Peer / Reid Special Educational Needs

A Guide for Inclusive Practice
Third Auflage
ISBN: 978-1-5297-3653-3
Verlag: SAGE Publications
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 424 Seiten, Format (B × H): 186 mm x 232 mm

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 whether you are a student, teacher or education practitioner.

Autoren/Hrsg.

Peer, Lindsay

Reid, Gavin

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik

Inhaltsverzeichnis

Chapter 1: Introduction - Gavin Reid & Lindsay Peer
Part I: Policy, Practice and Provision
Chapter 2: Special and additional support needs in England and Scotland: current dilemmas and solutions - Sheila Riddell, Elisabet Weedon & Neville Harris
Chapter 3: Putting the dyslexic learner at the centre - Janice Wearmouth
Chapter 4: Inclusion and special educational needs: a dialogic inquiry into controversial issues - Artemi Sakellariadis
Chapter 5: The potential impact and influence of the social model of disability - Charles Weedon
Part II: Perspectives from Practice
Chapter 6: Speech, language and communication - Juanita Hurley and Sally Moore
Chapter 7: Auditory Processing Disorder - Tony Sirimanna
Chapter 8: Developmental coordination disorder/ developmental dyspraxia in the context of education - Sally Scott-Roberts & Dr Catherine Purcell
Chapter 9: Vision and learning - John Stevenson
Chapter 10: Literacy: literacy and the training of professionals who teach and assess individuals with literacy difficulties - Margaret Crombie, Julian Brown & Una Lodge
Chapter 11: Mathematics learning difficulties and dyscalculia - Steve Chinn
Chapter 12: The role of technology in supporting young people with Additional and Special Needs - Arran Smith
Chapter 13: Using technology to support learners with additional needs: practical information and advice - Adam Gordon
Part III: Syndromes and the Brain
Chapter 14: Students with Down syndrome in inclusive classrooms: using evidence-based practices - Iva Strnadová & David Evans
Chapter 15: Attention deficit hyperactivity disorder - Fin O'Regan
Chapter 16: Visual and cerebral impairment and mainstream education: beyond mere awareness raising - John Ravenscroft
Chapter 17: Students with hearing loss - Jill Duncan
Chapter 18: Pathological/Extreme Demand Avoidance (PDA/EDA) - Richard Soppitt
Chapter 19: Autism Spectrum Disorder (ASD): Identification, Intervention and Research - Jo-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 education - Fidelma Healy Eames & Annmarie Meehan
Chapter 21: Parents as partners - Jillian Zocher & Katie Nelson
Chapter 22: Children and Young People’s Perspectives - Jennie Guise, Jenn Clark & Jo-Ann Page

Über Autor(innen)

Reid, Gavin
Dr Gavin Reid is an international consultant, psychologist and author based in Vancouver, Canada. He is co-director of the Reading Lab where he carries out consultancies and psychological assessments. He is also currently involved in a number of consultancy and writing projects. Dr. Reid was formerly a classroom teacher (10 years) and university lecturer (16 years). He was a senior lecturer at Moray House School of Education, University of Edinburgh from 1991-2007 where he wrote the first Masters course in dyslexia in the UK in 1993. He has written 40 books in the field of dyslexia, learning skills and motivation. His books have been translated into seven languages.

Peer, Lindsay
Dr Lindsay Peer CBE is a recently retired Practitioner Psychologist, international speaker, author and expert witness. In 2002, she was appointed Commander of the Order of the British Empire for services to Education and Dyslexia. She was a Patron of GroOops, a charity dedicated to creating an emotionally healthy, dyslexia aware world. In 2011, she was presented with an Outstanding Lifetime Academic Achievement Award by the British Dyslexia Association. In 2017, she was awarded a Science Council Chartered Scientist CPD Commendation. She was an Associate Fellow and Chartered Scientist of the British Psychological Society, and a Fellow of the International Academy of Research in Learning Disabilities and the Royal Society of Arts. She was a member of the Association of Child Psychologists in Private Practice, and of the Association for Child and Adolescent Mental Health. She remains registered to practice with the Health and Care Professions Council. She was Education Director and Deputy CEO of the British Dyslexia Association. She has many years’ experience as a teacher, teacher trainer and SENCo. She has lectured extensively as a keynote speaker and advised governments, policy makers, lawyers, adults, schools, psychologists, therapists and parents. She has published a considerable body of material both theoretical and practical, and published the first ground-breaking book linking Glue Ear with Dyslexia. She is also an Advanced Paediatric Sleep Practitioner.