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 Ruebner 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

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• Educação

Georgia Niolaki is Assistant Professor in Psychology at Bath Spa University, UK. She is a professional member of the British Dyslexia Association (BDA), trustee of the North Warwickshire & Coventry Dyslexia Association and the BDA, and Adult Deputy National Representative of the BDA, as such the book will be advertised in the field of professional practice and dyslexia assessment and diagnosis. Georgia is also a member of the Patoss and the SpLD Assessment Standards (SASC) Committee.<br><br>Kate Carr-Fanning is Senior Lecturer at Coventry University, UK and was previously Course Director for Childhood, Youth and Education Studies. She is a Board Member of the ADHD Ireland and on the Professional Advisory Boards of ADHD Europe and ADDISS UK. As such, she has an extended network of academics, organisations (e.g., Autism Europe), and stakeholders (e.g., schools) that she works with across Europe, where the book will be advertised and promoted to individuals with specific interest in SEN. Kate is an active member of the Inclusion in Education and Society (IES) Research Group based in Trinity College Dublin, but academics from across Ireland and the UK. She also lectures part-time (in relation to SEN) in Hibernia Teacher Education College in Ireland. <br><br>Aris Terzopoulos is Lecturer in Psychology at the Birmingham City University. He is a professional member of the British Psychological Society, the European Association of Developmental Psychology and the European Society of Cognitive Psychology. Aris is currently involved in research projects involving electroencephalographic measurements of word representations of bilingual adults, construction of the first bilingual word database for children (Bilex-kids), and on experimental case studies of bilingual and monolingual children with developmental language difficulties. <br><br><br>