|About the book|
'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. The editors have assembled an impressive range of thought-provoking contributions to the ongoing debate on the actual, the possible and the ideal responses that our education system makes or could make to the needs of its most vulnerable students.'
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:
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.
|About the authors|
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.
|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'
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?