Description
Book SynopsisâœA truly inspiring and skilfully crafted text. Complex and contemporary issues are addressed in an accessible way, making it an absolute âmust-readâ for all those studying, working or planning to work in either special or inclusive education.âDr Paula Hamilton, School of Education, University of Chester, UK
âœThis book is highly recommended for psychologists and educators alike, whether currently practising or in training.âLynn Lovell, Head of Professional Standards, British Dyslexia Association, UK
Psychology and Educational Inclusion brings together theory, research, policy and practice to offer a holistic approach to understanding inclusive educational practice.
The book is practical and activity-based, increasing readersâ awareness of issues related to identifying and supporting learners with Special Educational Needs (SEN). It will help readers strengthen their grasp of how diverse approaches can be applied to pra
Table of ContentsPART I THEORETICAL PERSPECTIVES AND PRACTICAL CONTEXTS1: THE SPECIAL AND INCLUSIVE EDUCATIONAL CONTINUUM: UNDERSTANDING SPECIAL EDUCATIONAL NEEDS AND APPROACHES TO PRACTICE - Kate Carr-Fanning and Helen Curran
2: THE SPECIAL AND INCLUSIVE EDUCATIONAL CONTINUUM: TRANSLATING THEORY INTO POLICY AND PRACTICE - Helen Curran and Kate Carr-Fanning
3: BRONFENBRENNER AND UNIVERSAL DESIGN: A TALE OF TWO THEORIES FOR INCLUSION - Mary Quirke, Ke Ren and Conor Mc Guckin
4: MIGRANT CHILDREN WITH SPECIAL EDUCATIONAL NEEDS: DYNAMIC AND COMPLEX ECOLOGIES AND THEIR IMPLICATIONS FOR EDUCATIONAL PRACTICE - Clara Rübner Jo⁄rgensen and Graeme Dobson
PART II SPECIFIC AREAS OF NEED5: AUTISM AND INCLUSIVE PRACTICE - Rachael Davis, Margaret Laurie and Laura Crane
6: UNDERSTANDING AND RESPONDING TO SOCIAL, EMOTIONAL AND MENTAL HEALTH NEEDS - Kate Carr-Fanning
7: SOCIAL INEQUALITY IN THE CLASSROOM: EXPLORING THE EFFECTS OF SOCIAL INEQUALITY ON CHILD DEVELOPMENT AND MENTAL HEALTH - Patrycja J. Piotrowska and Richard Rowe
8: THE PSYCHOLOGY OF INCLUDING LEARNERS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER - Kate Carr-Fanning
9: DYSLEXIA: RECOGNITION OF NEEDS AND OVERCOMING LITERACY BARRIERS THROUGH EVIDENCE-BASED PRACTICES - Georgia Niolaki, Aris Terzopoulos, Jennifer Donovan and Jackie Masterson
10: WHY ARE CIRCLES SO SMART? BECAUSE THEY HAVE 360 DEGREES! - Donna-Lynn Shepherd
PART III PHYSICAL AND SENSORY NEEDS11: DEVELOPMENTAL COORDINATION DISORDER: ‘I’M FALLING… THROUGH THE CRACKS’ - Tanya Rihtman and Susan Allen
12: PSYCHO-EDUCATIONAL ASSESSMENT AND INSTRUCTION FOR STUDENTS WHO HAVE VISUAL IMPAIRMENTS - Vassilios Papadimitriou and Ayse Dolunay Sarica
13: AUDITORY PROCESSING AND ITS IMPLICATIONS FOR LEARNERS: ‘MY EARS WORK FINE, IT IS THE WAY I PROCESS SOUND’ - Carmel Capewell
PART IV BILINGUALISM AND EXCEPTIONAL COGNITIVE ABILITIES 14: BILINGUALISM, SECOND LANGUAGE LEARNING AND DEVELOPMENTAL DIFFERENCES - Aris Terzopoulos, Georgia Niolaki and Jackie Masterson
15: WHY IT IS IMPORTANT TO GIVE ADDITIONAL SUPPORT TO CHILDREN AND YOUNG PEOPLE OF EXCEPTIONAL COGNITIVE ABILITY - Lyn Kendall
