Making special education inclusive :: from research to practice /
Annotation
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
London :
David Fulton,
2002.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | Annotation |
| Beschreibung: | 1 online resource (x, 213 pages) |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9781136609480 1136609482 9780203437261 0203437268 1853468541 9781853468544 9781136609435 1136609431 9781136609473 1136609474 9781138152786 1138152781 9786613903105 6613903108 |
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| 245 | 0 | 0 | |a Making special education inclusive : |b from research to practice / |c edited by Peter Farrell and Mel Ainscow. |
| 260 | |a London : |b David Fulton, |c 2002. | ||
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| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Print version record. | |
| 520 | 8 | |a Annotation |b The aim of this book is to consider how schools and LEAs can develop inclusive policies and practices for students who experience a range of difficulties in learning or behavior. It highlights debates and contradictions about the realities of inclusion and suggests ways in which practice can move forward. The contributors look at key areas of development in special and inclusive education and considers ways in which the latest research can inform practice. Areas covered include promoting inclusion for all; how to make sense of the Code of Practice SEN Thresholds; working with Teaching Assistants; new approaches to counseling and pastoral care in schools; including pupils with EBD; how nurture groups are helping inclusive practice; making education inclusive for pupils with sensory disabilities; including pupils with specific learning difficulties; and preparing students for an inclusive society. The book will be of particular interest to teachers, LEA support staff, educational psychologists and related professionals who face the challenge of meeting the needs of a diverse population within an inclusive framework. it will also be of relevance for students in further and higher education, and their tutors. | |
| 505 | 0 | 0 | |g Ch. 1. |t Making special education inclusive: mapping the issues / |r Peter Farrell and Mel Ainscow -- |g Ch. 2. |t Looking them in the eyes: is rational provision for students 'with special educational needs' really possible? / |r Alan Dyson and Alan Millward -- |g Ch. 3. |t Using research to encourage the development of inclusive practices / |r Mel Ainscow -- |g Ch. 4. |t Can teaching assistants make special education inclusive? / |r Peter Farrell and Maggie Balshaw -- |g Ch. 5. |t Learning about inclusive education: the role of EENET in promoting international dialogue / |r Susie Miles -- |g Ch. 6. |t Pastoral care, inclusion and counselling / |r Henry Hollanders -- |g Ch. 7. |t Inclusive education and lesbian and gay young people / |r Jo Frankham -- |g Ch. 8. |t Inclusive solutions for children with emotional and behavioural difficulties / |r Steve Rooney -- |g Ch. 9. |t Can nurture groups facilitate inclusive practice in primary schools? / |r Andy Howes, Judith Emanuel and Peter Farrell -- |g Ch. 10. |t The impact of domestic violence on children: implications for schools / |r Anne Rushton -- |g Ch. 11. |t Checking individual progress in phonics / |r Rea Reason and Sue Palmer -- |g Ch. 12. |t What do we mean when we say 'dyslexia' and what difference does it make anyway? / |r Kevin Woods -- |g Ch. 13. |t Specialist teachers and inclusion: a case study of teachers of the deaf working in mainstream schools / |r Wendy Lynas -- |g Ch. 14. |t The inclusion of children with visual impairment in the mainstream primary school classroom / |r Pauline Davis and Vicky Hopwood -- |g Ch. 15. |t Interdisciplinary support for children with epilepsy in mainstream schools / |r Gill Parkinson -- |g Ch. 16. |t The teacher who mistook his pupil for a nuclear incident: environment influences on the learning of people with profound and multiple learning difficulties / |r Mark Barber -- |g Ch. 17. |t Building tomorrow together: effective transition planning for pupils with special needs / |r Filiz Polat, Afroditi Kalambouka and Bill Boyle -- |g Ch. 18. |t An inclusive society? One young man with learning difficulties doesn't think so! / |r Iain Carson. |
| 546 | |a English. | ||
| 650 | 0 | |a Inclusive education |z Great Britain. | |
| 650 | 0 | |a Mainstreaming in education |z Great Britain. | |
| 650 | 0 | |a Special education |z Great Britain. | |
| 650 | 6 | |a Intégration scolaire |z Grande-Bretagne. | |
| 650 | 6 | |a Éducation spéciale |z Grande-Bretagne. | |
| 650 | 7 | |a EDUCATION |x Inclusive Education. |2 bisacsh | |
| 650 | 7 | |a Inclusive education |2 fast | |
| 650 | 7 | |a Mainstreaming in education |2 fast | |
| 650 | 7 | |a Special education |2 fast | |
| 651 | 7 | |a Great Britain |2 fast |1 https://id.oclc.org/worldcat/entity/E39PBJdmp7p3cx8hpmJ8HvmTpP | |
| 700 | 1 | |a Ainscow, Mel. | |
| 700 | 1 | |a Farrell, Peter. | |
| 758 | |i has work: |a Making special education inclusive (Text) |1 https://id.oclc.org/worldcat/entity/E39PCFXmQYFyMQ7vKQjmD7cdcP |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |t Making special education inclusive. |d London : David Fulton, 2002 |z 1853468541 |w (OCoLC)223204551 |
| 856 | 4 | 0 | |l FWS01 |p ZDB-4-EBA |q FWS_PDA_EBA |u https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=480073 |3 Volltext |
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Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EBA-ocn810077889 |
|---|---|
| _version_ | 1816882207041519616 |
| adam_text | |
| any_adam_object | |
| author2 | Ainscow, Mel Farrell, Peter |
| author2_role | |
| author2_variant | m a ma p f pf |
| author_additional | Peter Farrell and Mel Ainscow -- Alan Dyson and Alan Millward -- Mel Ainscow -- Peter Farrell and Maggie Balshaw -- Susie Miles -- Henry Hollanders -- Jo Frankham -- Steve Rooney -- Andy Howes, Judith Emanuel and Peter Farrell -- Anne Rushton -- Rea Reason and Sue Palmer -- Kevin Woods -- Wendy Lynas -- Pauline Davis and Vicky Hopwood -- Gill Parkinson -- Mark Barber -- Filiz Polat, Afroditi Kalambouka and Bill Boyle -- Iain Carson. |
| author_facet | Ainscow, Mel Farrell, Peter |
| author_sort | Ainscow, Mel |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LC1203 |
| callnumber-raw | LC1203.G7 M34 2002eb |
| callnumber-search | LC1203.G7 M34 2002eb |
| callnumber-sort | LC 41203 G7 M34 42002EB |
| callnumber-subject | LC - Social Aspects of Education |
| collection | ZDB-4-EBA |
| contents | Making special education inclusive: mapping the issues / Looking them in the eyes: is rational provision for students 'with special educational needs' really possible? / Using research to encourage the development of inclusive practices / Can teaching assistants make special education inclusive? / Learning about inclusive education: the role of EENET in promoting international dialogue / Pastoral care, inclusion and counselling / Inclusive education and lesbian and gay young people / Inclusive solutions for children with emotional and behavioural difficulties / Can nurture groups facilitate inclusive practice in primary schools? / The impact of domestic violence on children: implications for schools / Checking individual progress in phonics / What do we mean when we say 'dyslexia' and what difference does it make anyway? / Specialist teachers and inclusion: a case study of teachers of the deaf working in mainstream schools / The inclusion of children with visual impairment in the mainstream primary school classroom / Interdisciplinary support for children with epilepsy in mainstream schools / The teacher who mistook his pupil for a nuclear incident: environment influences on the learning of people with profound and multiple learning difficulties / Building tomorrow together: effective transition planning for pupils with special needs / An inclusive society? One young man with learning difficulties doesn't think so! / |
| ctrlnum | (OCoLC)810077889 |
| dewey-full | 371.90460941 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.90460941 |
| dewey-search | 371.90460941 |
| dewey-sort | 3371.90460941 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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record.</subfield></datafield><datafield tag="520" ind1="8" ind2=" "><subfield code="a">Annotation</subfield><subfield code="b">The aim of this book is to consider how schools and LEAs can develop inclusive policies and practices for students who experience a range of difficulties in learning or behavior. It highlights debates and contradictions about the realities of inclusion and suggests ways in which practice can move forward. The contributors look at key areas of development in special and inclusive education and considers ways in which the latest research can inform practice. Areas covered include promoting inclusion for all; how to make sense of the Code of Practice SEN Thresholds; working with Teaching Assistants; new approaches to counseling and pastoral care in schools; including pupils with EBD; how nurture groups are helping inclusive practice; making education inclusive for pupils with sensory disabilities; including pupils with specific learning difficulties; and preparing students for an inclusive society. The book will be of particular interest to teachers, LEA support staff, educational psychologists and related professionals who face the challenge of meeting the needs of a diverse population within an inclusive framework. it will also be of relevance for students in further and higher education, and their tutors.</subfield></datafield><datafield tag="505" ind1="0" ind2="0"><subfield code="g">Ch. 1.</subfield><subfield code="t">Making special education inclusive: mapping the issues /</subfield><subfield code="r">Peter Farrell and Mel Ainscow --</subfield><subfield code="g">Ch. 2.</subfield><subfield code="t">Looking them in the eyes: is rational provision for students 'with special educational needs' really possible? /</subfield><subfield code="r">Alan Dyson and Alan Millward --</subfield><subfield code="g">Ch. 3.</subfield><subfield code="t">Using research to encourage the development of inclusive practices /</subfield><subfield code="r">Mel Ainscow --</subfield><subfield code="g">Ch. 4.</subfield><subfield code="t">Can teaching assistants make special education inclusive? /</subfield><subfield code="r">Peter Farrell and Maggie Balshaw --</subfield><subfield code="g">Ch. 5.</subfield><subfield code="t">Learning about inclusive education: the role of EENET in promoting international dialogue /</subfield><subfield code="r">Susie Miles --</subfield><subfield code="g">Ch. 6.</subfield><subfield code="t">Pastoral care, inclusion and counselling /</subfield><subfield code="r">Henry Hollanders --</subfield><subfield code="g">Ch. 7.</subfield><subfield code="t">Inclusive education and lesbian and gay young people /</subfield><subfield code="r">Jo Frankham --</subfield><subfield code="g">Ch. 8.</subfield><subfield code="t">Inclusive solutions for children with emotional and behavioural difficulties /</subfield><subfield code="r">Steve Rooney --</subfield><subfield code="g">Ch. 9.</subfield><subfield code="t">Can nurture groups facilitate inclusive practice in primary schools? /</subfield><subfield code="r">Andy Howes, Judith Emanuel and Peter Farrell --</subfield><subfield code="g">Ch. 10.</subfield><subfield code="t">The impact of domestic violence on children: implications for schools /</subfield><subfield code="r">Anne Rushton --</subfield><subfield code="g">Ch. 11.</subfield><subfield code="t">Checking individual progress in phonics /</subfield><subfield code="r">Rea Reason and Sue Palmer --</subfield><subfield code="g">Ch. 12.</subfield><subfield code="t">What do we mean when we say 'dyslexia' and what difference does it make anyway? /</subfield><subfield code="r">Kevin Woods --</subfield><subfield code="g">Ch. 13.</subfield><subfield code="t">Specialist teachers and inclusion: a case study of teachers of the deaf working in mainstream schools /</subfield><subfield code="r">Wendy Lynas --</subfield><subfield code="g">Ch. 14.</subfield><subfield code="t">The inclusion of children with visual impairment in the mainstream primary school classroom /</subfield><subfield code="r">Pauline Davis and Vicky Hopwood --</subfield><subfield code="g">Ch. 15.</subfield><subfield code="t">Interdisciplinary support for children with epilepsy in mainstream schools /</subfield><subfield code="r">Gill Parkinson --</subfield><subfield code="g">Ch. 16.</subfield><subfield code="t">The teacher who mistook his pupil for a nuclear incident: environment influences on the learning of people with profound and multiple learning difficulties /</subfield><subfield code="r">Mark Barber --</subfield><subfield code="g">Ch. 17.</subfield><subfield code="t">Building tomorrow together: effective transition planning for pupils with special needs /</subfield><subfield code="r">Filiz Polat, Afroditi Kalambouka and Bill Boyle --</subfield><subfield code="g">Ch. 18.</subfield><subfield code="t">An inclusive society? 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| geographic | Great Britain fast https://id.oclc.org/worldcat/entity/E39PBJdmp7p3cx8hpmJ8HvmTpP |
| geographic_facet | Great Britain |
| id | ZDB-4-EBA-ocn810077889 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:24:56Z |
| institution | BVB |
| isbn | 9781136609480 1136609482 9780203437261 0203437268 1853468541 9781853468544 9781136609435 1136609431 9781136609473 1136609474 9781138152786 1138152781 9786613903105 6613903108 |
| language | English |
| oclc_num | 810077889 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (x, 213 pages) |
| psigel | ZDB-4-EBA |
| publishDate | 2002 |
| publishDateSearch | 2002 |
| publishDateSort | 2002 |
| publisher | David Fulton, |
| record_format | marc |
| spelling | Making special education inclusive : from research to practice / edited by Peter Farrell and Mel Ainscow. London : David Fulton, 2002. 1 online resource (x, 213 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier data file Includes bibliographical references and index. Print version record. Annotation The aim of this book is to consider how schools and LEAs can develop inclusive policies and practices for students who experience a range of difficulties in learning or behavior. It highlights debates and contradictions about the realities of inclusion and suggests ways in which practice can move forward. The contributors look at key areas of development in special and inclusive education and considers ways in which the latest research can inform practice. Areas covered include promoting inclusion for all; how to make sense of the Code of Practice SEN Thresholds; working with Teaching Assistants; new approaches to counseling and pastoral care in schools; including pupils with EBD; how nurture groups are helping inclusive practice; making education inclusive for pupils with sensory disabilities; including pupils with specific learning difficulties; and preparing students for an inclusive society. The book will be of particular interest to teachers, LEA support staff, educational psychologists and related professionals who face the challenge of meeting the needs of a diverse population within an inclusive framework. it will also be of relevance for students in further and higher education, and their tutors. Ch. 1. Making special education inclusive: mapping the issues / Peter Farrell and Mel Ainscow -- Ch. 2. Looking them in the eyes: is rational provision for students 'with special educational needs' really possible? / Alan Dyson and Alan Millward -- Ch. 3. Using research to encourage the development of inclusive practices / Mel Ainscow -- Ch. 4. Can teaching assistants make special education inclusive? / Peter Farrell and Maggie Balshaw -- Ch. 5. Learning about inclusive education: the role of EENET in promoting international dialogue / Susie Miles -- Ch. 6. Pastoral care, inclusion and counselling / Henry Hollanders -- Ch. 7. Inclusive education and lesbian and gay young people / Jo Frankham -- Ch. 8. Inclusive solutions for children with emotional and behavioural difficulties / Steve Rooney -- Ch. 9. Can nurture groups facilitate inclusive practice in primary schools? / Andy Howes, Judith Emanuel and Peter Farrell -- Ch. 10. The impact of domestic violence on children: implications for schools / Anne Rushton -- Ch. 11. Checking individual progress in phonics / Rea Reason and Sue Palmer -- Ch. 12. What do we mean when we say 'dyslexia' and what difference does it make anyway? / Kevin Woods -- Ch. 13. Specialist teachers and inclusion: a case study of teachers of the deaf working in mainstream schools / Wendy Lynas -- Ch. 14. The inclusion of children with visual impairment in the mainstream primary school classroom / Pauline Davis and Vicky Hopwood -- Ch. 15. Interdisciplinary support for children with epilepsy in mainstream schools / Gill Parkinson -- Ch. 16. The teacher who mistook his pupil for a nuclear incident: environment influences on the learning of people with profound and multiple learning difficulties / Mark Barber -- Ch. 17. Building tomorrow together: effective transition planning for pupils with special needs / Filiz Polat, Afroditi Kalambouka and Bill Boyle -- Ch. 18. An inclusive society? One young man with learning difficulties doesn't think so! / Iain Carson. English. Inclusive education Great Britain. Mainstreaming in education Great Britain. Special education Great Britain. Intégration scolaire Grande-Bretagne. Éducation spéciale Grande-Bretagne. EDUCATION Inclusive Education. bisacsh Inclusive education fast Mainstreaming in education fast Special education fast Great Britain fast https://id.oclc.org/worldcat/entity/E39PBJdmp7p3cx8hpmJ8HvmTpP Ainscow, Mel. Farrell, Peter. has work: Making special education inclusive (Text) https://id.oclc.org/worldcat/entity/E39PCFXmQYFyMQ7vKQjmD7cdcP https://id.oclc.org/worldcat/ontology/hasWork Print version: Making special education inclusive. London : David Fulton, 2002 1853468541 (OCoLC)223204551 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=480073 Volltext |
| spellingShingle | Making special education inclusive : from research to practice / Making special education inclusive: mapping the issues / Looking them in the eyes: is rational provision for students 'with special educational needs' really possible? / Using research to encourage the development of inclusive practices / Can teaching assistants make special education inclusive? / Learning about inclusive education: the role of EENET in promoting international dialogue / Pastoral care, inclusion and counselling / Inclusive education and lesbian and gay young people / Inclusive solutions for children with emotional and behavioural difficulties / Can nurture groups facilitate inclusive practice in primary schools? / The impact of domestic violence on children: implications for schools / Checking individual progress in phonics / What do we mean when we say 'dyslexia' and what difference does it make anyway? / Specialist teachers and inclusion: a case study of teachers of the deaf working in mainstream schools / The inclusion of children with visual impairment in the mainstream primary school classroom / Interdisciplinary support for children with epilepsy in mainstream schools / The teacher who mistook his pupil for a nuclear incident: environment influences on the learning of people with profound and multiple learning difficulties / Building tomorrow together: effective transition planning for pupils with special needs / An inclusive society? One young man with learning difficulties doesn't think so! / Inclusive education Great Britain. Mainstreaming in education Great Britain. Special education Great Britain. Intégration scolaire Grande-Bretagne. Éducation spéciale Grande-Bretagne. EDUCATION Inclusive Education. bisacsh Inclusive education fast Mainstreaming in education fast Special education fast |
| title | Making special education inclusive : from research to practice / |
| title_alt | Making special education inclusive: mapping the issues / Looking them in the eyes: is rational provision for students 'with special educational needs' really possible? / Using research to encourage the development of inclusive practices / Can teaching assistants make special education inclusive? / Learning about inclusive education: the role of EENET in promoting international dialogue / Pastoral care, inclusion and counselling / Inclusive education and lesbian and gay young people / Inclusive solutions for children with emotional and behavioural difficulties / Can nurture groups facilitate inclusive practice in primary schools? / The impact of domestic violence on children: implications for schools / Checking individual progress in phonics / What do we mean when we say 'dyslexia' and what difference does it make anyway? / Specialist teachers and inclusion: a case study of teachers of the deaf working in mainstream schools / The inclusion of children with visual impairment in the mainstream primary school classroom / Interdisciplinary support for children with epilepsy in mainstream schools / The teacher who mistook his pupil for a nuclear incident: environment influences on the learning of people with profound and multiple learning difficulties / Building tomorrow together: effective transition planning for pupils with special needs / An inclusive society? One young man with learning difficulties doesn't think so! / |
| title_auth | Making special education inclusive : from research to practice / |
| title_exact_search | Making special education inclusive : from research to practice / |
| title_full | Making special education inclusive : from research to practice / edited by Peter Farrell and Mel Ainscow. |
| title_fullStr | Making special education inclusive : from research to practice / edited by Peter Farrell and Mel Ainscow. |
| title_full_unstemmed | Making special education inclusive : from research to practice / edited by Peter Farrell and Mel Ainscow. |
| title_short | Making special education inclusive : |
| title_sort | making special education inclusive from research to practice |
| title_sub | from research to practice / |
| topic | Inclusive education Great Britain. Mainstreaming in education Great Britain. Special education Great Britain. Intégration scolaire Grande-Bretagne. Éducation spéciale Grande-Bretagne. EDUCATION Inclusive Education. bisacsh Inclusive education fast Mainstreaming in education fast Special education fast |
| topic_facet | Inclusive education Great Britain. Mainstreaming in education Great Britain. Special education Great Britain. Intégration scolaire Grande-Bretagne. Éducation spéciale Grande-Bretagne. EDUCATION Inclusive Education. Inclusive education Mainstreaming in education Special education Great Britain |
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