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.
General
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