Policy, Provision and Practice for Special Educational Needs and Disability Perspectives Across Countries Routledge Research in Special Educational Needs Series
Coordonnateur : Wood Peter
This book showcases the diverse nature of policy, provision and practice for special educational needs and disability (SEND) across different international settings.
Situated across a backdrop of varied international policies relating to inclusion, the book offers insights into the rhetoric of SEND policy and practice across a range of settings to contribute to our understanding of SEND provision. It explores the complexities, concerns and challenges experienced by staff, pupils, parents and carers in contemporary education settings. Chapters draw on empirical research and are structured around four parts: special education needs and disability within policy; stakeholder perceptions and experiences of SEND provision; meeting the needs of SEND children; and moving towards inclusive practice.
The volume will challenge thought, stimulate critique and provoke debate in the field of special educational needs both locally and globally and will be of interest to researchers and postgraduate students in the field of inclusive education, special needs education and comparative education.
Peter Wood is Senior Lecturer in the School of Education at Liverpool John Moore’s University, UK. His interest in special educational needs and disability (SEND) stems from his time working in primary schools as a Learning Mentor. Peter’s research focuses on emotions and education, and specifically the ways disadvantage, inequality and discrimination frame experiences of social and emotional well-being in the educational space.
Date de parution : 09-2023
15.6x23.4 cm
Disponible chez l'éditeur (délai d'approvisionnement : 14 jours).
Prix indicatif 48,88 €
Ajouter au panierDate de parution : 12-2021
15.6x23.4 cm
Thème de Policy, Provision and Practice for Special Educational... :
Mots-clés :
Inclusive Education; Special Educational Needs; Speed; Disabilities; Forest School; Inclusion; Education System; Comparative education; EHC Plan; Education policy; Early School Leaving; SEND; EENET; Schools; Inclusive Education Unit; Inclusive Practice; Deaf Children; Sen; Violates; LCE; Professional Development; Low Fee Private Schools; Reflective Practice; Universal Newborn Hearing Screening Programme; Unique Differences Position; Cochlear Implant; Autistic Learners; UK’s Ratification; Coaching Groups; NG; Migrant Students; Critical Disability Studies