TY  - BOOK
AU  - Peer, Lindsay
AU  - Reid,Gavin
AU  - Brown,Julian
AU  - Chinn,Steve
AU  - Clark,Jenn
AU  - Crombie,Margaret
AU  - Duncan,Jill
AU  - Evans,David
AU  - Gordon,Adam
AU  - Guise,Jennie
AU  - Harris,Neville
AU  - Healey Eames,Fidelma
AU  - Hurley,Juanita
AU  - Lodge,Una
AU  - Meehan,Annmarie
AU  - Moore,Sally
AU  - Nelson,Katie
AU  - O'Regan,Fin
AU  - Page,Jo-Ann
AU  - Purcell,Catherine
AU  - Ravenscroft,Richard
AU  - Riddell,Sheila
AU  - Sakellariadis,Artemi
AU  - Scott-Roberts,Sally
AU  - Sirimanna,Tony
AU  - Smith,Arran
AU  - Soppitt,Richard
AU  - Stevenson,John
AU  - Strndova,Iva
AU  - Wearmouth,Janice
AU  - Weedon,Charles
AU  - Weedon,Elisabet
AU  - Zocher,Jillian
TI  - Special educational needs: a guide for inclusive practice 
SN  - 9781526492180
PY  - 2020///
CY  - Los Angeles, CA
PB  - SAGE
KW  - INTELLECTUAL AND DEVELOPMENTAL DISABILITIES
KW  - LEARNING DISABILITY
KW  - CHILDREN
KW  - INCLUSIVE EDUCATION
KW  - SPECIAL EDUCATION
KW  - CASE STUDIES
KW  - UNITED KINGDOM
N1  - Previous edition: 2016; Includes bibliographical references and index; Chapter 1: Introduction -- Part I: Policy, Practice and Provision / Sheila Riddell, Elisabet Weedon & Neville Harris -- Chapter 2: Special and additional support needs in England and Scotland: current dilemmas and solutions / Janice Wearmouth -- Chapter 3: Putting the dyslexic learner at the centre / Artemi Sakellariadis
Chapter 4: Inclusion and special educational needs: a dialogic inquiry into controversial issues / Charles Weedon -- Chapter 5: The potential impact and influence of the social model of disability -- Part II: Perspectives from Practice / Juanita Hurley and Sally Moore -- Chapter 6: Speech, language and communication / Tony Sirimanna -- Chapter 7: Auditory Processing Disorder / Sally Scott-Roberts & Dr Catherine Purcell -- Chapter 8: Developmental coordination disorder/ developmental dyspraxia in the context of education / John Stevenson -- Chapter 9: Vision and learning / Margaret Crombie, Julian Brown & Una Lodge -- Chapter 10: Literacy: literacy and the training of professionals who teach and assess individuals with literacy difficulties / Steve Chinn -- Chapter 11: Mathematics learning difficulties and dyscalculia / Arran Smith
Chapter 12: The role of technology in supporting young people with Additional and Special Needs / Adam Gordon -- Chapter 13: Using technology to support learners with additional needs: practical information and advice / -- Part III: Syndromes and the Brain / Iva Strnadová & David Evans -- Chapter 14: Students with Down syndrome in inclusive classrooms: using evidence-based practices / Fin O'Regan -- Chapter 15: Attention deficit hyperactivity disorder / John Ravenscroft -- Chapter 16: Visual and cerebral impairment and mainstream education: beyond mere awareness raising / Jill Duncan -- Chapter 17: Students with hearing loss / Richard Soppitt -- Chapter 18: Pathological/Extreme Demand Avoidance (PDA/EDA) / Jo-Ann Page
Chapter 19: Autism Spectrum Disorder (ASD): Identification, Intervention and Research  -- Part IV: Working Together / Fidelma Healy Eames & Annmarie Meehan -- Chapter 20: Working together: a system working together to serve the child with Special Educational Needs? A critical look at current practice in Irish primary education / Jillian Zocher & Katie Nelson -- Chapter 21: Parents as partners / Jennie Guise, Jenn Clark & Jo-Ann Page -- Chapter 22: Children and Young People’s Voices / Jenn clark, Jennie Guise and Jo-Ann Page -
Glossary -- Index

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N2  - This guide to inclusive practice covers contemporary policy issues, perspectives from practice and specialist guidance from across a wide range of common syndromes. Bringing together the important combination of theory, knowledge and practice, each chapter is written by experts from fields within Special and Additional Educational Needs. This third edition includes new chapters on:
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Providing a solid foundation for understanding and supporting learners with additional needs, this comprehensive text is ideal for students, teachers or practitioners. -- book jacket
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