What Really Works in Special and Inclusive Education
Námskeið
- SÁL204F Greining og meðferð hegðunarörðugleika
.
Ensk lýsing:
As teachers around the world deal with the challenges of inclusive education, they must find effective ways of enhancing their classroom teaching methods. What Really Works in Special and Inclusive Education presents teachers with a range of evidence-based strategies they can immediately put into practice in their classrooms. This unique book will be an invaluable resource for educators who may not have the time or the inclination to engage with theory-heavy research, but who wish to ensure that their teaching strategies are up-to-the-minute and proven to be the most effective best practices.
Each of the 27 strategies that this book comprises has a substantial research base, a strong theoretical rationale and clear guidelines on their implementation, as well as cautionary advice where necessary. In this new second edition, David Mitchell, a leading writer in special and inclusive education, continues to break new ground with revised and updated strategies based on evidence from the most recent studies in the field.
From the myriad of related research available, only those studies with genuine potential for improving the practices of teachers and schools have been included, with the aim of facilitating high-quality learning and social outcomes for all learners in schools. Updates to this new edition include: four new chapters, on response to intervention, universal design for learning, inter-agency cooperation and one on the Finnish education system over 350 new references an even wider international focus, including evidence drawn from Asia references to recent developments in neuroscience a new companion website, with extra case studies, links to further reading, journal articles and videos, and an interactive quiz, at www.
routledge. com/cw/mitchell This book will be essential reading for anyone with a vocational or academic interest in evidence-based special educational needs teaching strategies, whether a student in initial teacher education or a qualified classroom teacher, teacher educator, educational psychologist, special needs coordinator, parent, consultant or researcher. David Mitchell is an Adjunct Professor in the College of Education, University of Canterbury, Christchurch, New Zealand, and a consultant in inclusive education.
Lýsing:
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.
Annað
- Höfundar: David Mitchell, Dean Sutherland
- Útgáfa:3
- Útgáfudagur: 2020-02-18
- Hægt að prenta út 2 bls.
- Hægt að afrita 2 bls.
- Format:ePub
- ISBN 13: 9780429687358
- Print ISBN: 9781138393127
- ISBN 10: 0429687354
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
- Chapter 2 Evidence-based education
- 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
- 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
- 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
- The strategy
- The underlying idea
- The practice
- Relationships
- Personal development
- System maintenance
- The evidence
- Addressing risks
- Conclusion
- Further reading
- Notes
- The strategy
- The underlying idea
- The practice
- The evidence
- Addressing risks
- Conclusion
- Further reading
- Notes
- 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
- The strategy
- The underlying idea
- The practice
- Generic CSI
- Domain-specific CSI
- The evidence
- Addressing risks
- Conclusion
- Further reading
- Notes
- 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
- 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
- Mnemonics is a successful strategy
- The evidence
- Mnemonics
- Working memory
- Addressing risks
- Conclusion
- Further reading
- Notes
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- The strategy
- The underlying idea
- The practice
- Response to intervention
- The Graduated Response Model
- The evidence
- Addressing risks
- Conclusion
- Further reading
- Notes
- The strategy
- The underlying idea
- The practice
- The evidence
- Addressing risks
- Conclusion
- Further reading
- Notes
- 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
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