包含的実践の促進戦略<br>Strategies to Promote Inclusive Practice

個数:
電子版価格 ¥5,838
  • 電書あり

包含的実践の促進戦略
Strategies to Promote Inclusive Practice

  • 提携先の海外書籍取次会社に在庫がございます。通常2週間で発送いたします。
    重要ご説明事項
    1. 納期遅延や、ご入手不能となる場合が若干ございます。
    2. 複数冊ご注文の場合、分割発送となる場合がございます。
    3. 美品のご指定は承りかねます。
  • 【重要:入荷遅延について】
    各国での新型コロナウィルス感染拡大により、洋書・洋古書の入荷が不安定になっています。
    弊社サイト内で表示している標準的な納期よりもお届けまでに日数がかかる見込みでございます。
    申し訳ございませんが、あらかじめご了承くださいますようお願い申し上げます。

  • 製本 Paperback:紙装版/ペーパーバック版/ページ数 256 p.
  • 言語 ENG
  • 商品コード 9780415254854
  • DDC分類 371.90460941

基本説明

This is the sequel to Promoting Inclusive Practice, which won the 1999 TES-NASEN Special Educational Needs Academic Award.

Full Description


This book considers current issues in the development of policies to promote inclusive education for pupils with special educational needs. By examining issues from the perspective of individual pupils, schools, and local education authorities, it raises critical commentary on the ways forward for a co-ordinated approach to inclusion.Strategies to Promote Inclusive Practice draws upon the experience and expertise of teachers, policy makers, and researchers, who explore the many factors which need to be addressed in the development of a more inclusive education system. The authors explore the link between theoretical perspectives and the production of policy, as well as the potential for translating this into good classroom practice. They provide examples of approaches which have proved successful in enabling pupils to become better equipped to address the needs of a wide range of pupils. In considering the impact of recent policy, legislation, and research, the authors suggest that several models of inclusion may be necessary in order to become an inclusive education system.This book will be of interest to students, teachers, policy makers, and researchers, who are concerned to advance the debate on inclusion towards a more pragmatic approach to providing for all pupils with special needs. It is a companion text to Promoting Inclusive Practice edited by Christine Tilstone, Lani Florian and Richard Rose (RoutledgeFalmer, 1998), which was the joint winner of the 1999 TES/NASEN Academic Book Award.

Table of Contents

Notes on contributors                              vii
Foreword - Lani Florian xi
Acknowledgements xv
Introduction 1 (4)
CHRISTINA TILSTONE AND RICHARD ROSE
PART I Responding to diversity: the development 5 (112)
of policies and strategies
1. Ideology, reality and pragmatics: towards 7 (11)
an informed policy for inclusion
RICHARD ROSE
2. Policies and practice for the management 18 (16)
of individual learning needs
MARIE HOWLEY AND SUE KIME
3. Multicultural inclusion for pupils with 34 (14)
severe or profound and multiple learning
difficulties
ANN FERGUSSON AND TRUDY DUFFIELD
4. Connecting the disconnected: exploring 48 (19)
issues of gender, 'race' and SEN within an
inclusive context
LIZ GERSCHEL
5. Policies for positive behaviour management 67 (17)
TED COLE
6. Effective multi-agency work 84 (13)
PENNY LACEY
7. Towards inclusive therapy: policies and 97 (20)
the transformation of practice
CHRISTOPHER ROBERTSON
PART II Policies into practice through two core 117(34)
subjects
8. Raising standards in mathematics 119(15)
JILL PORTER
9. Policies for promoting literacy: including 134(17)
pupils with severe and profound and multiple
learning difficulties
RICHARD BYERS AND LINDA FERGUSON
PART III Policies and strategies: a 151(75)
consideration of the wider context
10. Policies to support inclusion in the 153(11)
early years
ROB ASHDOWN
11. Education for an inclusive adult life: 164(10)
policy for the 16-19 phase
CAROLINE BROOMHEAD
12. The role of LEAs in promoting inclusion 174(13)
SUE FAGG
13. 'The tide has turned': a case study of 187(16)
one inner city LEA moving towards inclusion'
JIM WOLGER
14. The role of the educational psychologist 203 (12)
in the inclusion process
SUE SANDERSON
15. Professional development of staff: steps 215(11)
towards developing policies
CHRISTINA TILSTONE
Author index 226(6)
Subject index 232