The marked increase in life-expectancy in Down syndrome since the 1990s, although a very good sign in itself, raises important questions regarding the health issues, cognitive involution and social and professional inclusion of people with the condition. In this text, a large group of leading specialists have supplied a series of papers on many aspects of this issue, ranging from epidemiology, genetics, medical issues, Alzheimer's disease, cognition and language, to sexual behaviour and contraception, family issues, professional orientation and work experiences.

This book should be of interest to physicians, psychologists, social workers and educators working in the field who wish to provide evidence-based interventions for persons with Down syndrome advancing in age.

This book provides relevant background data and theory regarding English language (EL) students, the challenges they face in learning English, and the need to find strategies for enhancing reading engagement among these students. Additionally, the chapters discuss the ways in which the findings could advance instructional knowledge for EL students. The author presents and explores the results of participant interviews conducted with 10 students, each with different cultural and linguistic backgrounds. From their stories, emerged 7 themes of bilingual instruction including: quality of reading lessons, culturally responsive instruction, active learning offers individualized direction, language instruction, and instructional time for choosing literature. This book will provide teachers with numerous instructional strategies and ways to build literacy into an EL learner's curriculum.

This book compiles cases of teaching and learning that were written by practitioners from a variety of backgrounds in education-elementary school, middle school, high school, and adult instruction-in public, charter, and private institutions, face-to-face and online. Cases of Teaching and Learning Across and Beyond K-12 Settings is intended primarily for use in education courses that have students from different specializations, but it also can be an important resource for instructors and students in any education courses who want to develop a broad focus on learning (for example, thinking about middle school students as former elementary and future high school, college, and adult learners). A historical and developmental approach to learning is a founding principle of this book: all cases are written as stories of never-ending multi-faceted development, making them distinct from video cases that are gaining popularity. These cases capture memorable experiences related to teaching and learning that problematized existing practices and thus presented ample opportunities for critical thinking and creative performances. Each case in Cases of Teaching and Learning Across and Beyond K-12 Settings is paired with analysis written by its author that relied on the theories and research summarized in the first part of the book. The selection of the theories was based on their presence in current research literature, mainly serving as foundations for empirical research, and relevance to various standards for teacher education and leadership. The analyses embedded these theories and allowed for their in-depth understanding and exploration. They can serve as springboards for various written and oral assignments, collaborative and individual.

This book compiles cases of teaching and learning that were written by practitioners from a variety of backgrounds in education-elementary school, middle school, high school, and adult instruction-in public, charter, and private institutions, face-to-face and online. Cases of Teaching and Learning Across and Beyond K-12 Settings is intended primarily for use in education courses that have students from different specializations, but it also can be an important resource for instructors and students in any education courses who want to develop a broad focus on learning (for example, thinking about middle school students as former elementary and future high school, college, and adult learners). A historical and developmental approach to learning is a founding principle of this book: all cases are written as stories of never-ending multi-faceted development, making them distinct from video cases that are gaining popularity. These cases capture memorable experiences related to teaching and learning that problematized existing practices and thus presented ample opportunities for critical thinking and creative performances. Each case in Cases of Teaching and Learning Across and Beyond K-12 Settings is paired with analysis written by its author that relied on the theories and research summarized in the first part of the book. The selection of the theories was based on their presence in current research literature, mainly serving as foundations for empirical research, and relevance to various standards for teacher education and leadership. The analyses embedded these theories and allowed for their in-depth understanding and exploration. They can serve as springboards for various written and oral assignments, collaborative and individual.

This book introduces research and solutions tested in schools with students with intellectual disabilities, socio-emotional difficulties, and extreme illnesses. It also provides extremely talented students' opinions on best teaching practices. In addition to students, the authors aim to bring out voices of their parents, teachers, and other people supporting them. The book serves people working with questions of special education: practitioners, researchers, and teachers and students in the field of special education worldwide. The authors present successful study processes which are secured by caring interaction, flexible, and student-centered teaching and multi-professional collaboration. The elements of caring education are the guiding principles of new special education.

First published in 1985. This book examines in-depth the administrative, curricular, attitudinal and pastoral care changes that are needed if teachers in ordinary schools are to meet their pupils' special needs successfully. Drawing on extensive research the author shows that the needs of a minority of 'special' pupils cannot sensibly be seen in insolation from those of the other pupils in the school. Schools that cater successfully for the majority of their pupils with special needs. Conversely, the curriculum and organisational problems in some schools create tensions which are reflected in the pupils' poor behaviour and performance. These are taken as evidence that the pupils have special needs.

Originally published in 1989. Drawing on extensive teaching and research experience, Bernadette Walsh provides a practical approach to teaching pupils with language learning difficulties in the secondary school. Many of these pupils enter secondary school believing themselves to be failures in all areas because of their inability to express themselves in words. Walsh emphasises that learning difficulties of this sort often stem from emotional problems and can only be overcome by establishing warm teacher-pupil relationships based on trust and mutual acceptance and fostered by the spoken language. The book is based around the teacher's diary which Bernadette Walsh kept as a daily record of her work in the classroom. This vivid and immediate account lends weight to her argument that only an arts-based curriculum involving poetry, story, drama, dance, art, and - above all - talk, can help the development of children with special educational needs. Student teachers will find this text a compelling and realistic introduction to a challenging area of their future profession.

Originally published in 1960. The authors of this text examine ways in which both ordinary schools and special needs schools can further develop suitable education for pupils with special needs, including improved post-school guidance. This title aims to provide a guide to teachers in deciding the aims of their teaching and to assist in the planning of their teaching methods.

First published in 1992. This book provides accounts of case-study research and evaluation in the area of special educational needs carried out by teachers in ordinary and special schools. Contributors discuss their experiences of the problems and possibilities of teacher research and provide advice on information-gathering, analysis and writing up. The findings presented address both whole-school matters, such as the use of support staff in ordinary schools, and the development of an assessment policy in a special school, and a range of current issues, such as partnership with parents and the teaching of children with emotional and behavioural difficulties. It is of interest to all teachers and tutors involved in research-based courses, students in primary and secondary initial teacher training, teachers on in-service courses, support staff for special educational needs.

First published in 1982. After the economic crises of the late seventies and early eighties, remedial education was affected particularly badly. Due to lack of funding, a child had to be labelled and diagnosed before they could receive any remedial education. For some children this labelling produced unintended and destructive consequences. The author examines this context of failure, and analyses various approaches to remedial education.

First published in 1951. This book examines the challenges and difficulties that schools may face when it comes to the teaching of children with special needs. The author explores the argument that any challenges can be eliminated by the expenditure of more money, or whether these challenges cannot be solved merely by increased expenditure and a well-directed administrative effort to provide teachers, classrooms and materials.

First published in 1988. Language is an important developmental ability which facilitates communication both at home and at school. It is also the foundation of many of a child's learning experiences in school. A certain level of language is often a pre-requisite both for success in particular curriculum areas and for the ability to conceptualise generally. Language developing is thus a major concern for those who work with mentally handicapped children and it has come to be regarded as one of the main objectives within the special school curriculum. This book is concerned with the opportunities for language learning which special schools make available for severely mentally handicapped children. It describes how special schools seek to meet the very diverse needs of their pupils and provides a discussion of the success of contemporary approaches to encouraging language development. The author makes a number of constructive criticisms and suggestions for improving practice which should interest anyone whose work involves teaching children with severe learning difficulties.

First published in 1988. With the Education Reform Act 1988 firmly in place and impacting upon the education of children and young people with Special Educational Needs, this book examines the issues that arose from its implementation. It aims to promote debate as well as providing a record of the achievements in practice, policy and provision in Britain since the Warnock Committee reported. The challenges which remain or have been created since the introduction of the Education Act 1981 are also discussed.

First published in 1992. For disabled people and people with learning difficulties the transition from school to college, work or training can be stressful and frustrating; job choices are often restricted, and they face barriers which are beyond their control. This book is about their struggle for choice. It sets special needs in further education in a socio-political context. By exploring the concept of 'transition to adulthood' in terms of class, race, gender and disability differences, and relating it to social, economic and political influences, it seeks to challenge complacency and encourage dialogue and debate.

First published in 1985. The field of mental handicap is a broad one encompassing the interests of many professional groups. As a result, there is a need periodically to present wide-ranging reviews of advances in the field. This is the central aim of this volume. Two chapters focus on the cognitive domain, and are especially pertinent in view of the recent release of the new Kaufman Assessment Battery for Children which uses Das's theoretical position as its foundation. Another contribution reviews the area of non-speech communication with those with special needs, a subject of much current interest and controversy. Other chapters focus on major issues such as maladaptive behaviour and deinstitionalization and use of new technology. The book is thus likely to be relevant to all those with an interest in advances in mental handicap research.

First published in 1996. Three major and topical issues which affect the lives of people with learning difficulties and those who work and live with them are sexuality, integration and age appropriateness. These issues are contentious and controversial and there are no simple solutions. In this book, preconceived, established and sometimes narrow views of what constitutes integration, sexuality and age appropriateness are challenged and a discussion of thought-provoking alternatives are explored from the perspective of the child or adult with learning difficulties.

First published in 1995. This book is about the issues in the education of pupils with learning difficulties. It redefines the relationship between the established curriculum for pupils with learning difficulties, the whole curriculum and the National Curriculum within the context of personal and social development. Particular themes running through the book include the ways in which the individual needs of pupils can be met through group work and planning for meaningful pupil involvement.

First published in 1995. This book responds to the multiplying demands for support and training for teachers of integrated classes in mainstream schools. Such support through school-based development initiatives enhances teachers' abilities to meet the emotional, behavioural and learning needs of their pupils. This volume aims to assist school staff to further their efforts in curriculum content and delivery, teacher-pupil and classroom relationships and parent involvement.

First published in 1985. Information technology can offer huge benefits to the disabled. It can help many disabled people to overcome barriers of time and space and to a much greater extent it can help them to overcome barriers of communication. In that way new information technology offers opportunities to neutralise the worst effects of many kinds of disablement. This book reviews the possibilities of using information technology in the education of the disabled. Commencing with an assessment of the learning problems faced by disabled people, it goes on to look at the scope of information technology and how it has been used for the education of students of all ages, particularly in the United Kingdom and the United States. A penultimate section considers most of the contentious issues that faced users of technology, whilst the conclusion devotes itself to the immediate and longer-term future, suggesting possible future trends and the consequent problems that may arise.

First published in 1989. The 1984 Act and the Warnock Report urged greater integration of pupils with special needs into ordinary schools. This book examines how schools cope with a wide variety of special needs - ranging from emotional and behavioural problems to physical disabilities and including the problem faced by gifted children - and assesses how successful the integration of children with special needs can be for both teachers and pupils. The author recommends the whole school approach where heads, form teachers, subject teachers, the special needs departments and parents work together in making the curriculum as accessible to as many students as possible. The whole school approach enables the fullest participation of all the children in the life of the school whatever their special needs. This book provides an extremely clear-sighted and positive analysis of integration and will be invaluable to all heads and teachers teaching, remediating or counselling children with special needs.

First published in 1978. Reading for Slow Learners is a practical guide for teachers, defining the objectives of the reading curriculum, identifying important aspects of teaching method and suggesting various approaches. This title will also be of interest to parents of children with learning difficulties.

First published in 1995. Notions of 'inclusive schools' and 'schooling for diversity' are rapidly gaining currency across the developed world as alternatives to traditional approaches to special needs education. This book explores the advances in our understanding of how schools can change and develop in order to include a wider range of students. By bringing together some of the foremost international writers and researchers in the field, it makes available to policy makers, practitioners and researchers the experiences from Australia, Europe, New Zealand, the UK and the USA.

First published in 1982. Between 1955 and 1980 the number of pupils in special needs schools in Britain increased tenfold. Between 1970 and 1977 the number of units for 'difficult' pupils also increased tenfold and went on increasing. Some observers saw this as a welcome advance in special education, others as an extension of discrimination. The authors of this study highlight the dangers of such a provision being used as a form of social control, which may be imposed on children whose only failure is an inability to fit into the stereotype of the ideal student.

First published in 1993. Any political system must respond to the needs of its' peoples and the European Community was no exception. This book, an all-round guide to the education of pupils with special educational needs in Europe, examines the policy and practice of special education in what were the twelve EC countries. The process of integrating pupils with special educational needs into mainstream schooling was an educational priority in the practice of many EC countries. The means of achieving this aim are reviewed, as well as an evaluation of the progress in different national educational contexts.

First published in 1997. This book examines recent and contemporary trends in training teachers in special educational needs. It views initial teacher education and subsequent professional development as part of a continuum in which significant opportunities exist for innovation. It presents a series of chapters in support of this optimistic stance which provide practical examples of effective ways of working, written by authors who have direct experience in the field. For student teachers, tutors, lecturers and school-based mentors in both general subjects and SEN.