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Meeting the Needs of Students with Diverse Backgrounds
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This is an accessible introduction to inclusion that offers practical suggestions for achieving social and cultural diversity in schools. This book tells the stories of individuals coping with diversity in our schools today, to reveal feelings and attitudes that must be heard if we are to develop an inclusive society. "Meeting the Needs of Students with Diverse Backgrounds" provides practical suggestions to real situations, from issues of culture and community and English as a second language, to ADHD, bereavement and selective mutism. The contributors consider the views of staff and pupils in primary, secondary and special schools as well as the importance of teaching assistants and their possible future role in the inclusion agenda. This important and topical book will be essential reading for teachers, teaching assistants, students of education and policy makers in the fields of health, social care and education. "Meeting the Needs" is a wide-ranging and highly practical series which will help classroom practitioners to ensure that all students have a successful learning experience whatever their particular needs. Written for teachers, SENCOs, learning support assistants, teaching assistants, trainee teachers and senior managers, books in the series cover subjects as diverse as dyslexia; gifted and talented; disaffected students; and students with backgrounds such as physical disability, ADHD, cultural issues, ESL, and bereavement. Written by experts in their field, all the titles in the "Meeting the Needs" series offer support for identification and provision, and are illustrated throughout with case studies and practical examples.
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Table of Contents

Chapter 1. Conceptualising diversity and inclusion - Susan Blagbrough and Rosie Sage.; Chapter 2. Working with diversity - Ann-Marie Jones and Laura Waite.; Chapter 3. Cultures and communities seen through the eyes of a Muslim girl - Christine Bold.; Chapter 4. Blind and sighted students working together - John Patterson.; Chapter 5. The issues faced by Chinese students in the UK - Frank Su. Chapter 6. The bereaved primary school child: included or isolated - Shirley Potts.; Chapter 7. Parents views of coping with SEN children, particularly ADHD - Lynne Kendall.; Chapter 8. The diverse and changing roles of teaching assistants - Christine Bold.; Chapter 9. The role of charities in providing support for inclusion: The Selective Mutism Information and Research Association (SMIRA) - Alice Sluckin and Rosemary Sage.; Chapter 10. International perspectives regarding inclusion: the philosophy and practice in Cyprus - Panayiota Christodoulidou.; Index.

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About the Author

Rosemary Sage is Professor of Communication in Education and Director of the Department of Inclusion at Liverpool Hope University. Rosemary is a qualified speech and language therapist and psychologist.

Reviews

'If you are looking for intellectual rigour and argument informed by research, Rosemary's chapters will match your brief... The value of this book is one of raising awareness and stimulating debate around diversity in schools and other educational establishments.' --Sanford Lakoff 'This book poses questions for all professionals in the Children's Workforce and Extended Provision, including those supporting special and behavioural needs such as teachers and mentors . Moving personal accounts by vulnerable children, young people and families allow unique insights into the challenges they face. Professor Rosemary Sage directly addresses support strategies for 'low achievers' that are more than just effective but enable them to shine - and contribute to society their many special gifts.' Jennifer Rogers, Associate Professor of Education, Liverpool Hope University, UK '... a welcome, down-to-earth account of understanding discourse, diversity and discrimination in the post-modern society. The narrative approach of the authors takes us through how life is experienced and developed in a multicultural global world and how to accommodate these different cultures and religions within the education system and society.' Dr Ram V Seth, Consultant Psychiatrist, Director of Medical Education and Barrister at Law, UK

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