Includes bibliographical references and index.

Introduction -- A learning and teaching model -- Strategy 1: inclusive education -- Strategy 2: cooperative group teaching -- Strategy 3: peer tutoring -- Strategy 4: collaborative teaching -- Strategy 5: parent involvement -- Strategy 6: school culture -- Strategy 7: school-wide positive behaviour support -- Strategy 8: indoor environmental quality -- Strategy 9: classroom climate -- Strategy 10: social skills training -- Strategy 11: cognitive strategy instruction -- Strategy 12: self-regulated learning -- Strategy 13: mnemonics and other memory strategies -- Strategy 14: reciprocal teaching -- Strategy 15: phonological awareness and phonological processing -- Strategy 16: cognitive behavioural therapy -- Strategy 17: behavioural approaches -- Strategy 18: functional behavioural assessment -- Strategy 19: direct instruction -- Strategy 20: review and practice -- Strategy 21: formative assessment and feedback -- Strategy 22: assistive technology -- Strategy 23: augmentative and alternative communication -- Strategy 24: opportunities to learn.

"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. This book presents educators of learners with special educational needs with a range of strategies they can implement right away in the classroom. David Mitchell, a leading writer in special and inclusive education, 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. Each of the 24 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. While the book focuses on learners with special educational needs, most of the strategies are applicable to all learners." -- Cover.