This fourth volume in the series describes the needs for identifying children with special needs early in life and the facilities that are being developed for this. It discusses such areas as the role of parents when a child is diagnosed as having a disability.;For the purposes of the book, early intervention is defined as systematic strategies aimed at promoting the optimal development of infants and toddlers with special needs and at enhancing the functioning of their families or caregivers. Expressed another way, the overall aim of early intervention is to employ preventive strategies to reduce the occurence and/or the severity of disabling or handicapping conditions in infants and toddlers. Preventive strategies can be considered at two different levels; primary and secondary. Primary prevention is concerned with averting the conditions which give rise to disabilities or handicaps.;The main focus however, is on secondary prevention. This has to do with the early indentification of conditions which are likely to place a child's development at serious risk, and the institution of measures to ameliorate or reduce the severity of any disability or handicap which might result from such factors.;It is intended to provide a reference for students, professionals, parents and administrators who are, or will be, directly involved in establishing, operating or evaluating early intervention programmes for infants and toddlers with special needs. The book should be particularly relevant to those in child care, rehabilitation education, social welfare and allied areas.;This book, provides a comprehensive discussion of some of the most critical issues in designing and implementing early intervention programmes for infants and toddlers with special needs and their families. Its international perspective and its concern for establishing a firm theoretical base for professional practice help to provide a framework against which existing programmes can be critically evaluated and new programmes can be developed.

This book is primarily written for practitioners involved in diagnosis and treatment of children with learning disabilities. It should also be read by parents or professionals who have little familiarity with this problem.;These children have a multitude of problems including academic, social, emotional, behavioural and familial. The text follows an interdisciplinary approach to enable an understanding of the child's problems and needs. The authors themselves are from different disciplines; a developmental paediatrician, developmental psychiatrist and an educational psychologist.;The life span approach to care is followed and encompasses early identification of learning disabilities, language based learning disabilities, occupational therapy and transition programming. Types of treatment are discussed and the effectiveness of these intervention techniques; as well as how to convey information to parents.;This book should be of interest to undergraduates and graduates of educational studies for children with learning disabilities. Parents of children with learning disabilities; professional teachers of children with learning disabilities.

This debate-style reader is constructed to introduce students to controversies in special education through paired pro and con articles on such issues as emotional/behavioral problems, ADD/ADHD, inclusion, minority overrepresentation, learning disabilities, use of paraprofessionals, and applications of brain research. For additional support for this title, visit our student website: www.dushkin.com/online .

A comprehensive guide to the whole field of SEN, focusing on the current UK legislative, institutional and educational frameworks. The author has gathered a wide range of information essential to good SEN practice in mainstream and special schools, including legislative changes. A classified or thematic index helps the reader plot a course though topics of current interest. The alphabetical entries cover six broad themes: basic terms, ideas and values; venues relating to special education and school organisation; roles, duties and responsibilities, procedures and rules; individual differences among learners with SEN; cuurriculum, assessment and resources; and pedagogy.