Professor Rosemary Sage is a qualified Speech and Language Therapist, Psychologist and teacher with experience in health and education fields. For the past 20 years she has worked in higher education both in London and Leicester and was made Professor of Communication in Education at Liverpool Hope University in 2007.
She is also long-standing Visiting Professor at the Women’s University, Nara, Japan and has been Visiting Professor at the University of Havana. Rosemary was a Trustee for both the Association for Speech Impaired Children and the Independent Panel for Education Advice; President of Human Communication International; Education Advisor to the Royal College of Speech and Language Therapists; Member of the Research Committee of the British Stammering Association and a Member of Sir Michael Rutter’s Advisory Committee on Language Research.
Publications include:- Meeting the Needs of Students with Diverse Backgrounds 2010; Inclusion in Schools 2007; World of Difference 2004; Lend Us Your Ears 2003
Gianna Knowles is the Co-ordinator for the Foundation Degree in Teaching and Learning Support and a Primary Education Lecturer at Chichester University.
Gianna has over 12 years experience of working in primary schools in London and across the country. She has experience of classroom teaching and leadership and management and her specialist curriculum area is English. She has also worked in the advisory service as an advisory teacher for English and monitoring and assessment, as part of this role she worked with individual teachers and whole school staffs to develop practice and policies in these areas.
Gianna’s research interest is in the area of social justice and inclusion. She is the editor of Supporting Inclusive Practice, written with colleagues from the School of Teacher Education, to help students and teachers develop their knowledge and understanding about inclusion in schools. Gianna has also worked as a QAA subject reviewer and as an Ofsted Inspector for nursery and primary school inspection teams.
Ensuring Every Child Matters: A Critical Approach 22 April 2009
Diversity, Equality and Achievement in Education 9 Feb 2011
Thinking Through Ethics and Values in Primary Education Publication Date: 01/04/2012
The last two books have been produced in conjunction with
Vini Lander, who is the Head of the BA (Hons) Primary Education and Programme Coordinator for BA (Hons) Primary Education & Teaching. She was also Deputy Director of Multiverse, a TDA funded professional resource network on achievement and diversity. Vini worked in mainstream schools teaching science and A level Biology for a number of years. In the latter part of her time in schools she worked as a Section 11 Schools Liaison teacher and teacher in charge of pupils with English as an Additional Language. Vini joined the University of Chichester as Head of the undergraduate primary Initial Teacher Education programme. She teaches on the primary undergraduate, postgraduate and Masters level programmes. Vini teaches on the Primary Science and Professional Studies modules at the University.
Vini has undertaken research in the area of students teachers’ developing subject knowledge in science and written subject support materials for the SCIcentre. She has also been a Ofsted inspector for primary schools and initial teacher training. As part of her role in Multiverse, Vini delivered training sessions to student teachers and teacher educators on diversity, inclusion and achievement across the country and in Germany. Her research interests lie in the field of diversity and initial teacher education. She is undertaking doctoral research in this area.
Gary Wilson is currently a freelance consultant and author of several books including “Breaking Through the Barriers to Boys’ Achievement” and (for parents) “How to Help Your Boy Succeed” , Gary Wilson taught in secondary schools for twenty seven years, mostly in West Yorkshire. He began work on raising boys’ achievement in 1993, quickly realising the need to work in conjunction with feeder primary schools in order to maximise the impact.
In the late 90′s he contributed an account of this work to “Getting it Right for Girls and Boys”, edited by Noble and Bradford. In 2001 he was asked to write “Using the National Healthy School Standard to Raise Boys’ Achievement” for the NHA and the DFES.
A year later he was seconded to the local authority to work with 10 high schools. In 2003 he was made the country’s first LEA school improvement officer with specific responsibility for raising boys’ achievement. In 2005 he was made chair of the National Education Breakthrough Programme on Raising Boys’ Achievement, established by the National Primary Care Trust and the DFES Innovations Unit which has worked in over 300 schools nationwide. In 2005 he led a double national award winning campaign to raise achievement across Kirklees LEA. In 2008 he ran a campaign to raise boys’ achievement in Derbyshire which won a national award for work with parents
He has spoken at numerous DFES best practice events as well as LEA and National conferences all over the country and in Brazil. He has advised and trained in over three hundred schools and over thirty LEAs across the UK. He has delivered countless sessions for parents and governors and worked with boys across the length and breadth of the UK. He delivers INSET days, twilight sessions and parents’ evenings and also runs courses for OSIRIS Educational on boys in the Early years, boys and literacy and boys in year 7, as well as being associate advisor to four LEAs.
He has written for the TES, Secondary Leadership Focus, Working with Young Men, Teaching Expertise and numerous websites. Three programmes have been made about his work for Teachers TV “Raising Boys’ Achievement” parts one and two and “The Trouble With Boys” and he has appeared on the BBC and Woman’s Hour many times.
Breaking Through Barriers to Boys Achievement
It is, sadly, a fact that boys don’t do as well as girls at school. There is no logical reason for this, of course, it is not as if boys are innately more stupid than girls, more of a case that many boys don’t perform as well for a number of reasons. This book aims to change all that by examining research findings and providing strategies to help teachers.
Raising Boys’ Achievement
Based on sound research and experience by leading author Gary Wilson, this “Pocket PAL” provides an introduction to why boys underachieve along with a practical toolkit of proven strategies to help raise boys’ attainment across all age boundaries, enabling every teacher, department, key stage or school to identify the problems and plan a way forward.
Help Your Boys Succeed
This highly practical book contains strong messages about the need to develop independence in boys, the importance of male role models within the family and what to look out for in school, including signs of peer pressure and limiting negative self beliefs. It gives advice on how best to support boys in their learning and in developing self esteem.
Roger Slee was Routledge author of the month in October 2011. Professor Roger Slee, Chair of Inclusive Education at the Institute of Education, was Routledge’s October author of the month. He is the founding editor of the International Journal of Inclusive Education and the editor in chief of the London Review of Education. He serves on the editorial boards of a number of other journals including Disability & Society, Critical Studies in Education, British Journal of Studies in Education and Educational Research.
Slee’s association with Routledge started with “Is there a desk with my name on it?” (Falmer Press, 1993). His newest endeavour is “The Irregular School”, published 2010.
In 2000 he took up the position of the Deputy Director General of Education in Queensland. At first hand, he would experience the struggles of school reform and attempting to establish exclusive education as an educational aspiration and strategy. The Irregular School suggests that conceptions of regular and special education drag us backwards and that inclusive education is in serious danger of subverting reform and supporting exclusion.
Currently he is working on projects with Iraqi academics, some of whom are in forced exile while others are struggling to rebuild a culture of research in the higher education sector in Iraq.
To read more and get a deeper insight into Professor Slee’s background and research, go to the Routledge website: http://bit.ly/aBNeYS
Doing Inclusive Education Research by Julie Allan and Roger Slee (Paperback – 15 May 2008)
Irregular Schooling: Special Education, Regular Education and Inclusive Education (Foundations and Futures of Education) by Roger Slee (Paperback – 25 Nov 2010)
Mel Ainscow is Professor of Education and co-director of the Centre for Equity in Education. Between 2007 and 2011 he was the Government’s Chief Adviser for the Greater Manchester Challenge, a 50 million pound initiative to improve educational outcomes for all young people in the region. Previously a head teacher, local education authority inspector and lecturer at the University of Cambridge, Mel’s work attempts to explore connections between inclusion, teacher development and school improvement. A particular feature of this research involves the development and use of participatory methods of inquiry that set out to make a direct impact on thinking and practice in systems, schools and classrooms. Mel was director of a UNESCO Teacher Education project on inclusive education which involved research and development in over 80 countries, and has been a consultant to UNESCO, UNICEF and Save the Children. In the 2012 New Year honours list he was awarded a CBE for services to education.Publications
Index for Inclusion:- See the site of the Centre for Studies on Inclusive Education http://www.csie.org.uk/publications/inclusion-index-explained.shtml
David Mitchell is a leading writer in special and inclusive education who has distilled a huge range of recent studies that have the most genuine potential for improving the practices of teachers and schools, in order to help them produce high-quality learning and social outcomes for all.
Teachers around the globe are anxious to develop genuine, evidence-based policies and practices in their teaching of children with special educational needs, yet this field is notorious for the significant gap that exists between research and practice. What Really Works in Special and Inclusive Education presents educators of learners with special educational needs with a range of strategies they can implement right away in the classroom.Each of the twenty-four strategies included in the book has a substantial research base, a sound theoretical rationale, clear practical guidelines on how they can be employed, as well as cautions about their use. The book covers: strategies for arranging the context of learning, such as inclusive education, cooperative group teaching and the classroom climate cognitive strategies, including self-regulated learning, memory enhancement and cognitive behavioural therapy behavioural strategies, addressing issues of functional assessment and direct instruction formative assessment and feedback assistive technology and opportunities to learn.While the book focuses on learners with special educational needs, most of the strategies are applicable to all learners. This ground-breaking book will be welcomed by any teacher working in special and inclusive education settings who has neither the time nor the inclination to engage with theory-heavy research, yet wants to ensure that their teaching strategies are up-to-the-minute and proven to be the most effective best practices. Researchers, teacher educators and psychologists will also find this book informative and unique in its scope.What Really Works in Special and Inclusive Education: Using Evidence-Based Teaching Strategies David Mitchell
Michael Farrell is an independent consultant in special education. He has published extensively in the field; his books include The Special Education Handbook, Celebrating the Special School, Key Issues in Special Education and Educating Special Children along with a number of The Effective Teacher’s Guides (all published by Routledge).
Debating Special Education is a provocative yet timely book examining a range of criticisms made of special education in recent years. Michael Farrell analyses several key debates in special education giving balanced critical responses to inform policy and practice for the future of special education.
The book identifies possible limitations to the current special education knowledge base and provision. Michael Farrell examines the value of labelling and classification, and asks if intelligence testing may have detrimental effects; and addresses a number of complex issues such as:
- how practitioners work within special education; and if, sometimes, professionals may be self-serving
- whether there is distinctive provision for different types of disabilities and disorders
- inclusion as mainstreaming offered as an alternative to special education, and the challenges this presents.
See the range of Michael Farrell’s publications on his Amazon webpage.
Sue Briggs. Teachers need realistic ideas to help them meet the day-to-day challenges of inclusion. Sue Briggs writes as an experienced and sympathetic inclusion Co-ordinator. Her books cover: planning and setting targets using P scales and IEPs; teachers and TAs working together to best support the pupil; successful communication between teachers and pupils, pupils and pupils; making circle time and emotional literacy work for pupils with SEN; loads of time saving materials such as photocopiable sheets and templates.
You will find the range of books by Sue Briggs via the link below.
A PDF document written by Sue Briggs can be downloaded from the TDA website.
Dennis Hayes .Professor of Education at the University of Derby and a visiting professor at Oxford Brookes University. He is the author of many books on education and teaching. His co-authored book, The Dangerous Rise of Therapeutic Education (2009) was been described as ‘one of the most important books to have been written in at least the last twenty years in that crucial area where philosophy, policy and practice coincide.’
In 2006-7, he was the first joint president of the University and College Union, the largest post-compulsory education union in the world.
He is the founder of the campaign group Academics For Academic Freedom (AFAF), and in 2009 he edited and contributed to a special edition of the British Journal of Educational Studies on academic freedom and is currently writing a book on Academic Freedom.
Publications include:- Foundations of Primary Teaching ; Primary Education: The Key Concepts (Routledge Key Guides) ; Developing Advanced Primary Teaching Skills due out May 2012
Philip Garner worked as a classroom teacher for 17 years in both mainstream and special schools before moving into teacher education. He has held academic posts at Brunel University, Nottingham Trent University and, currently, at The University of Northampton, where he is Professor of Education, with particular reference to Postgraduate Professional Development. He has published extensively on aspects of special and inclusive education and on children’s emotional and behavioural difficulties and is the Editor of Support for Learning. His latest book is A Handbook of Emotional and Behavioural Difficulties in Education (Sage Publishers, 2005). http://www.sagepub.com/books/Book225052
Philip Garner is Director of the Training and Development Agency’s Professional Resource Network (IPRN) focussing on Behaviour for Learning, a British Academy Fellow and is extensively involved in national and international networks in teacher development and inclusion.