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Special Educational Needs, Inclusion and Diversity: A Texbook
Special Educational Needs, Inclusion and Diversity: A Texbook
paperback
Published:
1 January, 2002
Description
More Details
| Type | Book |
|---|---|
| ISBN13 | 9780335204021 |
| ISBN10 | 0335204023 |
| Number Of Pages | 528 |
| Item Weight | 969 g |
| Product Dimensions | 33 x 236 x 188 mm |
| Publisher / Reseller | Open University Press |
| Format | paperback |
| Edition | illustrated edition |
Media Reviews
It is difficult to do justice to a book in a relatively short review. It is comprehensive and, more importantly, covers SEN within the widest possible framework of inclusion. The book as a whole is well grounded in educational psychology and, as such, would be of undoubted use in training. I would also suggest that it offers a broad framework for teachers. Although, theoretically based it never looses its sight of practice issues. I consider that the book merits a place on the recommended list for trainee psychologists or teachers and would be a valuable addition to the staff room library . - Joe Hodgson Psychology of Education 20030708
GoodReads Reviews
Author's Bio
Norah Frederickson is Director for Professional Training in Educational Psychology at University College London and a Senior Educational Psychologist with Buckinghamshire Local Education Authority. She has worked as a primary school teacher and educational psychologist and has published articles, books and assessment and learning resource materials, in particular on assessment of SEN, social competence, dyslexia and continuing professional development. Tony Cline is Professor of Educational Psychology and Head of the Centre for Education Studies at the University of Luton. He has worked as a teacher, an educational psychologist and a service manager, led teams delivering training programmes for psychologists and teachers, and chaired the Editorial Board of the National Association for Special Educational Needs. His most recent research and publications have focused on special educational needs, literacy learning difficulties of bilingual children, and the education of ethnic minority pupils.