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| About the book |
"The authors have produced a book which is true to its earlier strengths but has been brought up to date not only with respect to more recent research but also taking into account the ever changing world of education. While firmly grounded in the UK system, there is much of benefit to an international audience - soundly researched, well argued and an excellent integration of theory, policy and practice, this will be required reading for all those working in the SEN field." Geoff Lindsay, Professor of Special Educational Needs and Educational Psychology, University of Warwick, UK "When talking about inclusion and diversity the authors do not flinch from unwelcome truths and are eminently practical in their suggestions. Honesty and clarity shine out from this book, which has already become a classic and is now in its second edition." Uta Frith, Emeritus Professor of Cognitive Development, University College London, UK For many readers, the first edition of this book became the textbook on special educational needs. The new edition builds on this, offering a balance between theory, research and practice as well as a unique analysis of the implications of the effects of linguistic, cultural and ethnic diversity on special educational needs. Whilst recognising the complex and difficult nature of many special educational needs, the authors place a firm emphasis on inclusion and suggest practical strategies to enable professionals to maximise inclusion at the same time as recognising and supporting diversity. Key new features of the second edition include:
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| About the authors |
Norah Frederickson is Professor of Educational Psychology at University College London and a Senior Educational Psychologist with Buckinghamshire Local Education Authority, UK.
Tony Cline is Co-Director of the CPD Doctorate in Educational Psychology at University College London and Visiting Professor of Educational Psychology at the University of Bedfordshire, UK.
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| Table of contents |
Section 1: Principles and concepts SEN inclusion and diversity: an integrated approach Stakeholders in SEN and inclusion Concepts of special educational needs Inclusion Special educational needs: developmental frameworks Section 2: Assessment in context Identification and assessment Bias and equity in assessment Assessment for learning Learning environments Section 3: Areas of need A. Communication and interaction Language Autism B. Cognition and learning Learning difficulties Literacy Mathematics C. Behaviour, emotional and social development Behavioural, emotional and social difficulties Promoting emotional and social competence and well-being D. Sensory and physical needs Sensory needs Physical needs |
