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Author: John Quicke
Publisher: Springer Science & Business Media
ISBN: 1402063687
Category : Education
Languages : en
Pages : 190
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Book Description
A number of case studies about interventions in schools to promote the inclusion of pupils referred to a local authority Educational Psychology Service (EPS) in the north of England are to be found in this book. The aim of the book is to provide accounts which do not shirk from describing ‘failures’ as well as ‘successes’. These are written as ‘stories’ from the point of view of an educational psychologist and they ‘bring alive’ the dilemmas of professional practice.
Author: John Quicke
Publisher: Springer Science & Business Media
ISBN: 1402063687
Category : Education
Languages : en
Pages : 190
Get Book
Book Description
A number of case studies about interventions in schools to promote the inclusion of pupils referred to a local authority Educational Psychology Service (EPS) in the north of England are to be found in this book. The aim of the book is to provide accounts which do not shirk from describing ‘failures’ as well as ‘successes’. These are written as ‘stories’ from the point of view of an educational psychologist and they ‘bring alive’ the dilemmas of professional practice.
Author: Jonathan Rix
Publisher: Routledge
ISBN: 1317498925
Category : Education
Languages : en
Pages : 216
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Book Description
Must Inclusion be Special? examines the discord between special and inclusive education and why this discord can only be resolved when wider inequalities within mainstream education are confronted. It calls for a shift in our approach to provision, from seeing it as a conglomeration of individualised needs to identifying it as a conglomeration of collective needs. The author examines the political, medical and cultural tendency of current times to focus upon the individual and contrasts this with the necessity to focus on context. This book distinguishes the theoretical perspectives that are often associated with special or inclusive education and the broad range of interests which depend upon their ongoing development. This examination leads to a problematisation of mainstream education provision, our understanding of why social inequities emerge and how additional support can overcome these inequities. Further chapters explore the underlying challenges which emerge from our use and understanding of the notions of special and inclusive, outlining an alternative approach based upon a community of provision. This approach recognises the interconnectedness of services and the significance of context, and it encapsulates the aspiration of much international legislation for participation and inclusion for all. But it also assumes that we tend towards diffuse practices, services, policies, settings and roles, spread across provision which is variously inclusive and exclusionary. In seeking to create equitable participation for all, support needs to shift its focus from the individual to this diffuse network of contexts. Must Inclusion be Special? emerges from the research base which problematises inclusion and special education, drawing upon examples from many countries. It also refers to the author’s research into pedagogy, language and policy, and his experiences as a teacher and the parent of a child identified with special educational needs.
Author: Angie Hart
Publisher: Cambridge Scholars Publishing
ISBN: 1443878731
Category : Social Science
Languages : en
Pages : 605
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Book Description
This book engages with a wide spectrum of questions and topics related to children's, adolescents' and families' difficulties, as well as to epistemological, meta-theoretical, taxonomical, and intervention issues. Particular emphasis is given throughout the book to discussing and suggesting various alternative methods and practices of promoting the potential and capacity of children, families, and schools to deal with various personal and contextual risks and adversities. Most of the contribu ...
Author: Sabine Pirchio
Publisher: Frontiers Media SA
ISBN: 2832505988
Category : Science
Languages : en
Pages : 177
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Book Description
Author: Peter Hick
Publisher: Routledge
ISBN: 1134167903
Category : Education
Languages : en
Pages : 197
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Book Description
What can psychology offer inclusive education? Traditionally, special education has looked to psychology for many of its theoretical resources and practical strategies. While those seeking to promote more inclusive education have tended to see psychology and psychologists as part of the problem by providing a rationale for segregation. However, in practice many psychologists today are developing inclusive ways of working, and are paying attention to psychological theories that underpin inclusive education. Psychology for Inclusive Education reframes the contribution of psychology in terms of its relevance to inclusion and will show how psychological theories of learning and human development are compatible with inclusive education. Part 1 explores psychological theories relevant to understanding inclusive education and Part 2 looks at how psychology can contribute to promoting more inclusive education in practice. Chapters cover: how psychologists can collaborate with teachers for inclusive solutions Vygotsky's theories of learning and their significance for inclusion the challenge of developing pedagogies for inclusion sociocultural understandings of learning in inclusive classrooms the role of emotion in learning and inclusion cooperative learning and inclusion the challenges and tensions of inclusion and high standards for schools the practice of dynamic assessment as an inclusive alternative to IQ social justice and inclusive psychology Bringing together a highly distinguished list of international contributors from the UK, USA and South Africa and including practising educational psychologists, this book will link 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.
Author: Brahm Norwich
Publisher: Routledge
ISBN: 1136309772
Category : Education
Languages : en
Pages : 211
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Book Description
Based on extensive research, Addressing Tensions and Dilemmas in Inclusive Education presents a contemporary and critical analysis of the interaction between different perspectives and positions in the field of inclusive education. Referring to existing attitudes on the education of children and young people with learning difficulties and disabilities, Professor Norwich argues that despite the appeal of inclusion as a single powerful position, its practical realisation involves tensions and dilemmas that have to be addressed and resolved. This core analysis is illustrated by a review of relevant national and international concepts, principles, research and practices drawing on literature in areas of current interest and concern, such as: identification and classification; current national and international conceptions; pedagogic and curriculum issues; organisation of schooling; parental and student perspectives; the contribution of research to policy and practice. Engaging with the fundamental issues in the field and providing a coherent perspective that recognises and justifies the inter-connection between specialised and general school provision, this accessible and timely book will be of interest to all researchers and students of inclusive education.
Author: David Mitchell
Publisher: Routledge
ISBN: 0429687354
Category : Education
Languages : en
Pages : 438
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Book Description
This fully revised and updated third edition presents teachers with a range of up-to-date evidence-based strategies they can use to tackle the challenges of inclusive education. An essential resource for the busy educator, each of the twenty-nine strategies explored in this book has a substantial research base drawn from a range of countries, a strong theoretical rationale and clear guidelines on their implementation, as well as cautionary advice where necessary. Key features of the third edition include: An easy to follow structure divided into four categories: behavioural approaches, social strategies, cognitive strategies and mixed strategies Eight new chapters, focusing on topical areas such as neuroscience, social and emotional education, visual learning and communication and the transition from school to post-school environments Updated chapters that consider the most diverse and up-to-date research in education, psychology, health and technology Whilst the focus of this book is on children with special educational needs, the strategies are universally applicable, making this essential reading for all classroom teachers, school leaders, teacher educators and students, educational psychologists, special needs coordinators and consultants and educational researchers.
Author: Peter Hick
Publisher: Taylor & Francis
ISBN: 0415390494
Category : Educational psychology
Languages : en
Pages : 197
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Book Description
A Psychology for Inclusive Education: New Directions in Theory and Practice.
Author: Paul Cooper
Publisher: John Wiley & Sons
ISBN: 1119996139
Category : Education
Languages : en
Pages : 258
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Book Description
From Inclusion to Engagement challenges the ideologically driven academic discourse that has come to dominate inclusive education by presenting research-based knowledge about what actually works. Presents an innovative approach rooted in a biopsychosocial theoretical perspective – an approach that is still relatively misunderstood within the educational sphere Offers insights based on an extensive review of contemporary international research in the field Avoids the biases of ideology in favour of science-based social and educational outcomes The first comprehensive account of evidence-based interventions for students with Social, Emotional and Behavioural Difficulties
Author: Tamika P. La Salle-Finley
Publisher: Taylor & Francis
ISBN: 1000900010
Category : Education
Languages : en
Pages : 258
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Book Description
Creating an Inclusive School Climate introduces school psychology stakeholders to a wealth of foundations, individualized experiences, and school improvement efforts intended to bolster the outcomes of our most vulnerable learners. As student populations grow increasingly diverse, sociocultural variables have never been more important to supporting school climate. Using an original cultural-ecological framework, this book builds on the experiences of historically underrepresented and oppressed youth to foster a socially just, strengths-based perspective for implementing school improvement efforts within multi-tiered systems. Faculty, graduate students, researchers, and professionals in the field will come away with a conceptually and methodologically sound understanding of the interrelationships between personal characteristics, culture, ecological contexts, and school climate.
