Introduction to Special Educational Needs, Disability and Inclusion

Alexandra is a HCPC registered Practitioner Psychologist and prior to embarking on a career in academia held positions as an educational psychologist and trainee educational psychologist across the West Midlands, UK. She completed her Doctorate degree in Applied Educational and Child Psychology at the University of Birmingham in 2016. Alexandra joined the University of Worcester July 2018 as a lecturer and researcher in Special Educational Needs, Disability and Inclusion. Her research interests range from social development in Primary School to promoting Student Voice to enhance inclusive educational practice in Higher Education. She has published her research in numerous peer reviewed international education journals and has presented at educational psychology conferences in the UK. In her spare time, she enjoys reading for pleasure and going for long Sunday walks with her husband and two dogs, Monty and Mouse. Joanne was a Primary School teacher and Inclusion manager for 15 years. She studied the MA in Special and Inclusive Education at the University of Worcester, joining the academic staff initially as an associate lecturer before securing a permanent position in 2017. Joanne is the course leader for the BA (hons) Special Educational Needs, Disability and Inclusion program and teaches across many courses within the Department of Education and Inclusion. She also owns a childcare business which was established in 2013. Her research interests lie within curriculum development, focusing on the incorporation of student voice, across all phases of Education, from early years to H.E. Joanne has published articles in national educational journals and has presented at local specialist education conferences. She is starting her PhD study in October 2020. She is a busy mum of three children and enjoys family adventures and engaging with the Arts in her spare time.

A thorough look at this ever-changing area of study, which has an eye on the past as well as the future and makes some challenging and thought-provoking issues accessible for those new to the area.

• Chapter 1 - An Introduction to SENDI: Models and DefinitionsChapter 2 - The History of Difference and DisabilityChapter 3 - Introducing Specific Learning DifficultiesChapter 4 - SEND Support and Intervention: Overcoming BarriersChapter 5 - Exploring Mental Health in Childhood and AdolescenceChapter 6 - Equality: Access Provision and OutcomesChapter 7 - Assistive Technologies in PracticeChapter 8 - SEND: A Global PerspectiveChapter 9 - Professional Roles and ContextsChapter 10 - Becoming a SENDI Practitioner: Professional Identity and Self-ReflectionChapter 11 - Researching Approaches to Inclusive PracticeChapter 12 - Towards Inclusion: Rhetoric and Reality