Psychology and Educational Inclusion: Identifying and Supporting Learners with SEN

PART I THEORETICAL PERSPECTIVES AND PRACTICAL CONTEXTS

1: THE SPECIAL AND INCLUSIVE EDUCATIONAL CONTINUUM: UNDERSTANDING SPECIAL EDUCATIONAL NEEDS AND APPROACHES TO PRACTICE - Kate Carr-Fanning and Helen Curran

2: THE SPECIAL AND INCLUSIVE EDUCATIONAL CONTINUUM: TRANSLATING THEORY INTO POLICY AND PRACTICE - Helen Curran and Kate Carr-Fanning

3: BRONFENBRENNER AND UNIVERSAL DESIGN: A TALE OF TWO THEORIES FOR INCLUSION - Mary Quirke, Ke Ren and Conor Mc Guckin

4: MIGRANT CHILDREN WITH SPECIAL EDUCATIONAL NEEDS: DYNAMIC AND COMPLEX ECOLOGIES AND THEIR IMPLICATIONS FOR EDUCATIONAL PRACTICE - Clara Rübner Jo?rgensen and Graeme Dobson


PART II SPECIFIC AREAS OF NEED

5: AUTISM AND INCLUSIVE PRACTICE - Rachael Davis, Margaret Laurie and Laura Crane

6: UNDERSTANDING AND RESPONDING TO SOCIAL, EMOTIONAL AND MENTAL HEALTH NEEDS - Kate Carr-Fanning

7: SOCIAL INEQUALITY IN THE CLASSROOM: EXPLORING THE EFFECTS OF SOCIAL INEQUALITY ON CHILD DEVELOPMENT AND MENTAL HEALTH - Patrycja J. Piotrowska and Richard Rowe

8: THE PSYCHOLOGY OF INCLUDING LEARNERS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER - Kate Carr-Fanning

9: DYSLEXIA: RECOGNITION OF NEEDS AND OVERCOMING LITERACY BARRIERS THROUGH EVIDENCE-BASED PRACTICES - Georgia Niolaki, Aris Terzopoulos, Jennifer Donovan and Jackie Masterson

10: WHY ARE CIRCLES SO SMART? BECAUSE THEY HAVE 360 DEGREES! - Donna-Lynn Shepherd


PART III PHYSICAL AND SENSORY NEEDS

11: DEVELOPMENTAL COORDINATION DISORDER: ‘I’M FALLING… THROUGH THE CRACKS’ - Tanya Rihtman and Susan Allen

12: PSYCHO-EDUCATIONAL ASSESSMENT AND INSTRUCTION FOR STUDENTS WHO HAVE VISUAL IMPAIRMENTS - Vassilios Papadimitriou and Ayse Dolunay Sarica

13: AUDITORY PROCESSING AND ITS IMPLICATIONS FOR LEARNERS: ‘MY EARS WORK FINE, IT IS THE WAY I PROCESS SOUND’ - Carmel Capewell


PART IV BILINGUALISM AND EXCEPTIONAL COGNITIVE ABILITIES 

14: BILINGUALISM, SECOND LANGUAGE LEARNING AND DEVELOPMENTAL DIFFERENCES - Aris Terzopoulos, Georgia Niolaki and Jackie Masterson

15: WHY IT IS IMPORTANT TO GIVE ADDITIONAL SUPPORT TO CHILDREN AND YOUNG PEOPLE OF EXCEPTIONAL COGNITIVE ABILITY - Lyn Kendall

“A truly inspiring and skilfully crafted text. Complex and contemporary issues are addressed in an accessible way, making it an absolute ‘must-read’ for all those studying, working or planning to work in either special or inclusive education.”
Dr Paula Hamilton, School of Education, University of Chester, UK

“This book is highly recommended for psychologists and educators alike, whether currently practising or in training.”
Lynn Lovell, Head of Professional Standards, British Dyslexia Association, UK


Psychology and Educational Inclusion brings together theory, research, policy and practice to offer a holistic approach to understanding inclusive educational practice. 

The book is practical and activity-based, increasing readers’ awareness of issues related to identifying and supporting learners with Special Educational Needs (SEN). It will help readers strengthen their grasp of how diverse approaches can be applied to practices in different areas of need, such as Autism or Dyslexia. With a broad focus on inclusive practice as a whole, the text also 'zooms in' to specific approaches to various areas of challenges. The authors invite readers to think critically about these approaches, their effectiveness and their implications.

This book: 
• Tackles a wide range of issues that affect learners with SEN, such as co-occurrence or labelling
• Contains case studies, writing activities and reflective exercises to encourage active learning
• Draws on theory and research while remaining practice-based

Written by internationally recognised experts in the field in a clear and accessible way, Psychology and Educational Inclusion supports students by demystifying the jargon of the specialism. Bridging the gap between education and psychology, this is the ultimate handbook for both current and future psychologists and educators. 


Georgia Niolaki is Senior Lecturer in Specific Learning Difficulties (SpLD)/Dyslexia and Award Leader for the SpLD programme at Bath Spa University, UK. Georgia is also Visiting Research Associate at the Institute of Education at University College London, Associate Member of the British Dyslexia Association (AMBDA) and a Trustee of the British Dyslexia Association. 
Kate Carr-Fanning is Assistant Professor in Psychology of Education at the University of Bristol, UK. She is a Chartered Psychologist with the British Psychological Society (BPS) and a Fellow of the Higher Education Academy. She sits on the Board of Directors of ADHD Ireland and the Professional Advisory Board of ADHD Europe.
Aris Terzopoulos is Lecturer in Psychology at Birmingham City University where he is a Course Leader for MSc Psychology. In addition, Aris leads the Lifespan Development and the Educational Psychology in Practice modules within the MSc Applied Child Psychology.