This fully revised and updated third edition presents teachers with a range of up-to-date evidence-based strategies they can use to tackle the challenges of inclusive education. An essential resource for the busy educator, each of the twenty-nine strategies explored in this book has a substantial research base drawn from a range of countries, a strong theoretical rationale and clear guidelines on their implementation, as well as cautionary advice where necessary.

Key features of the third edition include:

  • An easy to follow structure divided into four categories: behavioural approaches, social strategies, cognitive strategies and mixed strategies
  • Eight new chapters, focusing on topical areas such as neuroscience, social and emotional education, visual learning and communication and the transition from school to post-school environments
  • Updated chapters that consider the most diverse and up-to-date research in education, psychology, health and technology

Whilst the focus of this book is on children with special educational needs, the strategies are universally applicable, making this essential reading for all classroom teachers, school leaders, teacher educators and students, educational psychologists, special needs coordinators and consultants and educational researchers.

chapter Chapter 1|12 pages


part I|78 pages


chapter Chapter 2|17 pages

Evidence-based education1

chapter Chapter 3|17 pages


chapter Chapter 4|21 pages

Inclusive education

chapter Chapter 5|3 pages

An Ecological Model

chapter Chapter 6|18 pages

A Learning and Teaching Model

part II|330 pages


part A|54 pages

Behavioural strategies

chapter Chapter 7|10 pages

Strategy 1: Behavioural assessment and approaches

‘Solve problem behaviours by identifying and changing antecedents and consequences’

chapter Chapter 8|11 pages

Strategy 2: Review and practice

‘Practice makes perfect’

chapter Chapter 9|10 pages

Strategy 3: Direct instruction

‘Make lessons highly structured, briskly paced and successful’

chapter Chapter 10|10 pages

Strategy 4: Formative assessment and feedback

‘Regularly check and inform learners of their progress’

chapter Chapter 11|11 pages

Strategy 5: School-wide positive behaviour support

‘Take a proactive, multi-tiered, preventative, team-based approach to problem behaviours’

part B|106 pages

Social strategies

chapter Chapter 12|10 pages

Strategy 6: Cooperative group teaching

‘Help learners to learn from each other’

chapter Chapter 13|9 pages

Strategy 7: Peer tutoring and peer influences

‘Support peers to teach and support each other’

chapter Chapter 14|9 pages

Strategy 8: Social skills training

‘Teach the foundations for positive social interactions’

chapter Chapter 15|11 pages

Strategy 9: Collaborative teaching

‘Become an effective team player’

chapter Chapter 16|12 pages

Strategy 10: Family engagement and support

‘Respect and engage with families’

chapter Chapter 17|11 pages

Strategy 11: School culture

‘Create a safe, respectful school environment that supports learning’

chapter Chapter 18|13 pages

Strategy 12: Classroom climate

‘Create a safe, positive and motivating classroom environment’

chapter Chapter 19|13 pages

Strategy 13: Social and emotional learning

‘Help learners understand and manage their emotions and relationships’

chapter Chapter 20|16 pages

Strategy 14: Inter-agency cooperation

‘Move from fragmented to coordinated services’

part C|60 pages

Cognitive strategies

chapter Chapter 21|11 pages

Strategy 15: Cognitive strategy instruction

‘Teach learners ways of thinking’

chapter Chapter 22|10 pages

Strategy 16: Self-regulated learning

‘Help learners take control of their own learning’

chapter Chapter 23|11 pages

Strategy 17: Memory strategies

‘Help learners to remember important information’

chapter Chapter 24|8 pages

Strategy 18: Reading comprehension

‘Actively engage learners with text’

chapter Chapter 25|9 pages

Strategy 19: Comprehensive reading programmes

‘Use an approach most likely to help learners to read’

chapter Chapter 26|9 pages

Strategy 20: Phonological awareness

‘Use a sound reading strategy’

part D|108 pages

Mixed Strategies

chapter Chapter 27|12 pages

Strategy 21: Cognitive behavioural therapy

‘Help learners change their negative thinking’

chapter Chapter 28|13 pages

Strategy 22: Assistive technology

‘Utilize all means to enhance learners’ skills’

chapter Chapter 29|12 pages

Strategy 23: Augmentative and alternative communication

‘Utilize all means to support communication and language learning’

chapter Chapter 30|14 pages

Strategy 24: Quality of the physical environment

‘Provide a physical environment that supports well-being and learning’

chapter Chapter 31|11 pages

Strategy 25: Visual learning and communication

‘Create visual representations of concepts, actions and words to support learning and expression’

chapter Chapter 32|10 pages

Strategy 26: Early intervention

‘Early support has long term benefits’

chapter Chapter 33|13 pages

Strategy 27: Transition from school to post-school environments1

‘Education should prepare learners for the changing world of work and life as adults’

chapter Chapter 34|11 pages

Strategy 28: Response to intervention

‘Employ a gradation of evidence-based interventions to take account of the extent of individual needs’

chapter Chapter 35|10 pages

Strategy 29: Universal design for learning

‘Ensure all learners have access to everything they need to learn’

part III|11 pages


chapter Chapter 36|9 pages

From research to practice