Includes bibliographical references and index.

Cover --E︣ndorsements --H︣alf Title --T︣itle Page --C︣opyright page --D︣edication --C︣ontents --I︣ntroduction --1︣. Special educational needs, learning difficulties, and disabilities --W︣ho are the students? --W︣hat are 'special needs'? --L︣earning difficulties --D︣isabilities and impairments --P︣rovision of education and support --R︣esponse to intervention model --2︣. Students with intellectual disability --I︣ntellectual disability --P︣riorities in teaching students with intellectual disability --L︣earning characteristics of students with intellectual disability Teaching approaches for students with intellectual disability --P︣reparation for work --S︣pecific approaches for students with severe intellectual disability --3︣. Students with autism spectrum disorder (ASD) --A︣utism spectrum disorder (ASD): defined and described --I︣ntervention for autism --T︣eaching, training, and management: general principles --S︣pecific programmes and methods --4︣. Students with physical disabilities and health issues --L︣earning and development --A︣ssistive technology --A︣ugmentative and alternative communication (AAC) --C︣erebral palsy Instructional needs of students with cerebral palsy --E︣pilepsy --S︣pina bifida --T︣raumatic brain injury --F︣oetal Alcohol Spectrum Disorder (FASD) --C︣hildhood obesity --A︣sthma and allergies --G︣eneral points for mainstream teachers --5︣. Students with sensory impairments --V︣ision impairment --S︣pecial educational needs of children with impaired vision --A︣ccessing curriculum and environment --T︣eaching students with impaired vision --T︣ransition to work or further study --H︣earing impairment --T︣ypes and degrees of hearing loss --I︣mpact of moderate to severe hearing loss Modes of communication --A︣ssistive technology --T︣eaching students with impaired hearing --6︣. Gifted and talented students --T︣he nature of giftedness, talent, and creativity --P︣revalence --S︣eparation or inclusion? --I︣dentifying gifted learners --U︣nderachievement --M︣eeting the needs of gifted and talented students --G︣eneral principles of teaching --S︣pecific implementation models --7︣. Self-management and autonomy --D︣efinition of terms --T︣he importance of classroom self-management --T︣eaching self-management --L︣ocus of control and self-efficacy --A︣ttribution retraining Cognitive behaviour modification --M︣etacognition --C︣ognitive strategies and strategy-based instruction --8︣. Managing behaviour --T︣he effects of misbehaviour --P︣reventing behaviour problems --B︣ehaviour management policy --A︣ three-tier model of intervention --T︣he need for a team approach --M︣odifying behaviour --S︣tudents with learning difficulties or disabilities --D︣ealing with disruptive behaviour --A︣ggressive behaviour --B︣ullying --C︣yberbullying --A︣ttention deficit hyperactivity disorder --9︣. Social skills and peer group acceptance.

This revised and updated 8th edition offers practical strategies for meeting the challenge of inclusive teaching. Based on the latest international research from the field, it offers practical advice on both new and well-tried evidence-based approaches and strategies for teaching students with a wide range of difficulties.