What Really Works in Special and Inclusive Education: Using evidence-based teaching strategies

253 Pages·2007·2.12 MB·English

by  David Mitchell

1111 What Really Works in Special and
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Teachers around the globe are anxious to develop genuine, evidence-based policies
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and practices in their teaching of children with special educational needs, yet this
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field is notorious for the significant gap that exists between research and practice.
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What Really Works in Special and Inclusive Education presents educators of
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learners with special educational needs with a range of strategies they can implement
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right away in the classroom. David Mitchell, a leading writer in special and inclusive
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education, has distilled a huge range of recent studies that have the most genuine
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potential for improving the practices of teachers and schools, in order to help them
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20111 Each of the 24 strategies included in the book has a substantial research base, a
1 sound theoretical rationale, clear practical guidelines on how they can be employed,
2 as well as cautions about their use.
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• strategies for arranging the context of learning, such as inclusive education,
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cooperative group teaching and the classroom climate
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• cognitive strategies, including self-regulated learning, memory enhancement
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and cognitive behavioural therapy
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• behavioural strategies, addressing issues of functional assessment and direct
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instruction
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• formative assessment and feedback
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• assistive technology and opportunities to learn.
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3 While the book focuses on learners with special educational needs, most of the
4 strategies are applicable to all learners.
5 This ground-breaking book will be welcomed by any teacher working in special
6 and inclusive education settings who has neither the time nor the inclination to
7 engage with theory-heavy research, yet wants to ensure that their teaching strategies
are up-to-the-minute and proven to be the most effective best practices. Researchers,
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teacher educators and psychologists will also find this book informative and unique
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in its scope.
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David Mitchell is an Inclusive Education Consultant in Hamilton, New Zealand,
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and an Honorary Research Fellow at Manchester University. Most recently, he
3 edited Special Education Needs and Inclusive Educationand Contextualising Inclusive
44111 Education, both by Routledge.

1111 What Really Works in
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Special and Inclusive
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Education
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Using evidence-based teaching
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4 strategies
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First published 2008
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
Simultaneously published in the USA and Canada
by Routledge
270 Madison Ave, New York, NY10016
This edition published in the Taylor & Francis e-Library, 2007.
“To purchase your own copy of this or any of Taylor & Francis or Routledge’s
collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.”
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2008 David Mitchell
Typeset in Times New Roman by
Florence Production Ltd, Stoodleigh, Devon
Printed and bound in Great Britain by
Antony Rowe Ltd, Chippenham, Wiltshire
All rights reserved. No part of this book may be reprinted or
reproduced or utilized in any form or by any electronic, mechanical,
or other means, now known or hereafter invented, including
photocopying and recording, or in any information storage or retrieval
system, without permission in writing from the publishers.
Every effort has been made to ensure that the advice and information
in this book is true and accurate at the time of going to press.
However, neither the publisher nor the author can accept any legal
responsibility or liability for any errors or omissions that may be
made. In the case of drug administration, any medical procedure or
the use of technical equipment mentioned within this book, you are
strongly advised to consult the manufacturer’s guidelines.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging in Publication Data
A catalog record for this book has been requested
ISBN 0-203-02945-3 Master e-book ISBN
ISBN 13: 978–0–415–36926–8 (hbk)
ISBN 13: 978–0–415–36925–1 (pbk)
ISBN 13: 978–0–203–02945–9 (ebk)
ISBN 10: 0–415–36926–6 (hbk)
ISBN 10: 0–415–36925–8 (pbk)
ISBN 10: 0–203–02945–3 (ebk)
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For my mother,
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Adelaide Margaret (Addie) Mitchell (1918–2006)
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1111 Contents
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3111 Preface ix
4 Acknowledgements xii
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7 1 Introduction 1
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9 2 A learning and teaching model 14
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3 Strategy 1: Inclusive education 27
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4 Strategy 2: Cooperative group teaching 43
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6 5 Strategy 3: Peer tutoring 52
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8 6 Strategy 4: Collaborative teaching 60
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7 Strategy 5: Parent involvement 68
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8 Strategy 6: School culture 78
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5 9 Strategy 7: School-wide positive behaviour support 83
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7 10 Strategy 8: Indoor environmental quality 92
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11 Strategy 9: Classroom climate 103
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12 Strategy 10: Social skills training 113
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44111 13 Strategy 11: Cognitive strategy instruction 122
viii Contents
14 Strategy 12: Self-regulated learning 132
15 Strategy 13: Mnemonics and other memory strategies 139
16 Strategy 14: Reciprocal teaching 147
17 Strategy 15: Phonological awareness and phonological
processing 154
18 Strategy 16: Cognitive behavioural therapy 163
19 Strategy 17: Behavioural approaches 173
20 Strategy 18: Functional behavioural assessment 182
21 Strategy 19: Direct instruction 188
22 Strategy 20: Review and practice 195
23 Strategy 21: Formative assessment and feedback 201
24 Strategy 22: Assistive technology 207
25 Strategy 23: Augmentative and alternative communication 216
26 Strategy 24: Opportunities to learn 224
Index 232
1111 Preface
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3111 In most countries, children are required to spend 10–15,000 hours in learning
4 spaces we call ‘schools’ and ‘classrooms’. During that significant period of
5 their development they will interact with many educators and peers, as well
6 as with a large range of learning materials, and be exposed to many different
7 teaching strategies.
8 For these experiences to yield effective learning it is essential that the
9 environments we create are safe, challenging and educative. It is essential
20111 that they ensure that all children actually learn what is expected of them,
1 that their education contributes to enhancing their quality of life, that they
2 achieve a balance between independence and interdependence, and that
3 they are prepared to lead full and satisfying lives as citizens and as members
4 of their cultures.
5 These challenges are no less important for those children who, for a
6 variety of reasons, we consider to have special educational needs and who
7 face significant barriers to their learning and development. These children
8 comprise perhaps 10–15 per cent of the school population. Their special
9 needs arise from diverse factors: sensory, physical, intellectual and emotional.
30111 They are expressed in difficulties in making academic progress in the school
1 curriculum, in acquiring the physical and social skills appropriate to their
2 cultures, and in achieving a fulfilling sense of self-esteem. Their special
3 needs range from major to minor, and they reflect physiological and environ-
4 mental factors. These children are the focus of this book, although, as you
5 will discover, many of the teaching strategies are universally applicable.
6 In this book I will describe and present the evidence and underlying ideas
7 for a total of 24 teaching strategies. Some of the strategies are to do with
8 arranging the context of learning (for example, inclusive education, coopera-
9 tive group teaching and the classroom climate). Another group looks at
40111 cognitive strategies such as self-regulated learning, memory strategies and
1 cognitive behavioural therapy. A third group focuses on behavioural strategies
2 such as functional assessment and direct instruction. As well, consideration
3 is given to such strategies as formative assessment and feedback, assistive
44111 technology and opportunities to learn.