Special Educational Needs:A Guide for Inclusive Practice

Special Educational Needs:A Guide for Inclusive Practice

特殊教育需求: 包容性实践指南
特殊教育学

原价：

￥ 1013.75

售价：

优惠

平台大促低至8折优惠

发货周期：预计5-7周发货

作者

Edited by Lindsay Peer and Gavin Reid

出版社

Sage

出版时间

2020年11月13日

装帧

精装

ＩＳＢＮ

9781526492197

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页码

424

语种

英文

版次

3rd ed.

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暂无评分

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This guide to inclusive practice covers contemporary policy issues, perspectives from practice and specialist guidance from across a wide range of common syndromes. Bringing together the important combination of theory, knowledge and practice, each chapter is written by experts from fields within Special and Additional Educational Needs. This third edition includes new chapters on: - The current context of SEN current context: in research and practice - Speech, language and communication - The role and use of technology in supporting learners with SEND - Pathological/Extreme Demand Avoidance (PDA/EDA) - Working together - Children and Young People’s Perspectives Providing a solid foundation for understanding and supporting learners with additional needs, this comprehensive text is ideal for students, teachers or practitioners. Lindsay Peer CBE is an educational and chartered psychologist, international speaker and author. Gavin Reid is an international consultant and psychologist, with consultancies in Canada, the UK, Europe, the Middle East, Asia and Australasia.

Chapter 1: IntroductionGavin Reid & Lindsay Peer \\ Part I: Policy, Practice and Provision \\ Chapter 2: Special and additional support needs in England and Scotland: current dilemmas and solutionsSheila Riddell, Elisabet Weedon & Neville Harris \\ Chapter 3: Putting the dyslexic learner at the centreJanice Wearmouth \\ Chapter 4: Inclusion and special educational needs: a dialogic inquiry into controversial issuesArtemi Sakellariadis \\ Chapter 5: The potential impact and influence of the social model of disabilityCharles Weedon \\ Part II: Perspectives from Practice \\ Chapter 6: Speech, language and communicationJuanita Hurley and Sally Moore \\ Chapter 7: Auditory Processing DisorderTony Sirimanna \\ Chapter 8: Developmental coordination disorder/ developmental dyspraxia in the context of educationSally Scott-Roberts & Dr Catherine Purcell \\ Chapter 9: Vision and learningJohn Stevenson \\ Chapter 10: Literacy: literacy and the training of professionals who teach and assess individuals with literacy difficultiesMargaret Crombie, Julian Brown & Una Lodge \\ Chapter 11: Mathematics learning difficulties and dyscalculiaSteve Chinn \\ Chapter 12: The role of technology in supporting young people with Additional and Special NeedsArran Smith \\ Chapter 13: Using technology to support learners with additional needs: practical information and adviceAdam Gordon \\ Part III: Syndromes and the Brain \\ Chapter 14: Students with Down syndrome in inclusive classrooms: using evidence-based practicesIva Strnadová & David Evans \\ Chapter 15: Attention deficit hyperactivity disorderFin O’Regan \\ Chapter 16: Visual and cerebral impairment and mainstream education: beyond mere awareness raisingJohn Ravenscroft \\ Chapter 17: Students with hearing lossJill Duncan \\ Chapter 18: Pathological/Extreme Demand Avoidance (PDA/EDA)Richard Soppitt \\ Chapter 19: Autism Spectrum Disorder (ASD): Identification, Intervention and ResearchJo-Ann Page \\ Part IV: Working Together \\ Chapter 20: Working together: a system working together to serve the child with Special Educational Needs? A critical look at current practice in Irish primary educationFidelma Healy Eames & Annmarie Meehan \\ Chapter 21: Parents as partnersJillian Zocher & Katie Nelson \\ Chapter 22: Children and Young People’s PerspectivesJennie Guise, Jenn Clark & Jo-Ann Page

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