The Resource What really works in special and inclusive education : using evidence-based teaching strategies, David Mitchell

What really works in special and inclusive education : using evidence-based teaching strategies, David Mitchell

What really works in special and inclusive education : using evidence-based teaching strategies
What really works in special and inclusive education
Title remainder
using evidence-based teaching strategies
Statement of responsibility
David Mitchell
Teachers around the globe are anxious to develop genuine, evidence-based policies and practices in their teaching of children with special educational needs, yet this field is notorious for the significant gap that exists between research and practice. What Really Works in Special and Inclusive Education presents teachers of children with special needs with a range of strategies they can implement right away in the classroom. David Mitchell has cherry-picked recent studies in inclusive education that have the most genuine potential for improving the practices of teachers and schools, in o
Cataloging source
Dewey number
index present
LC call number
LC item number
.M58 2008eb
Literary form
non fiction
Nature of contents
  • dictionaries
  • bibliography
What really works in special and inclusive education : using evidence-based teaching strategies, David Mitchell
Bibliography note
Includes bibliographical references and index
  • net
Carrier category
online resource
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Carrier MARC source
Content category
Content type code
Content type MARC source
  • Contents note continued: ch. 13 Strategy 11: Behavioural approaches: C̀ontrol antecedents and consequences to change behaviours' -- ch. 14 Strategy 12: Functional behavioural assessment: C̀hange problem behaviours by changing their antecedents and consequences' -- ch. 15 Strategy 13: Cognitive behavioural therapy: H̀elp learners change their negative thinking' -- ch. 16 Strategy 14: Direct instruction: M̀ake lessons highly structured, briskly paced and successful' -- ch. 17 Strategy 15: Formative assessment and feedback: R̀egularly check and inform learners of their progress' -- ch. 18 Strategy 16: Assistive technology: Ènhance learners' skills' -- ch. 19 Strategy 17: Augmentative and alternative communication: Ùtilize all means to develop communication skills' -- ch. 20 Strategy 18: Phonological awareness and phonological processing: Ùse a sound reading strategy'
  • Contents note continued: ch. 21 Strategy 19: Quality of the indoor physical environment: P̀rovide a physical environment that enables learning' -- ch. 22 Strategy 20: Universal design for learning: Ènsure all learners always have access to all aspects of learning' -- ch. 23 Strategy 21: Response to intervention: Èmploy a gradation of evidence-based interventions to take account of the extent of individual needs' -- ch. 24 Strategy 22: Classroom climate: C̀reate a safe, positive and motivating classroom environment' -- ch. 25 Strategy 23: School-wide strategies: C̀reate a multi-tiered system to prevent or minimize problem behaviours' -- 23.1. School culture -- 23.2. School-wide positive behaviour support -- 23.3. Success for all -- ch. 26 Strategy 24: Inter-agency cooperation: M̀ove from fragmented to coordinated services' -- 24.1. Wraparound intervention -- 24.2. Full-service schools -- ch. 27 Strategy 25: Inclusive education: Àdapt the classroom programme to suit all learners'
  • Contents note continued: ch. 28 Strategy 26: Case study of an education system: Finland -- ch. 29 Strategy 27: Opportunities to learn: P̀rovide sufficient quantity and quality of time for learning'
  • Machine generated contents note: ch. 1 Introduction -- ch. 2 A learning and teaching model -- ch. 3 Strategy 1: Cooperative group teaching: H̀elp learners to learn from each other' -- ch. 4 Strategy 2: Peer tutoring and peer influences: Ùtilize peers to teach and support each other' -- ch. 5 Strategy 3: Social skills training: T̀each learners how to positively interact with others' -- ch. 6 Strategy 4: Collaborative teaching: B̀ecome an effective team player' -- ch. 7 Strategy 5: Parent involvement and support: R̀espect families' rights, skills and needs' -- ch. 8 Strategy 6: Cognitive strategy instruction: T̀each learners ways of thinking' -- ch. 9 Strategy 7: Self-regulated learning: H̀elp learners take control of their own learning' -- ch. 10 Strategy 8: Memory strategies: H̀elp learners to remember important information' -- ch. 11 Strategy 9: Review and practice: P̀ractice makes perfect' -- ch. 12 Strategy 10: Reciprocal teaching: H̀elp learners understand what they read'
Control code
Second edition
1 online resource (xiv, 347 pages)
Form of item
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Media MARC source
Media type code
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System control number
  • (OCoLC)872700855
  • pebco0203105311

Library Locations

    • Deakin University Library - Geelong Waurn Ponds CampusBorrow it
      75 Pigdons Road, Waurn Ponds, Victoria, 3216, AU
      -38.195656 144.304955
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