Description
Book SynopsisSue Soan is Senior Lecturer and PhD Supervisor at Canterbury Christ Church University, UK.
Trade ReviewThis book is a welcome addition to the growing literature on establishing inclusive learning environments. Teachers, at all stages of their career, will find their understanding of diversity and inclusion enhanced. This book is structured to bridge the theory-practice divide through the collaboration between classroom practitioners and education academics supported by insightful case studies and an invitation for teachers to reflect on their practice and develop their confidence in responding to the challenge of diversity and inclusion in their classrooms. * Michael Shevlin, Professor in Inclusive Education, Trinity College, Dublin, Ireland *
Thought-provoking, challenging, informative and accessible – This excellent book is about how to teach and prepare pupils with diverse learning needs to be resilient, skilled and independent in our ever-changing and unpredictable world. I highly recommend it as an essential text for Initial Teacher Training programmes and CPD for teachers. * Geraldine O’Grady, SEND Consultant and formerly Director of the Teaching School, Whitefield Academy, London, UK *
This book provides a range of perspectives on pupil diversity guiding the reader through core concepts of special education and with cases, reflective and reflexive questions, and windows on research. Furthermore, the book can greatly benefit the professional development of new as well as experienced teachers. * Anne Lindblom, Associate Professor in Special Education, Norway Inland University of Applied Science, Norway *
Table of ContentsList of Figures List of Tables Series Editor’s Preface Series Editor's Introduction to the Personal, Social and Emotional Perspectives for Educators Series Using This Book Notes on Contributors List of Abbreviations Acknowledgements 1. Setting the Context,
Sue Soan (Canterbury Christ Church University, UK) 2. The Professional Self and Diverse Learning Needs,
Conor Mc Guckin (Trinity College Dublin, Ireland) and Carol-Ann O’Síoráin (Hibernia College, Ireland) 3. Health and Well-Being,
Alan Bainbridge (Canterbury Christ Church University, UK) and Alison Ekins (Canterbury Christ Church University, UK) 4. The Learning Environment,
Lorna Hughes (Canterbury Christ Church University, UK) and Nicola Elson (Canterbury Christ Church University, UK) 5. Technology,
John-Paul Riordan (Canterbury Christ Church University, UK) and Mark Roberts (Special School (PMLD 4-19), UK) 6. The Empowerment of Observation and Listening,
Joy Mower (Canterbury Christ Church University, UK) and Teresa Dowling (Local Authority, UK) 7. Working Together,
Christian Couper (Rural Primary School, New Zealand) and Sue Soan (Canterbury Christ Church University, UK) 8. Resilience, Reflection and Reflexivity,
Geraldene Codina (University of Derby, UK) and Jon Fordham (Urban Primary School, UK) 9. The Role of Teachers and Teaching,
Sue Soan (Canterbury Christ Church University, UK) and Christian Couper (Rural Primary School, New Zealand) References Index
