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This third edition continues to guide students through the challenging field of special educational needs and disability. Contextualising SEND in relation to historical, ideological and political developments, this book offers essential support to students as they develop a critical and up-to-date understanding of the practical challenges and opportunities concerning inclusion.



New edition features include:



* Up-to-date legislation, such as the SEND Code of Practice



* Material surrounding social, emotional and mental Heath



* New practical case studies, reflections and activities



* Revised chapter summaries



* More on the future of SEND Very few books manage to blend critically applied historical, social and political analyses of the issues explored here. This updated version is a must read for those studying SENDI in the fields of Childhood and Youth Studies, Education Studies, Social Policy and related fields' -- Graham Bright This updated edition is a key text for students on Early Childhood degrees. It provides useful background information around the development of special educational needs and disability (SEND), highlighting key legislation and defining key terms. Case Studies, reflections and student activities support students to debate the contested nature of SEND. -- Kathy Goodsir

Key Issues in Special Educational Needs, Disability and Inclusion

Section I: Contextualising Special educational needs and disabilities (SEND)

Chapter 1: Introduction

Chapter 2: Principles of SEND: Theoretical perspectives

Chapter 3: Disability: Explanatory beginnings

Section II: Historical perspectives of SEND

Chapter 4: The development of SEND: From benevolent humanitarianism to the halfway house of integration

Chapter 5: The emergence of inclusive education: From humble beginnings

Section III: Operationalising SEND and inclusion

Chapter 6: Current legislation governing SEND and inclusion

Chapter 7: Inclusion making it work: the complexity of multi-agency working

Chapter 8: International perspectives on SEND and inclusive education

Chapter 9: Conclusion