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What really works in special and inclusive education : using evidence-based teaching strategies / David Mitchell, Dean Sutherland

Author
Mitchell, David, 1948 July 6-
Published
London ; New York, NY : Routledge, 2020.
Copyright Date
©2020
Edition
Third edition.
Physical Description
1 online resource (xiii, 446 pages)
Additional Creators
Sutherland, Dean
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Contents
Cover -- Endorsements -- Half Title -- Title Page -- Copyright Page -- Dedication -- Table of contents -- Preface -- Acknowledgments -- 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?, 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, 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, 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, and 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
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"--
Subject(s)
ISBN
9780429401923 (electronic book)
0429401922 (electronic book)
9780429687341 (electronic book)
0429687346 (electronic book)
9780429687358 (electronic book)
0429687354 (electronic book)
9780429687365 (electronic book)
0429687362 (electronic book)
9780203105313 (electronic book)
0203105311 (electronic book)
Bibliography Note
Includes bibliographical references and index.
Biographical or Historical Sketch
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.
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