Continuing Professional Development: Additional Support Needs (Continuing Professional Development in Education: A Scottish Approach) - Tapa blanda

Reseña del editor

The Continuing Professional Development series sets out to demystify professional development in education, and does so from a Scottish perspective. All books in the series approach their subject in an accessible manner that allows teachers and educators to perceive how continuing professional development can enhance job satisfaction - as well as making a real difference to the most important client group of all: the pupils and students in their care.

Biografía del autor

Paul Hamill is Head of the Department of Educational Support & Guidance in the Education Faculty at the University of Strathclyde. He taught for eighteen years in Primary, Secondary and Special Schools and has extensive understanding of the field of additional support needs. He has played a significant role in developing and delivering two of the Faculty of Education's most prestigious postgraduate programmes, The Diploma in Support for Learning and The Chartered Teacher Programme. He is also an active researcher and has over the past five years directed three important research projects examining how the principles of inclusion can be applied in practice with a particular focus upon including young people with additional support needs. He has a wealth of experience as an educational consultant, having delivered effective professional development opportunities for local authorities, schools and teachers throughout Scotland.

Kathleen Clark is a Senior Lecturer in the Department of Educational Support and Guidance in the Education Faculty at the University of Strathclyde. As a former primary support for learning specialist, she amassed a wealth of practical knowledge and understanding of support systems and strategies in schools from nursery to primary seven. She has published in books and journals on the topic of inclusion in pre-school and primary and has presented several papers at international conferences on early years and inclusion and on the subject of dyslexia. Her main areas of interest and research are additional support needs; pre-school and primary and the challenge of inclusion; dyslexia and related specific learning difficulties; early intervention and literacy development. Kathleen has, in the last four years been co-ordinator of two very successful projects, Beyond the Margins to Inclusive Education and Count Me In: Responding to Dyslexia.