Needs and Inclusive Education 2009-2010 (UK) by Routledge Taylor & Francis Group

Routledge Education

New Titles and Key Backlist

Special Educational Needs and Inclusive Education

2009/2010

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Special Educational Needs and Inclusive Education Catalogue New Titles & Key Backlist 2009/2010

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Complete Catalogue This catalogue only includes a selection of our titles in Education. Our online catalogue gives you the power to search for any book currently in print by title, ISBN or full text. All the entries have a description of the book’s content. www.routledge.com/education

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CONTENTS Special Educational Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Inclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Behavioural Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Gifted Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Developing Inter-Professional Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Special Educational Needs – Higher Education . . . . . . . . . . . . . . . . . . . . .12 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Order form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Back of Catalogue

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Practical and Professional Special Needs Books Educating Special Children An Introduction to Provision for Pupils with Disabilities and Disorders Michael Farrell Anyone searching for an overview of teaching approaches and therapies that are proven to be effective for children with learning disorders or disabilities will ﬁnd this text meets their needs perfectly. 2008: 234x156: 366pp Pb: 978-0-415-46315-7: £19.99 $37.50

Interactive Play for Children with Autism Diana Seach Easily accessible, and packed full with practical resources, this comprehensive guide discusses the shared play experiences that assist in the development of communication, social understanding and cognition among children with autism. 2007: 234x156: 224pp Pb: 978-0-415-33326-9: £21.99 $39.95

The Special Education Handbook An A-Z Guide Michael Farrell All entries have been reviewed to reﬂect current practice and the book is enriched with extra resources, including references to useful Internet sites. Focusing on current educational frameworks in the United Kingdom and the United States of America, the author has gathered into one A to Z volume a wide range of information essential to good practice in mainstream and special schools. June 2009: 234x156: 308pp Pb: 978-0-415-49020-7: £22.99 $42.95

Asperger Syndrome A Practical Guide for Teachers Val Cumine, Julia Dunlop and Gill Stevenson This fully revised new edition is a clear and concise guide to effective classroom practice for teachers and support assistants working with children with Asperger Syndrome in mainstream schools and other non-specialist settings. October 2009: A4: 128pp Pb: 978-0-415-48371-1: £19.99 $37.95

To view a complete list of all professional SEN books please visit www.routledge.com/teachers or request a copy of our SEN brochure via education@routledge.com

SPECIAL EDUCATIONAL NEEDS NEW

NEW

The Routledge Companion to Dyslexia

2ND EDITION

Edited by Gavin Reid, Consultant to the Centre for Child Evaluation and Teaching, Kuwait, Gad Elbeheri, Ministry of Education Kuwait Dyslexia Association, John Everatt, University of Canterbury, New Zealand, Deborah Knight, Rollins Centre for Language & Learning, Atlanta Speech School, USA and Janice Wearmouth, University of Wellington, Education, New Zealand

Living With Dyslexia The Social and Emotional Consequences of Specific Learning Difficulties/Disabilities Barbara Riddick, University of Durham, UK Foreword by Angela Fawcett Series: David Fulton / Nasen ’This book reinforces the need for understanding and support for children with dyslexia from parents and teachers, but also the importance of the children’s own understanding of their strengths and weaknesses in order to fulfil their potential. It should be recommended reading for all those involved in dyslexia.’ – Professor Angela Fawcett, Director of the Centre for Child Research, Swansea University, UK

The Routledge Companion to Dyslexia is a ground-breaking analysis of the whole field of dyslexia by a distinguished team of international contributors and editors, engaged in literacy, inclusion and learning. Their diverse perspectives and wide expertise make this one of the most important additions to the field of dyslexia for over a decade. The Companion provides an invaluable overview of the field of dyslexia with vital and clear emphasis on linking theoretical perspectives with best practice. It: • presents a survey of current and future development in research, with a focus on how research can inform practice • focuses on areas such as neurobiology, phonological processing, literacy acquisition, numeracy and multilingualism • considers assessment and identification, with contributions on early identification, reading, spelling and mathematics • addresses identifying and meeting needs in an inclusive context • discusses inclusion and barriers to learning in a variety of different national contexts • includes models of instruction, direct instruction, co-operative learning and cross-curricular learning. The Routledge Companion to Dyslexia is a superb resource for anyone interested in the subject, whether in education or related subjects such as psychology or neurology. Fully indexed and cross-referenced, with helpful further reading sections at the end of each entry, it is ideal for those coming to the field of dyslexia for the first time as well as students and practitioners already familiar with the subject. March 2009: 246 x 174: 384pp Hb: 978-0-415-43078-4: £85.00 Pb: 978-0-415-43079-1: £26.99 www.routledge.com/9780415430791 $140.00

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What is it like living with dyslexia on a day-to-day basis? Based on interviews with dyslexic children and their families, this insightful book presents first-hand accounts of how dyslexia affects the children themselves and the people around them. Living with Dyslexia places the original fascinating findings within the context of current research and practice in the UK, Europe, Australia and the USA. The author: examines issues of confidence and self-esteem; explores the coping strategies adopted by children and adults with dyslexia; investigates the concept of dyslexiafriendly schools; studies how children were first identified as having dyslexia, and the social and emotional difficulties they encountered; offers guidance on how teachers and parents can best support children with specific learning difficulties, and considers the cognitive, educational, social and emotional perspectives in order for teachers and parents to gain a better understanding of dyslexia. This new edition provides an updated account of cognitive research and examines important changes in relation to Special Educational Needs policy and practice in the last ten years, including the Revised SEN Code of Practice (2001), Removing Barriers to Achievement (2004) and the National Literacy Strategy (2006). Living with Dyslexia recognises that the voices of children with dyslexia are increasingly important in developing good educational practice and makes an important contribution to the literature on dyslexia. August 2009: 246 x 174: 240pp Pb: 978-0-415-47758-1: £22.99 www.routledge.com/9780415477581 $41.95

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SPECIAL EDUCATIONAL NEEDS

NEW

Disability and Youth Sport

Special Educational Needs: The Key Concepts

Edited by Hayley Fitzgerald, Leeds Metropolitan University, UK

Philip Garner, Nottingham Trent University, UK

Series: International Studies in Physical Education and Youth Sport

Series: Routledge Key Guides

How can or does youth sport reconcile what seems to be a fundamental contradiction between understandings of sport and disability? Has youth sport been challenged in anyway? Have alternative views of sport for disabled people been presented? Examining some of the latest research, this book considers the relationship between sport and disability by exploring a range of questions such as these.

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. Fully cross-referenced and including suggestions for further reading with each entry, areas discussed include: • pupil rights and empowerment • parents and care workers • curriculum and teaching • inclusive approaches • historical dimensions. Providing an informative combination of practical, historical and legal terms and concepts, Special Educational Needs: The Key Concepts is a highly useful resource accessible to a broad audience. May 2009: 216 x 138: 200pp Hb: 978-0-415-20719-5: £60.00 Pb: 978-0-415-20720-1: £14.99 eBook: 978-0-203-08849-4 www.routledge.com/9780415207201

Disability and Youth Sport further challenges current thinking and therefore serves to stimulate progressive debate in this area. Drawing on a breadth of literature from sports pedagogy, sociology of sport, disability studies, inclusive education, and adapted physical activity, a socially critical dialogue is developed where the voices of young disabled people are central. With its comprehensive coverage and expert contributors from around the globe, this book is an ideal text for students at all levels with an interest in youth sport, disability studies, or sport policy. 2008: 234 x 156: 192pp Hb: 978-0-415-47041-4: £75.00 Pb: 978-0-415-42353-3: £22.99 eBook: 978-0-203-88973-2 www.routledge.com/9780415423533

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Educating Special Children An Introduction to Provision for Pupils with Disabilities and Disorders Michael Farrell, Independent Education Consultant, University of London, UK Farrell guides the reader through what can be labrythine complexities of special education, providing educators with a road map to the most effective methods of provision currently being used. By concentrating on individual disabilities and disorders and not relying on the education system of any one country, Farrell explores issues surrounding: Communication disorders and Autism and Asperger's syndrome; Developmental co-ordination disorders; Reading, writing and mathematics disorders; Disorders of conduct, anxiety and depression; Attention deficit hyperactivity disorder; Mild, moderate to severe, and profound cognitive impairment; Sensory impairments and Orthopaedic and motor disabilities, health impairments and traumatic brain injury. In addition, this authoritative text provides advice and support that is relevant to educating pupils in a range of settings. The importance of multi-professional working is explored and analysed. Based on many years of experience, and drawing on expertise from all corners of the globe, this is the definite guide to special education today. Hb: 978-0-415-46312-6: £95.00 $180.00 Pb: 978-0-415-46315-7: £19.99 $37.50 eBook: 978-0-203-92763-2 www.routledge.com/9780415463157

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SPECIAL EDUCATIONAL NEEDS

INCLUSION

Achieving the Radical Reform of Special Education

FORTHCOMING

Essays in Honor of James M. Kauffman

International Responses to Developing Inclusive Education

Confronting the Obstacles to Inclusion

Edited by Jean B. Crockett, Mike Gerber and Timothy J. Landrum

Edited by Richard Rose

As a tribute to scholar and mentor James M. Kauffman and his prodigious influence on the education of children and youth with disabilities, this volume highlights and examines issues central to the continued growth and maturation of the field of special education. This impressive collection features the issues Kauffman has raised pointedly and repeatedly in his writing over the past three decades. With contributions by prominent scholars, essays throughout the book provide a valuable synopsis of the status of special education and its progress toward the achievement of radical reform at the outset of the 21st century. 2007: 229 x 152: 304pp Hb: 978-0-8058-5859-4: £75.00 www.routledge.com/9780805858594

Series: David Fulton / Nasen This comprehensive volume combines theoretical chapters written by leading academics in the field of inclusive education with practical chapters demonstrating how the theories can be put in to action in the classroom. The contributors to this book all have regular practical contact with teachers and pupils in inclusive education settings, and provide a broad spectrum of ideas on issues which are of concern to teachers across the world. The six central themes address issues which have been identified as of importance to teachers, policy makers and academics concerned to promote inclusive education:

$95.00

• causes of exclusion and obstacles to inclusion (and how these can be overcome)

5TH EDITION

Commonsense Methods for Children with Special Educational Needs

• supporting families

Peter Westwood, Educational Consultant, Macau, South China

• professional development

This book provides teachers with an immediate and comprehensive source of practical strategies for meeting children’s special needs in regular classrooms. This new edition includes chapters on the learning characteristics and specific needs of students with intellectual, physical or sensory disabilities. In all cases the practical advice the author gives is embedded within a clear theoretical context supported by current research and classroom practice.

• support in the classroom.

• learning from students • teaching and learning This authoritative text will appeal to a broad audience including teachers, researchers, university tutors and other professional colleagues. June 2010: 234 x 156: 160pp Hb: 978-0-415-49361-1: £75.00 Pb: 978-0-415-49363-5: £19.99 www.routledge.com/9780415493635 $150.00

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2007: 234 x 156: 272pp Hb: 978-0-415-41581-1: £95.00 Pb: 978-0-415-41582-8: £21.99 eBook: 978-0-203-96436-1 www.routledge.com/9780415415828 $190.00

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What Really Works in Special and Inclusive Education Using Evidence-Based Teaching Strategies David Mitchell, University of Waikato, New Zealand Presenting teachers of children with special needs a range of strategies they can implement right away in the classroom. Mitchell has cherry-picked recent studies in inclusive education that have the most genuine potential for improving the practices of teachers and schools, in order to help teachers produce high-quality learning and social outcomes for all. 2007: 234 x 156: 256pp Hb: 978-0-415-36926-8: £85.00 Pb: 978-0-415-36925-1: £21.99 eBook: 978-0-203-02945-9 www.routledge.com/9780415369251 $160.00

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INCLUSION

FORTHCOMING

Inclusive Education in the Middle East

Irregular Schooling

Eman Gaad, The British University in Dubai, United Arab Emirates

Special Education, Regular Education and Inclusive Education

Series: Routledge Research in Education

Roger Slee

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.

Series: Foundations and Futures of Education

May 2010: 229 x 152: 172pp Hb: 978-0-415-99881-9: £70.00 www.routledge.com/9780415998819 $95.00

FORTHCOMING

Teacher Education for Inclusion

Inclusive education has become a struggle around the world for teachers, parents and students and arguments ignite and smoulder around the notions and practices of special education, regular education and inclusive education. Irregular Schooling explores the foundations of current controversies and confusions in inclusive education by tracing the historical origins of both special education and inclusive education to demonstrate the very different, some would say irreconcilable, epistemologies from which they spring. The point is not to demonise special education. It exists because of inadequacies in the general provision of schooling and sought to ensure the care and education of those who were rejected. Over time, however, special education has become as uncomfortable with changing social and political exigencies as regular schooling has. Written by one of the leading scholars in the field, Irregular Schooling builds on research and literature pertaining to social justice while providing a critique of the present state of approaches to inclusive education. It offers readers a series of propositions for moving inclusive education forward, making it a compelling and important text for policy makers, students of education, teachers and teacher educators. January 2010: 234 x 156: 224pp Hb: 978-0-415-47989-9: £75.00 Pb: 978-0-415-47990-5: £22.99 www.routledge.com/9780415479905 $150.00

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Changing Paradigms and Innovative Approaches

Edited by Christine Forlin, Institute of Education, Hong Kong How teachers might best be prepared to work in schools with an increasingly diverse pupil population is of global issue. Changes that have taken place in legislation and practice often fail to taken into account how practitioners can ensure that all children and young people are able to achieve. 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 inservice training methods, the expert contributors to this book follow the 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 preservice teacher preparation - discussing a range of innovative models and approaches used in preservice 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 will include a list of proposed learning incomes, 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. April 2010: 234 x 156: 176pp Hb: 978-0-415-54876-2: £75.00 Pb: 978-0-415-54877-9: £22.99 www.routledge.com/9780415548779 $125.00

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INCLUSION FORTHCOMING

NEW

Disability Studies and the Inclusive Classroom

Improving the Context for Inclusion

Personalising Teacher Development through Collaborative Action Research

Critical Practices for Creating Least Restrictive Attitudes

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

Susan Baglieri, Long Island University, USA and Arthur Shapiro, Kean University, USA This book’s mission is to integrate the fields of disability studies and inclusive education. Parts I & II focus on the broad, foundational topics that comprise disability studies (culture, language, history, etc.) and Part III moves into the more practical topics (curriculum, co-teaching, collaboration, classroom organization, disability-specific teaching strategies, etc.) normally associated with inclusive education. This organization conforms to the belief that least restrictive environments (the goal of inclusive education) necessarily emerges from least restrictive attitudes (the goal of disability studies). However, it is important to note that discussions throughout the book attempt to illustrate the intersection of theory and practice. March 2010: 229 x 152: 304pp Hb: 978-0-415-99371-5: £90.00 Pb: 978-0-415-99372-2: £32.99 www.routledge.com/9780415993722 $135.00

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Series: Improving Learning This timely book addresses the need for increasing multi-agency capacity in schools, as the success of initiatives such as ‘Every Child Matters’ or ‘personalised learning’ depends on teachers understanding the challenges faced by young people in learning effectively and happily in their school. The authors present and analyse case studies of collaborative action research, illustrating what is needed in practice for teachers to engage with inclusion for the benefit of their pupils and themselves. The essential elements of success with inclusion are revealed, including: • the importance of identifying issues that teachers see as relevant

NEW

• how teachers can achieve meaningful collaboration in addressing the issues

The Journey for Inclusive Education in the Indian Sub-Continent

• the necessity of paying careful attention to the consequences of the changes that they make

Mithu Alur, National Resource Centre for Inclusion, India and Michael Bach, University of Manitoba, Canada Series: Routledge Research in Education Despite national and international commitments to Education for All, and the Millennium Development Goals to assure universal primary education by 2105, over 90% of children with disabilities remain excluded from regular education in countries of the south. This book describes a three decadelong change initiative in India to enable children with disabilities to move from segregation and exclusion to inclusive education, and draws lessons for confronting global exclusion. It examines the barriers to inclusion of children with disabilities in the Indian sub-continent, estimated at 4% of the population, or 40-50 million children, and implications of the systemic failure within a human rights framework. The book concludes with setting this initiative in a broader context of inclusive education development efforts, and identifies lessons it provides for a global development agenda for inclusive education, including the importance of ensuring strategies that are culturally appropriate and context-specific.

• incorporating practical considerations such as critical support from outsiders • the role of facilitators such as educational psychologists in working with groups of teachers to support their development through action research • how to facilitate change through making use of resources that are already available in the education system. Improving the Context for Inclusion is fascinating reading for all students of education, especially those with an interest in inclusion. Teachers, school leaders and those working in education services will gain an invaluable insight in to how to create an inclusive school environment. June 2009: 216 x 138: 208pp Hb: 978-0-415-47341-5: £75.00 Pb: 978-0-415-47342-2: £22.99 eBook: 978-0-203-87513-1 www.routledge.com/9780415473422 • AVAILABLE AS AN INSPECTION COPY

July 2009: 229 x 152: 338pp Hb: 978-0-415-98876-6: £65.00 eBook: 978-0-203-88186-6 www.routledge.com/9780415988766 $95.00

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INCLUSION

Contextualizing Inclusive Education

Psychology for Inclusive Education

Evaluating Old and New International Paradigms

New Directions in Theory and Practice

Edited by David Mitchell, University of Waikato, New Zealand

Edited by Peter Hick, Ruth Kershner, University of Cambridge, UK and Peter Farrell, Manchester University, UK

The contributors to this book examine the relationships that exist between the social, political, economic and cultural contexts of inclusive education as it is being implemented or in some cases not implemented.

Bringing together a highly distinguished list of international contributors from the UK, USA and South Africa and including practising educational psychologists, this book links theory to practice in schools and classrooms. International in focus and at the very cutting edge of the field, this is essential reading for all those interested in the development of inclusive education.

2008: 234 x 156: 312pp Pb: 978-0-415-47882-3: £22.99 www.routledge.com/9780415478823 $44.95

Inclusion and Diversity Meeting the Needs of All Students Sue Grace, University of York, UK and Phil Gravestock, University of Gloucestershire, UK Series: Key Guides for Effective Teaching in Higher Education

2008: 234 x 156: 200pp Hb: 978-0-415-39049-1: £85.00 Pb: 978-0-415-39050-7: £23.99 eBook: 978-0-203-89147-6 www.routledge.com/9780415390507 $160.00

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Inclusion and Diversity is structured around the life-cycle and day to day experiences of staff and students as they make contact with each other. With reference to international examples and best practice, it covers a wide range of useful topics. 2008: 216 x 140: 264pp Hb: 978-0-415-43044-9: £70.00 Pb: 978-0-415-43045-6: £19.99 eBook: 978-0-203-89038-7 www.routledge.com/9780415430456 $140.00

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Reform, Inclusion and Teacher Education Towards a New Era of Special Education in the Asia-Pacific Region Edited by Christine Forlin, Institute of Education, Hong Kong and Ming-Gon John Lian, University of Hong Kong This ground-breaking book considers current perspectives on educational reform in the Asia-Pacific regions with a focus on a new era of special education, particularly as this relates to the educational reform towards inclusive education.

Winner of the nasen Special Educational Needs Academic Book award 2008

Achievement and Inclusion in Schools Lani Florian, University of Aberdeen, UK, Martyn Rouse, University of Aberdeen, UK and Kristine Black Hawkins, University of Cambridge, UK

2008: 234 x 156: 272pp Hb: 978-0-415-46448-2: £90.00 Pb: 978-0-415-46447-5: £24.99 eBook: 978-0-203-89531-3 www.routledge.com/9780415464475 $170.00

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Packed with case studies that explore the benefits and tensions for children, this practical and timely text evaluates the relationship between achievement and inclusion. 2007: 234 x 156: 176pp Hb: 978-0-415-39197-9: £95.00 Pb: 978-0-415-39198-6: £21.99 eBook: 978-0-203-94522-3 www.routledge.com/9780415391986 • AVAILABLE AS AN INSPECTION COPY $190.00

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INCLUSION

BEHAVIOURAL ISSUES

Shortlisted of the nasen Special Educational Needs Academic Book award 2008

Dilemmas of Difference, Inclusion and Disability

Behavior Analysis for Effective Teaching Julie S. Vargas, B.F. Skinner Foundation, USA Modern teachers increasingly encounter students who enter their classroom with low motivation, learning problems, or disruptive behavior. The mission of this book is to provide 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. At the same time, the book explains the behavioral science on which behavioral practices are based.

International Perspectives and Future Directions Brahm Norwich, University of Exeter, UK This ground-breaking book examines professional educators and administrators at national and local authority level in England, the USA and the Netherlands and questions how they recognise tensions or dilemmas in responding to student differences. 2007: 234 x 156: 240pp Hb: 978-0-415-39846-6: £80.00 Pb: 978-0-415-39847-3: £23.99 eBook: 978-0-203-93886-7 www.routledge.com/9780415398473 $145.00

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Education for Inclusive Citizenship Dina Jane Kiwan, Head of Secretariat to the Advisory Board for Naturalisation and Integration, UK This book examines the conceptions of citizenship and the extent to which these conceptions accommodate ethnic and religious diversity in today’s schools. $180.00

Classroom Focus – The book seamlessly integrates behaviour management with effective instruction within a classroom context.

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Presentation – The author is an exceptionally clear writer who uses a wealth of real (not imaginary) classroom examples.

International Perspectives on Educational Diversity and Inclusion Studies from America, Europe and India Edited by Gajendra K. Verma, University of Manchester, UK, Christopher Bagley, University of Southampton, UK and Madan Jha, University of Oxford, UK Unique in its breadth and scope, this insightful book compares approaches to the educational inclusion of diverse minorities in light of new theories of multiculturalism and globalization. $190.00

This text is intended for undergraduate and graduate students in teacher education, special education, physical education, and educational psychology as well as for practicing teachers who would like to know what behavior analysis has to offer. The book is also appropriate for students in school psychology, school counseling, school social work and other human service areas. A course using this book as its basic text would qualify as one of the five courses required to sit for the credentialling exams given by the Behavior Analysis Certification Board. Outstanding features include:

2007: 234 x 156: 168pp Hb: 978-0-415-42367-0: £95.00 Pb: 978-0-415-42368-7: £25.99 www.routledge.com/9780415423687

2007: 234 x 156: 232pp Hb: 978-0-415-42777-7: £95.00 Pb: 978-0-415-42778-4: £24.99 eBook: 978-0-203-96133-9 www.routledge.com/9780415427784

Pedagogy – The pedagogy follows behavior-analytic principles including clear behavioral objectives and coordinated end-ofchapter exercises. The book contains an end-of-book glossary and bibliography. Website – A companion website provides both an instructors section and students section, and guidelines for research projects that can be done as part of course requirements. March 2009: 246x174: 392pp Hb: 978-0-415-99007-3: £130.00 Pb: 978-0-415-99008-0: £52.50 e-Book: 978-0-203-87980-1 www.routledge.com/9780415990080

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$79.95

BEHAVIOURAL ISSUES

4TH EDITION

GIFTED EDUCATION FORTHCOMING

The Practice of Child Therapy Edited by Richard J. Morris and Thomas R. Kratochwill, University of Wisconsin/Madison, USA Consistent with previous editions, this book assembles in a single volume summaries of the treatment literature and treatment procedures of the most common childhood behavior disorders facing persons who practice in applied settingsóclinics, schools, counseling centers, psychiatric hospitals, and residential treatment centers. 2007: 254 x 178: 608pp Hb: 978-0-8058-5328-5: £135.00 Pb: 978-0-8058-5329-2: £65.00 eBook: 978-1-4106-1835-1 www.routledge.com/9780805853285 $205.00

$205.0

Therapeutic Education Working Alongside Troubled and Troublesome Children John Cornwall and Craig Walter

Raising Literacy Achievement in the Primary School Geoff Dean, Independent Literacy Consultant This title 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. 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. May 2010: 246 x 174: 156pp Hb: 978-0-415-55871-6: £75.00 Pb: 978-0-415-55872-3: £21.99 www.routledge.com/9780415558723 $125.00

2006: 234 x 156: 248pp Pb: 978-0-415-36662-5: £24.99 Hb: 978-0-415-36661-8: £85.00 www.routledge.com/9780415366625 • AVAILABLE AS AN INSPECTION COPY

$41.95

$46.95

$205.00

NEW 4TH EDITION

3RD EDITION

Behavioral, Social, and Emotional Assessment of Children and Adolescents Kenneth W. Merrell This book provides a comprehensive foundation for conducting clinical assessments of child and adolescent socialemotional behavior in a practical, scientific, and culturally appropriate manner. 2007: 254 x 178: 560pp Hb: 978-0-8058-5370-4: £60.00 www.routledge.com/9780805853704 $89.95

Evidence-Based Interventions for Students with Learning and Behavioral Challenges Edited by Richard J. Morris and Nancy Mather This book assembles into one volume summaries of schoolbased intervention research that relates to those who deal on a regular basis with the growing body of students having highincidence learning disabilities and/or behavior disorders: special educators, school psychologists, and clinical child psychologists. 2007: 254 x 178: 440pp Hb: 978-0-415-96454-8: £105.00 Pb: 978-0-415-96455-5: £57.50 eBook: 978-0-203-93854-6 www.routledge.com/9780415964555 $160.00

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Schools of Curious Delight 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 I includes information on models and theories of creativity, characteristics of creative people, and talent development. Part II includes strategies explicitly designed to teach creative thinking, to weave creative thinking into content area instruction, and to organize basic classroom activities in ways that support students’ creativity. Targeted specifically to educators (but useful to others), this book is suitable for any course that deals wholly or partly with creativity in teaching, teaching the gifted and talented, or teaching thinking and problem solving. July 2009: 254 x 178: 368pp Hb: 978-0-415-99706-5: £95.00 Pb: 978-0-415-99707-2: £39.99 eBook: 978-0-203-87149-2 www.routledge.com/9780415997072 • AVAILABLE AS AN INSPECTION COPY $135.00

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GIFTED EDUCATION FORTHCOMING

Effective Teaching in Gifted Education

The Routledge International Companion to Gifted Education Edited by Tom Balchin, Brunel University, UK, Barry Hymer, Education Consultant, UK and Dona J. Matthews, City University of New York, USA

Using a whole school approach Jim Campbell, University of Warwick, UK and Wendy Robinson, University of Exeter, UK Effective teaching of gifted and talented students is high on the agenda of school systems across the world. This book thoroughly and engagingly explores the day to day practice of schools judged to be outstandingly effective at teaching such students. Eight in-depth case studies provide a rich evidence base for school leaders and classroom practitioners to understand and apply the lessons to their own schools. A key characteristic of the case studies is that effective teaching and learning is not restricted to classroom techniques, important though these are, but depends upon school-wide values and ethos. The case studies draw upon the voices of school leaders, classroom teachers and students to illustrate the arguments. This distinctive book is written by leading scholars, who have been actively involved in the field work and have negotiated the case studies with the participating schools. March 2010: 234 x 156: 172pp Hb: 978-0-415-49345-1: £75.00 Pb: 978-0-415-49346-8: £22.99 www.routledge.com/9780415493468

The Routledge International Companion to Gifted Education is a ground-breaking collection of fully-referenced chapters written by many of the most highly-respected authorities on the subject from around the world. These fifty contributors include distinguished scholars who have produced many of the most significant advances to the field over the past few decades, like Joseph Renzulli and Robert Sternberg, alongside authorities who ask questions about the very concepts and terminology embodied in the field – scholars such as Carol Dweck and Guy Claxton. This multi-faceted volume: • highlights strategies to support giftedness in children, providing ideas that work and weeding out those that don’t

$150.00

$42.95

FORTHCOMING

• is written in jargon-free language in an easy-to use themed format

Educating the Gifted in Mainstream Schools

• is the most authoritative collection of future-focused views, ideas and reflections, practices and evaluations yet produced

Stories of Change

• includes chapters dealing with the major controversies and concerns in the field today, from the problems of identification to changing understandings of giftedness and creativity.

Karen Rogers, University of New South Wales, Australia After following the progress of 250 mildly, moderately and highly gifted children ranging in age from three to fourteen, this book uses the results to help teachers know what to do when faced with a child in their mainstream class who is considered ’gifted and talented’. Some of the fifteen schools visited embraced their pupils’ learning needs in remarkably inventive and generous ways, whilst other schools simply ignored their pupils’ special needs. This book tells the stories of both the successful schools, identifying the characteristics of their teachers and managers, the available resources and of the children and families themselves - as well as investigating what lessons can be learned from the schools less willing to transform their practice. Teachers and parents of gifted children alike can learn much from this book about what their roles should be, as well as how they will need to work together for the greater good of the gifted child in question.

The international aspect of the Companion, and its juxtaposition of points of view – whereby chapters are deliberately positioned and accompanied by editorial commentary to highlight the contrasts with each other – ensures that different views are addressed, allowing the reader to absorb and reflect upon the many perspectives on each issue. The Companion is a guide to the new ideas and controversies that are informing gifted education discussion and policy-making around the world. It is a first class resource to students and researchers alike. 2008: 246 x 174: 400pp Hb: 978-0-415-46136-8: £95.00 Pb: 978-0-415-46137-5: £27.99 www.routledge.com/9780415461375

April 2010: 234 x 156: 224pp Hb: 978-0-415-37604-4: £70.00 Pb: 978-0-415-37605-1: £22.50 www.routledge.com/9780415376051 $140.00

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$57.50

GIFTED EDUCATION

DEVELOPING INTER-PROFESSIONAL PRACTICE

Conceptions of Giftedness

FORTHCOMING

Socio-Cultural Perspectives

Promoting Health and Wellbeing Through Schools

Edited by Shane N. Phillipson and Maria McCann The effective education of gifted children is one of the most significant challenges facing educational systems in many countries around the world. Conceptions of Giftedness describes the unique and varied ways cultures conceive of giftedness.

Edited by Peter Aggleton, Catherine Dennison and Ian Warwick, all at Institute of Education, London, UK The contribution that schools can make to improving the health and wellbeing of their pupils has been increasingly acknowledged, and schools that have taken on this role and adapted policies and practices have reported broad gains. The need to create within schools an environment where children and young people feel safe and happy, and where healthy choices and behaviours are encouraged, is being recognised as an important achievement in itself, as well as having benefits in relation to attainment. This book fulfils all these requirements. Prepared for a broad but critical readership, it sets out to increase readers, awareness of the health needs of young people, to share with them current evidence in relation to ‘what works’ and to draw out implications for practice. Rather than taking a single topic focus, it covers a wide range of health issues and takes whole school approaches to addressing them.

2007: 229 x 152: 544pp Hb: 978-0-8058-5750-4: £110.00 Pb: 978-0-8058-5751-1: £39.99 www.routledge.com/9780805857511 $165.00

$59.95

Preventing Talent Loss Eunsook Hong, University of Nevada, Las Vegas, USA and Roberta M. Milgram, College of Judea and Samaria, Israel Preventing Talent Loss provides a comprehensive model of giftedness and talent for all educators including teachers, counselors, and administrators. By presenting a summary of theory-driven, evidencebased knowledge, Hong and Milgram offer innovative and practical solutions for meeting the challenge of coping with talent loss. This monumental book distinguishes the important difference between expert talent and creative talent. While other books focus on how to improve the process of identifying the gifted and talented, Preventing Talent Loss provides educators with the means to individualize their curriculum and instruction in regular classrooms.

The book will draw together contributions from individuals prominent in the field, with many of the chapters jointly authored by active researchers and experienced practitioners. This ensures the book brings together summaries of important, recent research with knowledge of the current climate in which schools are operating and how to effectively intervene within them. Throughout the text, authors will be asked to draw out how children and young people can be active partners in ensuring their own health and wellbeing. January 2010: 234 x 156: 208pp Hb: 978-0-415-49341-3: £75.00 Pb: 978-0-415-49342-0: £22.99 www.routledge.com/9780415493420 $150.00

$42.95

2007: 229 x 152: 256pp Hb: 978-0-8058-5712-2: £90.00 Pb: 978-0-8058-5713-9: £32.99 eBook: 978-0-203-93148-6 www.routledge.com/9780805857139 $135.00

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DEVELOPING INTER-PROFESSIONAL PRACTICE NEW

NEW

Breaking Barriers to Learning in Primary Schools

Domestic Violence and Children

An Integrated Children’s Services Approach

Abigail Sterne and Liz Poole, both at Oldham Educational Psychology Service, UK

A Handbook for Schools and Early Years Settings

Pat Hughes, Liverpool Hope University, UK Breaking Barriers to Learning in the Primary School 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. Through an exploration of how each individual helps break down barriers to children’s learning, this book: • examines the growth and development of the children’s workforce

What can schools and social care workers do to help children affected by domestic violence? Large numbers of children are affected by domestic violence. The problem crosses every social class and culture. It causes distress and anxiety in children and adversely affects their learning and play, as well as their behaviour, wellbeing and attendance. Education staff may know of a child or family in crisis, want to help, yet feel outside their comfort zone, grappling with a complex issue not covered in their training. This book describes the impact of domestic violence on children and provides support for education and social care professionals. It takes heavy workloads into account and suggests practical ways of meeting the needs of pupils who come from difficult home backgrounds.

• provides a broad and integrated view of the wider school network

The authors provide guidance and advice on:

• explores the roles of individuals within the school workforce

• helping pupils to talk about and make sense of their experiences

• identifying and responding to signs of distress

• makes links to Every Child Matters and Extended Schools initiatives • provides evidences of breaking down barriers, through interviews and studies with those working at the heart of integrated schools

An essential text for all those working in education and in training to become part of this wider school network, this book takes into account the findings of the recent Primary Reviews, government data and original research to fully explain how to build, maintain and successfully work with today’s primary children. It is an excellent text for Foundation Degree students as well as those studying Education Studies and those training to be teachers. $130.00

• the needs of young people in refuges and temporary accommodation • educating young people and the community about domestic violence

• gives practical advice for good practice throughout.

$41.95

• the impact on parenting and how parents can be supported

• pupil safety and government safeguarding guidelines

• presents an analysis of recent statistics relating to children’s lives

November 2009: 246 x 174: 288pp Hb: 978-0-415-47943-1: £80.00 Pb: 978-0-415-47944-8: £21.99 eBook: 978-0-203-86544-6 www.routledge.com/9780415479448

• specialist domestic violence services and other agencies that support schools Domestic Violence and Children draws on the expertise of a wide range of professionals, including specialist domestic violence children’s workers and counsellors, psychologists, teachers, mentors and family support workers. It provides essential help and information to all children’s service directorates, as well as a range of professionals in education, social care, health and the voluntary sector. September 2009: 246 x 174: 152pp Hb: 978-0-415-55632-3: £70.00 Pb: 978-0-415-46551-9: £18.99 eBook: 978-0-203-86910-9 www.routledge.com/9780415465519 $115.00

$35.95

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DEVELOPING INTER-PROFESSIONAL PRACTICE

SPECIAL EDUCATIONAL NEEDS – HIGHER EDUCATION

NEW

Handbook of School-Family Partnerships

Understanding and Promoting Access for People with Learning Difficulties

Edited by Sandra L. Christenson, University of Minnesota, USA and Amy Reschly, University of Georgia, USA Family-school partnerships are increasingly touted as a means of improving both student and school improvement. This recognition has led to an increase in policies and initiatives that offer the following benefits: 1) improved communication between parents and educators 2) home and school goals that are mutually supportive and shared 3) better understanding of the complexities impinging on children’s development and 4) pooling of family and school resources to find and implement solutions to shared goals. This is the first comprehensive review of what is known about the effects of home-school partnerships on student and school achievement. It provides a brief history of home-school partnerships, presents evidence-based practices for working with families across developmental stages, and provides an agenda for future research and policy. Key features include the following: • provides comprehensive, cross-disciplinary coverage of theoretical issues and research concerning family-school partnerships • describes those aspects of school-family partnerships that have been adequately researched and promotes their implementation as evidence-based interventions • charts the implications such research has for training, policy and practice especially regarding educational disparities. This book is appropriate for researchers, instructors, and graduate students in the following areas: school counseling, school psychology, educational psychology, school leadership, special education, and school social work. October 2009: 246 x 174: 552pp Hb: 978-0-415-96375-6: £160.00 Pb: 978-0-415-96376-3: £59.99 www.routledge.com/9780415963763 $295.00

$114.95

Harnessing Technology for Every Child Matters and Personalised Learning John Galloway, Education Consultant, UK This book takes into account three core policies: ’Every Child Matters’, ’Personalised Learning’, and ’Harnessing Technology’, combined as they are at the heart of changes to children and young peoples’ experiences of school. This book considers these policies and their interlinked relationship, making it an essential resource for training and practicing teachers, school leaders, and all those involved in educational transformation.

Seeing the Opportunities and Challenges of Risk Edited by Jane Seale and Melanie Nind, both at University of Southampton, UK The issue of access is at the forefront of the practical challenges facing people with learning difficulties and people working with or supporting them. This engaging text brings together evidence, narratives and discussions that question and advance our understanding of the concept of access for people with learning difficulties. Seale and Nind draw on their expertise to analyse a wide range of situations, including access to public spaces, citizenship education, community participation, and employment. Through a series of related chapters, key researchers in the field of inclusion and learning difficulties enrich the access debate by: • considering what kind of access people with learning difficulties want • identifying effective practice in relation to facilitating and promoting access • revealing the capability of people with learning difficulties to seek and achieve access to potentially exclusionary communities • providing a space for a wide range of people to share access stories. With contributions from a variety of stakeholders including people with learning difficulties, Understanding and Promoting Access for People with Learning Difficulties clarifies the concept of access without over-simplifying what is involved. Through rigorous critique, this book provides a unique rationale for a new multi-dimensional model of access and ways of promoting it. Proposing a reconceptualisation of the risk associated with promoting access for people with learning difficulties, this book will be of immense interest to students, researchers and professionals involved in inclusion and disability issues. July 2009: 234 x 156: 208pp Hb: 978-0-415-47947-9: £75.00 Pb: 978-0-415-47948-6: £22.99 eBook: 978-0-203-09212-5 www.routledge.com/9780415479486 $125.00

$42.95

2008: 234 x 156: 176pp Pb: 978-0-415-45871-9: £19.99 eBook: 978-0-203-42648-7 www.routledge.com/9780415458719 • AVAILABLE AS AN INSPECTION COPY $37.95

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SPECIAL EDUCATIONAL NEEDS – HIGHER EDUCATION

NEW

Improving Inter-professional Collaborations

Improving Disabled Students’ Learning

Multi-Agency Working for Children’s Wellbeing

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, UK

Experiences and Outcomes

Anne Edwards, University of Oxford, UK, Harry Daniels, University of Bath, UK, Tony Gallagher, Jane Leadbetter, School of Education, University of Birmingham, UK and Paul Warmington, University of Birmingham, UK Series: Improving Learning Inter-professional collaborations are invaluable relationships which can prevent the social exclusion of children and young people and are now a common feature of welfare policies worldwide. Drawing on a four-year study of the skills and understanding required of practitioners in order to establish the most effective interagency collaborations, this comprehensive text: • gives examples from practitioners developing inter-professional practices to allow readers to reflect on their relevance for their own work • emphasises what needs to be learnt for responsive interprofessional work and how that learning can be promoted • examines how professional and organisational learning are intertwined • suggests how organisations can provide conditions to support the enhanced forms of professional practices revealed in the study • reveals the professional motives driving the practices as well as how they are founded and sustained. Full of ideas to help shape collaborative inter-professional practice, this book shows that specialist expertise is distributed across local networks. The reader is encouraged to develop the capacity to recognise the expertise of others and to negotiate their work with others. This book is essential reading for practitioners in education and educational psychology or social work, and offers crucial insights for local strategists and those involved in professional development work. The book also has a great deal to offer researchers working in the area of cultural historical activity theory (CHAT).

Series: Improving Learning How do disabled students feel about their time at university? What practices and policies work and what challenges do they encounter? How do they view staff and those providing learning support? This book sets out to show how disabled students experience university life today. The current generation of students is the first to move through university after the enactment of the Disability Discrimination Act, which placed responsibility on universities to create an inclusive environment for disabled students. The research on which the book is based focuses on a selected group of students with a variety of impairments, as they progress through their degree courses. On the way they encounter different styles of teaching and approaches to learning and assessment. The diversity of their views is reflected in the issues they raise: negotiating identities, dealing with transitions, encountering divergent and sometimes confusing teaching and assessment. Improving Disabled Students’ Learning goes on to ask university staff how they experience these new demands to widen participation and create more inclusive learning climates. It explores their perspectives on their roles in a changing university sector. Offering insights into the workings of universities, as seen by their central participants, its findings will be of great interest to all practitioners who teach and support disabled students, as well as campaigners for an end to discrimination. Crucially, it foregrounds the views of disabled students themselves, giving rise to a complex, contradictory and always fascinating picture of university life from students whose voices are not always heard. June 2009: 216 x 138: 224pp Hb: 978-0-415-48048-2: £75.00 Pb: 978-0-415-48049-9: £21.99 www.routledge.com/9780415480499 $150.00

$41.95

January 2009: 216 x 138: 240pp Hb: 978-0-415-46869-5: £75.00 Pb: 978-0-415-46870-1: £21.99 eBook: 978-0-203-88405-8 www.routledge.com/9780415468701 • AVAILABLE AS AN INSPECTION COPY $150.00

$41.95

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SPECIAL EDUCATIONAL NEEDS – HIGHER EDUCATION

INDEX

Dyslexia

Surviving and Succeeding at College

Achievement and inclusion in Schools . . . . . . . . . . . . . . . . . . . . . .6 Achieving the Radical Reform of Special Education . . . . . . . . . . . .3 Aggleton, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Alur, Mithu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Sylvia Moody, Psychologist Specialising in Adult Dyslexia This practical and easy-to-read guide for dyslexic and dyspraxic students gives advice and tips on how to cope with college life. Clearly and simply written, it addresses not just study skills, but all aspects of student life. 2007: 216 x 138: 226pp Hb: 978-0-415-43058-6: £80.00 Pb: 978-0-415-43059-3: £14.99 eBook: 978-0-203-96130-8 www.routledge.com/9780415430593 $145.00

$26.95

3RD EDITION

Dyslexia at College T.R. Miles, University of Wales, Bangor, UK, Dorothy Gilroy and Elizabeth Ann Du Pre, University of Wales, Bangor, UK This third edition has practical and useful advice that will be invaluable for students with dyslexia, their parents and those involved in teaching them. Including the latest research, changes in legislation and technology, and real-life experiences. 2007: 234 x 156: 352pp Hb: 978-0-415-40417-4: £85.00 Pb: 978-0-415-40418-1: £24.99 eBook: 978-0-203-94479-0 www.routledge.com/9780415404181 $160.00

$46.95

B Bach, Michael . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Bagley, Christopher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Baglieri, Susan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Balchin, Tom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Behavior Analysis for Effective Teaching . . . . . . . . . . . . . . . . . . . . .7 Behavioral, Social, and Emotional Assessment of Children and Adolescents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Black Hawkins, Kristine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Breaking Barriers to Learning in Primary Schools . . . . . . . . . . . . .11

C Campbell, Jim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Christenson, Sandra L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Commonsense Methods for Children with Special Educational Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Conceptions of Giftedness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Confronting the Obstacles to Inclusion . . . . . . . . . . . . . . . . . . . . .3 Contextualizing Inclusive Education . . . . . . . . . . . . . . . . . . . . . . . .6 Cornwall, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Creativity in the Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Crockett, Jean B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

D Daniels, Harry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 David Fulton / Nasen Series . . . . . . . . . . . . . . . . . . . . . . . . . . . .1, 3 Davies, S.M.B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Dean, Geoff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Dennison, Catherine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Dilemmas of Difference, Inclusion and Disability . . . . . . . . . . . . . .7 Disability and Youth Sport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Disability Studies and the Inclusive Classroom . . . . . . . . . . . . . . . .5 Domestic Violence and Children . . . . . . . . . . . . . . . . . . . . . . . . .11 Du Pre, Elizabeth Ann . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Dyslexia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Dyslexia at College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

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Educating Special Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Educating the Gifted in Mainstream Schools . . . . . . . . . . . . . . . . .9 Education for Inclusive Citizenship . . . . . . . . . . . . . . . . . . . . . . . . .7 Edwards, Anne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Effective Teaching in Gifted Education . . . . . . . . . . . . . . . . . . . . . .9 Elbeheri, Gad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Everatt, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Evidence-Based Interventions for Students with Learning and Behavioral Challenges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

F Farrell, Michael . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Farrell, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Fawcett, Angela . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Fitzgerald, Hayley . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Florian, Lani . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Forlin, Christine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4, 6 Foundations and Futures of Education Series . . . . . . . . . . . . . . . .4 Fox, Sam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

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INDEX Fuller, Mary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

G Gaad, Eman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Gallagher, Tony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Galloway, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Garner, Philip . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Georgeson, Jan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Gerber, Mike . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Gilroy, Dorothy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Grace, Sue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Gravestock, Phil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

H Handbook of School-Family Partnerships . . . . . . . . . . . . . . . . . . .12 Harnessing Technology for Every Child Matters and Personalised Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Healey, Mick . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Hick, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Hong, Eunsook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Howes, Andy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Hughes, Pat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Hurst, Alan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Hymer, Barry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

I Improving Disabled Studentsâ&#x20AC;&#x2122; Learning . . . . . . . . . . . . . . . . . . . .13 Improving Inter-professional Collaborations . . . . . . . . . . . . . . . . .13 Improving Learning Series . . . . . . . . . . . . . . . . . . . . . . . . . . . .5, 13 Improving the Context for Inclusion . . . . . . . . . . . . . . . . . . . . . . . .5 Inclusion and Diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Inclusive Education in the Middle East . . . . . . . . . . . . . . . . . . . . . .4 International Perspectives on Educational Diversity and Inclusion .7 International Studies in Physical Education and Youth Sport Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Irregular Schooling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

J Jha, Madan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Journey for Inclusive Education in the Indian Sub-Continent, The .5

K Kelly, Katie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Kershner, Ruth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Key Guides for Effective Teaching in Higher Education Series . . . .6 Kiwan, Dina Jane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Knight, Deborah . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Kratochwill, Thomas R. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

L Landrum, Timothy J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Leadbetter, Jane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Lian, Ming-Gon John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Living With Dyslexia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

M Mather, Nancy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Matthews, Dona J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 McCann, Maria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Merrell, Kenneth W. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Miles, T.R. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Milgram, Roberta M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Mitchell, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3, 6

Moody, Sylvia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Morris, Richard J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

N Nind, Melanie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Norwich, Brahm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

P Phillipson, Shane N. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Poole, Liz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Practice of Child Therapy, The . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Preventing Talent Loss . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Promoting Health and Wellbeing Through Schools . . . . . . . . . . .10 Psychology for Inclusive Education . . . . . . . . . . . . . . . . . . . . . . . . .6

R Rasing Literacy Achievement in the Primary School . . . . . . . . . . . .8 Reform, Inclusion and Teacher Education . . . . . . . . . . . . . . . . . . .6 Reid, Gavin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Reschly, Amy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Riddell, Sheila . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Riddick, Barbara . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Roberts, Hazel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Robinson, Wendy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Rogers, Karen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Rose, Richard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Rouse, Martin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Routledge Companion to Dyslexia, The . . . . . . . . . . . . . . . . . . . . .1 Routledge International Companion to Gifted Education, The . . .9 Routledge Key Guides Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Routledge Research in Education Series . . . . . . . . . . . . . . . . . . .4, 5

S Seale, Jane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Shapiro, Arthur . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Slee, Roger . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Special Educational Needs: The Key Concepts . . . . . . . . . . . . . . . .2 Starko, Alane Jordan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Sterne, Abigail . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

T Teacher Education for Inclusion . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Therapeutic Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

U Understanding and Promoting Access for People with Learning Difficulties . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

V Vargas, Julie S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Verma, Gajendra K. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

W Walter, Craig . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Warmington, Paul . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Warwick, Ian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Wearmouth, Janice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Weedon, Elisabet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Westwood, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 What Really Works in Special and Inclusive Education . . . . . . . . . .3

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