Bücher der Reihe Routledge Research in Special Educational Needs

The Role of Assistive Technology in Fostering Inclusive Education uses evidence-based research to explore issues related to ICT based Assistive Technology (ICT-AT) in education

This book analyzes the impact of Lesson study on special needs education by studying the ways in which the Lesson Study process is implemented in different educational contexts in the Netherlands, Singapore, the UK and Sweden.

This book outlines best practice and effective strategies for teaching English as a foreign language to D/deaf and hard of hearing (DHH) students. Written by a group of researchers and experienced practitioners, the book presents a combination of theory, hands-on experience and insight from DHH students.

This volume provides an in-depth, qualitative exploration of familial entrepreneurship as an innovative employment model, being established by families in response to difficulties faced by individuals with developmental disabilities in entering the labor market.

This text responds to the growing need for speech-language pathologists in school settings by asking how factors including people, work, pay, opportunities for promotion, and supervision impact the overall job satisfaction of school-based speech-language pathologists.

This book showcases the diverse nature of policy, provision and practice for special educational needs and disability (SEND) across different international settings.

This book offers the first collection of international academic writing on the topic of teaching assistants. It serves as an indicative summary of current research and thinking in this field and as a point of departure for future research and development.With contributions from leading researchers, the book draws together empirical work on the deployment and impact of teaching assistants from various perspectives and from a range of methodological approaches. It highlights and celebrates the vital everyday contributions teaching assistants make to their schools and their communities: from their role within classrooms, to their moment-by-moment interactions with pupils and teachers. The book examines the effect that teaching assistants can have on pupils' learning and wellbeing, and considers issues of over-dependence on classroom paraprofessionals and the unintended consequences to which this can lead. Bringing together work from a journal special issue with brand-new and updated chapters, the contributions offer insight into the liminal space between educator, caregiver, behaviour manager, and facilitator of learning and of peer relations, which characterizes the teaching assistant role.This timely and important book will be essential reading for academics, researchers, and students interested in special educational needs, disability, and inclusion, and those interested in the wider topic of paraprofessionals in labour markets.

This book showcases the diverse nature of policy, provision and practice for special educational needs and disability (SEND) across different international settings.Situated across a backdrop of varied international policies relating to inclusion, the book offers insights into the rhetoric of SEND policy and practice across a range of settings to contribute to our understanding of SEND provision. It explores the complexities, concerns and challenges experienced by staff, pupils, parents and carers in contemporary education settings. Chapters draw on empirical research and are structured around four parts: special education needs and disability within policy; stakeholder perceptions and experiences of SEND provision; meeting the needs of SEND children; and moving towards inclusive practice.The volume will challenge thought, stimulate critique and provoke debate in the field of special educational needs both locally and globally and will be of interest to researchers and postgraduate students in the field of inclusive education, special needs education and comparative education.