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.

Table of Contents

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 emotional learning

20. Strategy 14: Inter-agency cooperation C. Cognitive Strategies

21. 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

"This is the book I wish I had written, synthesizing an enormous literature focused on special needs students. It is robust, it is readable, and it is your right-hand resource. A stunner of a book."
- John Hattie, Professor, University of Melbourne and author of Visible Learning