Increased levels of interest in inclusive education for pupils with
learning difficulties are set to continue and while much progress
has been made, challenges remain in promoting full and meaningful
participation for these learners.
This book focuses, therefore, on the teaching and learning
processes which will facilitate organizational and curricular
inclusion for pupils with learning difficulties within day-to-day
classroom practice. Using their understanding of current theory,
the authors provide practical approaches to the analysis of
teaching methods used with pupils with learning difficulties and
the learning preferences, strengths and areas of challenge of
individual pupils. They also discuss the various factors which
impinge upon the development of more inclusive provision.
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