There remains some controversy about how best to meet the needs of pupils with special educational needs. Should they be educated in mainstream schools alongside their peers, or does this mean that specialist help and resources are denied to them? This book explores in depth the ways in which this problem has been tackled in Australia, the UK and Canada. It looks at the major issues which have been raised and the types of provisions and resourcing which have been offered, and then goes on to provide a vision of how future education provision might look for pupils with special educational needs.

The majority of music therapy work with children takes place in schools. This book documents the wealth and diversity of work that music therapists are doing in educational settings across the UK. It shows how, in recent years, music therapy has changed and grown as a profession, and it provides an insight into the trends that are emerging in this area in the 21st century. Collating the experiences of a range of music therapists from both mainstream and special education backgrounds, Music Therapy in Schools explains the procedures, challenges and benefits of using music therapy in an educational context. These music therapists have worked with children of all ages and abilities from pre-school toddlers in nursery schools to teenagers preparing for further education, and address specific issues and disabilities including working with children with emotional and behavioural problems, and autistic spectrum disorders. This book will be essential reading for music therapists, music therapy students and educational professionals.

Teachers in both special and mainstream schools have to be confident in their abilities to implement inclusion effectively, in order for the child to have any chance of a successful inclusive school career. This book demonstrates how mainstream and special schools can work together in preparing the special school child to succeed in a mainstream environment. It also shows how to prepare existing mainstream pupils and other members of staff involved in or affected by the inclusion process. The author provides photocopiable forms for evaluating pupils' academic and social process and advice on how physical resources, such as sensory rooms, can enhance the learning opportunities of all pupils. She offers jargon-free communication strategies for effective interaction with the child, which is also considered within the framework of the whole-school policy. The book also presents sample lesson plans, resource ideas and plans for daily record keeping for use across the curriculum subjects; and suggestions for ways in which special and mainstream schools can work together to enhance the whole curriculum. Any teacher in a mainstream or special school who is concerned about making inclusion really work for their pupils will find this book an invaluable companion.

Through reflecting on their own developing practice, the contributors recount what the students and themselves have learnt, passing it on in a way which will encourage other teachers to try out ideas of their own.The book considers these practical accounts in a broader educational context and discusses the contribution that drama can make to the whole curriculum.Written by experienced authors who have been teaching young people with special needs for many years.Many teachers new to special education sense that the active, physical aspects of drama may be an invaluable contribution to their classes. This book provides with an insight into a wide range of techniques and ideas upon which to draw for practical classroom work

There are greater numbers of children with Special Educational Needs and Disabilities (SEND) now attending mainstream schools. This fully updated and revised edition of Meeting Special Educational Needs in Secondary Classrooms is written by an experienced teacher, adviser and SEN consultant and explains the challenges that these children face. This is a practical book full of guidance for teachers and teaching assistants who support children with SEND in mainstream secondary classrooms. Now fully updated to include the requirements of the 2014 Children and Families Act and SEND Code of Practice, this book: covers all aspects of teaching children with SEND, including planning, teaching and learning promotes successful communication between teachers, parents and students contains photocopiable resources and templates. With practical guidance on how to make the curriculum more accessible for children with SEND, this book will help teachers and TAs work together to support pupils with Special Educational Needs and Disabilities more effectively.

This handbook provides a concise overview of special education services in countries across the world, using the Article on Education in the United Nations Convention on the Rights of Persons with Disabilities as the analytical frame. The Praeger International Handbook of Special Education presents a concise and clear overview of special education services in more than 70 countries across the world using the Article on Education in the United Nations Convention on the Rights of Persons with disabilities as the analytical frame. Each chapter offers information about the country in general, followed by sections on the public education system, the private education system, the special education system, teacher training requirements, and barriers to and promising trends in inclusive and special education. The volumes and chapters are organized by the United Nations Geoscheme, with Volume 1 including an overview of the volumes and chapters on countries in the Americas, Volume 2 addressing countries from Europe and Africa, and Volume 3 focusing on countries in Asia and Oceania. This is the most complete exploration of the delivery of supports and services to children and youth with disabilities across the globe available. The volumes do not compare among or between countries, but rather provide a baseline for understanding current special education practices and their relationship with general education and inclusive practices across the globe. Readers will come away with an in-depth understanding of what is happening with regard to the implementation of special education services and Article 24 of the Convention for the Rights of People with Disabilities. This valuable reference set serves researchers, graduate students, and policymakers in special and general education as well as professionals focused on issues of education worldwide and scholars focused on international special education. As such, this handbook will be an important reference source for university libraries, professional associations, and policy entities.

Based on in-depth analysis of inclusive practice in eight countries, this book addresses the issues that arise when students with disabilities are educated in local schools.

First published in 1993. This book critically analyses the state of provision for special needs, exploring the problems faced by practitioners and suggesting that the area is fraught with such tensions that a radical reconceptualization is necessary. It considers how the field may be rethought and developed over the next decade and presents examples of innovatory practice which point the way forward to future provision and which are illustrative of the themes raised throughout the book.

Teaching Physical Education to Children with Special Educational Needs and Disabilities provides a thorough overview of the challenges and opportunities for inclusion in PE lessons. Combining a theoretical framework with practical strategies for teachers, the title covers a diverse range of issues which teachers need to address to provide high quality learning experiences for children with SEND. This second edition is grounded in up-to-date research on inclusion and has been fully updated in line with the SEND Code of Practice and Ofsted Inspection Framework. It seeks to demystify the statutory responsibilities placed upon teachers and schools to include children with SEND and offers practical examples of how PE teachers can make use of different strategies to differentiate through their planning and assessment. A new chapter explores the importance of consulting with and empowering children with SEND, and additional focus is given to how teachers can work together with SENCOs and LSAs to develop an inclusive culture in PE lessons. Written in an accessible style with reflective tasks in each chapter, this unique text clearly outlines relevant practice-based evidence to fully include children with SEND in PE lessons. This will be essential reading for teachers and school leaders and will enable PE teachers to plan and deliver inclusive lessons for all children.

This highly topical book suggests that distinctions should be made between kinds of special need, and the possibility addressed that some SEN children might be happier and more effective as learners within non-mainstream settings.