Table of Contents

Preface Acknowledgements

1. Introduction I. Foundations
2. Evidence-based education
3. Neuroscience
4. Inclusive education
5. An ecological model
6. A learning and teaching model II Strategies A. Behavioural Strategies
7. Strategy 1: Behavioural assessment and approaches
8. Strategy 2: Review and practice
9. Strategy 3: Direct Instruction
10. Strategy 4: Formative assessment and feedback
11. Strategy 5: School-wide positive behaviour support B. Social Strategies
12. Strategy 6: Cooperative group teaching
13. Strategy 7: Peer tutoring and peer influences 14.Strategy 8: Social skills training

15. Strategy 9: Collaborative teaching

16. Strategy 10: Family engagement and support

17. Strategy 11: School culture

18. Strategy12: Classroom climate

19. Strategy 13: Social and emotional learning

20. Strategy 14: Inter-agency cooperation C. Cognitive Strategies

21. Strategy 15: Cognitive strategy instruction

22. Strategy 16: Self-regulated learning

23. Strategy 17: Memory strategies

24. Strategy 18: Reading comprehension

25. Strategy 19: Comprehensive reading programmes

26. Strategy 20: Phonological awareness D. Mixed Strategies

27. Strategy 21: Cognitive behavioural therapy

28. Strategy 22: Assistive technology

29. Strategy 23: Augmentative and alternative communication

30. Strategy 24: Quality of the physical environment

31. Strategy 25: Visual learning and communication

32. Strategy 26: Early intervention

33. Strategy 27: Transition from school to post-school environments

34. Strategy 28: Response to Intervention

35. Strategy 29: Universal Design for Learning III. Conclusion

36. From Research to Practice

Index