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

By:

Mitchell, David

Material type: Text

TextPublication details: London ; New York : Routledge, 2014.Edition: Second editionDescription: xvi, 347 p. : ill. ; 25 cmISBN:

9780415623230 (pbk.)
0415623235 (pbk.)

Subject(s):

DDC classification:

371.9 MIT

Contents:

Machine generated contents note: ch. 1 Introduction -- ch. 2 A learning and teaching model -- ch. 3 Strategy 1: Cooperative group teaching: H̀elp learners to learn from each other\' -- ch. 4 Strategy 2: Peer tutoring and peer influences: Ùtilize peers to teach and support each other\' -- ch. 5 Strategy 3: Social skills training: T̀each learners how to positively interact with others\' -- ch. 6 Strategy 4: Collaborative teaching: B̀ecome an effective team player\' -- ch. 7 Strategy 5: Parent involvement and support: R̀espect families\' rights, skills and needs\' -- ch. 8 Strategy 6: Cognitive strategy instruction: T̀each learners ways of thinking\' -- ch. 9 Strategy 7: Self-regulated learning: H̀elp learners take control of their own learning\' -- ch. 10 Strategy 8: Memory strategies: H̀elp learners to remember important information\' -- ch. 11 Strategy 9: Review and practice: P̀ractice makes perfect\' -- ch. 12 Strategy 10: Reciprocal teaching: H̀elp learners understand what they read\' --

Contents note continued: ch. 13 Strategy 11: Behavioural approaches: C̀ontrol antecedents and consequences to change behaviours\' -- ch. 14 Strategy 12: Functional behavioural assessment: C̀hange problem behaviours by changing their antecedents and consequences\' -- ch. 15 Strategy 13: Cognitive behavioural therapy: H̀elp learners change their negative thinking\' -- ch. 16 Strategy 14: Direct instruction: M̀ake lessons highly structured, briskly paced and successful\' -- ch. 17 Strategy 15: Formative assessment and feedback: R̀egularly check and inform learners of their progress\' -- ch. 18 Strategy 16: Assistive technology: Ènhance learners\' skills\' -- ch. 19 Strategy 17: Augmentative and alternative communication: Ùtilize all means to develop communication skills\' -- ch. 20 Strategy 18: Phonological awareness and phonological processing: Ùse a sound reading strategy\' --

Contents note continued: ch. 21 Strategy 19: Quality of the indoor physical environment: P̀rovide a physical environment that enables learning\' -- ch. 22 Strategy 20: Universal design for learning: Ènsure all learners always have access to all aspects of learning\' -- ch. 23 Strategy 21: Response to intervention: Èmploy a gradation of evidence-based interventions to take account of the extent of individual needs\' -- ch. 24 Strategy 22: Classroom climate: C̀reate a safe, positive and motivating classroom environment\' -- ch. 25 Strategy 23: School-wide strategies: C̀reate a multi-tiered system to prevent or minimize problem behaviours\' -- 23.1.School culture -- 23.2.School-wide positive behaviour support -- 23.3.Success for all -- ch. 26 Strategy 24: Inter-agency cooperation: M̀ove from fragmented to coordinated services\' -- 24.1.Wraparound intervention -- 24.2.Full-service schools -- ch. 27 Strategy 25: Inclusive education: Àdapt the classroom programme to suit all learners\' --

Contents note continued: ch. 28 Strategy 26: Case study of an education system: Finland -- ch. 29 Strategy 27: Opportunities to learn: P̀rovide sufficient quantity and quality of time for learning\'.

Holdings
Item type	Current library	Call number	Copy number	Status	Date due	Barcode
Standard Loan	Moylish Library Main Collection	371.9 MIT (Browse shelf(Opens below))	1	Available		39002100517110

Enhanced descriptions from Syndetics:

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.

'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.'

- Professor John Hattie , University of Melbourne, author of Visible Learning

Includes index.

Includes bibliographical references and index.

Table of contents provided by Syndetics

Preface (p. xiii)
Acknowledgements (p. xvii)
Chapter 1 Introduction (p. 1)
Chapter 2 A learning and teaching model (p. 18)
Chapter 3 Strategy 1: Cooperative group teaching: 'Help learners to learn from each other' (p. 35)
Chapter 4 Strategy 2: Peer tutoring and peer influences: 'Utilize peers to teach and support each other' (p. 47)
Chapter 5 Strategy 3: Social skills training: 'Teach learners how to positively interact with others' (p. 58)
Chapter 6 Strategy 4: Collaborative teaching: 'Become an effective team player' (p. 69)
Chapter 7 Strategy 5: Parent involvement and support: 'Respect families' rights, skills and needs' (p. 78)
Chapter 8 Strategy 6: Cognitive strategy instruction: 'Teach learners ways of thinking' (p. 93)
Chapter 9 Strategy 7: Self-regulated learning: 'Help learners take control of their own learning' (p. 105)
Chapter 10 Strategy 8: Memory strategies: 'Help learners to remember important information' (p. 115)
Chapter 11 Strategy 9: Review and practice: 'Practice makes perfectÆ (p. 126)
Chapter 12 Strategy 10: Reciprocal teaching: 'Help learners understand what they read' (p. 134)
Chapter 13 Strategy 11: Behavioural approaches: 'Control antecedents and consequences to change behaviours' (p. 142)
Chapter 14 Strategy 12: Functional behavioural assessment: 'Change problem behaviours by changing their antecedents and consequences' (p. 154)
Chapter 15 Strategy 13: Cognitive behavioural therapy: 'Help learners change their negative thinking' (p. 162)
Chapter 16 Strategy 14: Direct instruction: 'Make lessons highly structured, briskly paced and successful' (p. 174)
Chapter 17 Strategy 15: Formative assessment and feedback: 'Regularly check and inform learners of their progress' (p. 183)
Chapter 18 Strategy 16: Assistive technology: 'Enhance learners' skills' (p. 191)
Chapter 19 Strategy 17: Augmentative and alternative communication: 'Utilize all means to develop communication skills' (p. 202)
Chapter 20 Strategy 18: Phonological awareness and phonological processing: 'Use a sound reading strategy' (p. 213)
Chapter 21 Strategy 19: Quality of the indoor physical environment: 'Provide a physical environment that enables learning' (p. 223)
Chapter 22 Strategy 20: Universal design for learning: 'Ensure all learners always have access to all aspects of learning' (p. 236)
Chapter 23 Strategy 21: Response to intervention: 'Employ a gradation of evidence-based interventions to take account of the extent of individual needs' (p. 243)
Chapter 24 Strategy 22: Classroom climate: 'Create a safe, positive and motivating classroom environmentÆ (p. 252)
Chapter 25 Strategy 23: School-wide strategies: 'Create a multi-tiered system to prevent or minimize problem behaviours' (p. 265)
23.1 School culture (p. 265)
23.2 School-wide positive behaviour support (p. 272)
23.3 Success for all (p. 279)
Chapter 26 Strategy 24: Inter-agency cooperation: 'Move from fragmented to coordinated services' (p. 286)
24.1 Wraparound intervention (p. 286)
24.2 Full-service schools (p. 290)
Chapter 27 Strategy 25: Inclusive education: 'Adapt the classroom programme to suit all learners' (p. 298)
Chapter 28 Strategy 26: Case study of an education system: Finland (p. 316)
Chapter 29 Strategy 27: Opportunities to learn: 'Provide sufficient quantity and quality of time for learning' (p. 325)
Index (p. 335)

Author notes provided by Syndetics

David Mitchell is an Adjunct Professor in the College of Education, University of Canterbury, Christchurch, New Zealand, and a consultant in inclusive education.