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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.
Research on training programs for students with learning
difficulties has usually focused on the development of social and
behavioural skills and the acquisition of cognitive interventions
and procedures. Originally published in 1989, this book attempts to
apply the methods validated by research and synthesize the
discoveries made in the psychological laboratory for the benefit of
teachers in regular classrooms. It reviews the literature relevant
to special needs teaching and traces the development of cognitive
research as it applies to education. The authors propose a specific
and practical teaching strategy which has been successfully used by
those working with students with special needs. Starting from the
basic belief that education is an interactive process between the
participants, the authors have emphasised the role and
responsibility both of the teacher and the learner. Their book
should be of value to researchers and practitioners in psychology
and special education.
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.
Research on training programs for students with learning
difficulties has usually focused on the development of social and
behavioural skills and the acquisition of cognitive interventions
and procedures. Originally published in 1989, this book attempts to
apply the methods validated by research and synthesize the
discoveries made in the psychological laboratory for the benefit of
teachers in regular classrooms. It reviews the literature relevant
to special needs teaching and traces the development of cognitive
research as it applies to education. The authors propose a specific
and practical teaching strategy which has been successfully used by
those working with students with special needs. Starting from the
basic belief that education is an interactive process between the
participants, the authors have emphasised the role and
responsibility both of the teacher and the learner. Their book
should be of value to researchers and practitioners in psychology
and special education.
How can teachers provide the best learning experiences for students
with varying skills and abilities? Teachers have many common needs.
Most work in a situation of high demands and expectations, but
against a background that reflects a reduced valuation of their
efforts. Originally published in 1993, the authors share some
thoughts about contemporary teaching practice and suggest an
approach - Process-Based Instruction - for a coherent cognitive
education programme that draws on the literatures of educational
psychology and educational theory and practice. The book is
supported throughout with exercises and illustrations designed to
help teachers apply new strategies to classroom practice,
particularly in areas of the curriculum concerning problem solving.
First published in 1985. Despite the vast number of books available
on mental handicap, there had been little published about moral,
philosophical or ethical issues. Yet such issues must be faced and
indeed answered, either explicitly or implicitly, before any system
of education or care for mentally handicapped people can be put
into practice. This book reviews a number of issues in this field.
Key topics addressed include: respect for retarded people; the
notion of equal rights; terminating the lives of severely
handicapped infants; and genetic engineering. With the current
emphasis on recognising the rights and needs of the handicapped as
individuals, this book should represent an important review and be
of interest to all concerned with mentally handicapped people.
First published in 1985. Despite the vast number of books available
on mental handicap, there had been little published about moral,
philosophical or ethical issues. Yet such issues must be faced and
indeed answered, either explicitly or implicitly, before any system
of education or care for mentally handicapped people can be put
into practice. This book reviews a number of issues in this field.
Key topics addressed include: respect for retarded people; the
notion of equal rights; terminating the lives of severely
handicapped infants; and genetic engineering. With the current
emphasis on recognising the rights and needs of the handicapped as
individuals, this book should represent an important review and be
of interest to all concerned with mentally handicapped people.
How can teachers provide the best learning experiences for students
with varying skills and abilities? Teachers have many common needs.
Most work in a situation of high demands and expectations, but
against a background that reflects a reduced valuation of their
efforts. Originally published in 1993, the authors share some
thoughts about contemporary teaching practice and suggest an
approach - Process-Based Instruction - for a coherent cognitive
education programme that draws on the literatures of educational
psychology and educational theory and practice. The book is
supported throughout with exercises and illustrations designed to
help teachers apply new strategies to classroom practice,
particularly in areas of the curriculum concerning problem solving.
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