Education that Fits: Review of International Trends in the Education of Students with Special Education Needs
Mitchell, D. 2010 Wellington: Ministry of Education. Education that Fits: Review of International Trends in the Education of Students with Special Education Needs
Mitchell, D. (2010). Education that Fits: Review of International Trends in the Education of Students with Special Education Needs. Wellington: Ministry of Education.
The Ministry of Education commissioned this extensive review of international trends to inform the 2010 Review of Special Education. Mitchell's review provides valuable evidence to inform decision-making. The topics covered are:
- paradigms of special educational needs
- definitions, categorisation and terminology
- disproportionality in special education
- response to intervention and graduated response
- educational contexts
- funding and resourcing
- curriculum
- assessment
- evidence-based pedagogy
- inclusive education
- non-inclusive educational settings
- teacher education
- collaboration
- parent involvement
- universal design for learning.
In his 2007 book What Really Works in Special and Inclusive Education, David Mitchell provides practical guidelines for the implementation of 24 teaching strategies, including:
- 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.
You can find a review of Mitchell's book here.
Mitchell, D. (2007). What Really Works in Special and Inclusive Education: Using Evidence-based Teaching Strategies. Abingdon, England: Routledge.
| Relevance | Resources for further learning | Resources for taking action | Resources for learning about other people's stories |
|---|---|---|---|
| Inquiry and knowledge-building | |||
| Leading change | |||
| Understanding autism spectrum disorder | |||
| Understanding inclusion | Y | ||
| Effective schools | Y | ||
| Special education and ASD in NZ school settings | |||
| Audit | |||
| Building inclusive school cultures | Y | Y | |
| Producing inclusive school policies | Y | ||
| Evolving inclusive practices | Y | Y | |
| Managing transitions | |||
| Specific issues for secondary schools |