What Really Works in Special and Inclusive Education Using Evidence-Based Teaching Strategies

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 strategies, cognitive strategies and mixed strategies Eight new chapters, focusing on topical areas such as neuroscience, 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.

Preface Acknowledgements 1. Introduction I. Foundations 2. Evidence-based education 3. Neuroscience 4. Inclusive education 5. An ecological model 6. A learning and teaching model II Strategies A. Behavioural Strategies 7. Strategy 1: Behavioural assessment and approaches 8. Strategy 2: Review and practice 9. Strategy 3: Direct Instruction 10. Strategy 4: Formative assessment and feedback 11. Strategy 5: School-wide positive behaviour support B. Social Strategies 12. Strategy 6: Cooperative group teaching 13. Strategy 7: Peer tutoring and peer influences 14.Strategy 8: Social skills training 15. Strategy 9: Collaborative teaching 16. Strategy 10: Family engagement and support 17. Strategy 11: School culture 18. Strategy12: Classroom climate 19. Strategy 13: Social and emotionallearning 20. Strategy 14: Inter-agency cooperation C. Cognitive Strategies21. Strategy 15: Cognitive strategy instruction 22. Strategy 16: Self-regulated learning 23. Strategy 17: Memory strategies 24. Strategy 18: Reading comprehension 25. Strategy 19: Comprehensive reading programmes 26. Strategy 20: Phonological awareness D. Mixed Strategies 27. Strategy 21: Cognitive behavioural therapy 28. Strategy 22: Assistive technology 29. Strategy 23: Augmentative and alternative communication 30. Strategy 24: Quality of the physical environment 31. Strategy 25: Visual learning and communication 32. Strategy 26: Early intervention 33. Strategy 27: Transition from school to post-school environments 34. Strategy 28: Response to Intervention 35. Strategy 29: Universal Design for Learning III. Conclusion 36.From Research to Practice Index

David Mitchell is an Adjunct Professor at the University of Canterbury in Christchurch, New Zealand. He has over 200 publications, mainly in the fields of special and inclusive education. Dean Sutherland is a Senior Lecturer in the College of Science at the University of Canterbury inChristchurch, New Zealand. His teaching and research focus on human communication, disability, ethics and evidence-based practices.