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This book has the potential to become the textbook on special educational needs. Written specifically with the requirements of student teachers, trainee educational psychologists, SENCO's and SEN Specialist Teachers in mind, it provides a comprehensive and detailed discussion of the major issues in special education. Whilst recognising the complex and difficult nature of many special educational needs, the authors place a firm emphasis on inclusion and suggest practical strategies enabling professionals to maximise inclusion at the same time as recognising and supporting diversity.
Key features include:
Takes full account of linguistic, cultural and ethnic diversity unlike many other texts in the field;
Addresses the new SEN Code of Practice and is completely up to date;
Recognises current concerns over literacy and numeracy and devotes two chapters to these areas of need;
Offers comprehensive and detailed coverage of major issues in special educational needs in one volume
Accessibly written with the needs of the student and practitioner in mind.
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Norah Frederickson is Director for Professional Training in Educational Psychology at University College London and a Senior Educational Psychologist with Buckinghamshire Local Education Authority. She has worked as a primary school teacher and educational psychologist and has published articles, books and assessment and learning resource materials, in particular on assessment of SEN, social competence, dyslexia and continuing professional development.
Tony Cline is Professor of Educational Psychology and Head of the Centre for Education Studies at the University of Luton. He has worked as a teacher, an educational psychologist and a service manager, led teams delivering training programmes for psychologists and teachers, and chaired the Editorial Board of the National Association for Special Educational Needs. His most recent research and publications have focused on special educational needs, literacy learning difficulties of bilingual children, and the education of ethnic minority pupils.
"It is difficult to do justice to a book in a relatively short review. It is comprehensive and, more importantly, covers SEN within the widest possible framework of inclusion.
The book as a whole is well grounded in educational psychology and, as such, would be of undoubted use in training. I would also suggest that it offers a broad framework for teachers. Although, theoretically based it never looses its sight of practice issues.
I consider that the book merits a place on the recommended list for trainee psychologists or teachers and would be a valuable addition to the staff room library". - Joe Hodgson (Psychology of Education 2003-07-08)
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Book Description Open University Press, 2002. Condition: New. book. Seller Inventory # M0335204023