Solutions Focused Special Education
Practical and Inclusive Strategies for All Educators
- Editor
Regular price
£25.99
Regular price
Sale price
£25.99
Unit price
per
Drawing on the work of innovative educators, this edited volume shows how adopting a solutions focused approach can offer new constructive ways forward for special education. Diverse international contributors from both the world of special education and solutions focused thinking, offer ways to rethink special education and to focus on what can be done rather than what can't. Each chapter offers insights into how solutions focused thinking can reframe special education and the tangible results for children, families and schools.
Chapters on teaching and learning, behaviour support, human resources, school leadership and family and community show how a solutions focused approach can be transformative for all aspects of special and inclusive education.
Chapters on teaching and learning, behaviour support, human resources, school leadership and family and community show how a solutions focused approach can be transformative for all aspects of special and inclusive education.
- Published: May 21 2019
- Pages: 264
- 228 x 154mm
- ISBN: 9781785925276
Press Reviews
Dr Alasdair J Macdonald, Consultant Psychiatrist and Family Therapist (retired)
This book provides a useful precis of some ways to employ the insights from solution-focused brief therapy within the context of special education. It draws on methods applied in several different countries and applied by well-known practitioners in the field. The contents are clearly presented and easy to follow. The emphasis on SF coaching is especially valuable for the UK at this time. I would recommend a copy of this book to every team working with those with special needs.
Suzanne Carrington, Professor and Associate Dean (Research) in the Faculty of Education, Queensland University of Technology (QUT), Australia
This book is a much needed resource to support educators to move beyond the traditional special education model and consider 'practice-based evidence' to support future policy and practice. The chapters present a unique blend of research and stories from the field that will support new ways of thinking for teachers and school principals working in special and mainstream schools.