needs and inclusive education 2009-2010 (uk)

Special EducationalNeeds and Inclusive Education

Routledge Education

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Welcome to the Routledge

Special Educational Needs and Inclusive Education CatalogueNew Titles & Key Backlist 2009/2010

CONTACTSMARKETING ENQUIRIES

For all territories excluding the Americas:Cara TrevorMarketing ExecutiveEmail: [email protected]

For USA, Canada, Latin America:Lori KellyMarketing ManagerEmail: [email protected]

EDITORIAL ENQUIRIES

For all territories excluding the Americas:Alison FoyleSenior Commissioning EditorEmail: [email protected]

For USA, Canada, Latin America:Lane AkersSenior EditorEmail:[email protected]

Trade customers’ representatives, agents and distributionFor a list of all trade customers’ representatives, agents and distributors for UK, Rest of World,North America and South America visit: http://www.routledge.com/representatives

CONTENTSSpecial Educational Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Inclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Behavioural Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Gifted Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Developing Inter-Professional Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Special Educational Needs – Higher Education . . . . . . . . . . . . . . . . . . . . .12

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Order form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Back of Catalogue

Complete CatalogueThis catalogue only includes aselection of our titles in Education. Our online catalogue gives you thepower to search for any bookcurrently in print by title, ISBN or fulltext. All the entries have a descriptionof the book’s content.


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Inspection CopiesTextbooks marked ‘Available as anInspection Copy’ can be sent tolecturers considering adopting themfor relevant courses. See the orderform at the back of the catalogue formore information.

Practical and Professional Special Needs Books

Educating Special ChildrenAn Introduction to Provision for Pupils with Disabilities and Disorders

Michael Farrell

Anyone searching for an overview of teaching approaches and therapies that are proven to be effective for children with learning disorders or disabilities will fi nd this text meets their needs perfectly.

2008: 234x156: 366ppPb: 978-0-415-46315-7: £19.99 $37.50

Interactive Play for Children with AutismDiana Seach

Easily accessible, and packed full with practical resources, this comprehensive guide discusses the shared play experiences that assist in the development of communication, social understanding and cognition among children with autism.

2007: 234x156: 224ppPb: 978-0-415-33326-9: £21.99 $39.95

The Special Education HandbookAn A-Z Guide

Michael Farrell

All entries have been reviewed to refl ect current practice and the book is enriched with extra resources, including references to useful Internet sites. Focusing on current educational frameworks in the United Kingdom and the United States of America, the author has gathered into one A to Z volume a wide range of information essential to good practice in mainstream and special schools.

June 2009: 234x156: 308ppPb: 978-0-415-49020-7: £22.99 $42.95

Asperger SyndromeA Practical Guide for Teachers

Val Cumine, Julia Dunlop and Gill Stevenson

This fully revised new edition is a clear and concise guide to effective classroom practice for teachers and support assistants working with children with Asperger Syndrome in mainstream schools and other non-specialist settings.

October 2009: A4: 128ppPb: 978-0-415-48371-1: £19.99 $37.95

To view a complete list of all professional SEN books please visit www.routledge.com/teachers or request a copy of our SEN brochure via [email protected]

NEW

The Routledge Companion to DyslexiaEdited by Gavin Reid, Consultant to the Centre forChild Evaluation and Teaching, Kuwait, Gad Elbeheri,Ministry of Education Kuwait Dyslexia Association, John Everatt, University of Canterbury, New Zealand,Deborah Knight, Rollins Centre for Language &Learning, Atlanta Speech School, USA and Janice Wearmouth, University of Wellington,Education, New Zealand

The Routledge Companion toDyslexia is a ground-breakinganalysis of the whole field of dyslexiaby a distinguished team ofinternational contributors andeditors, engaged in literacy, inclusionand learning. Their diverseperspectives and wide expertisemake this one of the most importantadditions to the field of dyslexia forover a decade.

The Companion provides aninvaluable overview of the field of

dyslexia with vital and clear emphasis on linking theoreticalperspectives with best practice. It:

•presents a survey of current and future development in research, with a focus on how research can inform practice

•focuses on areas such as neurobiology, phonological processing, literacy acquisition, numeracy and multilingualism

•considers assessment and identification, with contributions on early identification, reading, spelling and mathematics

•addresses identifying and meeting needs in an inclusive context

•discusses inclusion and barriers to learning in a variety of different national contexts

• includes models of instruction, direct instruction, co-operative learning and cross-curricular learning.

The Routledge Companion to Dyslexia is a superb resourcefor anyone interested in the subject, whether in education orrelated subjects such as psychology or neurology. Fullyindexed and cross-referenced, with helpful further readingsections at the end of each entry, it is ideal for those comingto the field of dyslexia for the first time as well as studentsand practitioners already familiar with the subject.

March 2009: 246 x 174: 384ppHb: 978-0-415-43078-4: £85.00 $140.00

Pb: 978-0-415-43079-1: £26.99 $51.95

www.routledge.com/9780415430791

NEW2ND EDITION

Living With DyslexiaThe Social and Emotional Consequences of SpecificLearning Difficulties/Disabilities

Barbara Riddick, University of Durham, UK

Foreword by Angela Fawcett

Series: David Fulton / Nasen

’This book reinforces the needfor understanding and supportfor children with dyslexia fromparents and teachers, but alsothe importance of the children’sown understanding of theirstrengths and weaknesses inorder to fulfil their potential. Itshould be recommended readingfor all those involved in dyslexia.’– Professor Angela Fawcett, Directorof the Centre for Child Research,Swansea University, UK

What is it like living with dyslexia on a day-to-day basis?

Based on interviews with dyslexic children and their families,this insightful book presents first-hand accounts of howdyslexia affects the children themselves and the peoplearound them. Living with Dyslexia places the originalfascinating findings within the context of current researchand practice in the UK, Europe, Australia and the USA.

The author: examines issues of confidence and self-esteem;explores the coping strategies adopted by children andadults with dyslexia; investigates the concept of dyslexia-friendly schools; studies how children were first identified ashaving dyslexia, and the social and emotional difficulties theyencountered; offers guidance on how teachers and parentscan best support children with specific learning difficulties,and considers the cognitive, educational, social andemotional perspectives in order for teachers and parents togain a better understanding of dyslexia.

This new edition provides an updated account of cognitiveresearch and examines important changes in relation toSpecial Educational Needs policy and practice in the last tenyears, including the Revised SEN Code of Practice (2001),Removing Barriers to Achievement (2004) and the NationalLiteracy Strategy (2006). Living with Dyslexia recognises thatthe voices of children with dyslexia are increasingly importantin developing good educational practice and makes animportant contribution to the literature on dyslexia.

August 2009: 246 x 174: 240ppPb: 978-0-415-47758-1: £22.99 $41.95


1SPECIAL EDUCATIONAL NEEDS

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NEW

Special Educational Needs: The Key ConceptsPhilip Garner, Nottingham Trent University, UK

Series: Routledge Key Guides

Exploring the complex issues thatsurround special educational needs(SEN) both in and out of theclassroom, this reader-friendly textconsiders the impacts that theseissues have upon the child, theparent, the teacher, and the schoolas a whole.

Fully cross-referenced and includingsuggestions for further reading witheach entry, areas discussed include:

• pupil rights and empowerment

•parents and care workers

•curriculum and teaching

• inclusive approaches

•historical dimensions.

Providing an informative combination of practical, historicaland legal terms and concepts, Special Educational Needs:The Key Concepts is a highly useful resource accessible to abroad audience.

May 2009: 216 x 138: 200ppHb: 978-0-415-20719-5: £60.00 $110.00

Pb: 978-0-415-20720-1: £14.99 $26.95

eBook: 978-0-203-08849-4www.routledge.com/9780415207201

Disability and Youth SportEdited by Hayley Fitzgerald, Leeds MetropolitanUniversity, UK

Series: International Studies in Physical Educationand Youth Sport

How can or does youth sportreconcile what seems to be afundamental contradiction betweenunderstandings of sport anddisability? Has youth sport beenchallenged in anyway? Havealternative views of sport fordisabled people been presented?Examining some of the latestresearch, this book considers therelationship between sport anddisability by exploring a range ofquestions such as these.

Disability and Youth Sport further challenges current thinkingand therefore serves to stimulate progressive debate in thisarea. Drawing on a breadth of literature from sportspedagogy, sociology of sport, disability studies, inclusiveeducation, and adapted physical activity, a socially criticaldialogue is developed where the voices of young disabledpeople are central.

With its comprehensive coverage and expert contributorsfrom around the globe, this book is an ideal text for studentsat all levels with an interest in youth sport, disability studies,or sport policy.

2008: 234 x 156: 192ppHb: 978-0-415-47041-4: £75.00 $125.00

Pb: 978-0-415-42353-3: £22.99 $42.95


SPECIAL EDUCATIONAL NEEDS2

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Educating Special ChildrenAn Introduction to Provision for Pupils with Disabilities and Disorders

Michael Farrell, Independent Education Consultant, University of London, UK

Farrell guides the reader through what can be labrythine complexities of special education, providingeducators with a road map to the most effective methods of provision currently being used. Byconcentrating on individual disabilities and disorders and not relying on the education system of anyone country, Farrell explores issues surrounding: Communication disorders and Autism and Asperger'ssyndrome; Developmental co-ordination disorders; Reading, writing and mathematics disorders;Disorders of conduct, anxiety and depression; Attention deficit hyperactivity disorder; Mild, moderateto severe, and profound cognitive impairment; Sensory impairments and Orthopaedic and motordisabilities, health impairments and traumatic brain injury.

In addition, this authoritative text provides advice and support that is relevant to educating pupils in arange of settings. The importance of multi-professional working is explored and analysed. Based onmany years of experience, and drawing on expertise from all corners of the globe, this is the definiteguide to special education today.

Hb: 978-0-415-46312-6: £95.00 $180.00Pb: 978-0-415-46315-7: £19.99 $37.50eBook: 978-0-203-92763-2www.routledge.com/9780415463157

Achieving the Radical Reform ofSpecial EducationEssays in Honor of James M. Kauffman

Edited by Jean B. Crockett, Mike Gerber and Timothy J. Landrum

As a tribute to scholar and mentor James M. Kauffman and hisprodigious influence on the education of children and youth withdisabilities, this volume highlights and examines issues central tothe continued growth and maturation of the field of specialeducation. This impressive collection features the issues Kauffmanhas raised pointedly and repeatedly in his writing over the pastthree decades. With contributions by prominent scholars, essaysthroughout the book provide a valuable synopsis of the status ofspecial education and its progress toward the achievement ofradical reform at the outset of the 21st century.

2007: 229 x 152: 304ppHb: 978-0-8058-5859-4: £75.00 $95.00


5TH EDITION

Commonsense Methods for Childrenwith Special Educational NeedsPeter Westwood, Educational Consultant, Macau,South China

This book provides teachers with an immediate and comprehensivesource of practical strategies for meeting children’s special needs inregular classrooms. This new edition includes chapters on thelearning characteristics and specific needs of students withintellectual, physical or sensory disabilities. In all cases the practicaladvice the author gives is embedded within a clear theoreticalcontext supported by current research and classroom practice.

2007: 234 x 156: 272ppHb: 978-0-415-41581-1: £95.00 $190.00

Pb: 978-0-415-41582-8: £21.99 $39.95


What Really Works in Special andInclusive EducationUsing Evidence-Based Teaching Strategies

David Mitchell, University of Waikato, New Zealand

Presenting teachers of children with special needs a range ofstrategies they can implement right away in the classroom.Mitchell has cherry-picked recent studies in inclusive educationthat have the most genuine potential for improving thepractices of teachers and schools, in order to help teachersproduce high-quality learning and social outcomes for all.

2007: 234 x 156: 256ppHb: 978-0-415-36926-8: £85.00 $160.00

Pb: 978-0-415-36925-1: £21.99 $39.95


FORTHCOMING

Confronting the Obstacles to InclusionInternational Responses to Developing InclusiveEducation

Edited by Richard Rose

Series: David Fulton / Nasen

This comprehensive volume combines theoretical chapterswritten by leading academics in the field of inclusiveeducation with practical chapters demonstrating how thetheories can be put in to action in the classroom.

The contributors to this book all have regular practicalcontact with teachers and pupils in inclusive educationsettings, and provide a broad spectrum of ideas on issueswhich are of concern to teachers across the world.

The six central themes address issues which have beenidentified as of importance to teachers, policy makers andacademics concerned to promote inclusive education:

•causes of exclusion and obstacles to inclusion (and how these can be overcome)

•supporting families

• learning from students

•professional development

•teaching and learning

•support in the classroom.

This authoritative text will appeal to a broad audienceincluding teachers, researchers, university tutors and otherprofessional colleagues.

June 2010: 234 x 156: 160ppHb: 978-0-415-49361-1: £75.00 $150.00

Pb: 978-0-415-49363-5: £19.99 $37.95


3SPECIAL EDUCATIONAL NEEDS INCLUSION


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FORTHCOMING

Inclusive Education in the Middle EastEman Gaad, The British University in Dubai, United ArabEmirates

Series: Routledge Research in Education

The potential of adopting inclusive education to supportlearning for all is an international phenomenon that isfinding its way to the Middle East and the Arabian region.Eman Gaad examines the current status of inclusiveeducation in Arabia and the Middle East through anassessment of the latest international, regional, and localresearch into inclusive education. With a focus on the morecomplex areas of related cultural practice and attitudestowards inclusive education in this dynamic and fast-changing part of the world, Gaad offers a research-basedanalysis of the current educational status of the Arabian Gulfand some Middle Eastern countries that adopted inclusivepractice in education, and others that are yet to follow. Thisbook will be of great interest to students, academics,teachers, and therapists in the field of comparative andinclusive education as well as those with an interest inpolicies of education in the dynamic and culturallydistinguished Middle Eastern Arabian region.

May 2010: 229 x 152: 172ppHb: 978-0-415-99881-9: £70.00 $95.00


FORTHCOMING

Irregular SchoolingSpecial Education, Regular Education and InclusiveEducation

Roger Slee

Series: Foundations and Futures of Education

Inclusive education has become a struggle around the worldfor teachers, parents and students and arguments ignite andsmoulder around the notions and practices of specialeducation, regular education and inclusive education.

Irregular Schooling explores the foundations of currentcontroversies and confusions in inclusive education bytracing the historical origins of both special education andinclusive education to demonstrate the very different, somewould say irreconcilable, epistemologies from which theyspring. The point is not to demonise special education. Itexists because of inadequacies in the general provision ofschooling and sought to ensure the care and education ofthose who were rejected. Over time, however, specialeducation has become as uncomfortable with changingsocial and political exigencies as regular schooling has.

Written by one of the leading scholars in the field, IrregularSchooling builds on research and literature pertaining tosocial justice while providing a critique of the present stateof approaches to inclusive education. It offers readers aseries of propositions for moving inclusive educationforward, making it a compelling and important text forpolicy makers, students of education, teachers and teachereducators.

January 2010: 234 x 156: 224ppHb: 978-0-415-47989-9: £75.00 $150.00

Pb: 978-0-415-47990-5: £22.99 $42.95


INCLUSION4


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FORTHCOMING

Teacher Education for InclusionChanging Paradigms and Innovative Approaches

Edited by Christine Forlin, Institute of Education, Hong Kong

How teachers might best be prepared to work in schools with an increasingly diverse pupil population is of global issue. Changesthat have taken place in legislation and practice often fail to taken into account how practitioners can ensure that all children andyoung people are able to achieve.

The focus of this international text is on innovative practices for preparing teachers to work in inclusive classrooms and schools.Drawing on both pre and inservice training methods, the expert contributors to this book follow the three major themes:

•Social and political challenges regarding teacher education - providing an historical perspective on the training of teachers, tensions in preparing teachers for inclusion, cultural issues, the relationship between educational funding and practices and collaborative measures to support a whole school approach

• Innovative approaches in preservice teacher preparation - discussing a range of innovative models and approaches used in pre-service teacher education courses

•Engaging professional development for inservice teachers - reviewing a range of approaches employed to engage working teachers and help them establish curricula and pedagogy that meets the needs of all students in their classes.

Each chapter will include a list of proposed learning incomes, a theoretical or conceptual framework to help readers develop theproposed innovation, an overview of recent research, discussion of the research data available and a discussion of the internationalimplications and challenges, summarising in suggestions for a positive way forward.

April 2010: 234 x 156: 176ppHb: 978-0-415-54876-2: £75.00 $125.00

Pb: 978-0-415-54877-9: £22.99 $42.95


FORTHCOMING

Disability Studies and the InclusiveClassroomCritical Practices for Creating Least RestrictiveAttitudes

Susan Baglieri, Long Island University, USA and Arthur Shapiro, Kean University, USA

This book’s mission is to integrate the fields of disabilitystudies and inclusive education. Parts I & II focus on thebroad, foundational topics that comprise disability studies(culture, language, history, etc.) and Part III moves into themore practical topics (curriculum, co-teaching, collaboration,classroom organization, disability-specific teaching strategies,etc.) normally associated with inclusive education. Thisorganization conforms to the belief that least restrictiveenvironments (the goal of inclusive education) necessarilyemerges from least restrictive attitudes (the goal of disabilitystudies). However, it is important to note that discussionsthroughout the book attempt to illustrate the intersection oftheory and practice.

March 2010: 229 x 152: 304ppHb: 978-0-415-99371-5: £90.00 $135.00

Pb: 978-0-415-99372-2: £32.99 $135.00


NEW

The Journey for Inclusive Education inthe Indian Sub-ContinentMithu Alur, National Resource Centre for Inclusion,India and Michael Bach, University of Manitoba,Canada

Series: Routledge Research in Education

Despite national and international commitments to Educationfor All, and the Millennium Development Goals to assureuniversal primary education by 2105, over 90% of childrenwith disabilities remain excluded from regular education incountries of the south. This book describes a three decade-long change initiative in India to enable children withdisabilities to move from segregation and exclusion toinclusive education, and draws lessons for confronting globalexclusion. It examines the barriers to inclusion of childrenwith disabilities in the Indian sub-continent, estimated at 4%of the population, or 40-50 million children, and implicationsof the systemic failure within a human rights framework. Thebook concludes with setting this initiative in a broadercontext of inclusive education development efforts, andidentifies lessons it provides for a global development agendafor inclusive education, including the importance of ensuringstrategies that are culturally appropriate and context-specific.

July 2009: 229 x 152: 338ppHb: 978-0-415-98876-6: £65.00 $95.00


NEW

Improving the Context for InclusionPersonalising Teacher Development throughCollaborative Action Research

Andy Howes, University of Manchester, UK, S.M.B. Davies, Trinity College, University of Wales, UKand Sam Fox, University of Manchester, UK

Series: Improving Learning

This timely book addresses the need forincreasing multi-agency capacity inschools, as the success of initiativessuch as ‘Every Child Matters’ or‘personalised learning’ depends onteachers understanding the challengesfaced by young people in learningeffectively and happily in their school.

The authors present and analyse casestudies of collaborative action research,illustrating what is needed in practicefor teachers to engage with inclusionfor the benefit of their pupils and

themselves. The essential elements of success with inclusion arerevealed, including:

•the importance of identifying issues that teachers see as relevant

•how teachers can achieve meaningful collaboration in addressing the issues

•the necessity of paying careful attention to the consequences of the changes that they make

•incorporating practical considerations such as critical support from outsiders

•the role of facilitators such as educational psychologists in working with groups of teachers to support their development through action research

•how to facilitate change through making use of resources that are already available in the education system.

Improving the Context for Inclusion is fascinating reading for allstudents of education, especially those with an interest ininclusion. Teachers, school leaders and those working ineducation services will gain an invaluable insight in to how tocreate an inclusive school environment.

June 2009: 216 x 138: 208ppHb: 978-0-415-47341-5: £75.00 $125.00

Pb: 978-0-415-47342-2: £22.99 $41.95

eBook: 978-0-203-87513-1www.routledge.com/9780415473422• AVAILABLE AS AN INSPECTION COPY

5INCLUSION


Contextualizing Inclusive EducationEvaluating Old and New International Paradigms

Edited by David Mitchell, University of Waikato, New Zealand

The contributors to this book examine the relationships thatexist between the social, political, economic and culturalcontexts of inclusive education as it is being implemented -or in some cases not implemented.

2008: 234 x 156: 312ppPb: 978-0-415-47882-3: £22.99 $44.95


Inclusion and DiversityMeeting the Needs of All Students

Sue Grace, University of York, UK and Phil Gravestock,University of Gloucestershire, UK

Series: Key Guides for Effective Teaching in Higher Education

Inclusion and Diversity is structuredaround the life-cycle and day to dayexperiences of staff and students asthey make contact with each other.With reference to internationalexamples and best practice, it coversa wide range of useful topics.

2008: 216 x 140: 264ppHb: 978-0-415-43044-9: £70.00 $140.00

Pb: 978-0-415-43045-6: £19.99 $39.95


Winner of the nasen Special Educational NeedsAcademic Book award 2008

Achievement and Inclusion in SchoolsLani Florian, University of Aberdeen, UK, Martyn Rouse, University of Aberdeen, UK andKristine Black Hawkins, University of Cambridge, UK

Packed with case studies that explore the benefits andtensions for children, this practical and timely textevaluates the relationship between achievement andinclusion.

2007: 234 x 156: 176ppHb: 978-0-415-39197-9: £95.00 $190.00

Pb: 978-0-415-39198-6: £21.99 $42.50


Psychology for Inclusive EducationNew Directions in Theory and Practice

Edited by Peter Hick, Ruth Kershner, University ofCambridge, UK and Peter Farrell, ManchesterUniversity, UK

Bringing together a highlydistinguished list of internationalcontributors from the UK, USA andSouth Africa and including practisingeducational psychologists, this booklinks theory to practice in schoolsand classrooms. International infocus and at the very cutting edge ofthe field, this is essential reading forall those interested in thedevelopment of inclusive education.

2008: 234 x 156: 200ppHb: 978-0-415-39049-1: £85.00 $160.00

Pb: 978-0-415-39050-7: £23.99 $44.95


Reform, Inclusion and TeacherEducationTowards a New Era of Special Education in the Asia-Pacific Region

Edited by Christine Forlin, Institute of Education, Hong Kong and Ming-Gon John Lian, University ofHong Kong

This ground-breaking book considerscurrent perspectives on educationalreform in the Asia-Pacific regionswith a focus on a new era of specialeducation, particularly as this relatesto the educational reform towardsinclusive education.

2008: 234 x 156: 272ppHb: 978-0-415-46448-2: £90.00$170.00

Pb: 978-0-415-46447-5: £24.99 $47.50


INCLUSION6


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Shortlisted of the nasen Special Educational NeedsAcademic Book award 2008

Dilemmas of Difference, Inclusion and DisabilityInternational Perspectives and Future Directions

Brahm Norwich, University of Exeter, UK

This ground-breaking book examines professionaleducators and administrators at national and localauthority level in England, the USA and the Netherlandsand questions how they recognise tensions or dilemmasin responding to student differences.

2007: 234 x 156: 240ppHb: 978-0-415-39846-6: £80.00 $145.00

Pb: 978-0-415-39847-3: £23.99 $44.95


Education for Inclusive CitizenshipDina Jane Kiwan, Head of Secretariat to the AdvisoryBoard for Naturalisation and Integration, UK

This book examines the conceptions of citizenship and theextent to which these conceptions accommodate ethnic andreligious diversity in today’s schools.

2007: 234 x 156: 168ppHb: 978-0-415-42367-0: £95.00 $180.00

Pb: 978-0-415-42368-7: £25.99 $47.50


International Perspectives onEducational Diversity and InclusionStudies from America, Europe and India

Edited by Gajendra K. Verma, University of Manchester,UK, Christopher Bagley, University of Southampton,UK and Madan Jha, University of Oxford, UK

Unique in its breadth and scope, this insightful bookcompares approaches to the educational inclusion of diverseminorities in light of new theories of multiculturalism andglobalization.

2007: 234 x 156: 232ppHb: 978-0-415-42777-7: £95.00 $190.00

Pb: 978-0-415-42778-4: £24.99 $46.95


Behavior Analysis for EffectiveTeachingJulie S. Vargas, B.F. Skinner Foundation, USA

Modern teachers increasinglyencounter students who enter theirclassroom with low motivation,learning problems, or disruptivebehavior. The mission of this book is toprovide teachers and other humanservice professionals specific tools theycan use to teach more effectivelywithout using the punitive methodsthat are too often part of educationalpractices. At the same time, the bookexplains the behavioral science onwhich behavioral practices are based.

This text is intended for undergraduate and graduate students inteacher education, special education, physical education, andeducational psychology as well as for practicing teachers whowould like to know what behavior analysis has to offer. Thebook is also appropriate for students in school psychology,school counseling, school social work and other human serviceareas. A course using this book as its basic text would qualify asone of the five courses required to sit for the credentiallingexams given by the Behavior Analysis Certification Board.

Outstanding features include:

Classroom Focus – The book seamlessly integrates behaviourmanagement with effective instruction within a classroomcontext.

Presentation – The author is an exceptionally clear writer whouses a wealth of real (not imaginary) classroom examples.

Pedagogy – The pedagogy follows behavior-analytic principlesincluding clear behavioral objectives and coordinated end-of-chapter exercises. The book contains an end-of-book glossaryand bibliography.

Website – A companion website provides both an instructorssection and students section, and guidelines for research projectsthat can be done as part of course requirements.

March 2009: 246x174: 392ppHb: 978-0-415-99007-3: £130.00 $195.00

Pb: 978-0-415-99008-0: £52.50 $79.95

e-Book: 978-0-203-87980-1www.routledge.com/9780415990080

7INCLUSION BEHAVIOURAL ISSUES


4TH EDITION

The Practice of Child TherapyEdited by Richard J. Morris and Thomas R. Kratochwill,University of Wisconsin/Madison, USA

Consistent with previous editions, this book assembles in asingle volume summaries of the treatment literature andtreatment procedures of the most common childhood behaviordisorders facing persons who practice in appliedsettingsóclinics, schools, counseling centers, psychiatrichospitals, and residential treatment centers.

2007: 254 x 178: 608ppHb: 978-0-8058-5328-5: £135.00 $205.00

Pb: 978-0-8058-5329-2: £65.00 $205.0


Therapeutic EducationWorking Alongside Troubled and Troublesome Children

John Cornwall and Craig Walter2006: 234 x 156: 248ppPb: 978-0-415-36662-5: £24.99 $46.95

Hb: 978-0-415-36661-8: £85.00 $205.00

www.routledge.com/9780415366625• AVAILABLE AS AN INSPECTION COPY

3RD EDITION

Behavioral, Social, and EmotionalAssessment of Children and AdolescentsKenneth W. Merrell

This book provides a comprehensive foundation forconducting clinical assessments of child and adolescent social-emotional behavior in a practical, scientific, and culturallyappropriate manner.

2007: 254 x 178: 560ppHb: 978-0-8058-5370-4: £60.00 $89.95


Evidence-Based Interventions forStudents with Learning andBehavioral ChallengesEdited by Richard J. Morris and Nancy Mather

This book assembles into one volume summaries of school-based intervention research that relates to those who deal on aregular basis with the growing body of students having high-incidence learning disabilities and/or behavior disorders: specialeducators, school psychologists, and clinical child psychologists.

2007: 254 x 178: 440ppHb: 978-0-415-96454-8: £105.00 $160.00

Pb: 978-0-415-96455-5: £57.50 $89.95


FORTHCOMING

Raising Literacy Achievement in thePrimary SchoolGeoff Dean, Independent Literacy Consultant

This title on identifying pupils who demonstrate outstandingability in language, literacy and communication skills, anddeveloping strategies to enable their progression in readingand writing. Taking into account recent changes in technologyand their impact upon text construction, the author covers arange of multimedia methods of communication, includingblogs and podcasts, along with more conventional prose,screenplays and poetry, to develop activities and exercises forgifted and talented pupils.

This book offers invaluable advice for undergraduates, giftedand talented coordinators and practising teachers who wish toidentify, develop and encourage those pupils who are giftedand talented in English, and raise expectations and standardsthroughout the school.

May 2010: 246 x 174: 156ppHb: 978-0-415-55871-6: £75.00 $125.00

Pb: 978-0-415-55872-3: £21.99 $41.95


NEW4TH EDITION

Creativity in the ClassroomSchools of Curious Delight

Alane Jordan Starko, Eastern Michigan University, USA

The fourth edition of this well-knowntext continues the mission of itspredecessors – to help teachers linkcreativity research and theory to theeveryday activities of classroomteaching. Part I includes information onmodels and theories of creativity,characteristics of creative people, andtalent development. Part II includesstrategies explicitly designed to teachcreative thinking, to weave creativethinking into content area instruction,and to organize basic classroom

activities in ways that support students’ creativity.

Targeted specifically to educators (but useful to others), this bookis suitable for any course that deals wholly or partly with creativityin teaching, teaching the gifted and talented, or teaching thinkingand problem solving.

July 2009: 254 x 178: 368ppHb: 978-0-415-99706-5: £95.00 $135.00

Pb: 978-0-415-99707-2: £39.99 $59.95


BEHAVIOURAL ISSUES GIFTED EDUCATION8


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FORTHCOMING

Effective Teaching in Gifted EducationUsing a whole school approach

Jim Campbell, University of Warwick, UK and Wendy Robinson, University of Exeter, UK

Effective teaching of gifted and talented students is high on theagenda of school systems across the world. This book thoroughlyand engagingly explores the day to day practice of schoolsjudged to be outstandingly effective at teaching such students.

Eight in-depth case studies provide a rich evidence base forschool leaders and classroom practitioners to understand andapply the lessons to their own schools. A key characteristic of thecase studies is that effective teaching and learning is notrestricted to classroom techniques, important though these are,but depends upon school-wide values and ethos.

The case studies draw upon the voices of school leaders,classroom teachers and students to illustrate the arguments. Thisdistinctive book is written by leading scholars, who have beenactively involved in the field work and have negotiated the casestudies with the participating schools.

March 2010: 234 x 156: 172ppHb: 978-0-415-49345-1: £75.00 $150.00

Pb: 978-0-415-49346-8: £22.99 $42.95


FORTHCOMING

Educating the Gifted in Mainstream SchoolsStories of Change

Karen Rogers, University of New South Wales, Australia

After following the progress of 250 mildly, moderately andhighly gifted children ranging in age from three to fourteen,this book uses the results to help teachers know what to dowhen faced with a child in their mainstream class who isconsidered ’gifted and talented’.

Some of the fifteen schools visited embraced their pupils’learning needs in remarkably inventive and generous ways,whilst other schools simply ignored their pupils’ special needs.This book tells the stories of both the successful schools,identifying the characteristics of their teachers and managers,the available resources and of the children and familiesthemselves - as well as investigating what lessons can belearned from the schools less willing to transform their practice.

Teachers and parents of gifted children alike can learn muchfrom this book about what their roles should be, as well ashow they will need to work together for the greater good ofthe gifted child in question.

April 2010: 234 x 156: 224ppHb: 978-0-415-37604-4: £70.00 $140.00

Pb: 978-0-415-37605-1: £22.50 $42.95


The Routledge InternationalCompanion to Gifted EducationEdited by Tom Balchin, Brunel University, UK, Barry Hymer, Education Consultant, UK and Dona J. Matthews, City University of New York, USA

The Routledge InternationalCompanion to Gifted Education is aground-breaking collection of fully-referenced chapters written bymany of the most highly-respectedauthorities on the subject fromaround the world. These fiftycontributors include distinguishedscholars who have produced manyof the most significant advances tothe field over the past few decades,like Joseph Renzulli and RobertSternberg, alongside authorities who

ask questions about the very concepts and terminologyembodied in the field – scholars such as Carol Dweck andGuy Claxton.

This multi-faceted volume:

•highlights strategies to support giftedness in children, providing ideas that work and weeding out those that don’t

• is written in jargon-free language in an easy-to use themed format

• is the most authoritative collection of future-focused views, ideas and reflections, practices and evaluations yet produced

•includes chapters dealing with the major controversies and concerns in the field today, from the problems of identification to changing understandings of giftedness and creativity.

The international aspect of the Companion, and itsjuxtaposition of points of view – whereby chapters aredeliberately positioned and accompanied by editorialcommentary to highlight the contrasts with each other –ensures that different views are addressed, allowing thereader to absorb and reflect upon the many perspectives oneach issue.

The Companion is a guide to the new ideas andcontroversies that are informing gifted education discussionand policy-making around the world. It is a first classresource to students and researchers alike.

2008: 246 x 174: 400ppHb: 978-0-415-46136-8: £95.00 $190.00

Pb: 978-0-415-46137-5: £27.99 $57.50


9GIFTED EDUCATION


Conceptions of GiftednessSocio-Cultural Perspectives

Edited by Shane N. Phillipson and Maria McCann

The effective education of giftedchildren is one of the mostsignificant challenges facingeducational systems in manycountries around the world.Conceptions of Giftedness describesthe unique and varied ways culturesconceive of giftedness.

2007: 229 x 152: 544ppHb: 978-0-8058-5750-4: £110.00 $165.00

Pb: 978-0-8058-5751-1: £39.99 $59.95


Preventing Talent LossEunsook Hong, University of Nevada, Las Vegas, USAand Roberta M. Milgram, College of Judea andSamaria, Israel

Preventing Talent Loss provides acomprehensive model of giftednessand talent for all educators includingteachers, counselors, andadministrators. By presenting asummary of theory-driven, evidence-based knowledge, Hong andMilgram offer innovative andpractical solutions for meeting thechallenge of coping with talent loss.This monumental book distinguishesthe important difference betweenexpert talent and creative talent.

While other books focus on how to improve the process ofidentifying the gifted and talented, Preventing Talent Lossprovides educators with the means to individualize theircurriculum and instruction in regular classrooms.

2007: 229 x 152: 256ppHb: 978-0-8058-5712-2: £90.00 $135.00

Pb: 978-0-8058-5713-9: £32.99 $49.95


FORTHCOMING

Promoting Health and WellbeingThrough SchoolsEdited by Peter Aggleton, Catherine Dennison andIan Warwick, all at Institute of Education, London, UK

The contribution that schools can make to improving thehealth and wellbeing of their pupils has been increasinglyacknowledged, and schools that have taken on this role andadapted policies and practices have reported broad gains.The need to create within schools an environment wherechildren and young people feel safe and happy, and wherehealthy choices and behaviours are encouraged, is beingrecognised as an important achievement in itself, as well ashaving benefits in relation to attainment.

This book fulfils all these requirements. Prepared for a broadbut critical readership, it sets out to increase readers,awareness of the health needs of young people, to sharewith them current evidence in relation to ‘what works’ andto draw out implications for practice. Rather than taking asingle topic focus, it covers a wide range of health issuesand takes whole school approaches to addressing them.

The book will draw together contributions from individualsprominent in the field, with many of the chapters jointlyauthored by active researchers and experienced practitioners.This ensures the book brings together summaries ofimportant, recent research with knowledge of the currentclimate in which schools are operating and how toeffectively intervene within them. Throughout the text,authors will be asked to draw out how children and youngpeople can be active partners in ensuring their own healthand wellbeing.

January 2010: 234 x 156: 208ppHb: 978-0-415-49341-3: £75.00 $150.00

Pb: 978-0-415-49342-0: £22.99 $42.95


GIFTED EDUCATION10


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DEVELOPING

INTER-PROFESSIONAL PRACTICE

NEW

Breaking Barriers to Learning inPrimary SchoolsAn Integrated Children’s Services Approach

Pat Hughes, Liverpool Hope University, UK

Breaking Barriers to Learning in thePrimary School takes an expert andinformative look at the integratedchildren’s services agenda in practicein today’s primary schools. Examiningthe ways in which an increasingnumber of different professionals helpto improve children’s life chances, theauthor examines the roles of thoseemployed directly by the schoolsthemselves, for instance Learning

Mentors, HLTAs and Teaching Assistants, and those employedby health/social and other agencies, such as school nurses,Educational social workers, study support workers, schoolattendance workers and Educational Psychologists.

Through an exploration of how each individual helps breakdown barriers to children’s learning, this book:

•examines the growth and development of the children’s workforce

•provides a broad and integrated view of the wider school network

•explores the roles of individuals within the school workforce

•makes links to Every Child Matters and Extended Schools initiatives

•provides evidences of breaking down barriers, through interviews and studies with those working at the heart of integrated schools

•presents an analysis of recent statistics relating to children’s lives

•gives practical advice for good practice throughout.

An essential text for all those working in education and intraining to become part of this wider school network, thisbook takes into account the findings of the recent PrimaryReviews, government data and original research to fully explainhow to build, maintain and successfully work with today’sprimary children. It is an excellent text for Foundation Degreestudents as well as those studying Education Studies and thosetraining to be teachers.

November 2009: 246 x 174: 288ppHb: 978-0-415-47943-1: £80.00 $130.00

Pb: 978-0-415-47944-8: £21.99 $41.95


NEW

Domestic Violence and ChildrenA Handbook for Schools and Early Years Settings

Abigail Sterne and Liz Poole, both at OldhamEducational Psychology Service, UK

What can schools and social careworkers do to help children affectedby domestic violence?

Large numbers of children areaffected by domestic violence. Theproblem crosses every social classand culture. It causes distress andanxiety in children and adverselyaffects their learning and play, aswell as their behaviour, wellbeingand attendance.

Education staff may know of a child or family in crisis, wantto help, yet feel outside their comfort zone, grappling with acomplex issue not covered in their training. This bookdescribes the impact of domestic violence on children andprovides support for education and social care professionals.It takes heavy workloads into account and suggests practicalways of meeting the needs of pupils who come fromdifficult home backgrounds.

The authors provide guidance and advice on:

• identifying and responding to signs of distress

•helping pupils to talk about and make sense of their experiences

•the impact on parenting and how parents can be supported

•the needs of young people in refuges and temporary accommodation

•pupil safety and government safeguarding guidelines

•educating young people and the community about domestic violence

•specialist domestic violence services and other agencies that support schools

Domestic Violence and Children draws on the expertise of awide range of professionals, including specialist domesticviolence children’s workers and counsellors, psychologists,teachers, mentors and family support workers. It providesessential help and information to all children’s servicedirectorates, as well as a range of professionals in education,social care, health and the voluntary sector.

September 2009: 246 x 174: 152ppHb: 978-0-415-55632-3: £70.00 $115.00

Pb: 978-0-415-46551-9: £18.99 $35.95


11DEVELOPING INTER-PROFESSIONAL PRACTICE


NEW

Handbook of School-Family PartnershipsEdited by Sandra L. Christenson, University ofMinnesota, USA and Amy Reschly, University ofGeorgia, USA

Family-school partnerships are increasingly touted as a means ofimproving both student and school improvement. Thisrecognition has led to an increase in policies and initiatives thatoffer the following benefits: 1) improved communicationbetween parents and educators 2) home and school goals thatare mutually supportive and shared 3) better understanding ofthe complexities impinging on children’s development and 4)pooling of family and school resources to find and implementsolutions to shared goals.

This is the first comprehensive review of what is known aboutthe effects of home-school partnerships on student and schoolachievement. It provides a brief history of home-schoolpartnerships, presents evidence-based practices for working withfamilies across developmental stages, and provides an agendafor future research and policy. Key features include the following:

•provides comprehensive, cross-disciplinary coverage of theoretical issues and research concerning family-school partnerships

•describes those aspects of school-family partnerships that have been adequately researched and promotes their implementation as evidence-based interventions

•charts the implications such research has for training, policy and practice especially regarding educational disparities.

This book is appropriate for researchers, instructors, andgraduate students in the following areas: school counseling,school psychology, educational psychology, school leadership,special education, and school social work.

October 2009: 246 x 174: 552ppHb: 978-0-415-96375-6: £160.00 $295.00

Pb: 978-0-415-96376-3: £59.99 $114.95


Harnessing Technology for Every ChildMatters and Personalised LearningJohn Galloway, Education Consultant, UK

This book takes into account three core policies: ’Every ChildMatters’, ’Personalised Learning’, and ’Harnessing Technology’,combined as they are at the heart of changes to children andyoung peoples’ experiences of school. This book considers thesepolicies and their interlinked relationship, making it an essentialresource for training and practicing teachers, school leaders, andall those involved in educational transformation.

2008: 234 x 156: 176ppPb: 978-0-415-45871-9: £19.99 $37.95


NEW

Understanding and Promoting Accessfor People with Learning DifficultiesSeeing the Opportunities and Challenges of Risk

Edited by Jane Seale and Melanie Nind, both atUniversity of Southampton, UK

The issue of access is at the forefrontof the practical challenges facingpeople with learning difficulties andpeople working with or supportingthem. This engaging text bringstogether evidence, narratives anddiscussions that question and advanceour understanding of the concept ofaccess for people with learningdifficulties. Seale and Nind draw ontheir expertise to analyse a wide rangeof situations, including access to publicspaces, citizenship education,

community participation, and employment.

Through a series of related chapters, key researchers in the fieldof inclusion and learning difficulties enrich the access debate by:

•considering what kind of access people with learning difficulties want

• identifying effective practice in relation to facilitating and promoting access

•revealing the capability of people with learning difficulties to seek and achieve access to potentially exclusionary communities

•providing a space for a wide range of people to share access stories.

With contributions from a variety of stakeholders includingpeople with learning difficulties, Understanding and PromotingAccess for People with Learning Difficulties clarifies the conceptof access without over-simplifying what is involved. Throughrigorous critique, this book provides a unique rationale for a newmulti-dimensional model of access and ways of promoting it.

Proposing a reconceptualisation of the risk associated withpromoting access for people with learning difficulties, this bookwill be of immense interest to students, researchers andprofessionals involved in inclusion and disability issues.

July 2009: 234 x 156: 208ppHb: 978-0-415-47947-9: £75.00 $125.00

Pb: 978-0-415-47948-6: £22.99 $42.95


DEVELOPING INTER-PROFESSIONAL PRACTICE

12


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SPECIAL EDUCATIONAL NEEDS

– HIGHER EDUCATION

NEW

Improving Inter-professionalCollaborationsMulti-Agency Working for Children’s Wellbeing

Anne Edwards, University of Oxford, UK, Harry Daniels, University of Bath, UK, Tony Gallagher, Jane Leadbetter, School of Education, University ofBirmingham, UK and Paul Warmington, University ofBirmingham, UK


Inter-professional collaborations areinvaluable relationships which canprevent the social exclusion ofchildren and young people and arenow a common feature of welfarepolicies worldwide.

Drawing on a four-year study of the skills and understanding required of practitioners in order to establish the most effectiveinteragency collaborations, thiscomprehensive text:

•gives examples from practitioners developing inter-professional practices to allow readers to reflect on their relevance for their own work

•emphasises what needs to be learnt for responsive inter-professional work and how that learning can be promoted

•examines how professional and organisational learning are intertwined

•suggests how organisations can provide conditions to support the enhanced forms of professional practices revealed in the study

•reveals the professional motives driving the practices as well as how they are founded and sustained.

Full of ideas to help shape collaborative inter-professionalpractice, this book shows that specialist expertise isdistributed across local networks. The reader is encouragedto develop the capacity to recognise the expertise of othersand to negotiate their work with others.

This book is essential reading for practitioners in educationand educational psychology or social work, and offers crucialinsights for local strategists and those involved inprofessional development work.

The book also has a great deal to offer researchers workingin the area of cultural historical activity theory (CHAT).

January 2009: 216 x 138: 240ppHb: 978-0-415-46869-5: £75.00 $150.00

Pb: 978-0-415-46870-1: £21.99 $41.95


NEW

Improving Disabled Students’ LearningExperiences and Outcomes

Mary Fuller, University of Gloucestershire, UK, Jan Georgeson, University of Chichester, UK, Mick Healey, University of Gloucestershire, UK, Alan Hurst, Katie Kelly, Sheila Riddell, University ofEdinburgh, UK, Hazel Roberts, University ofGloucestershire, UK and Elisabet Weedon, University ofEdinburgh, UK


How do disabled students feel abouttheir time at university? Whatpractices and policies work and whatchallenges do they encounter? Howdo they view staff and thoseproviding learning support?

This book sets out to show howdisabled students experienceuniversity life today. The currentgeneration of students is the first tomove through university after theenactment of the DisabilityDiscrimination Act, which placed

responsibility on universities to create an inclusiveenvironment for disabled students. The research on which thebook is based focuses on a selected group of students with avariety of impairments, as they progress through their degreecourses. On the way they encounter different styles ofteaching and approaches to learning and assessment. Thediversity of their views is reflected in the issues they raise:negotiating identities, dealing with transitions, encounteringdivergent and sometimes confusing teaching and assessment.

Improving Disabled Students’ Learning goes on to askuniversity staff how they experience these new demands towiden participation and create more inclusive learningclimates. It explores their perspectives on their roles in achanging university sector. Offering insights into the workingsof universities, as seen by their central participants, itsfindings will be of great interest to all practitioners who teachand support disabled students, as well as campaigners for anend to discrimination. Crucially, it foregrounds the views ofdisabled students themselves, giving rise to a complex,contradictory and always fascinating picture of university lifefrom students whose voices are not always heard.

June 2009: 216 x 138: 224ppHb: 978-0-415-48048-2: £75.00 $150.00

Pb: 978-0-415-48049-9: £21.99 $41.95


13SPECIAL EDUCATIONAL NEEDS – HIGHER EDUCATION


DyslexiaSurviving and Succeeding at College

Sylvia Moody, Psychologist Specialising in Adult Dyslexia

This practical and easy-to-read guidefor dyslexic and dyspraxic studentsgives advice and tips on how to copewith college life. Clearly and simplywritten, it addresses not just studyskills, but all aspects of student life.

2007: 216 x 138: 226ppHb: 978-0-415-43058-6: £80.00 $145.00

Pb: 978-0-415-43059-3: £14.99 $26.95


3RD EDITION

Dyslexia at CollegeT.R. Miles, University of Wales, Bangor, UK, Dorothy Gilroy and Elizabeth Ann Du Pre, Universityof Wales, Bangor, UK

This third edition has practical anduseful advice that will be invaluablefor students with dyslexia, theirparents and those involved inteaching them. Including the latestresearch, changes in legislation andtechnology, and real-life experiences.

2007: 234 x 156: 352ppHb: 978-0-415-40417-4: £85.00 $160.00

Pb: 978-0-415-40418-1: £24.99 $46.95


AAchievement and inclusion in Schools . . . . . . . . . . . . . . . . . . . . . .6Achieving the Radical Reform of Special Education . . . . . . . . . . . .3Aggleton, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Alur, Mithu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

BBach, Michael . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Bagley, Christopher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Baglieri, Susan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Balchin, Tom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Behavior Analysis for Effective Teaching . . . . . . . . . . . . . . . . . . . . .7Behavioral, Social, and Emotional Assessment of Children

and Adolescents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Black Hawkins, Kristine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Breaking Barriers to Learning in Primary Schools . . . . . . . . . . . . .11

CCampbell, Jim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Christenson, Sandra L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Commonsense Methods for Children with Special Educational

Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3Conceptions of Giftedness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Confronting the Obstacles to Inclusion . . . . . . . . . . . . . . . . . . . . .3Contextualizing Inclusive Education . . . . . . . . . . . . . . . . . . . . . . . .6Cornwall, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Creativity in the Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Crockett, Jean B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

DDaniels, Harry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13David Fulton / Nasen Series . . . . . . . . . . . . . . . . . . . . . . . . . . . .1, 3Davies, S.M.B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Dean, Geoff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Dennison, Catherine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Dilemmas of Difference, Inclusion and Disability . . . . . . . . . . . . . .7Disability and Youth Sport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2Disability Studies and the Inclusive Classroom . . . . . . . . . . . . . . . .5Domestic Violence and Children . . . . . . . . . . . . . . . . . . . . . . . . .11Du Pre, Elizabeth Ann . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14Dyslexia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14Dyslexia at College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

EEducating Special Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2Educating the Gifted in Mainstream Schools . . . . . . . . . . . . . . . . .9Education for Inclusive Citizenship . . . . . . . . . . . . . . . . . . . . . . . . .7Edwards, Anne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Effective Teaching in Gifted Education . . . . . . . . . . . . . . . . . . . . . .9Elbeheri, Gad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1Everatt, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1Evidence-Based Interventions for Students with Learning and

Behavioral Challenges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

FFarrell, Michael . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2Farrell, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Fawcett, Angela . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1Fitzgerald, Hayley . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2Florian, Lani . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Forlin, Christine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4, 6Foundations and Futures of Education Series . . . . . . . . . . . . . . . .4Fox, Sam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

SPECIAL EDUCATIONAL NEEDS– HIGHER EDUCATION

14


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INDEX

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or use the order form in this catalogue.

Fuller, Mary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

GGaad, Eman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Gallagher, Tony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Galloway, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Garner, Philip . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2Georgeson, Jan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Gerber, Mike . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3Gilroy, Dorothy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14Grace, Sue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Gravestock, Phil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

HHandbook of School-Family Partnerships . . . . . . . . . . . . . . . . . . .12Harnessing Technology for Every Child Matters and Personalised

Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Healey, Mick . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Hick, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Hong, Eunsook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Howes, Andy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Hughes, Pat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Hurst, Alan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Hymer, Barry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

IImproving Disabled Students’ Learning . . . . . . . . . . . . . . . . . . . .13Improving Inter-professional Collaborations . . . . . . . . . . . . . . . . .13Improving Learning Series . . . . . . . . . . . . . . . . . . . . . . . . . . . .5, 13Improving the Context for Inclusion . . . . . . . . . . . . . . . . . . . . . . . .5Inclusion and Diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Inclusive Education in the Middle East . . . . . . . . . . . . . . . . . . . . . .4International Perspectives on Educational Diversity and Inclusion .7International Studies in Physical Education and Youth

Sport Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2Irregular Schooling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

JJha, Madan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Journey for Inclusive Education in the Indian Sub-Continent, The .5

KKelly, Katie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Kershner, Ruth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Key Guides for Effective Teaching in Higher Education Series . . . .6Kiwan, Dina Jane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Knight, Deborah . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1Kratochwill, Thomas R. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

LLandrum, Timothy J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3Leadbetter, Jane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Lian, Ming-Gon John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Living With Dyslexia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

MMather, Nancy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Matthews, Dona J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9McCann, Maria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Merrell, Kenneth W. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Miles, T.R. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14Milgram, Roberta M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Mitchell, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3, 6

Moody, Sylvia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14Morris, Richard J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

NNind, Melanie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Norwich, Brahm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

PPhillipson, Shane N. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Poole, Liz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Practice of Child Therapy, The . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Preventing Talent Loss . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Promoting Health and Wellbeing Through Schools . . . . . . . . . . .10Psychology for Inclusive Education . . . . . . . . . . . . . . . . . . . . . . . . .6

RRasing Literacy Achievement in the Primary School . . . . . . . . . . . .8Reform, Inclusion and Teacher Education . . . . . . . . . . . . . . . . . . .6Reid, Gavin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1Reschly, Amy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Riddell, Sheila . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Riddick, Barbara . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1Roberts, Hazel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Robinson, Wendy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Rogers, Karen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Rose, Richard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3Rouse, Martin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Routledge Companion to Dyslexia, The . . . . . . . . . . . . . . . . . . . . .1Routledge International Companion to Gifted Education, The . . .9Routledge Key Guides Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2Routledge Research in Education Series . . . . . . . . . . . . . . . . . . .4, 5

SSeale, Jane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Shapiro, Arthur . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Slee, Roger . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Special Educational Needs: The Key Concepts . . . . . . . . . . . . . . . .2Starko, Alane Jordan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Sterne, Abigail . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

TTeacher Education for Inclusion . . . . . . . . . . . . . . . . . . . . . . . . . . .4Therapeutic Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

UUnderstanding and Promoting Access for People with

Learning Difficulties . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

VVargas, Julie S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Verma, Gajendra K. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

WWalter, Craig . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Warmington, Paul . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Warwick, Ian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Wearmouth, Janice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1Weedon, Elisabet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Westwood, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3What Really Works in Special and Inclusive Education . . . . . . . . . .3

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