The authors are based at the University of Canterbury in Christchurch, New Zealand, with many publications in the fields of special and inclusive education, human communication and evidence-based practice. This is a fully revised and updated edition, which presents teachers with a range of up-to-date evidence-based strategies to support inclusive education.
The book is organised into three parts, covering topics such as:
- An Ecological Model
- Behavioural assessment and approaches
- School-wide positive behaviour support
- Inter-agency cooperation
- Visual learning and communication
The twenty-nine strategies they describe are grouped into four categories according to their broad approaches to learning:
Each strategy is clearly outlined and the associated evidence summarised, with identification of any associated risks and further reading recommendations. The strategies for helping students with improving phonological awareness, for example, are broken down into listening, word-level and syllable strategies, as well as activities to develop awareness of sound structures in words and rhyming. The authors also provide extensive research evidence relating to this, and make specific references to learners with complex communication needs.
This is a well-structured and readable book that provides the reader with excellent summaries of an extensive range of approaches that ‘really work’ for inclusion. It combines very thorough academic research with best professional practice and is essential reading, particularly for leadership teams.
Authors: D. Mitchell and D. Sutherland
Publishers: Routledge (Taylor Francis Group)