From Inclusion to Engagement Helping Students Engage with Schooling through Policy and Practice
Produktdetaljer
Om bidragsyterne
Paul Cooper is Professor of Education at the University of Leicester and a Chartered Psychologist. He has lectured internationally and is Editor of The International Journal of Emotional Education. He has authored, co-authored, and edited many books relating to children with special needs, and in 2001 was joint winner of the TES/NASEN Book Award. Professor Cooper was also the editor of the quarterly journal Emotional and Behavioural Difficulties for 14 years.Barbara Jacobs is a professional writer, lecturer, broadcaster and researcher, who has recently completed a late-life PhD on autistic intelligence, at the School of Education, University of Leicester.
- Presents an innovative approach rooted in a biopsychosocial theoretical perspective – an approach that is still relatively misunderstood within the educational sphere
- Offers insights based on an extensive review of contemporary international research in the field
- Avoids the biases of ideology in favour of science-based social and educational outcomes
- The first comprehensive account of evidence-based interventions for students with Social, Emotional and Behavioural Difficulties
List of Figures and Tables vii
About the Authors ix
Preface xi
Acknowledgements xv
1 Introduction: From Inclusive Education to Educational Engagement – Putting Reality before Rhetoric and Finding the Elephant in the Living Room 1
2 SEBD: The Evolution of Intervention and Current Theory 29
3 The Teacher–Student Interface 63
4 Interventions for Enhancing Teachers’ Skills 79
5 Whole-school Approaches and Support Systems 99
6 Small-Scale On- and Off-Site Provision 127
7 Working with Parents 141
8 Multi-Agency Intervention 149
9 A Summary of the Research Evidence 163
10 Conclusions 189
Appendix I 197
Appendix II 199
References 201
Index 235
The authors call for an immediate shift in focus from this destructive paradigm towards a more inclusive theoretical approach – one that favours research-based knowledge about what actually works. At the core of their argument is the concept of ‘educational engagement’, an approach that addresses the explicit social and educational experiences of students while avoiding the ideological barriers that often cloud our judgment. The book also presents the first comprehensive account of evidence-based interventions for promoting the educational engagement of students with – or at risk of developing – Social, Emotional, and Behavioural Difficulties (SEBD).
From Inclusion to Engagement offers invaluable insights into how to meet the challenges of a complex issue and realise the full potential of inclusive education.
—Brahm Norwich, Professor of Educational Psychology and Special Educational Needs, University of Exeter, UK
In this book the authors provide a thoughtful and stimulating examination of how our more vulnerable pupils are viewed. After examining the labeling issue, the authors make intervention recommendations based on the latest research evidence. In sum, the authors acknowledge there are a multitude of approaches and emphasize that the ultimate goal is to devise practices that make a real difference in the lives of the students being served.
—Lyndal M. Bullock, Regents Professor, Special Education, University of North Texas, USA
Inclusion is a key problem for teachers worldwide. Reading this book will help them find some practical answers.
—Maurice Galton, Senior Research/Teaching Fellow, University of Cambridge, UK
Produktdetaljer
Om bidragsyterne
Paul Cooper is Professor of Education at the University of Leicester and a Chartered Psychologist. He has lectured internationally and is Editor of The International Journal of Emotional Education. He has authored, co-authored, and edited many books relating to children with special needs, and in 2001 was joint winner of the TES/NASEN Book Award. Professor Cooper was also the editor of the quarterly journal Emotional and Behavioural Difficulties for 14 years.Barbara Jacobs is a professional writer, lecturer, broadcaster and researcher, who has recently completed a late-life PhD on autistic intelligence, at the School of Education, University of Leicester.