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First Published in 2004.Research on special education has tended to focus on technical and professional aspects of provision and matters of placement.The voice of the pupil with special educational needs has tended to be silenced by professional discourses, reducing him or her to a passive recipient of specialist provision.

Who's In? Who's Out? portrays the successes and the challenges inclusive education researchers take on in striving to dismantle barriers involving access, presence, participation and success in education.

The revised and expanded edition of a popular book trusted in classrooms across the country, Behavior Support is your guide to implementing effective positive behavior support (PBS)— both in the classroom and across an entire school. You'll get explicit, research-based strategies for implementing the three tiers of PBS: * universal, school-wide interventions; * selected interventions with students exhibiting risk behaviors; and * specialized interventions with students who need intensive, individualized help. * Packed with updated strategies on hot topics, redesigned forms, and the newest research on multitiered systems of support, this new edition will help you support positive changes in your students' behavior—so you can keep the focus on learning. (Ideal for both in-service teacher training and college and university courses!) RESEARCH-BASED STRATEGIES FOR HELPING STUDENTS: * Stop challenging behavior before it starts * Improve communication, social, and self-control skills * Form positive, respectful relationships with classmates, teachers, and other community members * Take a more active part in their school, classroom, and community WHAT'S NEW: More research and strategies on key topics, including bullying prevention, safe and responsive school climates, functional assessment, and individual student interventions. You'll also get more explicit step-by-step instructions, new case examples, tips on sustaining PBS in your school, redesigned forms that are practical and easy to use, and focusing questions for each chapter that highlight key takeaways. This revised and expanded edition is your guide to implementing effective positive behavior support. Includes more on bullying prevention, safe and responsive school climates, and functional behavior analysis.

Working with Hannah is a unique and detailed snapshot of the first years of schooling for a child with Down's Syndrome and severe mobility and communication problems. Written by two classroom assistants, who supported Hannah during her two and a half years in a mainstream infant school, this book shows how the right level of support can make inclusion a success not only for the child and family but also for the school itself. This practical guide describes the 'hands on' approach of Hannah's day-to-day management in a busy school. Topics covered include: finding a school how the school prepares adapting the curriculum recognising the importance of friendship*incorporating therapies into the school day additional aspects of personal and, physical care setting up communication systems. There are key points at the end of chapters, which highlight the salient aspects and offer practical advice.

School inclusion is a perennially popular yet polemic topic in most countries.This timely book explores what is known about inclusion, highlighting outstanding examples of inclusion to provide a complete overview of successful inclusion.

\"At a time when many schools are struggling to become more inclusive within a contradictory national policy context, this book provides some helpful practical leads. Its central message is that of the importance of developing an inclusive school culture within which every child really does matter.\" Professor Mel Ainscow, University of Manchester, UK \"It is a most useful resource for both practitioner-researchers and for school-based initiatives. Written in an accessible style and designed in a format that makes it ideal for use in continuing professional development, it is just right for the needs of twenty first century headteachers and their schools. I highly recommend it as a stimulating and supportive springboard for fruitful dialogue.\" Jenny Corbett, Emeritus Reader, Institute of Education, University of London, UK This book examines and offers solutions to the challenges faced by schools in ensuring that all students are enjoying, participating and achieving in education. The authors argue that self evaluation lies at the heart of truly inclusive school development.The book focuses on supporting schools in understanding and using school based systems and processes in a joined up, meaningful and strategic way to impact positively upon the progress and participation of all pupils. These processes include: self evaluationdata analysisintervention planningprovision mappingtarget settingEach system is explored and the reader is encouraged to consider them critically in order to develop an understanding of how and why to use these systems to enhance inclusive practice throughout the school. The authors present a model of inclusive practice, 'Inclusion in Action' which demonstrates how these processes can be linked together to inform and impact upon whole school strategic planning.With case studies, examples, templates and models, this practical and accessible book responds to the day to day needs of the SENCO, teacher, leader and everyone within the school setting in evaluating and meeting the needs of all pupils effectively.

\"At a time when many schools are struggling to become more inclusive within a contradictory national policy context, this book provides some helpful practical leads.Its central message is that of the importance of developing an inclusive school culture within which every child really does matter.\" Professor Mel Ainscow, University of Manchester.

Offers suggestions for making classroom and teaching practice more effective for bilingual and bidialectical pupils. Case studies are used, which give voice to student and practising teacher perspectives which are often unheard. This book will help teachers develop practice that combats actual exclusion and the symbolic exclusion that some multicultured students experience.

Positive Alternatives to School Exclusion looks at what schools can do to build more harmonious communities and engage students - particularly those at risk of exclusion - more productively in all areas of school life. It describes the Positive Alternatives to School Exclusion Project, a multi-phase, collaborative initiative based at the School of Education, University of Cambridge.Drawing on the perspectives of staff and pupils, the authors provide detailed case studies of the approaches and strategies being adopted in a variety of settings (primary, secondary and FE) to foster inclusion and reduce and prevent exclusion. It also identifies a number of different frameworks, drawn from the case studies, which can be used by practitioners working in other settings to support their own reflection and development work. Particular importance is placed, throughout the book, on valuing the domain of personal experience in the life of the school community. The authors explore this theme in detail, suggesting ways in which it might become a priority focus of further development work in schools.