This book showcases the diverse nature of policy, provision and practice for special educational needs and disability (SEND) across different international settings.
This book showcases the diverse nature of policy, provision and practice for special educational needs and disability (SEND) across different international settings.
Peter Wood is Senior Lecturer in the School of Education at Liverpool John Moore's University, UK. His interest in special educational needs and disability (SEND) stems from his time working in primary schools as a Learning Mentor. Peter's research focuses on emotions and education, and specifically the ways disadvantage, inequality and discrimination frame experiences of social and emotional well-being in the educational space.
Inhaltsangabe
1. Introduction: Making the case for the exploration of special educational needs and disability policy, provision and practice across countries. Part one: Special education needs and disability within policy. 2. Culturally and linguistically diverse migrant students with special needs and disabilities: Essential policies and practices in the USA. 3. Education policy and inclusive education: People and processes. 4. Inclusive special needs and disability education: History, policies, practice and challenges in Kenya and Nepal. Part two: Stakeholder perceptions and experiences of SEND provision. 5. Special educational needs co-ordinators' perceptions of effective provision for including autistic children in primary and middle schools in England. 6. School staff members' and parents' experiences of the inclusion of deaf children in Malaysian mainstream schools. Part three: Meeting the needs of SEND children: The role of the learning environment. 7. Inclusion in Norwegian schools: Pupils' experiences of their learning environment. 8. A language focused approach to supporting children with social, emotional and behavioural difficulties. 9. Forest school as a space for risk for children with social, emotional and mental health needs. Part four: Moving towards inclusive practice. 10. A European consideration of early school leaving as a process running through childhood: A model for inclusive action. 11. Teacher education for SEND inclusion in an international context: The importance of critical theoretical work. 12. Conclusion: Positioning special educational needs and disability in contemporary teaching and learning. Index.
1. Introduction: Making the case for the exploration of special educational needs and disability policy, provision and practice across countries. Part one: Special education needs and disability within policy. 2. Culturally and linguistically diverse migrant students with special needs and disabilities: Essential policies and practices in the USA. 3. Education policy and inclusive education: People and processes. 4. Inclusive special needs and disability education: History, policies, practice and challenges in Kenya and Nepal. Part two: Stakeholder perceptions and experiences of SEND provision. 5. Special educational needs co-ordinators' perceptions of effective provision for including autistic children in primary and middle schools in England. 6. School staff members' and parents' experiences of the inclusion of deaf children in Malaysian mainstream schools. Part three: Meeting the needs of SEND children: The role of the learning environment. 7. Inclusion in Norwegian schools: Pupils' experiences of their learning environment. 8. A language focused approach to supporting children with social, emotional and behavioural difficulties. 9. Forest school as a space for risk for children with social, emotional and mental health needs. Part four: Moving towards inclusive practice. 10. A European consideration of early school leaving as a process running through childhood: A model for inclusive action. 11. Teacher education for SEND inclusion in an international context: The importance of critical theoretical work. 12. Conclusion: Positioning special educational needs and disability in contemporary teaching and learning. Index.
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