Details

<p>List of Figures and Tables vii</p> <p>About the Authors ix</p> <p>Preface xi</p> <p>Acknowledgements xv</p> <p>1 Introduction: From Inclusive Education to Educational Engagement – Putting Reality before Rhetoric and Finding the Elephant in the Living Room 1</p> <p>2 SEBD: The Evolution of Intervention and Current Theory 29</p> <p>3 The Teacher–Student Interface 63</p> <p>4 Interventions for Enhancing Teachers’ Skills 79</p> <p>5 Whole-school Approaches and Support Systems 99</p> <p>6 Small-Scale On- and Off-Site Provision 127</p> <p>7 Working with Parents 141</p> <p>8 Multi-Agency Intervention 149</p> <p>9 A Summary of the Research Evidence 163</p> <p>10 Conclusions 189</p> <p>Appendix I 197</p> <p>Appendix II 199</p> <p>References 201</p> <p>Index 235</p>

<b>Paul Cooper</b> is Professor of Education at the University of Leicester and a Chartered Psychologist. He has lectured internationally and is Editor of <i>The International Journal of Emotional Education</i>. He has authored, co-authored, and edited many books relating to children with special needs, and in 2001 was joint winner of the TES/NASEN Book Award. Professor Cooper was also the editor of the quarterly journal <i>Emotional and Behavioural Difficulties</i> for 14 years. <p><b>Barbara Jacobs</b> is a professional writer, lecturer, broadcaster and researcher, who has recently completed a late-life PhD on autistic intelligence, at the School of Education, University of Leicester.</p>

What is wrong with the practice of inclusive education? And what can be done to help schools and staff to become more effective in catering to the needs of the widest range of students? These questions are at the heart of <i>From Inclusion to Engagement</i>, a book which challenges the rhetoric that has come to dominate so much of the academic discourse on inclusive education. <p>The authors call for an immediate shift in focus from this destructive paradigm towards a more inclusive theoretical approach – one that favours research-based knowledge about what actually works. At the core of their argument is the concept of ‘educational engagement’, an approach that addresses the explicit social and educational experiences of students while avoiding the ideological barriers that often cloud our judgment. The book also presents the first comprehensive account of evidence-based interventions for promoting the educational engagement of students with – or at risk of developing – Social, Emotional, and Behavioural Difficulties (SEBD).</p> <p><i>From Inclusion to Engagement</i> offers invaluable insights into how to meet the challenges of a complex issue and realise the full potential of inclusive education.</p>

This is a very timely and welcome book which thoroughly addresses the issue of inclusion in education, especially as regards pupils with social, emotional and behavioural difficulties. It critiques ‘universalist inclusion’, which is taken to deny the value of positively-used labels and specialist provision. It argues for an ‘engagement model’ which sees inclusion as all pupils participating in learning, not necessarily in the same ordinary school classrooms. This is a book to read for all those interested in theory and practice in the field.<br /> —<i>Brahm Norwich,</i> Professor of Educational Psychology and Special Educational Needs, University of Exeter, UK <p>In this book the authors provide a thoughtful and stimulating examination of how our more vulnerable pupils are viewed. After examining the labeling issue, the authors make intervention recommendations based on the latest research evidence. In sum, the authors acknowledge there are a multitude of approaches and emphasize that the ultimate goal is to devise practices that make a real difference in the lives of the students being served.<br /> —<i>Lyndal M. Bullock,</i> Regents Professor, Special Education, University of North Texas, USA</p> <p>Inclusion is a key problem for teachers worldwide. Reading this book will help them find some practical answers.<br /> —<i>Maurice Galton,</i> Senior Research/Teaching Fellow, University of Cambridge, UK</p>

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