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This book reports a systematic synthesis of research on teachers' use of adjustments to support students with special educational needs who are currently in their mainstream classrooms. It presents a comprehensive analysis and synthesis of both quantitative and qualitative data, including studies involving observation, artefact examination, interviews, and surveys. It offers a holistic understanding of the current practices used by teachers to fulfil the intent of international inclusive education policy, and support the inclusion of students with a range of needs within the context of mainstream classrooms and programmes. This book also offers a range of recommendations for improving practice.
Mark Carter is an honorary associate professor in the School of Education at the University of Wollongong, Australia and Dean of the Academy for the Science of Instruction at MultiLit Pty Ltd. He has contributed to the field of special education for over 40 years as an early interventionist, special educator, teacher educator, and researcher. His research interests include educational issues in autism spectrum disorder, evidence-based practice in special education, controversial practices, and educational decision-making. He has worked with government departments and private organisations over several decades in projects designed to improve educational outcomes for students with disabilities. He has also been an investigator in two major funded projects examining adjustments provided to students with special needs in mainstream classrooms. He has over 140 refereed publications and book chapters, and has contributed to a wide range of reviews, publications, and conference presentations, often specifically addressing translation of research for practitioners and caregivers.
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