Enhanced descriptions from Syndetics:

This fully revised and updated eighth edition of Peter Westwood's book offers practical advice and strategies for meeting the challenge of inclusive teaching. Based on the latest international research from the field, it offers practical advice on both new and well-tried evidence-based approaches and strategies for teaching students with a wide range of difficulties.

As well as covering special educational needs, learning difficulties, and disabilities in detail, chapters also explore topics such as self-management and autonomy, managing behaviour, and social skills. The book offers sound pedagogical practices and strategies for adapting curriculum content, designing teaching materials, differentiating instruction for mixed-ability classes, and implementing inclusive assessment of learning.

Key features of this new edition include:

Reflecting cutting-edge international research and teaching practices, this is an invaluable resource for practising and trainee teachers, teaching assistants, and other educational professionals looking to support students with special educational needs and disabilities.

Table of contents provided by Syndetics

• Introduction (p. xv)
• 1 Special educational needs, learning difficulties, and disabilities (p. 1)
• Who are the students? (p. 1)
• What are 'special needs'? (p. 3)
• Learning difficulties (p. 3)
• Disabilities and impairments (p. 7)
• Provision of education and support (p. 8)
• Response to intervention model (p. 10)
• 2 Students with intellectual disability (p. 12)
• Intellectual disability (p. 12)
• Priorities in teaching students with intellectual disability (p. 13)
• Learning characteristics of students with intellectual disability (p. 14)
• Teaching approaches for students with intellectual disability (p. 18)
• Preparation for work (p. 18)
• Specific approaches for students with severe intellectual disability (p. 19)
• 3 Students with autism spectrum disorder (ASD) (p. 22)
• Autism spectrum disorder (ASD): defined and described (p. 22)
• Intervention for autism (p. 24)
• Teaching, training, and management: general principles (p. 24)
• Specific programmes and methods (p. 25)
• 4 Students with physical disabilities and health issues (p. 29)
• Learning and development (p. 29)
• Assistive technology (p. 30)
• Augmentative and alternative communication (AAC) (p. 30)
• Cerebral palsy (p. 31)
• Instructional needs of students with cerebral palsy (p. 31)
• Epilepsy (p. 32)
• Spina bifida (p. 32)
• Traumatic brain injury (p. 33)
• Foetal Alcohol Spectrum Disorder (FASD) (p. 34)
• Childhood obesity (p. 35)
• Asthma and allergies (p. 35)
• General points for mainstream teachers (p. 36)
• 5 Students with sensory impairments (p. 38)
• Vision impairment (p. 38)
• Special educational needs of children with impaired vision (p. 39)
• Accessing curriculum and environment (p. 39)
• Teaching students with impaired vision (p. 42)
• Transition to work or further study (p. 43)
• Hearing impairment (p. 43)
• Types and degrees of hearing loss (p. 44)
• Impact of moderate to severe hearing loss (p. 45)
• Modes of communication (p. 46)
• Assistive technology (p. 47)
• Teaching students with impaired hearing (p. 48)
• 6 Gifted and talented students (p. 51)
• The nature of giftedness, talent, and creativity (p. 51)
• Prevalence (p. 52)
• Separation or inclusion? (p. 52)
• Identifying gifted learners (p. 53)
• Underachievement (p. 54)
• Meeting the needs of gifted and talented students (p. 55)
• General principles of teaching (p. 57)
• Specific implementation models (p. 58)
• 1 Self-management and autonomy (p. 62)
• Definition of terms (p. 62)
• The importance of classroom self-management (p. 63)
• Teaching self management (p. 63)
• Locus of control and self efficacy (p. 64)
• Attribution retraining (p. 65)
• Cognitive behaviour modification (p. 66)
• Metacognition (p. 66)
• Cognitive strategies and strategy-based instruction (p. 67)
• 8 Managing behaviour (p. 70)
• The effects of misbehaviour (p. 70)
• Preventing behaviour problems (p. 71)
• Behaviour management policy (p. 71)
• A three-tier model of intervention (p. 72)
• The need for a team approach (p. 72)
• Modifying behaviour (p. 72)
• Students with learning difficulties or disabilities (p. 74)
• Dealing with disruptive behaviour (p. 75)
• Aggressive behaviour (p. 76)
• Bullying (p. 77)
• Cyberbullying (p. 78)
• Attention deficit hyperactivity disorder (p. 79)
• 9 Social skills and peer group acceptance (p. 82)
• Children with learning difficulties or disabilities (p. 82)
• Creating opportunities (p. 83)
• Facilitating social interaction (p. 84)
• Groupwork (p. 85)
• Social skills training (p. 86)
• 10 Intervention for reading difficulties (p. 89)
• Reading intervention at Tier 2 (p. 90)
• 90 Using tutors (p. 92)
• Selecting text materials for Tier 2 (p. 93)
• 93 Specific interventions for older students at Tier 2 (p. 93)
• 93 Specific programmes for intervention at Tier 3 (p. 93)
• 93 Supplementary tutoring strategies and activities (p. 98)
• Digital technology and reading (p. 100)
• 11 Problems with writing (p. 102)
• What do the processes of writing and composing involve? (p. 102)
• Learning difficulties that affect writing (p. 103)
• Teaching approaches (p. 104)
• General approaches at Tier 1 (p. 104)
• Digital technology and writing (p. 107)
• Tier 2 and Tier 3: paving the way for success (p. 108)
• 12 Difficulties with spelling (p. 114)
• Best practices in spelling instruction (p. 114)
• Developmental stages (p. 115)
• Spelling as a complex behaviour (p. 116)
• Teaching spelling (p. 118)
• Word study (p. 121)
• Spelling rules (p. 121)
• Dictation (p. 122)
• Spelling lists (p. 122)
• Developing strategic spellers (p. 123)
• Intervention strategies for Tier 2and Tier 3 (p. 123)
• Tutoring individual students (p. 125)
• 13 Numeracy and basic mathematical skills (p. 127)
• Contemporary perspectives on mathematics teaching (p. 127)
• Learning difficulties in mathematics (p. 129)
• Assisting students with learning difficulties (p. 130)
• What should be taught? (p. 131)
• A diagnostic approach (p. 131)
• Teaching at concrete and semi-concrete levels (p. 132)
• Teaching computation skills (p. 135)
• Calculators (p. 136)
• Developing problem-solving skills and strategies (p. 137)
• An example (p. 138)
• Students with specific talents in mathematics (p. 139)
• 14 Teaching methods (p. 141)
• Selecting Tier (p. 1)
• Teaching methods (p. 141)
• Teacher-led approaches (p. 142)
• Teaching approaches based on constructivist principles (p. 145)
• Computer-based instruction (CBI) and computer-aided learning (CAL) (p. 150)
• E-learning (p. 152)
• 15 Differentiating the curriculum and adapting instruction (p. 154)
• Adaptations and differentiation (p. 154)
• Key principle: keep it simple (p. 155)
• Starting points for differentiation (p. 155)
• Adapting curriculum content and learning activities (p. 157)
• Homework assignments (p. 158)
• Adapting instructional materials (p. 158)
• Differentiating products from lessons (p. 159)
• Adapting teaching strategies (p. 159)
• Adapting assessment (p. 160)
• Accommodations for students with disabilities (p. 161)
• Universal Design for Learning (p. 162)
• References (p. 164)
• Index (p. 195)