Hodder Education
researchSEND in Ordinary Classrooms
Michael Jopling, Michelle Prosser Haywood
researchSEND in Ordinary Classrooms
US$ 23.99
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ResearchSEND was developed to promote the importance of research in meeting the needs of learners with SEND through events, collaborations, publications and research projects. Here, Michelle Haywood edits a collection of short essays spanning the latest SEND-related research and detailing how practice can be enhanced by that research. Each chapter ends with accessible bullet points on how the research can be integrated into the classroom.

Title Page
About the editors
About the contributors
Introduction: SEND + Research = ResearchSEND
Chapter 1: How Did We Get Here? SEND in Context
40 years of inclusion: From Warnock to SEND reform
It shouldn’t take 40 years to create a SEND Leader, should it?
Chapter 2: Becoming a (SEND) Teacher Researcher
Initial Teacher Training, SEND and research
Making the most of an ITE placement in a special school or alternative provision
Is research an integral part of a teacher’s role?
Powerful professional development: Improving outcomes for vulnerable learners
Chapter 3: Developing the SEND Workforce
What the Whole School SEND Consortium can do for you
Leading SEND in the current educational climate
Every teacher is a researcher of SEND
Research schools: School-led support for evidence-based practice
Chapter 4: SEND-Informed Research and Practice
Research needs SEND as much as SEND needs research
Driving evidence-based practice
Supporting poor spelling through research and assessment
Inclusion: The mainstream school experiences of autistic children and their families
Supporting the development of autistic learners’ sense of self
Inclusion: A cost-benefit analysis
Chapter 5: #ChangeMonday: Meeting individuals’ needs in special and mainstream schools
Promoting mental health in schools and learning communities
Rainbow rooms
The impact of sensory diets in mainstream settings
Removing barriers to improving behaviour
Interpreting and tackling bullying among SEND learners: A preventative approach
Chapter 6: #ChangeMonday: Learning from practice in special schools
Helping young people to find their voice through SLCN
Total communication in SEND in the Early Years
What do they really think? Learners’ perceptions of a special school
An engagement-centred approach to leading support staff
Building the confidence of learners with complex learning difficulties and disabilities in the community
Transition from special to mainstream schools
Parent partnerships
Chapter 7: New Voices
ASD: An overview
Learners with communication difficulties
The role of the TA
Transition into adulthood
Epilogue: Where Next for ResearchSEND and SEND Research?
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