Special Educational Needs and Inclusion, Textbooks 2009 (UK)

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Routledge

Education Textbooks

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Special Educational Needs

& Inclusion

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NEW 2nd Edition

Special Educational Needs for Newly Qualified Teachers and Teaching Assistants A Practical Guide This completely revised and updated edition relevant to trainee, newly qualified and experienced teachers, as well as to teaching assistants, covers the essential and most recent developments in special educational needs (SEN), including Every Child Matters (ECM), which are important to effective classroom practice, and appropriate personalised learning approaches. The author explores: • the latest requirements of QTS Standards and the Occupational Standards for Supporting Teaching and Learning in Schools • recent legislation and key official reports and documents relating to SEN and ECM Rita Cheminais August 2009: 297x210: 96pp Pb: 978-0-415-49583-7: £19.99

• practical tips and strategies on how to meet the needs of a diversity of pupils with additional educational needs (AEN), including: SLCN; MLD; SEBD; sensory impairments; physical disabilities • effective partnership working with multi-agency practitioners • tips for Teachers and Teaching Assistants working together collaboratively to meet the needs of pupils with SEN/AEN • OFSTED inspecting SEN, Inclusion and ECM • how to evaluate the impact of SEN/additional provision. Featuring helpful checklists, templates and photocopiable resources that can support professional development, this practical resource contains lots of useful advice, as well as signposting to further information. Those who will find this book useful are trainee, newly qualified and experienced teachers and teaching assistants. Lecturers in higher education and Consultants and Advisors in Local Authority Children’s Services, responsible for training teachers and teaching assistants, will also find this resource essential. Selected Contents: The Aim of this Book Introduction Part 1: Legal Requirements and Recommendations Part 2: Core Concerns and Selected Strategies Part 3: Planning Progress Part 4: Productive Partnerships Joint Statement on Inter-Professional values Glossary Useful websites References and Further Reading Index


N EW

Harnessing Technology for Every Child Matters and Personalised Learning Services for children are changing in many ways, not least schools: new ones are being built; more practitioners fulfil diverse roles; the testing and assessment regime is changing; and new technologies enable us to teach pupils both well-established and completely new curriculum areas, in ways that are more engaging. Underpinning these transformations are three core policies: ‘Every Child Matters’, ‘Personalised Learning’, and ‘Harnessing Technology’. Combined, 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. To achieve the five outcomes of the ‘Every Child Matters’ agenda requires an approach that is pupil centred, with developments in new technologies making it possible to not only understand each individual more precisely, but also for them to learn in more flexible and personalised ways. Through innovations such as web based information sharing, learning platforms and e-portfolios, schools will be able to offer content appropriate to pupil’s personal goals, breaching conventional orthodoxies of time and place. How far these policies will transform schools and services for children and young people remains to be seen. Consideration is given to the barriers to their success, the issues that impinge upon them, and questions asked about their capacity to bring about long-term, systemic, change. Selected Contents: Introduction 1. Policy Development and Interconnection 2. What the Technology Can Do for Us 3. A Web of Support 4. A Web of Learning 5. Can Policy Meet Practice?

John Galloway, Education Consultant, UK. November 2008: 234x156: 176pp Pb: 978-0-415-45871-9: £19.99


new 4th Edition

The Special Education Handbook An A-Z Guide for Students and Professionals This acclaimed, best selling and comprehensive guide, now in a fully updated fourth edition, is an essential reference book for anyone involved with special education. All entries have been reviewed to reflect current practice and the book is enriched with extra resources, including references to useful Internet sites. Focusing on current educational frameworks in the UK and the USA, the author has gathered into one A to Z volume a wide range of information essential to good practice in mainstream and special schools.

Michael Farrell is a private consultant in special education working with parents and children, schools, local authorities, voluntary organisations, universities, and government ministries. Foreword by Lord Rix June 2009: 234x156: 240pp Hb: 978-0-415-49019-1: £75.00 Pb: 978-0-415-49020-7: £21.99

The broad themes and areas covered are: basic terms, ideas and values; venues relating to special education, and school organisation; roles and responsibilities; individual differences among learners with disabilities and disorders; curriculum and assessment, resources and technology; pedagogy and classroom organisation; therapy and care. Presented in a handy quick reference format The Special Education Handbook also provides a coherent account of the complexities of special education, combining a wealth of practical guidance with the latest research findings. Selected Contents: Acknowledgements. Foreword by Lord Rix. About the Author. Preface. Introduction. A to Z entries. Classified List/ Thematic Index of A to Z Entries

A David Fulton Book

Educating Special Children An Introduction to Provision for Pupils with Disabilities and Disorders ‘A vital resource for students and professionals alike.’ – Professor Alan Carr. Director of Clinical Psychology, University College Dublin, Ireland 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; 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. Michael Farrell, as above. April 2008: 234x156: 384pp Hb: 978-0-415-46312-6: £95.00 Pb: 978-0-415-46315-7: £19.99

A David Fulton Book


5th Edition

Commonsense Methods for Children with Special Educational Needs This latest edition of this successful title provides teachers with an immediate and comprehensive source of practical strategies for meeting children’s special needs in regular classrooms. Fully revised and updated, this fifth edition includes expanded chapters on: learning difficulties; students with intellectual, physical or sensory disabilities; behaviour management; self-regulation; the teaching of literacy and numeracy skills; adapting curriculum and instruction. In addition, the book includes a new chapter offering a description and critique of mainstream teaching methods, with particular reference to their suitability for specific purposes and their efficacy in addressing students’ special needs. In all cases the practical advice the author gives is embedded within a clear theoretical context supported by current research and classroom practice.

Peter Westwood is currently an education consultant working in south China. 2007: 234x156: 272pp Hb: 978-0-415-41581-1: £95.00 Pb: 978-0-415-41582-8: £21.99

Selected Contents: 1. Special Educational Needs and Learning Difficulties 2. Students with Intellectual Disability and Autism 3. Students with Physical Disabilities and Sensory Impairments 4. Teaching Children Self-Management and Self-Regulation 5. The Management of Behaviour 6. Improving Social Skills and Peer Group Acceptance 7. Developing Early Literacy Skills: Principles and Practices 8. Planning Effective Intervention for Literacy Problems 9. Strategies for Overcoming or Preventing Reading Difficulties 10. Helping Students Improve their Writing 11. Developing Spelling Skills 12. Developing Numeracy and Math Problem-Solving Skills 13. Adapting Curriculum and Instruction 14. Teaching Methods: An Overview

Interactive Play for Children with Autism Easily accessible, and packed full with practical resources, this comprehensive guide defines the importance of play both developmentally and psychologically as having a major influence on the enrichment of meaningful interactions and children’s learning. Diana Seach expertly discusses how play enables children with autism to: • represent their knowledge of the world and their relationships with others • spontaneously explore ways of thinking about themselves and the objects they encounter • develop communication and companionship • discover motivating ways to learn • extend their imagination and creative potential. Those who live and work with children who have Autism and Asperger syndrome will find Interactive Play for Children with Autism an invaluable tool when implementing strategies to develop interactive play in educational establishments, care settings and the family home. Selected Contents: 1. Valuing Play 2. A Model of Interactive Play 3. Establishing a Connection 4. Enabling Communication 5. Creating Meaning 6. Developing Imagination 7. The ‘Smile’ Programme for Families 8. Interactive Play in Schools

Diana Seach is an educational and family consultant in Interactive Play and a Senior Lecturer in Early Years and Special Educational Needs at the University of Chichester, UK. 2007: 234x156: 224pp Hb: 978-0-415-35373-1: £85.00 Pb: 978-0-415-33326-9: £21.99


Supporting Multilingual Learners in the Early Years Many Languages – Many Children Are children who are exposed to more than one language from birth at an advantage or a disadvantage when starting school? Supporting Multilingual Learners in the Early Years examines the theoretical, ideological and practical issues involved in the education of children speaking two or more languages coming to settings which are predominantly monolingual.

Sandra Smidt was formerly Principal Lecturer in Early Childhood Education at the University of East London, UK. She is now an educational consultant, working with the University of East London, UK. 2007: 216x138: 152pp Hb: 978-0-415-43800-1: £70.00 Pb: 978-0-415-43801-8: £15.99

Sandra Smidt views multilingualism as a cognitive advantage and shows how early years practitioners can use interactive styles of learning to focus on the benefit that the many cultures and languages in the classroom can bring to children’s learning and development. Written in a highly accessible tone, this book offers practitioners and students of early childhood education a mix of practical case studies and examples in which theory are embedded and its importance explained. Students will appreciate the author’s carefully structured approach to the topic, as she includes summary boxes, glossaries and points for reflection in each chapter. Selected Contents: 1. Understanding Multilingualism 2. Language at Home and Beyond 3. Language and Identity 4. Learning a Language: Learning Another 5. Effective Classrooms or Settings for Bilingual Children: The Survival of First Language 6. Effective Classrooms for Bilingual Learners: Teaching English as an Additional Language 7. Assessing Bilingual Learners 8. Working with the Parents of Bilingual Children 9. Language and Thought Endnote: Bilingual Education: Why Should we Bother?

Play and Learning in the Early Years An Inclusive Approach Play is crucial to every child’s development. Use these practical strategies to ensure all children benefit from learning through play. Play and Learning in the Early Years includes: • short case studies that illustrate how strategies work in practice • practical, topical information on how to include all children in day-to-day activities • explanation of how different types of SEN can affect a child’s play Angela Glenn is an Advisory Teacher for the ICSS at Medway Early Years and Childcare Service. Jacquie Cousins is the Outreach Manager of the Primary Behaviour Support Service at the Redvers Centre. Alicia Helps is an Educational Psychologist working for both the NHS at the Medway Maritime Hospital and the LEA at Medway. 2005: 297x210: 88pp Pb: 978-1-84312-336-1: £17.99

• advice on how to address different behaviours seen during play • photocopiable resources. Written for practitioners in all pre-school settings, as well as students, parents and childminders. Selected Contents: Acknowledgements. Introduction. The Importance of Play. Case Studies. Play Skills. Top Tips for Creating a Challenging Play Environment. Recording Pack. Friends and Family Circle. Teddy Bear Climing Frame Activity. References. Further Reading. Useful Addresses

A David Fulton Book


Child Development and Teaching Pupils with Special Educational Needs A thought-provoking book which provides a framework for understanding the physical, sensory, emotional, social, linguistic and cognitive development of children with special educational needs. It gives practitioners and students a sound grasp of the theoretical ground needed to fully understand cognitive development and will help them track children’s developmental progress in order to optimise learning opportunities. Selected Contents: Introduction. 1.Self-advocacy, Autonomy and Empowerment Part 1: The Theorists 2. The Cognitive Developmental Theorists 3. The Psychoanalytical Theorists 4. Skinner and the Learning Theorists Part 2: The Educational Implications 5. The Cognitive Developmental Theorists 6. The Psychoanalytical Theorists 7. Skinner and the Learning Theorists Part 3: Areas of Development 8. Communication and Interaction 9. Cognition and Learning 10. Behavioural, Emotional and Social Development 11. Sensory and Physical Development 12. Conclusion

Christina Tilstone and Lyn Layton 2004: 246x174: 192pp Hb: 978-0-415-27621-4: £85.00 Pb: 978-0-415-27578-1: £18.99

Identifying Additional Learning Needs in the Early Years I know there is something wrong, but what? How do I know if outside help for this child is needed? How do I tell parents that their child could have a learning difficulty? These are questions that most nursery workers, at some point in their careers, will have to face. Based on the lives of real children and typical situations in early years settings, early years practitioners, as well as students, will find this book invaluable in helping them care for and educate young children with additional learning difficulties. Attention deficit disorder, dyspraxia, dyslexia and autism are some of the difficulties explained in depth, with detailed suggestions to help support children with these special needs. Each chapter has an explanation section supported by a set of practical strategies to support both the child and the practitioner. Throughout this lively book, the author uses case studies to highlight the importance of listening to young children and shows how making time for listening is key to providing exactly the right level of help. Selected Contents: 1. The Early Identification of Learning Difficulties 2. Listen to the Children 3. Fostering Communication Between Parents and Nursery Staff 4a. Just Let Me Play! - Observing Children at Play 4b. Understanding Speech and Language Difficulties 4c. Understanding Movement Difficulties 4d. Understanding Difficulties in Paying Attention and in Remembering 4e. Difficulties with Perception and Sensory Integration 4f. Difficulties with Behaviour 5. An Overview of Conditions where Children Need Additional Support

Christine Macintyre 2005: 216x138: 160pp Hb: 978-0-415-36214-6: £75.00 Pb: 978-0-415-36215-3: £15.99


Teaching Children with Dyslexia A Practical Guide Teaching Children with Dyslexia is essential reading for any teacher, student teacher, or teaching assistant who wants an insider’s account of what dealing successfully with dyslexia entails. Written by one of the most well-regarded practitioners in the field with over twenty-five years’ experience, this book is packed full with photocopiable exercises, activities and recommendations for resources, tests, teaching methods, advice and suggestions for strategies and techniques that are instantly transferable to classroom environments. Written specifically to bolster teachers’ confidence and empower them with the key to unlocking literacy problems in their most challenging pupils, this resource book should be on the shelf of every staff room. Philomena Ott Foreword by Sir Richard Branson 2006: 246x174: 320pp Pb: 978-0-415-32454-0: £34.99

Selected Contents: 1. The Really Useful Guide for Parents, Teachers and Professional when Dealing with Dyslexia and Dyspraxia at Home and in Pre-school Settings 2. Why Good Home/school Partnership Promotes Better Relationships Furthering Understanding of Special Educational Needs 3. The Really Useful Guide to Dealing with Dyslexia and Dyspraxia at Home and in Dyslexia Friendly Schools and Classrooms 4. Why Does Learning to Read Require Explicit Teaching? 5. The Theory and Processes Involved in Teaching Reading Suggestions for Closing the Gaps in Reading Attainments 6. Why Spelling is Often a Major Stumbling Block for Dyslexic Children and What to do About It 7. Strategies for Success for Writers: Tricks of the Trade and Hints Galore to Lighten the Load for Dyslexic and Dyspraxic Writers

3rd Edition

Dyslexia at College 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. It will: • guide students through the process of applying for university • outline how to get the best personally and academically from higher education • give practical advice on setting up and using support facilities Liz Du Pré, Dorothy Gilroy and Tim Miles 2007: 234x156: 352pp Hb: 978-0-415-40417-4: £75.00 Pb: 978-0-415-40418-1: £23.99

• be an accessible text for mainstream lecturers and tutors who need to be aware of the implications of the Disability Discrimination Act. Selected Contents: 1. The Nature of Dyslexia 2. Dyslexia Plus 3. Understanding Your Assessment 4. The Move to Higher Education 5. Changes to The Landscape 6. Preparations for College 7. Social and Academic Relationships 8. Organising a Support Service 9. Study Skills and The Support Tutor 10. Organising Yourself and Your Time; Helping Yourself to Concentrate 11. Taking Notes in Lectures and From Books; Strategies for Reading 12. Essays and other Written Assignments 13. Grammar and Punctuation 14. Spelling 15. Mathematics and Statistics 16. Information Technology 17. Examination Arrangements 18. Preparing for Examinations, Revision and Memorisation 19. Sitting the Examinations 20. Discussion Points for Moderators and Examining Boards 21. Out of College and into Work


The SEN Handbook for Trainee Teachers, NQTs and Teaching Assistants Newly qualified teachers, trainee teachers and teaching assistants receive little training in working with students with special needs – The SEN Handbook acts as a comprehensive guide for them. Features include: • collaboration with NASEN, ensuring up-to-the-minute advice on SEN issues • linked throughout to the National Standards allowing readers to understand exactly what is expected of them – and how to achieve it Wendy Spooner 2006: 297x210: 160pp Pb: 978-1-84312-404-7: £18.99

• practical, useful and accessible writing which is specifically aimed at TAs, NQTs and trainees • easy to ‘dip into’ when needed. An invaluable resource for newly qualified teachers, teaching assistants and trainee teachers. Selected Contents: Part 1: Theory and Issues. What are Special Educational Needs? The SEN Code of Practice. The Range of Needs Identification, Assessment and Support Inclusion and Related Issues Part 2: Theory into Practice Teaching and Learning Teaching Approaches. School-Based Training and Preparing for Qualified Status

A David Fulton Book

Key Issues for Teaching Assistants Working in Diverse and Inclusive Classrooms This highly accessible resource explores the values and the possible contradictions in policies and beliefs, enabling Teaching Assistants and trainee teachers to develop a deeper understanding of the fundamental principles of inclusive education. Each chapter contains an overview of topical debates, current research and initiatives, emphasising inclusive approaches and the importance of understanding the perspectives of children, regardless of their difference. Useful questions for reflection and a helpful list of suggested further reading material are also provided. Gill Richards and Felicity Armstrong 2007: 234x156: 160pp Hb: 978-0-415-43424-9: £70.00 Pb: 978-0-415-43425-6: £16.99

Selected Contents: Introduction 1. Inclusive Education 2. Listening to Learners: Whose Voice Counts? 3. Supporting Traveller Children 4. Not in my Image – Ethnic Diversity in the Classroom 5. The Influence of Gender on Achievement 6. The Inclusion Assistant. Young People with High Level Support Needs in Mainstream Schools, Colleges and Universities: Developing Good Practice 7. I’m a TA not a PA! Teaching Assistants Working with Teachers 8. Inclusive Relationships: Insights from Teaching Assistants on how Schools can Reach Parents 9. A New Role for Special Schools? 10. Inclusion, Extension and Enrichment: Personalised Gifted and Talented Provision 11. How Schools Create Challenging Behaviours 12. Bullying in Schools – or Bullying Schools? 13. Disabled Children, Inclusion and the Law in England and Wales 14. Social Justice, Human Rights and Inclusive Education


Teaching Foundation Mathematics A Guide for Teachers of Older Students with Learning Difficulties This fully photocopiable resource will provide essential materials for anyone teaching Pre-entry or foundation Maths in secondary schools and further education. Teaching Foundation Mathematics is developed to provide age appropriate material for adult learners with moderate to severe learning difficulties and/or disabilities and for children, over 12, with special needs. It will also prove useful to teachers training to work with these learners. 30 ready-to-use lessons are at your fingertips in this book, complete with tutor’s notes, teaching objectives, detailed lesson plans and photocopiable worksheets, where appropriate. The lessons are divided into three areas – number, shape and measure.

Nadia Naggar-Smith 2008: 297x210: 192pp Pb: 978-0-415-45164-2: £24.99

Selected Contents: Introduction to the Book. Number. Introduction to Number. Cardinal Numbers. Ordinal Numbers. Card Bingo. Number Lines. Addition and Subtraction. Bar Charts. Estimating Lesson. Early Multiplication. Addition and Subtraction Strips. Connecting Concepts to Symbols. Addition. Measure. Introduction to Measure. Length. Footprints and Handspans. Capacity. Shoe Sizes. Which Coin? Weight. Time. David’s Day. Days of The Week. Months of the Year. Strings and Things (Using the language of length). Addition and subtraction using money. Shape. Introduction to Shape. Make A Shape. The Feely Box. Catch The Shape. Roll the Shape. 3D Shapes in Our Lives. Shapes in The Supermarket. Stacking Shelves. Using 2D and 3D Shapes: Investigating Nets. Measuring Right Angles

A David Fulton Book

2nd Edition

Dyslexia and Mathematics In this revised and fully updated second edition of the classic bestselling text, the formidable team of expert contributors draw on their extensive experience in the field. The outcome is a wealth of material based on individual case studies supported by practical and accessible teaching strategies. The material includes: • discussion of the latest thinking in the field - ideas on dyscalculia • information from a survey of primary school children • guidance on suitable testing material • innovative contributions on practice. Dyslexia and Mathematics is unique in terms of its coverage and authority, and is a must-buy text for teachers, student teachers and special needs co-ordinators. Selected Contents: 1. Theoretical Background 2. Individual Diagnosis and Cognitive Style 3. Linking Language to Action 4. Reading and Writing in Mathematics 5. Difficulties at the Secondary Stage 6. The Use of Structured Materials with Older Pupils 7. The Use of Patterns 8. Steering a Way through Number Facts 9. Children’s Arithmetical Difficulties 10. An Overview

Edited by Elaine and T.R. Miles 2004: 216x138: 176pp Hb: 978-0-415-31816-7: £85.00 Pb: 978-0-415-31817-4: £23.99


NEW IN PA PE R B A C K F or May 2 0 0 9

Contextualising Inclusive Education Evaluating Old and New International Paradigms Inclusive education is a complex and problematic concept that raises many questions. A team of prominent academics present fresh and critical perspectives on these issues, drawing upon their global resources and knowledge. The over-arching theme of this book is that social, political, economic and cultural contexts play a central role in determining whether or not inclusive education is implemented in a range of regions and countries around the world. A series of original and provocative conclusions is presented, such as:

David Mitchell is an inclusive education consultant based in New Zealand. He is a former Professor of Education at the University of Walkato, New Zealand and an Honarary Research Fellow at Manchester University, UK. 2005: 234x156: 312pp Hb: 978-0-415-31880-8: £85.00 Pb: 978-0-415-47882-3: £22.99

• inclusive education means creating a single system of education, which serves all children • inclusive education is a site of conflicting paradigms of children with special needs, centering on a psycho-medical model and a socio-political model • while many countries seem committed to inclusive education in their rhetoric, legislation and policies, in practice this often falls short. This major landmark resource is suitable for educational policy makers, researchers, teacher educators, students and international agencies with interests in education.

Achievement and Inclusion in Schools This practical text evaluates the relationship between achievement and inclusion. The authors argue that high levels of inclusion can be entirely compatible with high levels of achievement and that combining the two is essential if all children are to have the opportunity to participate fully in education. Packed with case studies that explore the benefits and tensions for children, these pages tackle the questions at the core of the issue: • What is the nature of the relationship between the inclusion of some children and the achievement of all? • Are there strategies which can raise the achievement of all children, whilst safeguarding the inclusion of others who are more vulnerable? • What changes can be made to ensure high levels of inclusion as well as high levels of achievement for all children? Selected Contents: 1. Introduction 2. Achievement and Inclusion: Ways of Understanding 3. Researching Achievement: Researching Inclusion 4. National Data Sets: What Do They Tell Us about Achievement and Inclusion? 5. Ways of Understanding: Achievement + Inclusion = Participation 6. Achievement and Inclusion in Amadeus School 7. Achievement and Inclusion in Kingsley Primary School 8. Achievement and Inclusion in Chester Community School 9. Achievement and Inclusion in the Harbour School 10. Researching In, On and With Schools 11. Conclusions: What Do We Know about Achievement and Inclusion?

Kristine Black-Hawkins is Lecturer in Inclusive and Special Education a the Faculty of Education, University of Cambridge, UK. Lani Florian is Professor of Social and Educational Inclusion at the School of Education, University of Aberdeen, UK. Martyn Rouse is Director of the Inclusive Practice Project at the School of Education, University of Aberdeen, UK. 2007: 234x156: 166pp Hb: 978-0-415-39197-9: £90.00 Pb: 978-0-415-39198-9: £21.99


What Really Works in Special and Inclusive Education Using Evidence-Based Teaching Strategies What Really Works in Special and Inclusive Education presents educators of learners with special educational needs with a range of strategies they can implement right away in the classroom. David Mitchell, a leading writer in special and inclusive education, has distilled a huge range of recent studies that have the most genuine potential for improving the practices of teachers and schools, in order to help them produce high-quality learning and social outcomes for all. This ground-breaking book will be welcomed by any teacher working in special and inclusive education settings who has neither the time nor the inclination to engage with theory-heavy research, yet wants to ensure that their teaching strategies are up-to-the-minute and proven to be the most effective best practices.

David Mitchell 2007: 234x156: 256pp Hb: 978-0-415-36926-8: £75.00 Pb: 978-0-415-36925-1: £20.99

Supporting Inclusive Practice Written to support all teaching and learning staff in developing good inclusive practice, this book provides knowledge and understanding about a range of inclusion issues such as what an inclusive school might look like and practical guidance on supporting the development of such a school. Encouraging reflection, discussion and debate throughout, this book is perfectly pitched for all teaching assistants pursuing either Foundation Degree awards or HLTA status. It is also highly relevant for students of Initial Teacher Education and Early Childhood Studies.

A David Fulton Book Edited by Gianna Knowles 2006: 246x174: 200pp Pb: 978-1-84312-420-7: £17.99

Inclusive Education Diverse Perspectives This edited collection draws upon the experiences and practices of academics and professionals within the inclusive education sphere. Enabling the reader to stay on top of current thinking, be in touch with what has led to the current agenda in inclusive education and keep abreast of its future development, this book includes: the views of people with learning difficulties and disabilities; comparison of different approaches to inclusion; and discussion of current events and what they tell us about inclusion.

A David Fulton Book

Edited by Melanie Nind 2004: 246x174: 320pp Pb: 978-1-84312-065-0: £19.99



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