Contemporary Issues in Special Educational Needs: Considering the Whole Child
Tony Cline, Educational Psychology Group, University College London, UK. "This book provides readers with a fresh, often incisive approach to many perennial issues in education. These include but are not limited to socio-political agendas in inclusion, labelling, learners' self esteem and the delicate balance between different specialists within school systems that must be achieved in the best interest of the child with or without special educational needs and disabilities. Although written for a UK readership, the editors have ensured that the content of most chapters transcends national and systems boundaries with a healthy balance between psychological / educational theory and its real world application in contexts that may not be instantly responsive to the child's changing needs."
Dr Victor Martinelli, University of Malta, Malta. "This book provides a welcome overview and commentary on current complex issues and problems affecting all those with an interest in children and young people with special educational needs. Ranging, as it does, from matters surrounding individuals such as labelling, therapeutic work and self-esteem to wider political, historical and socio- cultural influences, it provides the reader with a challenging, informed and critical set of perspectives. Its strength is the manner in which it tackles complex issues, providing thought-provoking views for those well versed in the world of special educational needs but also ensuring clear, comprehensive background information for novice readers of this topic. This book is an excellent compilation of relevant contemporary pieces thoughtfully woven together by highly skilled, well-placed editors."
Jane Leadbetter, University of Birmingham, UK. This thought-provoking and accessible book provides an overview of key issues in the education of children with Special Educational Needs and Disabilities. Written by highly experienced practitioners and educationalists, the book explores a range of approaches for working with this diverse group of learners and invites you to consider your possible responses. The book begins with an historical overview of Special Educational Needs and Disabilities and a critical guide to current policy. The contributors then expertly explore and summarise many of the fascinating topics which arise in practice and scholarly research in this area, including:
Ethical and practical implications of labelling children and young people with forms of special educational needs or disabilityThe role of special schools, particularly in light of enduring debates about inclusion/exclusionWhat increased student participation, student voice and other facets of a democratic classroom mean for students with Special Educational Needs and Disabilities The contributions psychology can make to developing and enriching educational practice Understanding `behaviour' in relation to children and young people with Special Educational Needs and Disabilities
Case studies are used to illustrate these discussions and the book includes suggested protocols for good practice throughout. Throughout the book the reader is asked to reflect on the issues presented and come to their own decisions about what represents good practice in their setting.The journey concludes with a look at a possible `ideal' school or educational setting for children with Special Educational Needs and Disabilities. Contemporary Issues in Special Educational Needs is an invaluable guide for trainee and qualified teachers, learning support staff, SENCO's, local authority officers, educational consultants and educational psychologists.
- Paperback | 152 pages
- 170 x 240 x 10mm | 254.01g
- 04 Jun 2012
- OPEN UNIVERSITY PRESS
- Milton Keynes, United Kingdom
- black & white illustrations
Other books in this series
16 Feb 2016
01 Nov 2008
16 Jun 2017
01 Feb 2004
20 May 2011
10 Apr 2013
04 Jun 2012
Talk for Writing in Secondary Schools: How to Achieve Effective Reading, Writing and Communication Across the Curriculum, with DVD
01 Dec 2013
01 Jan 2005
01 Aug 2009
17 Apr 2012
01 May 2007
01 Jun 2004
01 Jul 2001
30 Dec 2004
Table of contents
Historical and socio-political agendas around defining and including children with special educational needs
Labelling Learners with `SEND': the good, the bad and the ugly
Inclusive education for children with special educational needs: current uncertainties and future directions
Special educational needs and the `world out there'Section Two
The therapeutic classroom: challenging the `mad, bad or sad' hypothesis
Self-esteem in the classroom
The democratic classroom
Relationships in and around the classroom
The ideal school?
About David Armstrong
Garry Squires is Director for the Professional Doctorate in Educational Psychology at the University of Manchester, UK.