Full Description
This innovative collection combines research reviews in special education and an exploration of the findings from these reviews from practitioner and policy maker perspectives. It consists of five sets of papers, the first of which in each set presents a summary of a conventional research review, and the second - commonly produced in collaboration with teachers - translates the review findings into classroom and policy making implications.
The first four sets of papers derive from work commissioned by the National Council for Special Education in Ireland. They deal with best practice and outcomes in the education of pupils who are deaf, visually impaired, on the autistic spectrum, or have emotional and behavioural difficulties. The fifth set is based on a review of explicit memory studies in populations with intellectual disabilities that was submitted to the European Journal of Special Needs Education.
This direct pairing of technical and practitioner-oriented perspectives is relatively unusual, and the collection will be a useful addition to the literature for academics, practitioners and policy makers.
This book was originally published as a special issue of the European Journal of Special Needs Education.
Contents
Introduction 1. Evidence-based practice in educating deaf and hard-of-hearing children: teaching to their cognitive strengths and needs 2. Teaching to the strengths and needs of deaf and hard-of-hearing children 3. Access to print literacy for children and young people with visual impairment: findings from a review of literature 4. Access to print literacy for children and young people with visual impairment: implications for policy and practice 5. International review of the evidence on best practice in educational provision for children on the autism spectrum 6. Implications for practice from 'International review of the evidence on best practice in educational provision for children on the autism spectrum' 7. Teacher strategies for effective intervention with students presenting social, emotional and behavioural difficulties: an international review 8. Teacher strategies for effective intervention with students presenting social, emotional and behavioural difficulties: implications for policy and practice 9. Meta-analysis of explicit memory studies in populations with intellectual disability 10. Explicit memory among individuals with mild and moderate intellectual disability: educational implications
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