Special Educational Needs and Inclusive Education (US) 2011

R o u t l e d g e e d u c at i o n

Special Educational Needs & Inclusive Education

New Titles and Key Backlist 2011

www.routledge.com/education

SIXTH

EDITION

Commonsense Methods for Children with Special Educational Needs Peter Westwood In this era of inclusive education it is essential that all teachers have a sound understanding of the nature of students’ special educational needs and how these needs may best be met in the classroom. Not only must teachers understand and accept students with disabilities and learning problems, but they must also possess a wide range of teaching and management strategies.

Similar knowledge and skills are also required by classroom assistants and other personnel working in a support role in schools. This book offers sound practical advice on assessment and intervention based on the latest research evidence from the field.

This fully revised and updated sixth edition includes chapters on: • students with autism • self-regulation • social skills

December 2010 • 240 pages Paperback ISBN: 978-0-415-58375-6

• behaviour management

• literacy and numeracy • curriculum adaptation • teaching methods

• general and specific learning difficulties

• intellectual, physical or sensory impairments.

Selected Contents: Introduction

In addition, the book presents a new chapter on the special needs of gifted and talented students.

The practical advice the author gives throughout the book is embedded within a clear theoretical context supported by current research and classroom practice.

1. Special Educational Needs and Learning Difficulties 2. Students with Intellectual Disability and Autism 3. Students with physical disabilities

Praise for previous editions:

‘ A useful guide for those who read the whole book or just dip into relevant chapters to promote thinking on

4. Students with sensory impairments

responding to the wide diversity of challenge that all teachers are required to acquire expertise in.

– Special Needs Information Press

5. Gifted and talented students

‘ This is a book which should be required reading for all Secretaries of State for Education … It was easy to read

7. Managing classroom behaviour

’

and ought to find a place in as many staff libraries as possible – and might serve as a starting point for training day discussions. – Education Review

’

6. Self-management and self-regulation

8. Social skills and peer group acceptance

9. Reading and reading difficulties 10. Intervention for reading difficulties 11. Difficulties with writing 12. Difficulties with spelling 13. Difficulties with basic mathematics 14. Differentiating curriculum and instruction 15. Teaching methods for general and specific purposes

See Page 5 for more information

Routledge... think about it www.routledge.com/education

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Welcome to Routledge

Special Educational Needs & Inclusive Education New Titles and Key Backlist 2011

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contents Special Educational Needs............................................ 2 Inclusion...................................................................... 8 Behavioural Issues...................................................... 14 Gifted Education........................................................ 17 Developing Inter-Professional Practice........................ 20 Special Educational Needs – Higher Education........... 23 Index......................................................................... 24 Order Form............................................Back of Catalog

Contacts

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2

S pe cial Educat i on al Nee ds

NEW IN 2011

NEW IN 2011

Handbook of Special Education

Creative Learning to Meet Special Needs

Edited by James M. Kauffman and Daniel P. Hallahan, both at University of Virginia, USA Special education is now an established part of public education in the United States – by law and by custom.

However, it is still widely misunderstood and continues to be dogged by controversies related to such things as categorization, grouping, assessment, placement, funding, instruction, and a variety of legal issues. The purpose of this thirteen part, fifty seven chapter Handbook is to help profile and bring greater clarity to this sprawling and growing field. To ensure consistency across the volume, chapter authors review and integrate existing research, identify strengths and weaknesses, note gaps in the literature, and discuss implications for practice and future research. Key features include: • Comprehensive Coverage – Fifty-seven chapters cover all aspects of special education in the United States including cultural and international comparisons.

• Issues and Trends – In addition to synthesizing empirical findings and providing a critical analysis of the status and direction of current research, chapter authors discuss issues related to practice and reflect on trends in thinking.

• Categorical Chapters – In order to provide a comprehensive and comparative treatment of the twelve categorical chapters in section IV, chapter authors were asked to follow a consistent outline: Definition, Causal Factors, Identification, Behavioural Characteristics, Assessment, Educational Programming, and Trends and Issues.

• Expertise – Edited by two of the most accomplished scholars in special education, chapter authors include a carefully chosen mixture of established and rising young stars in the field.

This book is an appropriate reference volume for anyone (researchers, scholars, graduate students, practitioners, policy-makers, and parents) interested in the state of special education today: its research base, current issues and practices, and future trends. It is also appropriate as a textbook for graduate level courses in special education.

April 2011: 279 x 216: 864pp Hb: 978-0-415-80071-6: $295.00 Pb: 978-0-415-80072-3: $119.95 eBook: 978-0-203-83730-6

Creative Approaches in the Classroom Edited by Edward Sellman, University of Nottingham, UK Series: Creative Teaching/Creative Schools Introducing creativity to the classroom is a concern for teachers, governments and future employers around the world, and there has been a drive to make experiences at school more exciting, relevant, challenging and dynamic for all young people, ensuring they leave education able to contribute to the global creative economy.

Creative Learning to Meet Special Needs shows teachers how to use creativity in the curriculum for Key Stages 2 and 3 to support the learning of pupils with special educational needs in a way which effectively engages them and leaves a lasting impact on their school experiences and later lives.

Describing the different ways in which a creative approach can help pupils with SEN access the curriculum, with activities and practical materials for teachers, this book will explain: • why creativity is central to making the curriculum accessible • how to use personalised learning with pupils with SEN • how to promote achievements and motivation through creative experiences • how the curriculum can be extended and represented in innovative ways for pupils with SEN • how to use interactive methods of teaching and alternative methods of communication.

Providing case studies and examples of the ways in which teachers have delivered the curriculum creatively to pupils with special educational needs, this book is an invaluable guide for all those involved in teaching and engaging young people with special needs.

August 2011: 246 x 174: 96pp Hb: 978-0-415-57080-0: $112.00 Pb: 978-0-415-57081-7: $30.95 eBook: 978-0-203-81814-5 For more information, visit: www.routledge.com/9780415570817

For more information, visit: www.routledge.com/9780415800723

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Speci al Ed u cati on a l Need s

NEW IN 2011

Handbook of Adolescent Transition Education Edited by Michael L. Wehmeyer, University of Kansas, USA and Kristine W. Webb, University of North Florida, USA Transition from secondary education to adulthood represents a period during which adolescents with disabilities face multiple responsibilities and changing roles that include establishing independence, attending postsecondary education or training, developing social networks, choosing a career, participating in their communities, and managing healthcare and financial affairs. Sponsored by the Division of Career Development and Transition (DCDT) of the Council of Exceptional Children, this handbook provides a comprehensive resource to the communities of educators, related service and agency personnel, families, caretakers, counsellors, and other stakeholders who facilitate these complex transitions to adulthood for adolescents with disabilities.

• Comprehensive – This comprehensive volume includes coverage of historical foundations, policy, transition programming and planning, development of student skills, and program structure. It also recommends transition supports for students with specific disabilities.

• Organizing Taxonomy – The book is organized around a well recognized taxonomy for adolescent transition developed by Dr. Paula Kohler and used by many states to design and reform their transition services.

• Expertise – The volume editors are past-presidents of the Council for Exceptional Children’s Division on Career Development and are leaders in transition research and practice. Contributors are well-recognized for their expertise in transition.

• Chapter Structure – Each chapter includes a discussion of evidence-based research, recommended practices, suggestions for transition personnel and families, and additional resources.

This book is appropriate for researchers and graduate-level instructors in special education and vocational education, in-service administrators and policy-makers, and transition service providers.

July 2011: 254 x 178: 600pp Hb: 978-0-415-87278-2: $295.00 Pb: 978-0-415-87279-9: $114.95 eBook: 978-0-203-83732-0 For more information, visit: www.routledge.com/9780415872799

Handbook of Formative Assessment Edited by Heidi Andrade, University at Albany, SUNY, USA and Gregory J. Cizek, University of North Carolina at Chapel Hill, USA Formative assessment has recently become a focus of renewed research as state and federal policy-makers realize that summative assessments have reached a point of diminishing returns as a tool for increasing student achievement. Consequently, supporters of large-scale testing programs are now beginning to consider the potential of formative assessments to improve student achievement. The mission of this Handbook is to comprehensively profile this burgeoning field of study.

Written by leading international scholars and practitioners, each chapter includes a discussion of key issues that dominate formative assessment policy and practice today, as well as those that are likely to affect research and practice in the coming years.

Key features: • Comprehensive – nineteen chapters cover all aspects of formative assessment including classroom assessment, large-scale applications, technological applications, applications for special needs students, K-12 and post-secondary applications, psychometric considerations, case studies, and discussion of alternative assessment formats such as portfolios and performance assessments.

• Integrative – thoughtful attention is given to the integration of large-scale and classroom assessments.

• Practical – provides practical guidance on how to conduct formative assessments that generate credible information to guide instruction.

• Global – provides perspectives from leading international scholars and practitioners whose expertise spans diverse settings, student populations, and educational systems.

• Accessible Style – although grounded in the latest research, the book’s style and tone has been carefully crafted to make it accessible to both the textbook and professional markets. It will also be a critical reference book for researchers in teacher preparation, educational administration, and educational policy studies.

2009: 246 x 174: 392pp Hb: 978-0-415-99319-7: $195.00 Pb: 978-0-415-99320-3: $89.95 eBook: 978-0-203-87485-1 For more information, visit: www.routledge.com/9780415993203

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S pe cial Educat i on al Nee ds

NEW IN 2011

NEW IN 2011

Handbook of Leadership for Special Education

Nadia Revisited

Edited by Jean B. Crockett, University of Florida, USA, Bonnie S. Billingsley, Virginia Tech, USA, and Mary Lynn Boscardin, University of Massachusetts – Amherst, USA

Lorna Selfe, Clinical Practice, NHS, UK

This book brings together for the first time research syntheses that inform leadership practice in special education from preschool through transition into post-secondary settings. It provides comprehensive coverage of disability policy, leadership knowledge, inclusive education and evidence-based educational practices. Broader in scope than previous books, it provides in-depth analysis by prominent scholars from across the disciplines of both general and special education. Coverage includes historical roots, policy and legal perspectives, and content supporting collaborative and instructional leadership that support special needs students.

• Comprehensive – This is the first book to integrate the knowledge bases of special education and educational leadership as these fields impact the performance of inclusive schools.

• Chapter Structure – Approximately 75% of each chapter is devoted to a synthesis of current knowledge and 25% to recommendations for special education leadership and future research.

• Multicultural Focus – To assure that the book addresses special education leadership within the context of a multicultural society, all chapter authors incorporate material related to cultural, gender, and linguistic diversity.

• Expertise – All chapter authors have made significant contributions to the knowledge base in their specific areas of study such as law, school reform, and instructional leadership.

This book will serve as a reference volume for scholars, leaders, and policy-makers and as a textbook for graduate courses in special education, educational administration, and policy studies.

November 2011: 512pp Hb: 978-0-415-87280-5: $295.00 Pb: 978-0-415-87281-2: $114.95 eBook: 978-0-203-83731-3 For more information, visit: www.routledge.com/9780415872812

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A Longitudinal Study of an Autistic Savant In this book, Lorna Selfe re-examines the case of Nadia, discovered as a child aged six, who had been drawing with phenomenal skill and realism from the age of three, despite having autism and severe learning difficulties. Nadia Revisited updates her story and reconsiders the theories that endeavour to explain her extraordinary talent.

The book presents Nadia’s remarkable drawings, and summarises the central issues from the original case study.

It explains Nadia’s subsequent development and present situation in light of recent research on autistic spectrum disorders and representational drawing in children. The book also looks at the phenomenon of savant syndrome, and considers the possible links between prodigious talent and underlying neurological dysfunction.

The book is especially valuable for students and teachers of developmental psychology and neuropsychology, education and special education, as well as art and art education.

Parents of autistic children or those with related disorders will also be interested in the discussions presented here.

March 2011: 234 x 156: 296pp Hb: 978-1-84872-038-1: $54.95 eBook: 978-0-203-82576-1 For more information, visit: www.routledge.com/9781848720381

related journals

4

International Journal of Disability, Development and Education Listed in the Social Sciences Citation Index® www.tandf.co.uk/journals/ijdde

European Journal of Special Needs Education www.tandf.co.uk/journals/ejsne

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Speci al Ed u cati on a l Need s

BESTSELLER • NEW 6th Edition

Commonsense Methods for Children with Special Educational Needs Peter Westwood

In this era of inclusive education it is essential that all teachers have a sound understanding of the nature of students’ special educational needs and how these needs may best be met in the classroom. This classic text offers sound practical advice on assessment and intervention based on the latest research evidence from the field.

This fully revised and updated sixth edition includes chapters on:

• general and specific learning difficulties • students with autism • intellectual, physical or sensory impairments • self-regulation • social skills • behaviour management • literacy and numeracy • curriculum adaptation • teaching methods.

In addition, the book presents a new chapter on the special needs of gifted and talented students.

The practical advice the author gives throughout the book is embedded within a clear theoretical context supported by current research and classroom practice.

November 2010: 234 x 156: 240pp Hb: 978-0-415-58376-3: $120.00 Pb: 978-0-415-58375-6: $36.95 eBook: 978-0-203-83664-4 For more information, visit: www.routledge.com/9780415583756

Handbook of Reading Disability Research Edited by Anne McGill-Franzen and Richard L. Allington, both at University of Tennessee, USA

Bringing together a wide range of research on reading disabilities, this comprehensive Handbook extends current discussion and thinking beyond a narrowly defined psychometric perspective.

Emphasizing that learning to read proficiently is a long-term developmental process involving many interventions of various kinds, all keyed to individual developmental needs, it addresses traditional questions (What is the nature or causes of reading disabilities? How are reading disabilities assessed? How should reading disabilities be remediated? To what extent is remediation possible?) but from multiple or alternative perspectives.

Taking incursions into the broader research literature represented by linguistic and anthropological paradigms, as well as psychological and educational research, the volume is on the front line in exploring the relation of reading disability to learning and language, to poverty and prejudice, and to instruction and schooling.

The editors and authors are distinguished scholars with extensive research experience and publication records and numerous honors and awards from professional organizations representing the range of disciplines in the field of reading disabilities. Throughout, their contributions are contextualized within the framework of educators struggling to develop concrete instructional practices that meet the learning needs of the lowest achieving readers.

July 2010: 279 x 216: 536pp Hb: 978-0-8058-5333-9: $295.00 Pb: 978-0-8058-5334-6: $119.95 eBook: 978-0-203-85301-6 For more information, visit: www.routledge.com/9780805853346

Browse and Order Online: www.routledge.com/education

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S pe cial Educat i on al Nee ds

6

Debating Special Education Michael Farrell, Independent Education Consultant, UK

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.

Improving Inter-professional Collaborations Multi-agency Working for Children’s Wellbeing Anne Edwards, University of Oxford, UK, Harry Daniels, University of Bath, UK, Tony Gallagher, Jane Leadbetter and Paul Warmington, both at University of Birmingham, UK Series: Improving Learning

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

Interprofessional collaborations to prevent the social exclusion of children and young people call for new professional skills and understandings. This book draws on an examination of these new ways of working to make clear what these new skills and understandings are and how they can be developed.

• 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.

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.

April 2010: 234 x 156: 144pp Hb: 978-0-415-56729-9: $125.00 Pb: 978-0-415-56728-2: $41.95 eBook: 978-0-203-85245-3

2009: 216 x 138: 240pp Hb: 978-0-415-46869-5: $150.00 Pb: 978-0-415-46870-1: $41.95 eBook: 978-0-203-88405-8 For more information, visit: www.routledge.com/9780415468701

Positive Youth Development through Sport Edited by Nicholas L. Holt, University of Alberta, Canada The first Positive Youth Development title to focus on the role of sport, this book brings together high profile contributors from diverse disciplines to critically examine the ways in which sport can be used to promote youth development.

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

2009: 234 x 156: 156pp Pb: 978-0-415-55317-9: $47.95 For more information, visit: www.routledge.com/9780415553179

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Speci al Ed u cati on a l Need s

Single Subject Research Methodology in Behavioral Sciences

Special Educational Needs: The Key Concepts

David L. Gast, University of Georgia, USA

Series: Routledge Key Guides

This book is written for student researchers, practitioners, and university faculty who are interested in answering applied research questions and objectively evaluating educational and clinical practices.

Philip Garner, University of Northampton, 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.

2009: 254 x 178: 488pp Hb: 978-0-8058-6276-8: $175.00 Pb: 978-0-8058-6277-5: $89.95 eBook: 978-0-203-87793-7

2009: 216 x 138: 200pp Hb: 978-0-415-20719-5: $110.00 Pb: 978-0-415-20720-1: $26.95 eBook: 978-0-203-08849-4

For more information, visit: www.routledge.com/9780805862775

For more information, visit: www.routledge.com/9780415207201

2nd Edition

Living With Dyslexia

The Routledge Companion to Dyslexia

The Social and Emotional Consequences of Specific Learning Difficulties/Disabilities

Edited by Gavin Reid, Visiting Professor, University of British Columbia, Vancouver, Canada

Barbara Riddick, University of Durham, UK

Series: David Fulton / Nasen

This book presents first-hand accounts of what dyslexia means for children themselves, and for the people around them.

A ground-breaking study of the whole field of dyslexia by a distinguished international team of contributors, this is a superb resource for those coming to the subject for the first time as well as students and practitioners already familiar with it.

2009: 246 x 174: 384pp Hb: 978-0-415-43078-4: $140.00 Pb: 978-0-415-43079-1: $51.95 2009: 246 x 174: 240pp Pb: 978-0-415-47758-1: $42.95 eBook: 978-0-203-86457-9

For more information, visit: www.routledge.com/9780415430791

For more information, visit: www.routledge.com/9780415477581

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7

S pe cial Educat i on al Need s NEW IN 2011

NEW IN 2011

International Case Studies of Dyslexia

Beyond the School Gates

Edited by Peggy L. Anderson, Metropolitan State College of Denver, USA and Regine Meier-Hedde Series: Routledge Research in Education Dyslexia is a disability that exists in all countries that have high expectations for literacy. The inability to read in spite of normal intellectual potential represents one of the most puzzling educational challenges for literate societies, regardless of the culture or language. This book examines medical, psychological, educational, and sociological data from comprehensive case studies of preteen dyslexic children, in order to profile the disability as it occurs in eighteen different nations. Interviews with the children and their parents reveal how children with dyslexia are identified and treated around the world, and provide a look at various perceptions of dyslexia and its challenges.

Researchers and health practitioners will find this casebook to be an excellent tool for understanding the condition from an international perspective.

Can Full Service and Extended Schools Overcome Disadvantage?

Colleen Cummings, University of Newcastle, UK, Alan Dyson, University of Manchester, UK and Liz Todd, University of Newcastle, UK

This book critically examines the role of full service and extended schools. The authors draw on their extensive international evaluations of this radical new phenomenon to ask: • What do extended or full service schools hope to achieve, and why should services based on schools be any more effective than services operating from other community bases?

• What pattern of services and activities is most effective?

March 2011: 229 x 152: 320pp Hb: 978-0-415-88437-2: $105.00

• What does extended schooling mean for children and families who are not highly disadvantaged, or for schools outside the most disadvantaged areas?

For more information, visit: www.routledge.com/9780415884372

• How can schools lead extended services at the same time as doing their ‘day job’ of teaching children?

• Why should schools be concerned with family and community issues?

related journal

8

Reading & Writing Quarterly www.tandf.co.uk/journals/urwl

• Beyond the advocacy of ‘extended provision’, what real evidence is there that schools of this kind make a difference, and how can school leaders evaluate the impact of their work?

This book will be of interest to anyone involved in extended and full service school provision, as a practitioner, policy-maker, or researcher.

April 2011: 234 x 156: 176pp Hb: 978-0-415-54866-3: $120.00 Pb: 978-0-415-54875-5: $36.95 eBook: 978-0-203-82870-0 For more information, visit: www.routledge.com/9780415548755

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I n c lusi on

NEW

NEW

2nd Edition

2nd Edition

Equality, Participation and Inclusion 1

Equality, Participation and Inclusion 2

Diverse Perspectives

Diverse Contexts

Edited by Jonathan Rix, The Open University, UK, Melanie Nind, University of Southampton, UK, Kieron Sheehy, Katy Simmons and Christopher Walsh, all at The Open University, UK

Edited by Jonathan Rix, The Open University, UK, Melanie Nind, University of Southampton, UK, Kieron Sheehy, Katy Simmons, John Parry and Rajni Kumrai, all at The Open University, UK

What are the experiences of children and young people?

What are the experiences of children and young people?

How can we think about the challenges they face?

How can we think about the challenges they face?

What systems and practices can support them?

What systems and practices can support them?

How can we develop greater equality, participation and inclusion across diverse settings?

How can we develop greater equality, participation and inclusion across diverse settings?

This second edition of Equality, Participation and Inclusion 1: Diverse Perspectives is the first of two Readers aimed at people with an interest in issues of equality, participation and inclusion for children and young people. This first Reader focuses in particular on the diverse perspectives held by different practitioners and stakeholders.

Comprising readings taken from the latest research in journal articles, newly commissioned chapters, as well as several chapters from the first edition that retain particular relevance, this fully updated second edition has broadened its focus to consider a greater diversity of perspectives.

Whilst exploring how we think about the experiences of children and young people across a range of contexts it maintains a subtle, underlying emphasis upon education and the experiences of disabled people.

Drawing on the writing of academics, practitioners, children and young people, and people who have experienced exclusion, this book is a rich resource for students and practitioners who are interested in thinking about how inequality and exclusion are experienced, and how they can be challenged. Much of the material reflects on lived experiences and life stories, and will be of particular interest to those working in education, health, youth and community work, youth justice and social services, as well as to families and advocates.

November 2010: 246 x 174: 352pp Hb: 978-0-415-58423-4: $120.00 Pb: 978-0-415-58422-7: $36.95 eBook: 978-0-203-83978-2 For more information, visit: www.routledge.com/9780415584227

This second edition of Equality, Participation and Inclusion 2: Diverse Contexts is the second of two Readers aimed at people with an interest in issues of equality, participation and inclusion for children and young people. This second Reader focuses in particular upon the diverse experiences and contexts in which children and young people encounter issues of equality, participation and inclusion.

Comprising readings taken from the latest research in journal articles, newly commissioned chapters, as well as several chapters from the first edition that retain particular relevance, this fully updated second edition has broadened its focus to consider a wider range of diverse experiences and contexts, whilst maintaining an emphasis on educational settings.

Drawing on the writing of academics, practitioners, children and young people, this collection is a rich source of information and ideas for students and practitioners who are interested in thinking about how inequality and exclusion are experienced, and how they can be challenged, and will be of particular interest to those working in education, health, youth and community work, youth justice and social services. Families and advocates are also likely to be drawn to the material as much of it reflects on lived experiences and life stories.

November 2010: 246 x 174: 352pp Hb: 978-0-415-58425-8: $120.00 Pb: 978-0-415-58424-1: $36.95 eBook: 978-0-203-83977-5 For more information, visit: www.routledge.com/9780415584241

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9

I n clusio n

10

NEW

NEW

Teaching and Learning in Diverse and Inclusive Classrooms

The Irregular School

Key Issues for New Teachers

Roger Slee, Institute of Education, University of London, UK

Edited by Gill Richards, Nottingham Trent University, UK and Felicity Armstrong, Institute of Education, London, UK

Exclusion, Schooling and Inclusive Education

Series: Foundations and Futures of Education

How can you develop effective teaching strategies so that all the children in your classroom are included in meaningful and enriching learning experiences?

What can you do to help young people from diverse backgrounds achieve their full potential?

Addressing the wide variety of issues of diversity and inclusion routinely encountered in today’s classrooms, this comprehensive text provides both a theoretical background and practical strategies.

Chapters from leading figures on inclusive education present and analyse the latest debates, research studies and current initiatives, including considerations for teaching and learning and concluding with key questions for reflection and additional resources.

Topics discussed include: understanding inclusive education; ethnic and cultural diversity; challenging behaviour; bullying; gender identity and sexuality; gifted and talented learners; traveller children; special educational needs; collaborative working in schools; the perspective of parents.

Teaching and Learning in Diverse and Inclusive Classrooms is a key resource for teachers, supporting their learning throughout their initial training and early professional development. It will also be of interest to more experienced teachers interested in diversity and inclusion, particularly those mentoring NQTs through their induction and Masters level studies.

October 2010: 234 x 156: 192pp Hb: 978-0-415-56462-5: $125.00 Pb: 978-0-415-56463-2: $35.95 eBook: 978-0-203-84091-7 For more information, visit: www.routledge.com/9780415564632

Should disabled students be in regular classrooms all of the time or some of the time? Is the regular school or the special school or both the solution for educating students with a wide range of differences?

Inclusive education has been incorporated in government education policy around the world.

Key international organisations such as UNESCO and OECD declare their commitment to Education for All and the principles and practice of inclusive education. There is no doubt that despite this respectability inclusive education is hotly contested and generates intense debate amongst teachers, parents, researchers and policy-makers. People continue to argue over the nature and extent of inclusion.

The Irregular School explores the foundations of the current controversies and argues that continuing to think in terms of the regular school or the special school obstructs progress towards inclusive education. This book contends that we need to build a better understanding of exclusion, of the foundations of the division between special and regular education and of school reform as a precondition for more inclusive schooling in the future. Schooling ought to be an apprenticeship in democracy and inclusion is a prerequisite of a democratic education.

Written by a leading scholar in the field, The Irregular School builds on existing research and literature to argue for a comprehensive understanding of exclusion, a more innovative and aggressive conception of inclusive education and a genuine commitment to school reform that steps aside from the troubled and troubling notions of regular schools and special schools. It will be of interest to all those working and researching in the field of inclusive education.

November 2010: 234 x 156: 232pp Hb: 978-0-415-47989-9: $120.00 Pb: 978-0-415-47990-5: $39.95 eBook: 978-0-203-83156-4 For more information, visit: www.routledge.com/9780415479905

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NEW

NEW

2nd Edition

Social Class, Gender and Exclusion from School

Supporting Inclusive Practice Edited by Gianna Knowles, University of Chichester, UK

Now fully updated, this new edition of Supporting Inclusive Practice encourages the ongoing practice of inclusion with discussions, guidance and advice on how to build an inclusive environment.

This book encourages debate, reflection and discussion when relating to the teaching of: • children with English as an additional language

• gifted and talented children • children with autism and physical and sensory disabilities • children who have suffered loss, grief and bereavement • children in care or being ‘looked after’.

Helping you to promote children’s independence and emotional resilience, and with advice on working with families and professional agencies, this book is integral to all those at university training to work in the education sector, as well as teachers and teaching assistants who are truly looking to achieve inclusive practice in their classroom.

Jean Kane, University of Glasgow, UK Rising exclusion rates indicate the continuing marginalisation of many young people in education in the UK. Working-class boys, children living in poverty, and children with additional/special educational needs are among those experiencing a disproportionate rate of exclusion.

This book traces the processes of exclusion and alienation from school and relates this to a changing social and economic context.

Jean Kane argues that policy on schooling, including curricular reform, needs to be re-connected to the broad political pursuit of social justice, and presents compelling case studies of excluded pupils, showing the multi-faceted identities of pupils, with a particular focus on masculine and feminine identities.

This invaluable contribution to the literature offers an alternative analysis where the social identities of pupils are shown to be tied up with their exclusion from school.

Themes investigated include: • the meanings of school exclusions

September 2010: 246 x 174: 184pp Hb: 978-0-415-57900-1: $125.00 Pb: 978-0-415-57899-8: $41.95 eBook: 978-0-203-84335-2

• social class, gender and schooling

For more information, visit: www.routledge.com/9780415578998

• exclusions and young people’s lives

Learning from the Margins Young Women, Social Exclusion and Education

• social identities of excluded pupils • negotiating identities in school: moving towards exclusion • improving participation in schooling.

Providing fascinating reading for teachers, social workers, researchers and policy-makers this book considers how educational disadvantage might be addressed through recognition of the gender and class identities of pupils.

Edited by Julie McLeod, University of Melbourne, Australia and Andrea C. Allard, Deakin University, Australia

September 2010: 234 x 156: 168pp Hb: 978-0-415-55301-8: $120.00 Pb: 978-0-415-55302-5: $38.95 eBook: 978-0-203-84501-1

This collection of ground-breaking international essays address the educational, social, work and biographical experiences of young women who are routinely constructed as ‘at risk’ and on the margins.

For more information, visit: www.routledge.com/9780415553025

2009: 234 x 156: 206pp Pb: 978-0-415-56709-1: $39.95 For more information, visit: www.routledge.com/9780415567091

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I n clusio n

12

Inclusive Education

Confronting Obstacles to Inclusion

A Practical Guide to Supporting Diversity in the Classroom

International Responses to Developing Inclusive Education

Joanne Deppeler, Concordia University College, Alberta, Canada, David Harvey, Monash University, Australia, and Tim Loreman

Edited by Richard Rose, University of Northampton, UK

2nd Edition

Drawing from conceptual principles and empirical findings, this fully revised edition of Inclusive Education demonstrates how to empower teachers and leaders and foster professional practices that create a successful inclusive school community.

Presenting a hands-on process that addresses evidence, partnerships, curriculum and instruction, this book strikes the right balance between theory and practice. The authors provide educational leaders and school reformers with tools for collaborating and doing the work of improving inclusive practices for equity and student learning.

Including links to web resources that include a huge range of planning templates and assessment tools, as well as procedures to create school-based leadership teams to drive and sustain discussions and decision-making, this extensive text and collection of tools is invaluable for students, school leaders and teachers who are serious about ensuring success for all students.

August 2010: 234 x 156: 272pp Hb: 978-0-415-60147-4: $120.00 Pb: 978-0-415-60148-1: $38.95 NOT AVAILABLE FOR SALE FROM ROUTLEDGE IN AUSTRALIA OR NEW ZEALAND For more information, visit: www.routledge.com/9780415601481

Series: David Fulton / Nasen Confronting Obstacles to Inclusion uniquely and comprehensively addresses interpretations of inclusive education by drawing upon the experiences and expertise of leading writers and academics who have direct experience of teaching and researching this area around the world.

This landmark publication combines theoretical chapters with practical material demonstrating how the theories can be put in to action in the classroom.

The contributors, who all have regular contact with pupils and teachers in inclusive settings, provide a broad spectrum of ideas, examine a number of key themes and interpret these in an international context, such as: • the causes of exclusion, the obstacles to inclusion and how these can be overcome • supporting families • how we can learn from students • professional development • enhancing teaching and learning • support in the classroom.

This authoritative text will be of immense interest and use to practitioners, policy-makers, researchers and campaigners who are working towards a more equitable and inclusive society. Through a synthesis of theory and practice the book offers readers an opportunity to explore local, national and international perspectives and raises questions with regards to our current understanding of inclusion. Whilst the interrogation of the concept of inclusion is, in itself important, the book provides examples of professional approaches to the key questions which are currently challenging the education of a diverse range of learners.

June 2010: 234 x 156: 328pp Hb: 978-0-415-49361-1: $136.00 Pb: 978-0-415-49363-5: $47.95 eBook: 978-0-203-84678-0 For more information, visit: www.routledge.com/9780415493635

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Teacher Education for Inclusion

Improving the Context for Inclusion

Changing Paradigms and Innovative Approaches

Personalising Teacher Development through Collaborative Action Research

Edited by Chris Forlin, Institute of Education, Hong Kong

Andy Howes, University of Manchester, UK, S.M.B. Davies, Trinity College, University of Wales, UK and Sam Fox, University of Manchester, UK

The focus of this international text is on innovative practices for preparing teachers to work in inclusive classrooms and schools.

Drawing on both pre and in-service training methods, the expert contributors to this book follow three major themes: • social and political challenges regarding teacher education – providing an historical perspective on the training of teachers, tensions in preparing teachers for inclusion, cultural issues, the relationship between educational funding and practices and collaborative measures to support a whole school approach

• innovative approaches in pre-service teacher preparation – discussing a range of innovative models and approaches used in pre-service teacher education courses • engaging professional development for inservice teachers – reviewing a range of approaches employed to engage working teachers and help them establish curricula and pedagogy that meets the needs of all students in their classes.

Each chapter includes a list of proposed learning outcomes, a theoretical or conceptual framework to help readers develop the proposed innovation, an overview of recent research, discussion of the research data available and a discussion of the international implications and challenges, summarising in suggestions for a positive way forward.

Series: Improving Learning

This book addresses the requirement for increasing the multi-agency capacity around young people, analysing accounts of collaborative action research to show how teachers can engage with inclusion for the benefit of themselves and their pupils.

2009: 216 x 138: 208pp Hb: 978-0-415-47341-5: $125.00 Pb: 978-0-415-47342-2: $41.95 eBook: 978-0-203-87513-1 For more information, visit: www.routledge.com/9780415473422

related journal

Teacher Education for Inclusion: Changing Paradigms and Innovative Approaches is essential reading for practising teacher educators, school leaders, university lecturers in education and post graduate students.

May 2010: 234 x 156: 288pp Hb: 978-0-415-54876-2: $130.00 Pb: 978-0-415-54877-9: $53.95 eBook: 978-0-203-85087-9 For more information, visit: www.routledge.com/9780415548779

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International Journal of Inclusive Education www.tandf.co.uk/journals/ ijinclusiveed

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14

I n clusio n

Inclusive Education in the Middle East Eman Gaad, The British University in Dubai, United Arab Emirates Series: Routledge Research in Education The potential of adopting inclusive education to support learning for all is an international phenomenon that is finding its way to the Middle East and the Arabian region.

Eman Gaad examines the current status of inclusive education in Arabia and the Middle East through an assessment of the latest international, regional, and local research into inclusive education. With a focus on the more complex areas of related cultural practice and attitudes towards inclusive education in this dynamic and fastchanging part of the world, Gaad offers a research-based analysis of the current educational status of the Arabian Gulf and some Middle Eastern countries that adopted inclusive practice in education, and others that are yet to follow. This book will be of great interest to students, academics, teachers, and therapists in the field of comparative and inclusive education as well as those with an interest in policies of education in the dynamic and culturally distinguished Middle Eastern Arabian region.

June 2010: 229 x 152: 132pp Hb: 978-0-415-99881-9: $95.00 eBook: 978-0-203-84521-9

NEW IN 2011

Educating Students with Autism Spectrum Disorders Research-Based Principles and Practices Edited by Dianne Zager, Pace University, USA, Michael L. Wehmeyer and Richard L. Simpson, both at University of Kansas, USA This edited book is both a comprehensive resource for practicing professionals serving children and youth with autism spectrum disorders (ASD) and a graduate level text for preservice and inservice educators, psychologists, speech/language therapists and other clinicians. Similar to a handbook in its comprehensive topical coverage, the text provides an overview of the field from an integrated cross-disciplinary perspective, describes the research-base supporting various educational practices related to children and youth with ASD, considers education at each developmental stage (from early intervention through transition to adult living), and highlights major educational and therapeutic needs of children and youth with ASD. In addition to describing the theory and research supporting current practices, it shows how the existing knowledge base can be used to explore promising new possibilities related to the field’s many unanswered questions.

• Comprehensive – This is the first text in autism education to consider the history and current state of autism as a field in transition, the varied approaches and philosophies used to educate children and youth with autism, interventions used throughout the developmental cycle, and how inter-related disciplines interface in the treatment of autism.

For more information, visit: www.routledge.com/9780415998819

• Cross Disciplinary – Serving students with autism necessitates communication and collaboration among professionals from several disciplines as well as family members.

• Research Based – Whereas many existing texts advocate a particular type of treatment, this one recognizes that interventions must be selected and evaluated based on the scientific evidence of their effectiveness.

• Integrated Methodology – This text also recognizes that different types of interventions lend themselves to different research methods.

• Expertise – The volume editors are all highly visible researchers in autism and developmental disabilities.

Likewise, each chapter is directed by a senior, highly accomplished author who is nationally recognized for his/ her work in the topic being addressed.

July 2011: 254 x 178: 400pp Hb: 978-0-415-87756-5: $160.00 Pb: 978-0-415-87757-2: $79.95 eBook: 978-0-203-84818-0 For more information, visit: www.routledge.com/9780415877572

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Beh avi o u r a l Issu es

NEW

NEW

2nd Edition

Understanding Behaviour and Development in Early Childhood

Bullying in North American Schools Edited by Dorothy L. Espelage, University of Illinois at Urbana-Champaign, USA and Susan M. Swearer, University of Nebraska at Lincoln, USA

Bullying in North American Schools is an exciting compilation of research on bullying in school-aged youth by a representative group of researchers, including developmental, social, counseling, school, and clinical psychologists across North America.

This new edition: • illustrates the complexity of bullying behaviors and offers suggestions for decision-making to intervene and work to reduce bullying behaviors

• provides empirical guidance for school personnel as they develop bullying prevention and intervention programs or evaluate existing programs • uses a social-ecological perspective in which bullying is examined across multiple contexts including individual characteristics, peer and family influences, and classroom dynamics

A Guide to Theory and Practice Maria Robinson, Independent Adviser and Lecturer in Early Years Development, UK

In this accessible and thought-provoking text, the author examines the behaviour of babies and young children in a developmental context, and takes into account the shifts and changes over time as young children grow and mature.

Understanding Behaviour and Development in Early Childhood reveals, for example, how behaviour perceived as ‘difficult’ in a young child may be the manifestation of a response to emotional, sensory and cognitive experiences. Throughout the book, readers will find a strong emphasis on emotional well-being and the need to place our understanding of behaviour within a developmental time frame.

Based on wide ranging professional experience the topics examined and discussed in this insightful book include: • what we understand by ‘behaviour’

• includes basic research data from leaders in the field of bullying and victimization in the United States and Canada

• how the brain and senses work and mature during early childhood

• teaches practical implications of various types of programs and how to choose and implement one that fits their school ecology.

• what emotions are and how we learn what feelings mean to us as individuals

This text will help your students understand how to prevent bullying behavior and how to select and manage intervention efforts in schools and school districts.

October 2010: 254 x 178: 336pp Hb: 978-0-415-80654-1: $160.00 Pb: 978-0-415-80655-8: $62.95 eBook: 978-0-203-84289-8 For more information, visit: www.routledge.com/9780415806558

• behaviour as a reflection of the child’s internal state

• how emotions affect our ability to learn • how we develop a sense of self.

The book provides suggestions for how adults may think about and respond to changes in children’s behaviour, and how we may support children in learning how to manage their own behaviour as they grow older and encounter wider and more complex situations.

Understanding the meaning of behaviour is a constant challenge for anyone working with children. This developmental approach promotes a helpful reflective stance for practitioners and students working in early childhood education and care.

September 2010: 234 x 156: 136pp Hb: 978-0-415-56560-8: $128.00 Pb: 978-0-415-56561-5: $31.95 eBook: 978-0-203-84288-1 For more information, visit: www.routledge.com/9780415565615

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15

Behav ioural I ssues

16

Effective Programs for Treating Autism Spectrum Disorder Applied Behavior Analysis Models Betty Fry Williams, Whitworth University, USA and Randy Lee Williams, Gonzaga University, USA

Effective Programs for Treating Autism Spectrum Disorder is written for teachers, parents, and the many service providers who work with individuals with autism spectrum disorder (ASD). Part one reviews the characteristics of ASD, summarizes major theories and research findings regarding cause(s) of ASD, and discusses the most popular treatment claims, examining each approach’s scientific base and value. Part two provides an informative overview of applied behavior analysis, focusing on the principles of learning and basic procedures based upon those principles. These two parts provide a foundation for understanding the strategies implemented by the outstanding treatment programs described in part three.

The eight models described in part three represent comprehensive, evidence-based programs for the treatment of persons with ASD, from infancy through adulthood.

Programs reviewed include the Lovaas Institute, Koegel Center, Strategic Teaching and Reinforcement Systems (STARS), Project DATA, New England Children’s Center, May Institute, Princeton Child Development Institute, and Judge Rotenberg Center. Strategies explained include intensive early behavioral intervention, Pivotal Response Training, verbal behavior, script fading, social stories, visual activity schedules, functional analysis, the Picture Exchange Communication System, and the Family-Teaching Model.

Edited by Beth Doll, University of Nebraska at Lincoln, USA, William Pfohl, Western Kentucky University, USA and Jina S. Yoon, Wayne State University, USA The Handbook of Youth Prevention Science describes current research and practice in mental health preventive interventions for youth. Traditional prevention research focused on preventing specific disorders, e.g. substance abuse, conduct disorders, or criminality. This produced ’silos’ of isolated knowledge about the prevention of individual disorders without acknowledging the overlapping goals, strategies, and impacts of prevention programs. This Handbook reflects current research and practice by organizing prevention science around comprehensive systems that reach across all disorders and all institutions within a community. Throughout the book, preventive interventions are seen as complementary components of effective mental health programs, not as replacements for therapeutic interventions.

This book is suitable for researchers, instructors and graduate students in the child and adolescent mental health professions: school psychology, school counseling, special education, school social work, child clinical psychology and the libraries serving them. It is also suitable for graduate course work in these fields.

March 2010: 246 x 174: 496pp Hb: 978-0-8058-6331-4: $250.00 Pb: 978-0-8058-6332-1: $114.95 eBook: 978-0-203-86641-2 For more information, visit: www.routledge.com/9780805863321

related journal

July 2010: 229 x 152: 304pp Hb: 978-0-415-99931-1: $160.00 Pb: 978-0-415-99932-8: $59.95 eBook: 978-0-203-85503-4

Handbook of Youth Prevention Science

For more information, visit: www.routledge.com/9780415999328

Emotional and Behavioural Difficulties Official journal of the Social, Emotional and Behavioural Difficulties Association (SEBDA) www.tandf.co.uk/journals/ebd

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Handbook of Bullying in Schools

4th Edition

An International Perspective

Creativity in the Classroom

Edited by Shane R. Jimerson, University of California, Santa Barbara, USA, Susan M. Swearer, University of Nebraska, Lincoln, USA and Dorothy L. Espelage, University of Illinois at Urbana-Champaign, USA

Schools of Curious Delight

The Handbook of Bullying in Schools is a comprehensive analysis of the worldwide bullying phenomena. It is the first volume to systematically review and integrate what is known about how cultural and regional issues affect bullying behavior and its prevention.

2009: 254 x 178: 624pp Hb: 978-0-8058-6392-5: $295.00 Pb: 978-0-8058-6393-2: $114.95 eBook: 978-0-203-86496-8 For more information, visit: www.routledge.com/9780805863932

Behavior Analysis for Effective Teaching

Alane Jordan Starko, Eastern Michigan University, USA

The fourth edition of this well-known text continues the mission of its predecessors – to help teachers link creativity research and theory to the everyday activities of classroom teaching. Part one includes information on models and theories of creativity, characteristics of creative people, and talent development. Part teo includes strategies explicitly designed to teach creative thinking, to weave creative thinking into content area instruction, and to organize basic classroom activities (grouping, lesson planning, assessment, motivation and classroom organization) in ways that support students’ creativity.

2009: 254 x 178: 368pp Hb: 978-0-415-99706-5: $160.00 Pb: 978-0-415-99707-2: $59.95 For more information, visit: www.routledge.com/9780415997072

Behavior Analysis for Effective Teaching provides teachers and other human service professionals specific tools they can use to teach more effectively without using the punitive methods that are too often part of educational practices.

related journal

Julie S. Vargas, B.F. Skinner Foundation, USA

2009: 254 x 178: 392pp Hb: 978-0-415-99007-3: $195.00 Pb: 978-0-415-99008-0: $79.95 eBook: 978-0-203-87980-1 For more information, visit: www.routledge.com/9780415990080

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Exceptionality Listed in the Social Sciences Citation Index® www.tandf.co.uk/journals/hexc

17

Gift e d Educat i on

18

Effective Teaching in Gifted Education

NEW

Using a Whole School Approach

What Happens when Gifted Children Grow Up

Wendy Robinson, University of Exeter, UK and Jim Campbell, University of Warwick, UK

Effective teaching for gifted and talented students is high on the agenda of school systems across the world. Written by leading international scholars in the field, Effective Teaching in Gifted Education presents a thoroughly enlightening analysis of the practice of schools judged to be outstanding in their effective teaching of gifted and talented students.

Eight in-depth case studies draw upon the voices of school leaders, classroom teachers and students to illustrate and explore Gifted and Talented provision across a range of educational settings and circumstances, including: • differentiated teaching and learning in an urban City Technology College • gifted education in an inner-city, multi-ethnic school and a rural comprehensive school • school ethos, student voice and motivation in a girls’ grammar school • curricular depth, enrichment and interactive teaching in a boys’ grammar school • learning in a residential summer school for gifted students.

Providing a rich evidence base, these and other examples place best practice within a framework of theory and policy. School leaders, Gifted and Talented Co-ordinators and classroom practitioners reading this book will understand the principles behind the practice, as well as how and why to apply the practice in their own schools.

February 2010: 234 x 156: 184pp Hb: 978-0-415-49345-1: $150.00 Pb: 978-0-415-49346-8: $42.95 eBook: 978-0-203-85506-5

Joan Freeman, Psychologist in Private Practice, UK

This book reveals the dramatic stories of twenty outstandingly gifted people as they grew from early promise to maturity in Britain. Recorded over the last thirty-five years by award-winning psychologist, Joan Freeman, these fascinating accounts reveal the frustrations and triumphs of her participants, and investigates why some fell by the wayside whilst others reached fame and fortune.

These exceptional people possess a range of intellectual, social and emotional gifts in fields such as mathematics, the arts, music and spirituality.

Through their particular abilities, they were often confronted with extra emotional challenges, such as over-anxious and pushy parents, teacher put-downs, social trip-wires, boredom and bullying in school and conflicting life choices. Their stories illustrate how seemingly innocuous events could have devastating life-long consequences, and confront the reader with intriguing questions such as: Does having a brilliant mind help when you are ethnically different or suffering serious depression?

How does a world-class pianist cope when repetitive strain injury strikes, or a young financier when he hits his first million? What is the emotional impact of grade-skipping?

Joan Freeman’s insights into the twists and turns of these lives are fascinating and deeply moving. She shows us that while fate has a part to play, so does a personal outlook which can see and grab a fleeting chance, overcome great odds, and put in the necessary hard work to lift childhood prodigy to greatness. Readers will identify with many of the intriguing aspects of these people’s lives, and perhaps learn something about themselves too.

September 2010: 198 x 129: 328pp Hb: 978-0-415-47008-7: $62.95 Pb: 978-0-415-47009-4: $17.95 eBook: 978-0-203-84575-2

For more information, visit: www.routledge.com/9780415493468

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NEW

4 Volume Set

Raising Literacy Achievement in the Primary School

Gifted and Talented Education

Geoff Dean, Independent Literacy Consultant, UK

Series: Major Themes in Education

Raising Literacy Achievement in the Primary School focuses on identifying pupils who demonstrate outstanding ability in language, literacy and communication skills, and developing strategies to enable their progression in reading and writing. Taking into account recent changes in technology and their impact upon text construction, the author covers a range of multimedia methods of communication, including blogs and podcasts, along with more conventional prose, screenplays and poetry, to develop activities and exercises for gifted and talented pupils.

Incorporating a critique of school policies and an exploration of attitudes towards gifted and talented pupils, with practical ideas for the classroom, this book covers: • how to identify more able pupils • working with parents and engaging them in their children’s learning

Edited by Deborah Eyre As serious thinking about and around the education of the gifted and talented continues to flourish, this new title in the Routledge series, Major Themes in Education, meets the need for an authoritative reference work to codify and make sense of the field’s literature. Edited by Deborah Eyre, the founding Director of the world-renowned Academy for Gifted and Talented Youth at the University of Warwick, this new Major Work brings together in four volumes the foundational and the best cutting-edge scholarship. The editor has drawn on the most important and influential research from a broad range of countries to create a one-stop ‘mini library’ which describes and analyses the rationale and purposes of gifted education.

2009: 234 x 156: 2225pp Hb: 978-0-415-46598-4: $1295.00 For more information, visit: www.routledge.com/9780415465984

• personalised learning for gifted and talented pupils • benchmarks for more able pupils • practical suggestions for challenging pupils.

This book offers invaluable advice for undergraduates, gifted and talented coordinators and practising teachers who wish to identify, develop and encourage those pupils who are gifted and talented in English, and raise expectations and standards throughout the school.

related journal

• assessment for learning

October 2010: 246 x 174: 156pp Hb: 978-0-415-55871-6: $125.00 Pb: 978-0-415-55872-3: $41.95 For more information, visit: www.routledge.com/9780415558723

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High Ability Studies Official journal of the European Council for High Ability (ECHA) Listed in the Social Sciences Citation Index® www.tandf.co.uk/journals/has

19

20

Dev elopin g I nter- Professio n al Pr act i ce

NEW IN 2011

NEW

Educational Therapy in Action Behind and Beyond the Office Door

Responding to Diversity in Schools

Dorothy Fink Ungerleider

An Inquiry-Based Approach

This book provides an in-depth look at what a little-known clinician, the educational therapist, does and how they do it. This book goes behind the clinician’s door to illustrate the unusual and broad range of interventions – both academic/vocational and social/emotional – that an educational therapist employs. This particular case study involves a young woman named Nora who had a severe but undiagnosed auditory processing disorder. She could not give meaning to the spoken language that came at her too rapidly, leaving her in a constant fog of words that she couldn’t comprehend.

Edited by Susie Miles and Mel Ainscow, both at University of Manchester, UK

This case discloses the problems, their causes, and the emotional toll that had to be considered in developing an effective educational/therapeutic plan for Nora. It vividly illustrates the dynamic exchanges and mutual learning that goes on between client and therapist. Parts one and two illustrate how the psycho-educational interventions that addressed Nora’s academic and non-academic needs were gradually formulated over the first year. Part three provides a series of vignettes from subsequent years that illustrate the ongoing applications of the therapist’s work.

June 2011: 254 x 178: 176pp Hb: 978-0-415-88884-4: $135.00 Pb: 978-0-415-88885-1: $34.95 eBook: 978-0-203-83154-0 For more information, visit: www.routledge.com/9780415888851

Domestic Violence and Children A Handbook for Schools and Early Years Settings Abigail Sterne and Liz Poole, both at Oldham Educational Psychology Service, UK This book describes the impact of domestic violence on children and provides support for education and social care professionals, suggesting practical ways in which education staff can meet the needs of pupils from difficult home backgrounds.

2009: 246 x 174: 160pp Hb: 978-0-415-55632-3: $125.00 Pb: 978-0-415-46551-9: $37.95 eBook: 978-0-203-86910-9

• Who are the learners who are missing out?

• What evidence do we need in order to understand the barriers faced by these learners?

• How can we analyse this evidence in order to find effective ways of moving forward?

• How do we involve others in this process?

Responding to Diversity in Schools sets out to encourage innovation in schools, challenge existing assumptions and practices, and promote critical reflection. The contributing authors explain how to use a wide range of research methods, including visual methods that can be used to gather the views of children and young people. In addition, the book provides illustrative examples of innovative approaches to doing research with children, teachers and parents in schools.

Written in a clear, direct style that addresses the types of concerns facing teachers on a daily basis, this book offers both practical guidance on responding to the challenge of diversity and inclusion from an inquiry-based learning perspective, and a range of detailed worked examples from schools. It will support individual practitioners and staff teams working on school development issues, as well as tutors wishing to use inquiry-based approaches within workshops and courses. It will also benefit post-graduate students who are focusing on inclusion, diversity, school development and leadership.

September 2010: 234 x 156: 208pp Hb: 978-0-415-57576-8: $136.00 Pb: 978-0-415-57577-5: $39.95 eBook: 978-0-203-84340-6 For more information, visit: www.routledge.com/9780415575775

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Responding to Diversity in Schools provides guidance for education practitioners on how to use an inquiry-based approach in responding to learner diversity. It supports readers in addressing an agenda for change, considering questions such as:

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Develop ing In ter- P rofessio na l Pr acti ce

NEW IN 2011

The Values Education Resource File A practical kit for exploring the things that matter Ray Baxter The Values Education Resource File is a unique resource designed to provide schools with a straightforward way of thinking about the things that matter to you and your young people.

It provides everything you need to work with children and young adults to help them understand and articulate the values that matter to them – to enable personal change, better conflict management, and prepare them for the future. It also provides guidance on how values can be introduced across the curriculum, on working meaningfully with parents and other external stake holders, and ideas for staff induction, professional development, and organisational change initiatives.

A comprehensive folder package including straightforward, accessible advice and guidance on how to introduce and develop values education in your setting, together with: Ten Fully Resourced Learning Sessions: Photocopiable learning sessions that can be used in a variety of contexts, with a range of young people, teachers and parents, plus lots of ideas for activities for a variety of lessons and settings.

• Know your values

• Values and positive life choices

• Values and behaviour

• Supporting personal change

• Conflicting values

• Human rights

• Team values

• Values and staff induction

• Modelling values for young people

• School vision A Value Biography for Every Value Card: Each value is accompanied by a comprehensive biography containing definitions, perspectives, stories, historical accounts, legal implications and other interesting information that will support the educator to better understand and work with each value and will also be ideal for use in P4C lessons.

Written by an experienced teacher who now delivers values education training in schools, The Values Education Resource File is a tried-and-tested resource, illustrated by fascinating case studies describing how other schools are already using the folder to embed values education successfully.

Suitable for a wide range of education professionals including teachers, youth workers, extended services co-ordinators, transition managers, career guidance professionals, those working in pupil referral units, pastoral teams, and those delivering behaviour management programmes, this highly practical kit offers sensible, thought-provoking and highly usable guidance and ideas.

July 2011: 297 x 210: 112pp Pack: 978-0-415-58421-0: $160.00 Introductory Price: $150.00 (Until September 2011)

NEW IN 2011

The Values Education Resource File: Values Cards Exploring the things that Matter Ray Baxter Additional packs of the Fifty Values Cards that accompany The Values Education Resource File Values, ideal for exploring the things that matter with large groups.

Each carefully designed, durable card includes a value, a carefully written narrative and definition for the value to help teachers and students work together meaningfully.

Values include: Learning, Determination, Empathy, Honesty, Self Discipline, Achievement, Truth, Co-operation, Tolerance, Empowerment, Justice, Responsibility, Openness, Loyalty.

July 2011: 297 x 210 Pb: 978-0-415-58420-3: $27.00 For more information, visit: www.routledge.com/9780415584203

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Dev elopin g I nter- Professio n al Pr act i ce

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The Clinical Practice of Educational Therapy

Promoting Health and Well-being through Schools

A Teaching Model

Edited by Peter Aggleton, University of Sussex, UK, Catherine Dennison and Ian Warwick, Institute of Education, University of London, UK

Edited by Maxine Ficksman, Emeritus Curry College, USA and Jane Utley Adelizzi, Association of Educational Therapists, USA

The Clinical Practice of Educational Therapy is the first book to provide a comprehensive review of the interdisciplinary profession and practice of educational therapy as it exists today. It describes the scope and practice of educational therapy from its European roots to its growing presence in the United States, and provides case studies to illustrate the work of educational therapists.

• Interdisciplinary Perspective – Other books focus on either educational or therapeutic interventions but rarely discuss the blend and synergy of disciplines that are the hallmark of the profession.

• Illustrative Cases – The text draws heavily on case studies as a means of understanding the practice of educational therapy, especially the relationship between therapist and client.

• Expertise – Chapter authors are either experienced educational therapists or allied professionals who have made scholarly contributions to the profession, such as Dorothy Ungerleider, Patricia Waters, Roslyn Arnold, and George McCloskey.

In addition to educational therapy students and practitioners, this book is appropriate for those working in related fields including special education, school psychology, school counseling, and social work in educational settings.

May 2010: 246 x 174: 376pp Hb: 978-0-415-99856-7: $135.00 Pb: 978-0-415-99857-4: $59.95 eBook: 978-0-203-85549-2 For more information, visit: www.routledge.com/9780415998574

The contribution schools can make to improving students’ health and well-being is increasingly recognised. Schools that have embraced this role and adapted policies and practices to create an environment in which young people feel safe and happy have reported broad and significant gains.

Through expert contributions from active researchers and experienced practitioners, Promoting Health and Well-being through Schools combines recent research with knowledge of the current climate in which schools are operating. Offering authoritative advice on effective intervention, this book provides an overview of the key issues that need to be addressed, including: • alcohol use • sexual health • drug use • obesity • mental health.

This accessible text is innovative in its focus on how schools can build partnerships with young people, parents, and health professionals to promote their commitment to health and wellbeing. It highlights successful approaches for promoting health and educational goals, and provides useful advice on planning and evaluation.

Promoting Health and Well-being through Schools is invaluable reading for professionals working in and with schools to implement healthy schools programmes and to bring about improvement in health and wellbeing, including teachers, nurses, and health and education managers. It is also of interest to students, researchers and policy-makers.

January 2010: 234 x 156: 192pp Hb: 978-0-415-49341-3: $125.00 Pb: 978-0-415-49342-0: $42.95 eBook: 978-0-203-86009-0 For more information, visit: www.routledge.com/9780415493420

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Special Educati onal N eeds – Higher Educati on

Breaking Barriers to Learning in Primary Schools

Improving Disabled Students’ Learning

An Integrated Approach to Children’s Services

Experiences and Outcomes

Pat Hughes, Liverpool Hope University, UK

Mary Fuller, University of Gloucestershire, UK, Jan Georgeson, University of Chichester, UK, Mick Healey, University of Gloucestershire, UK, Alan Hurst, Katie Kelly, Sheila Riddell, University of Edinburgh, UK, Hazel Roberts, University of Gloucestershire, UK and Elisabet Weedon, University of Edinburgh

Breaking Barriers to Learning in Primary Schools takes an expert and informative look at the integrated children’s services agenda in practice in today’s primary schools. Examining the ways in which an increasing number of different professionals help to improve children’s life chances, the author examines the roles of those employed directly by the schools themselves, for instance Learning Mentors, HLTAs and Teaching Assistants, and those employed by health/ social and other agencies, such as school nurses, Educational social workers, study support workers, school attendance workers and Educational Psychologists.

2009: 246 x 174: 288pp Hb: 978-0-415-47943-1: $130.00 Pb: 978-0-415-47944-8: $41.95 eBook: 978-0-203-86544-6 For more information, visit: www.routledge.com/9780415479448

Handbook of School-Family Partnerships Edited by Sandra L. Christenson, University of Minnesota, USA and Amy L. Reschly, University of Georgia, USA Family and community involvement are increasingly touted as a means of improving both student and school-level achievement. This has led to an increase in policies, initiatives and goals designed to address family involvement in schools. Once recognized and implemented, such family-school partnerships can lead to the following benefits: enhanced communication and coordination between parents and educators; continuity in developmental goals and approaches across family and school contexts; shared ownership and commitment to educational goals; increased understanding of the complexities of children’s situations; and the pooling of family and school resources to find and implement quality solutions to shared goals.

Series: Improving Learning This book shows how disabled students experience university life. Crucially, it foregrounds the views of disabled students themselves, giving rise to a complex, contradictory and fascinating picture of university life.

2009: 216 x 138: 224pp Hb: 978-0-415-48048-2: $150.00 Pb: 978-0-415-48049-9: $41.95 For more information, visit: www.routledge.com/9780415480499

Understanding and Promoting Access for People with Learning Difficulties Seeing the Opportunities and Challenges of Risk Edited by Jane Seale and Melanie Nind, both at University of Southampton, UK Key researchers in inclusion and learning disabilities contribute to this engaging book, bringing together evidence, narrative and discussion to question and advance our understanding of the concept of ’access’ for people with learning disabilities.

2009: 234 x 156: 208pp Hb: 978-0-415-47947-9: $125.00 Pb: 978-0-415-47948-6: $42.95 eBook: 978-0-203-09212-5 For more information, visit: www.routledge.com/9780415479486

2009: 246 x 174: 544pp Hb: 978-0-415-96375-6: $295.00 Pb: 978-0-415-96376-3: $114.95 For more information, visit: www.routledge.com/9780415963763

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A Adelizzi, Jane Utley....................................................................... 22 Aggleton, Peter............................................................................. 22 Ainscow, Mel................................................................................ 20 Allard, Andrea C........................................................................... 11 Allington, Richard L......................................................................... 5 Anderson, Peggy L.......................................................................... 8 Andrade, Heidi................................................................................ 3 Armstrong, Felicity........................................................................ 10

B Bailey, Richard................................................................................. 6 Baxter, Ray.................................................................................... 21 Behavior Analysis for Effective Teaching........................................ 17 Beyond the School Gates................................................................ 8 Billingsley, Bonnie........................................................................... 4 Boscardin, Mary Lynn...................................................................... 4 Breaking Barriers to Learning in Primary Schools........................... 23 Bullying in North American Schools............................................... 15

C Campbell, Jim............................................................................... 18 Christenson, Sandra L................................................................... 23 Cizek, Gregory J.............................................................................. 3 Clinical Practice of Educational Therapy, The................................. 22 Commonsense Methods for Children with Special Educational Needs.......................................................................................... 5 Confronting Obstacles to Inclusion................................................ 12 Creative Learning to Meet Special Needs......................................... 2 Creative Teaching/Creative Schools (series)...................................... 2 Creativity in the Classroom............................................................ 17 Crockett, Jean B.............................................................................. 4 Cummings, Colleen........................................................................ 8

D Daniels, Harry................................................................................. 6 David Fulton / Nasen (series)...................................................... 7, 12 Davies, S.M.B................................................................................ 13 Dean, Geoff.................................................................................. 19 Debating Special Education............................................................. 6 Dennison, Catherine..................................................................... 22 Deppeler, Joanne.......................................................................... 12 Doll, Beth...................................................................................... 16 Domestic Violence and Children.................................................... 20 Dyson, Alan.................................................................................... 8

E Educating Students with Autism Spectrum Disorders..................... 14 Educational Therapy in Action....................................................... 20 Edwards, Anne............................................................................... 6 Effective Programs for Treating Autism Spectrum Disorder............ 16 Effective Teaching in Gifted Education.......................................... 18 Elbeheri, Gad.................................................................................. 7

Complimentary

Exam Copy

e-Inspection

Equality, Participation and Inclusion 1.............................................. 9 Equality, Participation and Inclusion 2.............................................. 9 Espelage, Dorothy L................................................................ 15, 17 Eyre, Deborah............................................................................... 19

F Farrell, Michael............................................................................... 6 Ficksman, Maxine......................................................................... 22 Forlin, Chris.................................................................................. 13 Foundations and Futures of Education (series)............................... 10 Fox, Sam....................................................................................... 13 Freeman, Joan.............................................................................. 18 Fuller, Mary................................................................................... 23

G Gaad, Eman.................................................................................. 14 Gallagher, Tony............................................................................... 6 Garner, Philip.................................................................................. 7 Gast, David L.................................................................................. 7 Georgeson, Jan............................................................................. 23 Gifted and Talented Education...................................................... 19 Gifted Lives................................................................................... 18

H Hallahan, Daniel P........................................................................... 2 Handbook of Adolescent Transition Education................................ 3 Handbook of Bullying in Schools................................................... 17 Handbook of Formative Assessment................................................ 3 Handbook of Leadership for Special Education................................ 4 Handbook of Reading Disability Research........................................ 5 Handbook of School-Family Partnerships....................................... 23 Handbook of Special Education....................................................... 2 Handbook of Youth Prevention Science........................................... 1 Harvey, David................................................................................ 12 Healey, Mick................................................................................. 23 Holt, Nicholas L............................................................................... 6 Howes, Andy................................................................................ 13 Hughes, Pat.................................................................................. 23 Hurst, Alan................................................................................... 23

I Improving Disabled Students’ Learning.......................................... 23 Improving Inter-professional Collaborations..................................... 6 Improving Learning (series).................................................. 6, 13, 23 Improving the Context for Inclusion.............................................. 13 Inclusive Education........................................................................ 12 Inclusive Education in the Middle East........................................... 14 Irregular School, The..................................................................... 10 International Case Studies of Dyslexia.............................................. 8

J Jimerson, Shane R......................................................................... 17

Companion Website

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Kane, Jean.................................................................................... 11 Kauffman, James M........................................................................ 2 Kelly, Katie.................................................................................... 23 Knowles, Gianna........................................................................... 11 Kumrai, Rajni.................................................................................. 9

Seale, Jane.................................................................................... 23 Selfe, Lorna.................................................................................... 4 Sellman, Edward............................................................................. 2 Sheehy, Kieron................................................................................ 9 Simmons, Katy................................................................................ 9 Simpson, Richard L........................................................................ 14 Single Subject Research Methodology in Behavioral Sciences........... 7 Slee, Roger................................................................................... 10 Social Class, Gender and Exclusion from School............................ 11 Special Educational Needs: The Key Concepts................................. 7 Starko, Alane Jordan..................................................................... 17 Sterne, Abigail.............................................................................. 20 Stringer, Helen................................................................................ 3 Supporting Inclusive Practice......................................................... 11 Swearer, Susan M................................................................... 15, 17

L Leadbetter, Jane.............................................................................. 6 Learning from the Margins............................................................ 11 Letts, Carolyn.................................................................................. 3 Living With Dyslexia........................................................................ 7 Loreman, Tim............................................................................... 12

M Major Themes in Education (series)............................................... 19 McGill-Franzen, Anne..................................................................... 5 McKean, Cristina............................................................................ 3 McLeod, Julie................................................................................ 11 Meier-Hedde, Regine...................................................................... 8 Miles, Susie................................................................................... 20

N Nadia Revisited............................................................................... 4 Nind, Melanie................................................................................. 9

P Parry, John...................................................................................... 9 Pfohl, William............................................................................... 16 Poole, Liz...................................................................................... 20 Positive Youth Development Through Sport.................................... 6 Primary Language Impairment in Children....................................... 3 Promoting Health and Wellbeing through Schools........................ 22

R Raising Literacy Achievement in the Primary School....................... 19 Reid, Gavin..................................................................................... 7 Reschly, Amy L.............................................................................. 23 Responding to Diversity in Schools................................................ 20 Richards, Gill................................................................................. 10 Riddell, Sheila............................................................................... 23 Riddick, Barbara.............................................................................. 7 Rix, Jon........................................................................................... 9 Rix, Jonathan.................................................................................. 9 Roberts, Hazel............................................................................... 23 Robinson, Maria............................................................................ 15 Robinson, Wendy.......................................................................... 18 Rose, Richard................................................................................ 12 Routledge Companion to Dyslexia, The........................................... 7 Routledge Key Guides (series)......................................................... 7 Routledge Research in Education (series)................................... 8, 14

T Teacher Education for Inclusion..................................................... 13 Teaching and Learning in Diverse and Inclusive Classrooms........... 10 Todd, Liz......................................................................................... 8

U Understanding and Promoting Access for People with Learning Difficulties................................................................................. 23 Understanding Behaviour and Development in Early Childhood..... 15 Ungerleider, Dorothy Fink.............................................................. 20

V Values Education Resource File, The.............................................. 21 Values Education Resource File: Values Cards, The......................... 21 Vargas, Julie S............................................................................... 17

W Walsh, Christopher......................................................................... 9 Warmington, Paul........................................................................... 6 Warwick, Ian................................................................................. 22 Webb, Kristine W............................................................................ 3 Weedon, Elisabet.......................................................................... 23 Wehmeyer, Michael L................................................................ 3, 14 Westwood, Peter............................................................................ 5 Williams, Betty Fry........................................................................ 16 Williams, Randy Lee...................................................................... 16

Y Yoon, Jina S.................................................................................. 16

Z Zager, Dianne............................................................................... 14

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