Efnisyfirlit

• Cover
• Endorsement
• Half Title
• Title Page
• Copyright Page
• Dedication
• Table of Contents
• Preface
• Acknowledgements
• 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
    • 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
      • Acceptance
      • Access
      • Support
      • Resources
      • Leadership
    • Italy – a leader in inclusive education
    • The evidence
      • Positive findings
      • Mixed, or neutral, findings
      • Negative findings
    • Conclusion
    • Notes
  • Chapter 5 An Ecological Model
    • Notes
  • Chapter 6 A Learning and Teaching Model
    • Overview of model
    • Detailed description of the Learning and Teaching Model
      • The context
      • Task demands (1A and 1B)
      • Biological structures and functions (2)
      • Primary memory (association) (3)
      • Motivational states and personal dispositions (4 and 12)
        • Goals
        • Emotions
        • Personal agency beliefs
      • Executive system (5, 11, 13 and 19)
      • Strategies (6 and 14)
      • Secondary memory (7 and 15)
      • Retrieval (8 and 16) and performance (9A/17A and 9B/17B)
      • External response (10 and 18)
      • Internal response (5/11/13/19)
    • Conclusion
    • Notes
• Part II Strategies
  • A.  Behavioural strategies
  • Chapter 7 Strategy 1: Behavioural assessment and approaches: ‘Solve problem behaviours by identifying and changing antecedents and consequences’
    • The strategy
    • The underlying idea
    • The practice
      • Functional behavioural assessment
      • Controlling antecedents
      • Controlling consequences
      • Implementation
    • The evidence
    • Addressing risks
    • Conclusion
    • Further reading
    • Notes
  • Chapter 8 Strategy 2: Review and practice: ‘Practice makes perfect’
    • The strategy
    • The underlying idea
    • The practice
      • Give learners adequate opportunities to engage with the same idea on different occasions
      • Use tests judiciously to improve remembering
      • Give learners adequate opportunities to practise new skills in different contexts
      • Ensure high success rates with practice activities
      • Provide interleaving opportunities
      • Give learners appropriate homework
    • The evidence
    • Addressing risks
    • Conclusion
    • Further reading
    • Notes
  • Chapter 9 Strategy 3: Direct instruction: ‘Make lessons highly structured, briskly paced and successful’
    • The strategy
    • The underlying idea
    • The practice
      • 1. Explicit, systematic instruction
      • 2. Scripted lesson plans
      • 3. Emphasis on pace
      • 4. High level of success
      • 5. Frequent opportunities to practice targeted skills
      • 6. Frequent curriculum-based assessment
      • 7. Ability grouping
      • 8. Mediated scaffolding
      • 9. Embedded in other instructional strategies
      • 10. Strategic integration
      • 11. Lesson closure
      • 12. Practice
    • The evidence
    • Addressing risks
    • Conclusion
    • Further reading
    • Notes
  • Chapter 10 Strategy 4: Formative assessment and feedback: ‘Regularly check and inform learners of their progress’
    • The strategy
    • The underlying ideas
      • Assessment serves educational purposes
      • How does formative assessment differ from summative assessment?
      • The importance of probing for knowledge
      • The value of feedback
    • The practice
      • Formative assessment (sometimes referred to as ‘formative evaluation’)
      • Feedback (sometimes referred to as ‘formative feedback’)
    • The evidence
      • Formative assessment/evaluation
      • Feedback
    • Addressing risks
    • Conclusion
    • Further reading
    • Notes
  • Chapter 11 Strategy 5: School-wide positive behaviour support: ‘Take a proactive, multi-tiered, preventative, team-based approach to problem behaviours’
    • The strategy
    • The underlying idea
    • The practice
      • Team-based systems approach
      • Proactive focus on prevention
      • Evidence-based intervention
      • Social skills instruction
    • The evidence
    • Addressing risks
    • Conclusion
    • Further reading
    • Notes
  • B.  Social strategies
  • Chapter 12 Strategy 6: Cooperative group teaching: ‘Help learners to learn from each other’
    • The strategy
    • The underlying idea
    • The practice
      • Your role in cooperative group teaching
      • Ability grouping versus mixed ability grouping
    • The evidence
      • Cooperative learning
      • Ability grouping versus mixed ability grouping
      • Whole class versus group teaching
    • Addressing risks
    • Conclusion
    • Further reading
    • Notes
  • Chapter 13 Strategy 7: Peer tutoring and peer influences: ‘Support peers to teach and support each other’
    • The strategy
    • The underlying idea
    • The practice
      • Putting peer tutoring into practice
      • Ideas for class-wide peer tutoring
      • Why does peer tutoring work?
    • The evidence
      • Peer tutoring
      • Peer influences
    • Addressing risks
    • Conclusion
    • Further reading
    • Notes
  • Chapter 14 Strategy 8: Social skills training: ‘Teach the foundations for positive social interactions’
    • The strategy
    • The underlying idea
      • What do we mean by social skills?
      • Why is social skills training needed?
    • The practice
      • Which social skills are important to teach?
      • What are the steps in social skills training?
      • How can social skills be taught?
      • What about social skills for the digital world?
    • The evidence
    • Addressing risks
    • Conclusion
    • Further reading
    • Notes
  • Chapter 15 Strategy 9: Collaborative teaching: ‘Become an effective team player’
    • The strategy
    • The underlying idea
    • The practice
      • General principles of collaboration
      • Forms of collaboration
        • 1. Co-teaching
        • 2. Consultation
        • 3. Partnerships with teacher aides/teaching assistants/paraprofessionals
        • 4. Partnerships with specialists
        • 5. Partnerships with parents
        • 6. School-wide teams
    • The evidence
    • Addressing risks
    • Conclusion
    • Further reading
    • Notes
  • Chapter 16 Strategy 10: Family engagement and support: ‘Respect and engage with families’
    • The strategy
    • The underlying idea
      • Why develop partnerships with parents?
      • Why some parents may benefit from support
    • The practice
      • What do we mean by parent involvement?
      • What helps the development of effective partnerships?
      • How might you support parents?
      • Parent Management Training
      • The Incredible Years programme
      • Triple P – Positive Parenting Programme
    • The evidence
      • Parent involvement
      • Parent training (general)
      • Parent Management Training
      • The Incredible Years programme
      • Triple P – Positive Parenting Program
    • Addressing risks
    • Conclusion
    • Further reading
    • Notes
  • Chapter 17 Strategy 11: School culture: ‘Create a safe, respectful school environment that supports learning’
    • The strategy
    • The underlying idea
    • The practice
      • Develop a positive school culture through leadership
      • Determine the optimal class size
      • Further practices
    • The evidence
    • Addressing risks
    • Conclusion
    • Further reading
    • Notes
  • Chapter 18 Strategy 12: Classroom climate: ‘Create a safe, positive and motivating classroom environment’
    • The strategy
    • The underlying idea
    • The practice
      • Relationships
      • Personal development
      • System maintenance
    • The evidence
    • Addressing risks
    • Conclusion
    • Further reading
    • Notes
  • Chapter 19 Strategy 13: Social and emotional learning: ‘Help learners understand and manage their emotions and relationships’
    • The strategy
    • The underlying idea
    • The practice
    • The evidence
    • Addressing risks
    • Conclusion
    • Further reading
    • Notes
  • Chapter 20 Strategy 14: Inter-agency cooperation: ‘Move from fragmented to coordinated services’
    • 14.1 Wraparound intervention
    • The strategy
    • The underlying idea
    • The practice
    • The evidence
    • Addressing risks
    • Conclusion
    • 14.2 Full-service schools
    • The strategy
    • The underlying idea
    • The practice
    • The evidence
    • Addressing risks
    • Conclusion
    • 14.3 Children’s zones
    • The strategy
    • The underlying idea
    • The practice
    • The evidence
    • Addressing risks
    • Conclusion
    • Notes
  • C.  Cognitive strategies
  • Chapter 21 Strategy 15: Cognitive strategy instruction: ‘Teach learners ways of thinking’
    • The strategy
    • The underlying idea
    • The practice
      • Generic CSI
      • Domain-specific CSI
    • The evidence
    • Addressing risks
    • Conclusion
    • Further reading
    • Notes
  • Chapter 22 Strategy 16: Self-regulated learning: ‘Help learners take control of their own learning’
    • The strategy
    • The underlying idea
    • The practice
      • SRL development
      • A self-regulated problem-solving strategy
      • Other ideas
      • SRL in the classroom
    • The evidence
    • Addressing risks
    • Conclusion
    • Further reading
    • Notes
  • Chapter 23 Strategy 17: Memory strategies: ‘Help learners to remember important information’
    • The strategy
    • The underlying idea
    • The practice
      • Mnemonics is a successful strategy
        • The keyword strategy
        • The pegword strategy
        • The letter strategy
        • The picture strategy
      • Motivation is essential for memory
      • Attention is a key feature of memory
      • Emotions play an important role in memory
      • Pacing should be just right
      • Rehearsal is usually necessary for memory
      • Make key facts available in the learner’s primary memory
      • Transform material into mental representations
      • Increase memory storage and retrieval
      • Chunking helps long-term memory
    • The evidence
      • Mnemonics
      • Working memory
    • Addressing risks
    • Conclusion
    • Further reading
    • Notes
  • Chapter 24 Strategy 18: Reading comprehension: ‘Actively engage learners with text’
    • The strategy
    • The underlying idea
    • The practice
      • Specific teaching strategies
      • Vocabulary
      • Oral language
      • Prior knowledge
      • Inferencing
      • Motivation to read
      • A word about assessment
    • The evidence
    • Addressing risks
    • Conclusion
    • Further reading
    • Notes
  • Chapter 25 Strategy 19: Comprehensive reading programmes: ‘Use an approach most likely to help learners to read’
    • The strategy
    • The underlying idea
    • The practice
      • Multi-tiered approaches
      • Whole-class approaches
      • Small group-based approaches
      • One-to-one approaches
      • Technology-based reading programmes
    • The evidence
    • Addressing risks
    • Conclusion
    • Further reading
    • Notes
  • Chapter 26 Strategy 20: Phonological awareness: ‘Use a sound reading strategy’
    • The strategy
    • The underlying idea
    • The practice
      • Listening strategies
      • Word-level strategies
      • Syllable strategies
      • Phonemic/rhyming strategies
      • Supporting phonological awareness for learners with complex communication needs
    • The evidence
    • Addressing risks
    • Conclusion
    • Further reading
    • Notes
  • D.  Mixed Strategies
  • Chapter 27 Strategy 21: Cognitive behavioural therapy: ‘Help learners change their negative thinking’
    • The strategy
    • The underlying idea
    • The practice
      • The ABC Technique of Irrational Beliefs
      • The FRIENDS emotional health programme
      • Another example
      • And another one
    • The evidence
    • Addressing risks
    • Conclusion
    • Further reading
    • Notes
  • Chapter 28 Strategy 22: Assistive technology: ‘Utilize all means to enhance learners’ skills’
    • The strategy
    • The underlying idea
    • The practice
      • Who can benefit from which assistive technology?
      • Choosing the right AT device
      • Integrating AT into daily lives
      • Accessing online information
      • Innovative technologies
      • Mobile technologies
      • Apps
      • Wearables and sensing technology
      • Augmented reality
      • Virtual reality
      • Artificial intelligence and interactive robotics
    • The evidence
    • Addressing risks
    • Conclusion
    • Further reading
    • Notes
  • Chapter 29 Strategy 23: Augmentative and alternative communication: ‘Utilize all means to support communication and language learning’
    • The strategy
    • The underlying idea
    • The practice
      • Access
      • Gestures, manual signs, sign language
      • Graphic signs and symbol systems
      • Speech-generating devices (SGDs)
      • A multi-modal approach is important
      • The importance of literacy
      • Effective teamwork is essential
    • The evidence
    • Addressing risks
    • Conclusion
    • Further reading
    • Notes
  • Chapter 30 Strategy 24: Quality of the physical environment: ‘Provide a physical environment that supports well-being and learning’
    • The strategy
    • The underlying idea
    • The practice
      • Arrange indoor physical space and equipment to facilitate learning
      • Control temperature, humidity and ventilation
      • Control lighting
      • Provide optimal acoustics
      • Set up classroom environments that are attractive, stimulating and safe
      • Create outdoor spaces and equipment that support the inclusion of all learners
    • The evidence
      • Indoor physical space
      • Air quality
      • Lighting
      • Acoustics
      • Outdoor physical space
    • Addressing risks
    • Conclusion
    • Further reading
    • Notes
  • Chapter 31 Strategy 25: Visual learning and communication: ‘Create visual representations of concepts, actions and words to support learning and expression’
    • The strategy
    • The underlying idea
    • The practice
      • Visual learning
      • Planning and implementing visual learning and communication
    • The evidence
      • Visual learning
      • Visual communication
    • Addressing risks
    • Conclusion
    • Further reading
    • Notes
  • Chapter 32 Strategy 26: Early intervention: ‘Early support has long term benefits’
    • The strategy
    • The underlying idea
    • The practice
      • Principles to guide early intervention practices
      • Practitioner-based early intervention practices
      • Parent-based practices
      • Universal early intervention programmes
    • The evidence
    • Addressing risks
    • Conclusion
    • Further reading
    • Notes
  • Chapter 33 Strategy 27: Transition from school to post-school environments1: ‘Education should prepare learners for the changing world of work and life as adults’
    • The strategy
    • The underlying idea
    • The practice
      • Raise awareness on the right to education and the right to employment
      • Strengthen policies on transition for students with disabilities
      • Strengthen personnel involved in transition
      • Strengthen educational services for students with disabilities
      • Strengthen cooperation among stakeholders
      • Strengthen monitoring, evaluation and accountability
      • Take account of the impact of disruptive technology
    • The evidence
    • Addressing risks
    • Conclusion
    • Further reading
    • Notes
  • Chapter 34 Strategy 28: Response to intervention: ‘Employ a gradation of evidence-based interventions to take account of the extent of individual needs’
    • The strategy
    • The underlying idea
    • The practice
      • Response to intervention
      • The Graduated Response Model
    • The evidence
    • Addressing risks
    • Conclusion
    • Further reading
    • Notes
  • Chapter 35 Strategy 29: Universal design for learning: ‘Ensure all learners have access to everything they need to learn’
    • The strategy
    • The underlying idea
    • The practice
    • The evidence
    • Addressing risks
    • Conclusion
    • Further reading
    • Notes
• Part III Conclusion
  • Chapter 36 From research to practice
    • There is a growing body of relevant, high-quality evidence of effective educational policies and practices applying to learners with additional learning needs
    • Educators’ practices should be based on both high use of evidence-based pedagogy and high QUALITY social relationships
    • The role of evidence in determining educational policies and practices depends on the relationship between the supply of and demand for it
    • There is a gap between educational research and policies and practice
    • The careful and systematic implementation of evidence-based policies and practices could improve educational outcomes
      • Increasing access to evidence
      • Systematically implementing evidence-based strategies
        • 1. Plan and execute implementation in stages, treating it as a process, not an event
        • 2. Create a leadership environment and school climate that is conducive to good implementation
        • 3. Define the problem you want to solve and identify appropriate programmes or practices to implement
        • 4. Create a clear implementation plan, judge the readiness of the school to deliver that plan, then prepare staff and resources
        • 5. Support staff, monitor progress, solve problems, and adapt strategies as the approach is used for the first time
        • 6. Plan for sustaining and scaling an intervention from the outset and continually acknowledge and nurture its use.
    • Leadership is the key to successful implementation
    • Personnel must be prepared to implement evidence-based policies and practices
    • The threat of truth decay
    • Notes
• Index

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