: 240pp Pb: 978-0-415-33326-9: £22.99 For more information, visit: www.routledge.com/9780415333269

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6

Supporting Multilingual Learners in the Early Years Many Languages – Many Children

Shortlisted for the Nasen Book that supports SEN and Disability Issues Award 2008

Sandra Smidt, University of East London, UK Series: The Nursery World/Routledge Essential Guides for Early Years Practitioners

’By looking in depth at the acquisition of language the book provides an insightful and interesting read for all practitioners, not just those directly concerned with supporting multilingual children.’

– Early Years Update Are children who are exposed to more than one language from birth at an advantage or a disadvantage when starting school?

Supporting Multilingual Learners in the Early Years examines the theoretical, ideological and practical issues involved in the education of children speaking two or more languages coming to settings which are predominantly monolingual. The book examines current research and thinking about the advantages and disadvantages of being multilingual and tackles complex topics such as: • what being multilingual implies in terms of prior learning and why this matters in education • the importance of respect for diversity and encouraging children to be proud of their language and culture • practical ways to help young children acquire English 2007: 216 x 138: 160pp Pb: 978-0-415-43801-8: £15.99

• ways of working with parents who themselves have little or no English • the differences and difficulties involved in a child learning an additional language so early on in their lives • strategies for exploring the learning of multilingual learners and a review of the resources and activities that could help.

Sandra Smidt views multilingualism as a cognitive advantage and shows how Early Years practitioners can use interactive styles of learning to focus on the benefit that the many cultures and languages in the classroom can bring to children’s learning and development.

Written in a highly accessible tone, this book offers practitioners a mix of practical case studies and examples in which theory is embedded and its importance explained. Students of early childhood education will also appreciate the author’s carefully structured approach to the topic, as she includes summary boxes, glossaries and points for reflection in each chapter.

For more information, visit: www.routledge.com/9780415438018

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7 2nd Edition

Teaching Foundation Mathematics

Dyslexia and Mathematics

A Guide for Teachers of Older Students with Learning Difficulties

Edited by Elaine Miles

Nadia Naggar-Smith, New College Nottingham, UK Series: David Fulton / Nasen This fully photocopiable resource will provide essential materials for anyone teaching pre-entry or foundation Maths in secondary schools and further education. Teaching Foundation Mathematics is developed to provide age appropriate material for adult learners with moderate to severe learning difficulties and/or disabilities and for children, over twelve, with special needs. It will also prove useful to teachers training to work with these learners.

Thirty ready-to-use lessons are at your fingertips in this book, complete with tutor’s notes, teaching objectives, detailed lesson plans and photocopiable worksheets, where appropriate. The lessons are divided into three areas – number, shape and measure.

2008: 297 x 210: 200pp Pb: 978-0-415-45164-2: £25.99 For more information, visit: www.routledge.com/9780415451642

’This book, a collection of contributions from six practitioners in the field of teaching dyslexic children of all ages, makes excellent reading for anyone involved in the teaching of mathematics.’

– Mathematics in School In this revised and fully updated second edition of the classic bestselling text, the formidable team of expert contributors, including Professor Tim Miles OBE, draw on their extensive experience in the field. The outcome is a wealth of material based on individual case studies supported by practical and accessible teaching strategies.

The new material includes: • discussion of the latest thinking in the field—ideas on dyscalculia • information from a survey of primary school children • guidance on suitable testing material • innovative contributions on practice.

The second edition of Dyslexia and Mathematics is unique in terms of its coverage and authority, and is a must-buy text for teachers, student teachers and special needs co-ordinators.

2004: 216 x 138: 176pp Pb: 978-0-415-31817-4: £25.99 For more information, visit: www.routledge.com/9780415318174

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