Based on extensive research, Addressing Tensions and Dilemmas in Inclusive Education presents a contemporary and critical analysis of the interaction between different perspectives and positions in the field of inclusive education. Referring to existing attitudes on the education of children and young people with learning difficulties and disabilities, Professor Norwich argues that despite the appeal of inclusion as a single powerful position, its practical realisation involves tensions and dilemmas that have to be addressed and resolved. This core analysis is illustrated by a review of relevant national and international concepts, principles, research and practices drawing on literature in areas of current interest and concern, such as: identification and classification; current national and international conceptions; pedagogic and curriculum issues; organisation of schooling; parental and student perspectives; the contribution of research to policy and practice. Engaging with the fundamental issues in the field and providing a coherent perspective that recognises and justifies the inter-connection between specialised and general school provision, this accessible and timely book will be of interest to all researchers and students of inclusive education.

This updated second edition of Addressing Tensions and Dilemmas in Inclusive Education further develops the critical analysis of the initial edition that integrates the interaction between different perspectives and positions in the field of inclusive education. This key resource expands the arguments present in the first edition with clearer implications about how to address tensions and dilemmas in inclusive education, and resolve them through democratic deliberation. Based on contemporary research, theory and policy, as well as responding to current perspectives towards the education of children and young people with learning difficulties and disabilities, Brahm Norwich extends and refines the original core argument of the previous edition — the practical realisation of inclusion involves tensions and dilemmas that have to be addressed and resolved. This core analysis focuses on: - identification and classification - current national and international conceptions - pedagogic and curriculum issues - organisation of schooling - parental and student perspectives and the contribution of research to policy and practice. Re-engaging with the fundamental issues in the field and providing a coherent perspective that recognises and justifies the inter-connection between specialised and general school provision, this accessible new edition will be of interest to all students and researchers of inclusive education.

This updated second edition of Addressing Tensions and Dilemmas in Inclusive Education further develops the critical analysis of the initial edition that integrates the interaction between different perspectives and positions in the field of inclusive education. This key resource expands the arguments present in the first edition with clearer implications about how to address tensions and dilemmas in inclusive education, and resolve them through democratic deliberation. Based on contemporary research, theory and policy, as well as responding to current perspectives towards the education of children and young people with learning difficulties and disabilities, Brahm Norwich extends and refines the original core argument of the previous edition — the practical realisation of inclusion involves tensions and dilemmas that have to be addressed and resolved. This core analysis focuses on: - identification and classification - current national and international conceptions - pedagogic and curriculum issues - organisation of schooling - parental and student perspectives and the contribution of research to policy and practice. Re-engaging with the fundamental issues in the field and providing a coherent perspective that recognises and justifies the inter-connection between specialised and general school provision, this accessible new edition will be of interest to all students and researchers of inclusive education.

Lesson Study has been shown to be a systematic way of building teachers' knowledge by allowing them to share their knowledge with each other. While much has been written about the benefits of Lesson Study in science and mathematics education, this book analyses its impact on education for children with special needs. It studies the ways in which the Lesson Study process is implemented in different educational contexts in the Netherlands, Singapore, the UK, and Sweden-countries which propagate more inclusive learning environments regardless of varying degrees of student capacities. In addition to making transcultural comparisons regarding concepts, procedures, and instruments in the use of Lesson Study in these four countries, this book will provide practice-based suggestions for teachers to formulate collaborative lesson plans.

Lesson Study has been developed and used in Japan for over a century and is increasingly used in the Far East, USA and now in Europe. Lesson Study: Making a Difference to Teaching Pupils with Learning Difficulties shows how this powerful model of professional learning has been integrated with the principles of inclusive practice by classroom teachers in the challenging area of teaching pupils in the spectrum from Moderate Learning Difficulties (MLD) to low attainment. The book illustrates how Lesson Study has been practiced and explores the optimal conditions in schools for its effective use. Essential reading for trainee and practicing teachers with an interest in how professional practice can enhance reflective practice as a means of school improvement and innovation for all pupils.

Based on extensive research, Addressing Tensions and Dilemmas in Inclusive Education presents a contemporary and critical analysis of the interaction between different perspectives and positions in the field of inclusive education. Referring to existing attitudes on the education of children and young people with learning difficulties and disabilities, Professor Norwich argues that despite the appeal of inclusion as a single powerful position, its practical realisation involves tensions and dilemmas that have to be addressed and resolved. This core analysis is illustrated by a review of relevant national and international concepts, principles, research and practices drawing on literature in areas of current interest and concern, such as: identification and classification; current national and international conceptions; pedagogic and curriculum issues; organisation of schooling; parental and student perspectives; the contribution of research to policy and practice. Engaging with the fundamental issues in the field and providing a coherent perspective that recognises and justifies the inter-connection between specialised and general school provision, this accessible and timely book will be of interest to all researchers and students of inclusive education.

**Shortlisted for the nasen Special Educational Needs Academic Book award 2008** Inclusion has become very influential internationally in the field of schooling. This has involved the introduction of policies that pursue more provision for, and acceptance of, students with special educational needs or disabilities in ordinary school settings. However, these policies represent different and often conflicting values and approaches to education. The basic dilemma of difference is whether to recognise or not to recognise differences, as either way there are negative implications or risks associated with stigma, devaluation, rejection or denial of relevant opportunities. This is the first book to examine ideas about these dilemmas from a range of disciplines and fields about the nature and origins of such dilemmas as they apply to special and inclusive education. In particular these dilemmas are about: identification - whether to identify students as having special educational needs / disabilities or not? curriculum - how much of a common curriculum is relevant to these students? placement - can appropriate learning can take place in ordinary schools and classes or not? This ground-breaking book examines professional educators and administrators at national and local authority level across three countries - England, USA and the Netherlands - and questions how they recognise tensions or dilemmas in responding to student differences. Of interest to researchers, students, academics and professionals, this study will provide a much needed, balanced and powerful contribution to the inclusion debate.

Children with mild to moderate learning difficulties (MLD) make up the largest sub-group of children requiring special educational needs, and yet they are often neglected in terms of research and in their influence on future Government policy directions. The authors of this book, developed out of a Nuffield Foundation research project, have listened to and considered the perspectives of children with moderate learning difficulties in relation to:
* Their educational provision
* Their feelings about the labels that are used for them
* Issues around their identity and self-perception
* The way they feel about social interaction and bullying.
The authors weave their findings into a wider review of current research in the MLD field and use a range of perspectives in the book, from the professional, to psychological and sociological. They raise issues about the extent of future inclusion for the remaining groups of pupils with MLD in special schools, and discuss various options for future policy and practice. Students, researchers and academics who are active in the field of inclusive education will find this an insightful and comprehensive text.

Children with mild to moderate learning difficulties (MLD) make up the largest sub-group of children requiring special educational needs, and yet they are often neglected in terms of research and in their influence on future Government policy directions. The authors of this book, developed out of a Nuffield Foundation research project, have listened to and considered the perspectives of children with moderate learning difficulties in relation to:
* Their educational provision
* Their feelings about the labels that are used for them
* Issues around their identity and self-perception
* The way they feel about social interaction and bullying.
The authors weave their findings into a wider review of current research in the MLD field and use a range of perspectives in the book, from the professional, to psychological and sociological. They raise issues about the extent of future inclusion for the remaining groups of pupils with MLD in special schools, and discuss various options for future policy and practice. Students, researchers and academics who are active in the field of inclusive education will find this an insightful and comprehensive text.

Contents:
1. Introduction
1.1 Rationale for the book 1.2 Ideological context, and social and political values 1.3 The focus 1.4 Themes and perspectives 1.5 Outline of chapter contents
2. Education as theory and practice: does it need a scientific basis?
2.1 Introduction 2.2 What is theory in education for? 2.3 Contributory or foundation disciplines? 2.4 Curriculum studies as a source of educational theory 2.5 Different kinds of educational theory 2.6 Role and nature of ideology 2.7 Psychological assumptions required by ideological positions in education 2.8 Meta-psychological assumptions and their links with educational ideologies 2.9 Teaching as art of applied science 2.10 Can teaching have a scientific basis? 2.11 A science of education and professional knowledge 2.12 Concluding comments
3. Psychology as a study of humanity or as a science
3.1 Introduction 3.2 Humanity versus science 3.3 Ideology and psychology 3.4 Professional versus academic psychologies 3.5 Historical aspects 3.6 Concepts of science applicable to psychology 3.7 Critiques of scientific psychology 3.8 Psychology as common sense 3.9 Philosophical ideas of psychology as science 3.10 Constructionist, realist and pragmatist views of psychology as science 3.11 Biological and evolutionary perspectives on psychology 3.12 Ways forward 3.13 Concluding comments
4. A special relationship?
4.1 Introduction 4.2 Historical perspectives 4.3 Critiques of educational psychology 4.4 Sociological and philosophical critiques 4.5 Current issues for educational psychologists 4.6 Current position of educational psychology in academic settings 4.7 The position of professional educational psychologists 4.8 Summary and concluding comments
5. Conclusion: a future based on recognising dilemmas and connective specialisation
5.1 Introduction 5.2 Summarising and developing the main points from the previous chapters 5.3 Social perspectives on the relationship between psychology and education 5.4 Psychology and education as divergent and connected fields 5.5 Epistemological and value co-existence: continuing tensions and implications 5.6 The distinctive contribution of educational psychology 5.7 Concluding comments

Teacher support teams are school-based, problem-solving groups which function to support pupils indirectly through teacher collaboration. The principle behind these support teams is to make the most of the knowledge and skills of teachers already in a school. This handbook offers training information and activities useful in the setting up, running and evaluation of this provision, where teachers can exchange their knowledge of different teaching approaches and methods, and seek peer support for problems they have experienced in the classroom. The book provides useful timetables, presentations, handouts and activities.

First Published in 1997. Routledge is an imprint of Taylor and Francis, an informa company.

Covering a wide range of special educational needs and disabilities this book examines the perspectives of teachers, teaching assistants, children and parents with a focus on specific educational aspects, such as curriculum and pedagogy. Referencing recent policy changes in the special needs and inclusive education context, the book offers an introduction to the special needs and inclusive education field for teachers, SEN Coordinators and other allied professionals (e.g. speech and communication therapists, educational psychologists) as well as parents and policy makers, by: * Examining the lived experience of parents, teachers and children/young people with special educational needs/ disability in education * Illustrating some of their experienced tensions and how they deal with them * Exploring the significance of these experiences for policy and practice The book features 12 engaging case studies that are based on in-depth interviews with parents, teachers or teaching assistants and children or young people, exploring their experiences as regards their education. These accounts emphatically highlight positive models of practice as well as negative practices to avoid. In this way the book contributes to the professional learning of teachers and allied professionals. "A critical part of understanding any complex social phenomenon is to listen (really listen) to the views of the stakeholders - the children and young people, the parents and the professional educators. In this thoughtful book, Brahm Norwich, a leading scholar in the field of Disability and Special Educational Needs, faithfully presents these views through 12 insightful case studies. The stories told are direct and share the tensions, dilemmas, balances and dynamics of life. It is a very thought provoking book and an excellent addition to the field." Dr. Graeme Douglas, Professor of Disability and Special Educational Needs, University of Birmingham, UK "An invaluable book about the importance of getting to know each and every child, comprising up to date case studies that contextualise the experiences of 12 learners identified with special educational needs." Professor Lani Florian, Bell Chair of Education, University of Edinburgh, UK "In the era of person-centred planning, this book is a timely and essential key text for both general and specialist practitioners working for children and young people with special educational needs and/ or disability. The structured case study format provides accessible, comprehensive and detailed insights across a range of ages and types of educational placement. Whilst evidence from the individual experiences of children, their families and teachers are its main substance, the book also draws together case study themes, including advice directly given by parents and teachers to the readers. Professor Norwich is to be highly commended for providing this original, scholarly and useful research to the international field of special education." Professor Kevin Woods, Professor of Educational and Child Psychology, University of Manchester, UK "In his new book of 12 case studies of children and young people with a range of special educational needs and disabilities (SEND), Brahm Norwich skilfully presents the perspectives of the young people themselves, their parents, and the teachers and teaching assistants who support them. These careful, illuminating accounts bring to life the realities, complexities, challenges - and also the positive aspects - of the young people themselves and those that care and support them. They remind us all of the importance of seeing each child as an individual. Required reading for all who work with children with SEND." Professor Geoff Lindsay, Centre for Educational Development, Appraisal and Research (CEDAR), University of Warwick, UK

Lesson Study has been shown to be a systematic way of building teachers' knowledge by allowing them to share their knowledge with each other. While much has been written about the benefits of Lesson Study in science and mathematics education, this book analyses its impact on education for children with special needs. It studies the ways in which the Lesson Study process is implemented in different educational contexts in the Netherlands, Singapore, the UK, and Sweden-countries which propagate more inclusive learning environments regardless of varying degrees of student capacities. In addition to making transcultural comparisons regarding concepts, procedures, and instruments in the use of Lesson Study in these four countries, this book will provide practice-based suggestions for teachers to formulate collaborative lesson plans.

**Shortlisted for the nasen Special Educational Needs Academic Book award 2008** Inclusion has become very influential internationally in the field of schooling. This has involved the introduction of policies that pursue more provision for, and acceptance of, students with special educational needs or disabilities in ordinary school settings. However, these policies represent different and often conflicting values and approaches to education. The basic dilemma of difference is whether to recognise or not to recognise differences, as either way there are negative implications or risks associated with stigma, devaluation, rejection or denial of relevant opportunities. This is the first book to examine ideas about these dilemmas from a range of disciplines and fields about the nature and origins of such dilemmas as they apply to special and inclusive education. In particular these dilemmas are about: identification - whether to identify students as having special educational needs / disabilities or not? curriculum - how much of a common curriculum is relevant to these students? placement - can appropriate learning can take place in ordinary schools and classes or not? This ground-breaking book examines professional educators and administrators at national and local authority level across three countries - England, USA and the Netherlands - and questions how they recognise tensions or dilemmas in responding to student differences. Of interest to researchers, students, academics and professionals, this study will provide a much needed, balanced and powerful contribution to the inclusion debate.

""I recommend this book as an important contribution to the debate on pedagogy in special education. It is largely well written and informative and rich with ideas and opinions."
. Educational Review"

. . What, if anything, is special about teaching children with special or exceptional learning needs? . . This book addresses this question, looking at pupils special learning needs including low attainment, learning difficulties, language difficulties, emotional and behavioural problems and sensory needs.

. . Some special needs groups (for example dyslexia) have argued strongly for the need for particular specialist approaches. In contrast, many proponents of inclusion have argued that good teaching is good teaching for all and that all children benefit from similar approaches. Both positions fail to scrutinise this issue rigorously and coherently, and it is this aspect which distinguishes this book. .

. Leading researchers in each special needs field defend and critique a conceptual analysis of teaching strategies used with particular learner groups with special educational needs. Summaries by the editors after each chapter link pedagogic strategies, knowledge and curriculum to key points from the chapter and pave the way for discussion. .

. This book is indispensable reading for students, policy makers, researchers and professionals in the field of special educational needs and inclusion.. .

" Shortlisted for the TES / NASEN Book Awards 2005.

This title considers the philosophical debates surrounding special educational needs and inclusion. "Special Educational Needs: A New Look" by Mary Warnock was initially published by the Philosophy of Education Society of Great Britain in 2005. In this new edition, Warnock has updated her argument, Brahm Norwich has contributed a counter-argument and Lorella Terzi has provided a foreword and afterword, drawing the two debates together. The issues debated in this new edition of "Special Educational Needs: A New Look" include: The statement of special educational need - the concept of inclusion. "Special Educational Needs: A New Look" raises issues which will be of interest to all involved in special education and inclusion, including teachers, policy makers and educationalists. This innovative series is addressed to practitioners and policy-makers. It highlights the critical perspectives that philosophy can bring to bear on current education policy and provides a lively discussion of the issues. It aims to stimulate debate and to contribute to better informed educational initiatives.