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 disability
- The role of special schools, particularly in light of enduring debates about inclusion/exclusion
- What 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.
“This book presents a stimulating and up-to-date overview of the context of education in SEN and suggests how educators can address special needs most effectively by keeping in mind an image of the development of 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.”
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. 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.
Table of Contents:
Section One
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 the Author :
David Armstrong is an independent Educational Consultant, UK.
Garry Squires is Director for the Professional Doctorate in Educational Psychology at the University of Manchester, UK.
