Why Do Teachers Need to Know About Diverse Learning Needs?

Strengthening Professional Identity and Well-Being

Inbunden, Engelska, 2021

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As a teacher, what are a teacher’s personal, social and emotional responsibilities in supporting pupils with diverse learning needs?There is no longer a place for a teacher who denies their role in the education of pupils with diverse needs. But understanding how to meet these challenges, particularly in amongst the other challenges of teaching and the classroom, can seem daunting. Drawing on examples from early years to college, this book looks at what inclusion and inclusive practice means in practice and how it relates to different aspects of teaching. Covering issues related to teacher well-being, resilience and other professional skills this book offers the reader the opportunity to use case studies and research to reflect on their own professional practice. Expertly crafted by Sue Soan, drawing on the expertise of a team of practitioners and academics, this book brings together the latest research and current practice. International case studies showcase examples of practice and reflexive questions encourage the reader to explore their experiences, knowledge and expectations to help them to develop as a practitioner.

Produktinformation

Utgivningsdatum2021-02-25
Mått168 x 246 x 18 mm
Vikt520 g
FormatInbunden
SpråkEngelska
SeriePersonal, Social and Emotional Perspectives for Educators
Antal sidor200
FörlagBloomsbury Publishing PLC
ISBN9781350083196

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List of FiguresList of TablesSeries Editor’s PrefaceSeries Editor's Introduction to the Personal, Social and Emotional Perspectives for Educators SeriesUsing This BookNotes on ContributorsList of AbbreviationsAcknowledgements1. Setting the Context, Sue Soan (Canterbury Christ Church University, UK)2. The Professional Self and Diverse Learning Needs, Conor Mc Guckin (Trinity College Dublin, Ireland) and Carol-Ann O’Síoráin (Hibernia College, Ireland)3. Health and Well-Being, Alan Bainbridge (Canterbury Christ Church University, UK) and Alison Ekins (Canterbury Christ Church University, UK)4. The Learning Environment, Lorna Hughes (Canterbury Christ Church University, UK) and Nicola Elson (Canterbury Christ Church University, UK)5. Technology, John-Paul Riordan (Canterbury Christ Church University, UK) and Mark Roberts (Special School (PMLD 4-19), UK)6. The Empowerment of Observation and Listening, Joy Mower (Canterbury Christ Church University, UK) and Teresa Dowling (Local Authority, UK)7. Working Together, Christian Couper (Rural Primary School, New Zealand) and Sue Soan (Canterbury Christ Church University, UK)8. Resilience, Reflection and Reflexivity, Geraldene Codina (University of Derby, UK) and Jon Fordham (Urban Primary School, UK)9. The Role of Teachers and Teaching, Sue Soan (Canterbury Christ Church University, UK) and Christian Couper (Rural Primary School, New Zealand)ReferencesIndex

This book is a welcome addition to the growing literature on establishing inclusive learning environments. Teachers, at all stages of their career, will find their understanding of diversity and inclusion enhanced. This book is structured to bridge the theory-practice divide through the collaboration between classroom practitioners and education academics supported by insightful case studies and an invitation for teachers to reflect on their practice and develop their confidence in responding to the challenge of diversity and inclusion in their classrooms.