Special Teaching for Special Children? Pedagogies for Inclusion

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McGraw-Hill Education (UK), 2004 M11 1 - 238 páginas
This book addresses this question, looking at pupils special learning needs including low attainment, learning difficulties, language difficulties, emotional and behavioural problems and sensory needs. Some special needs groups (for example dyslexia) have argued strongly for the need for particular specialist approaches. In contrast, many proponents of inclusion have argued that good teaching is good teaching for all and that all children benefit from similar approaches.
 

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Contenido

Chapter 01 How specialized is teaching pupils with disabilities and difficulties?
1
Chapter 02 Deafness
15
Chapter 03 Visual impairment
26
Chapter 04 Deafblindness
41
Chapter 05 Severe learning difficulties
53
Chapter 06 Profound and multiple learning difficulties
67
Chapter 07 Children with Downs syndrome
81
Chapter 08 English as an additional language and children with speech language and communication needs
96
Chapter 11 Dyslexia
138
Chapter 12 Dyspraxia
150
Chapter 13 Social emotional and behavioural difficulties
166
Chapter 14 Moderate learning difficulties
180
Chapter 15 Low attainment
192
overall conclusions
206
Index
223
Back cover
239

Chapter 09 Autistic spectrum disorders
110
Chapter 10 ADHD
123

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Términos y frases comunes

Pasajes populares

Página 1 - In terms of learning, universal design means the design of instructional materials and activities that makes the learning goals achievable by individuals with wide differences in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, engage, and remember.

Acerca del autor (2004)

Editors

Ann Lewis is Professor of Special Education and Educational Psychology at the University of Birmingham. Her publications include Researching Children's Perspectives (Open University Press 2000), Children's Understanding of Disability (1995), Working with Children with Special Needs in the Primary School (2005).

Brahm Norwich is Professor of Educational Psychology and Special Educational Needs at the University of Exeter. His publications include Psychology and Education in Interaction:working with uncertainty in connected fields (2000), and Moderate Learning Difficulties and the Future of Inclusion.(2004)

Contributors

Paul Cooper, Professor of Education, Centre for Innovation in Raising Educational Achievement, University of Leicester, UK

Graeme Douglas, Research Fellow, School of Education, University of Birmingham, Birmingham, UK

Alan Dyson, Professor of Education, Faculty of Education, University of Manchester, UK

Felicity Fletcher-Cambell, Principal Research Officer, Department of Professional and Curriculum Studies, NFER, UK. UK National Co-ordinator, European Agency for Development in Special Needs Education

Susan Gregory, Consultant, previously Senior Lecturer in Hearing Impairment, School of Education, University of Birmingham, UK

Liz Hodges, Lecturer, School of Education, University of Birmingham, Birmingham, UK

Rita Jordan is Reader in Autism Studies, School of Education, University of Birmingham, Birmingham, UK

Ann Lewis, Professor in Autism Studies, School of Education, University of Birmingham, Birmingham, UK

Deirdre Martin, Senior Lecturer, School of Education, University of Birmingham, Birmingham, UK

Mike McLinden, Lecturer, School of Education, University of Birmingham, Birmingham, UK

Olga Miller, Course Leader, Disabilities of Sight, Institute of Education, University of London, London, UK

Brahm Norwich, Professor of Educational Psychology and Special Educational Needs, School of Education and Lifelong Learning, University of Exeter, Exeter, UK

Tim O'Brien, Consultant in the area of EBD, UK

Jill Porter, School of Education, University of Birmingham, Birmingham UK

Dr Madeleine Portwood, Senior Educational Psychologist, Durham LEA, Dyspraxia Foundation Trustee, Chair of the Education Committee, UK

Dr Gavin Reid, Senior Lecturer, Faculty of Education, University of Edinburgh, Edinburgh, UK

Dr Jean Ware, Director of Special Education, St Patrick's College, Dublin, Ireland

Jennifer Wishart, Professor of Special Education, Moray House School of Education, University of Edinburgh, Scotland, UK

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