– The Second edition of this popular textbook establishes the area of special education within an Irish context.
New to this edition:
- Examines leadership within special educational needs
- Addresses the concept of children with special educational needs participating in their own learning
- Recent special educational needs research conducted in Ireland is included
- New developments in the provision of special educational needs support
- Provides a foundation knowledge of and a framework for analysing and reflecting on issues in special education in Ireland
- Introduces the basic concepts underlying policy, practice and provision in this area
- Traces the development of special education policy and practice in Ireland within European and international contexts
- The Education of Persons with Special Educational Needs Act 2004 (EPSEN) permeates the text
- An informal approach is used in presenting the philosophical and ethical issues underlying relevant policies and provision
- Reflective questions and/or case studies are provided at the end of each chapter
Suitable for:
- Undergraduate students in primary teacher education
- Students completing the Postgraduate Diploma in Education for post-primary education
- Experienced teachers on Continuing Professional Development programmes
Table of Contents:
- Identifying the Issues
Section One: Setting the Scene
2: The Experiences of People with Disabilities: Marginalisation, Recognition and Rights
3: Historical Emergence: The Irish Experience
4: Developing Policy and Provision in Special Education
5: Moving Towards Schools for All
Section Two: Beginning the Process
6: Addressing Core Issues in Special Education
7: Identification and Assessment of Special Educational Needs
8: Individual Education Planning
Section Three: Developing Classroom Strategies
9: Accessing the Curriculum: Models of Differentiation
10: Examining Difficulties in Literacy and Numeracy
11: Understanding and Approaching Behaviour Difficulties
12: Strategies for Specific Special Educational Needs
Section Four: Sustaining Collaborative Approaches
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About the Authors:
Sean Griffin is Academic Head at St Nicholas Montessori College Ireland where he is also Director of Special Education Studies. He is a tutor for online postgraduate programmes in special education/inclusion in Hibernia College. He was founding editor of REACH Journal of Special Needs Education in Ireland.
Michael Shevlin is a senior lecturer in the School of Education at Trinity College Dublin where he teaches courses in special education for students completing the Postgraduate Diploma for post-primary education and students at Masters level. He has published widely, nationally and internationally, on developing inclusive learning environments.
