| Edition |
Third edition. |
| Description |
1 volume : illustrations (black and white) ; 24 cm |
| Bibliography |
Includes bibliographical references and index. |
| Contents |
Chapter 1 Introduction -- On the whole, students with additional learning needs have low levels of academic achievement -- There is a gap between research and practice for learners with additional learning needs -- What is meant by evidence-based teaching strategies? -- A word about terms and other things -- How do we know what works? -- Do learners with additional learning needs require distinctive teaching strategies? -- How is the book structured? |
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The context is important -- How to use the book -- A final point: Be your own researcher -- Notes -- Part I Foundations -- Chapter 2 Evidence-based education -- Definition of evidence-based teaching strategies -- Criteria of good educational research -- Critiques of evidence in education -- Overemphasis on RCTs -- Much of published educational research is of poor quality -- Researchers often face strong incentives to report findings in the most favourable possible light -- Reliance on evidence can distort educational decision-making -- Issues relating to meta-analyses |
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Resistance from university researchers -- Inadequate preparation of teachers -- Evidence is not readily available to educators in an accessible form -- Sometimes the researchers get it wrong -- Real life decision-making involves factors other than evidence -- The Dodo Bird Conjecture -- Centres specializing in gathering and disseminating evidence-based education policies and practices -- Council for Exceptional Children -- Centre for Educational Research and Innovation -- The International Campbell Collaboration -- Evidence-informed Policy and Practice in Education in Europe -- Arnold Ventures |
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The Best Evidence Encyclopedia -- What Works Clearinghouse -- CEC's High-leverage practices in special education -- What Works Centre for Education -- Evidence for Policy and Practice Information and Coordinating Centre -- New Zealand's Iterative Best Synthesis Programme -- The International Initiative for Impact Evaluation (3ie) -- Conclusion -- Notes -- Chapter 3 Neuroscience -- Architecture of the brain and its various functions -- The executive system -- Neurological conditions -- Attention deficit hyperactivity disorder (ADHD) -- Autism spectrum disorder (ASD) -- Dyslexia -- Cerebral palsy |
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Sensitive periods in brain development -- Infancy -- Adolescence -- Threats to brain development -- Acquired brain injury (sometimes referred to as 'traumatic brain injury') -- Prematurity -- Toxic stress -- Poverty -- Malnutrition -- Air pollution -- Neuroscience-based educational interventions -- Mathematics -- Reading -- Interleaving -- Exercise -- Executive function training -- Conclusion -- Notes -- Chapter 4 Inclusive education -- The strategy -- The underlying idea -- The practice of inclusive education -- Vision -- Placement -- Adapted curriculum -- Adapted assessment -- Adapted teaching |
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Chapter 5 An ecological model -- Chapter 6 A learning and teaching model -- Part II: Strategies -- A. Behavioural Strategies -- Chapter 7 Strategy 1: Behavioural assessment and approachs -- Chapter 8 Strategy 2 Review and practice -- Chapter 9 Strategy 3 Direct instruction -- Chapter 10 Strategy 4: Formative assessment and feedback -- Chapter 11 Strategy 5: School-wide positive behaviour support -- B. Social strategies -- Chapter 12 Strategy 6 Cooperative group teaching -- Chapter 13 Strategy 7: Peer tutoring and peer influences -- Chapter 14 Strategy 8: Social skills training -- Chapter 15 Strategy 9: Collaborative teaching -- Chapter 16 Strategy 10: Family engagement and support -- Chapter 17 Strategy 11: School culture -- Chapter 18 Strategy 12: Classroom climate -- Chapter 19 Strategy 13: Social and emotional learning -- Chapter 20 Strategy 14: Inter-agency cooperation -- C. Cognitivve strategies -- Chapter 21 Strategy 15: Cognitive strategy instruction -- Chapter 22 Strategy 16: Self-regulated learning -- Chapter 23 Strategy 17: Memory strategies -- Chapter 24 Strategy 18: Reading comprehension -- Chapter 25 Strategy 19: Comprehensive reading programmes -- Chapter 26 Strategy 20: Phonological awareness -- D. Mixed Strategies -- Chapter 27 Strategy 21: Cognitive behavioural therapy -- Chapter 28 Strategy 22: Assistive technology -- Chapter 29 Strategy 23: Augmentative and alternative communication -- Chapter 30 Strategy 24: Quality of the physical environment -- Chapter 31 Strategy 25: Visual learning and communication -- Chapter 32 Strategy 26: Early intervention -- Chapter 33 Strategy 27: Transistion fomr school to post-school environments -- Chapter 34 Strategy 28: Response to intervention -- Chapter 35 Strategy 29: Universal design for learning -- Part III Conclusions -- Chapter 36 From research to practice. |
| Summary |
"This fully revised and updated third edition presents teachers with a range of up-to-date evidence-based strategies they can use to tackle the challenges of inclusive education. An essential resource for the busy educator, each of the twenty-nine strategies explored in this book has a substantial research base drawn from a range of countries, a strong theoretical rationale and clear guidelines on their implementation, as well as cautionary advice where necessary. Key features of the third edition include: -An easy to follow structure divided into four categories: Behavioural approaches, Social approaches, Cognitive strategies and mixed strategies -Eight new chapters, focusing on topical areas such as social and emotional education, visual learning and communication and the transition from school to post-school environments -Updated chapters that consider the most diverse and up-to-date research in education, psychology, health and technology Whilst the focus of this book is on children with special educational needs, the strategies are universally applicable, making this essential reading for all classroom teachers, school leaders, teacher educators and students, educational psychologists, special needs coordinators and consultants and educational researchers"-- Provided by publisher. |
| Subject |
Special education.
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Inclusive education.
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Classroom management.
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Teaching.
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Education.
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Classroom management. (OCoLC)fst00863730
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Inclusive education. (OCoLC)fst00968624
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Special education. (OCoLC)fst01128842
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Teaching. (OCoLC)fst01144565
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Education.
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| Added Author |
Sutherland, Dean, author.
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| Other Form: |
Online version: Mitchell, David, What really works in special and inclusive education Third edition. Abingdon, Oxon ; New York : Routledge, 2020. 9780429401923 (DLC) 2019049137 |
| ISBN |
9781138393127 (hardback) |
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9781138393158 (paperback) |
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9780429401923 (ebook) |
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1138393126 |
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1138393150 |
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9780429687358 (ePub ebook) |
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9780429687365 (PDF ebook) |
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9780429687341 (Mobipocket ebook) |
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