Ebook: Psychology and Educational Inclusion: Identifying and Supporting Learners with SEN
1st Edition
033525179X
·
9780335251797
© 2024 | Published: December 8, 2023
This book offers a holistic evidence-based approach to special educational needs and inclusive practice. Psychology has an important role within the inclusive process, but it can be misused and so must be understood and adopted critically and reflec…
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PART I THEORETICAL PERSPECTIVES AND PRACTICAL CONTEXTS
1: 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 NEED
5: 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 NEEDS
11: 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
1: 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 NEED
5: 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 NEEDS
11: 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
This book offers a holistic evidence-based approach to special educational needs and inclusive practice.
Psychology has an important role within the inclusive process, but it can be misused and so must be understood and adopted critically and reflectively to prevent exclusion.
The book draws on psychological and educational theories, research, and practice in order to increase students' and practitioners' understanding of issues related to identifying, assessing, and supporting learners with neurodivergences, difficulties, or Special Educational Needs (SEN) within educational settings.
It includes chapters that explore different SEN and the methods and approaches used to identify and support students. These approaches exist along what we propose is the ‘special and inclusive education continuum’. Drawing on theory and research from psychology, readers will evaluate and apply a range of different approaches, while reflecting on and developing their own practice.
This book provides in-depth consideration of some of the most common SEN and issues of co-occurrence. It also explores prevalent but often neglect SEN, including socio-economic disadvantages, additional language learning, migrants and refugees, and why gifted students have SEN.
Psychology has an important role within the inclusive process, but it can be misused and so must be understood and adopted critically and reflectively to prevent exclusion.
The book draws on psychological and educational theories, research, and practice in order to increase students' and practitioners' understanding of issues related to identifying, assessing, and supporting learners with neurodivergences, difficulties, or Special Educational Needs (SEN) within educational settings.
It includes chapters that explore different SEN and the methods and approaches used to identify and support students. These approaches exist along what we propose is the ‘special and inclusive education continuum’. Drawing on theory and research from psychology, readers will evaluate and apply a range of different approaches, while reflecting on and developing their own practice.
This book provides in-depth consideration of some of the most common SEN and issues of co-occurrence. It also explores prevalent but often neglect SEN, including socio-economic disadvantages, additional language learning, migrants and refugees, and why gifted students have SEN.