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Contents: 1.Introduction: A Rationale 2. Theories of Child Development 3. From Theory to Practice 4. Sensory and Physical Development 5. Communication and Interaction 6. Cognition and Learning 7. Behavioural, Emotional and Social Development 8. Conclusion Appendices Index
First Published in 1999. Routledge is an imprint of Taylor &
Francis, an informa company.
This book considers current issues in the development of policies to promote inclusive education for pupils with special educational needs. By examining issues from the perspective of individual pupils, schools, and local education authorities, it raises critical commentary on the ways forward for a co-ordinated approach to inclusion. Strategies to Promote Inclusive Practice draws upon the experience and expertise of teachers, policy makers, and researchers, who explore the many factors which need to be addressed in the development of a more inclusive education system. The authors explore the link between theoretical perspectives and the production of policy, as well as the potential for translating this into good classroom practice. They provide examples of approaches which have proved successful in enabling pupils to become better equipped to address the needs of a wide range of pupils. In considering the impact of recent policy, legislation, and research, the authors suggest that several models of inclusion may be necessary in order to become an inclusive education system. This book will be of interest to students, teachers, policy makers, and researchers, who are concerned to advance the debate on inclusion towards a more pragmatic approach to providing for all pupils with special needs. It is a companion text to Promoting Inclusive Practice edited by Christine Tilstone, Lani Florian and Richard Rose (RoutledgeFalmer, 1998), which was the joint winner of the 1999 TES/NASEN Academic Book Award.
First Published in 2000. Written with the newly-qualified or
student teacher in mind, the nature of this highly accessible book
considers the nature of learning difficulties and the impact of
legislation and policy on the teaching and learning of pupils with
a wide range of special educational needs in the mainstream
classroom. The authors offer practical solutions to the many
challenges facing teachers of inclusive settings, and individual
chapters provide the reader with guidance on: meeting special needs
appropriately in inclusive educational settings; effective access
to the curriculum; classroom organisation and management to support
pupils; staff roles and responsibilities and staff development. The
writers are also sensitive to the views and experiences of pupils
and how these can enhance opportunities for good quality learning.
Teachers and students will find this book an essential companion.
'Overall, this is likely to prove a very useful sourcebook for a curriculum-orientated discussion of inclusion.' - Special Children
'... this book is an impressive contribution to a growing body of literature on inclusion. It clearly lives up to its title, in that it tackles practice-based issues in a combative and authoritative manner.' - British Journal of Educational Studies
If children with learning difficulties are to be taught effectively
and if valuable resources are to be used efficiently, accurate
observation and exact responses to the needs of pupils are
essential. This book will help busy professionals raise standards
by applying the principles of systematic and rigorous observation
to their own practice, and suggests approaches, methods and
techniques and provides examples of effective observation in a
range of school contexts. It demonstrates how skills of observation
are valuable not only as an aid to effective teaching and learning
but also as an essential tool in personal and professional
development, curriculum evaluation and school improvement.
First Published in 2000. Written with the newly-qualified or
student teacher in mind, the nature of this highly accessible book
considers the nature of learning difficulties and the impact of
legislation and policy on the teaching and learning of pupils with
a wide range of special educational needs in the mainstream
classroom. The authors offer practical solutions to the many
challenges facing teachers of inclusive settings, and individual
chapters provide the reader with guidance on: meeting special needs
appropriately in inclusive educational settings; effective access
to the curriculum; classroom organisation and management to support
pupils; staff roles and responsibilities and staff development. The
writers are also sensitive to the views and experiences of pupils
and how these can enhance opportunities for good quality learning.
Teachers and students will find this book an essential companion.
Current policy demands that mainstream schools seek to include
pupils with special educational needs. This book takes a close look
at how exactly this aim can be achieved by examining the various
parts of the educational process. The book discusses: the
practicalities of inclusive education the gap between inclusive
policy and practice a re-configured role for special schools how
the process of inclusion will develop beyond the classroom.
Individuals who have learning difficulties are increasingly finding
their place in non-specialist schools. This book considers the ways
in which society can continue to support the process of inclusion
as full-time education leads on to employment and independent
living. The text reflects current developments in thinking and
practice, and brings together a broad range of expertise and
experience - it brims with enthusiasm for a positive approach that
leads on to practical success.
All teachers and professionals dealing with children with special educational needs must have an understanding of child development in order to make judgements about children's behaviour in terms of delay, disorder and diversity.
This ground-breaking book provides a framework for understanding the physical, sensory, emotional, social, linguistic, and cognitive development of children, but especially those with special educational needs. Written for practitioners and students alike, it helps keep track of children's developmental progress and provides a sound understanding and knowledge of the child in order to optimise learning opportunities. Although the book is essentially practical, the authors cover the theoretical ground which is vital in fully understanding cognitive development.
First published in 1991. This book provides a comprehensive view of
the needs of pupils with severe learning difficulties and considers
the attitudes of parents, teachers, administrators and the pupils
themselves. It offers practical approaches to assessment and
curriculum design; the management of the classroom environment;
approaches to classroom evaluation; pupils from minority groups;
collaboration with other professionals; integration and stress and
the classroom teacher.
This book considers current issues in the development of policies to promote inclusive education for pupils with special educational needs. By examining issues from the perspective of individual pupils, schools, and local education authorities, it raises critical commentary on the ways forward for a co-ordinated approach to inclusion. Strategies to Promote Inclusive Practice draws upon the experience and expertise of teachers, policy makers, and researchers, who explore the many factors which need to be addressed in the development of a more inclusive education system. The authors explore the link between theoretical perspectives and the production of policy, as well as the potential for translating this into good classroom practice. They provide examples of approaches which have proved successful in enabling pupils to become better equipped to address the needs of a wide range of pupils. In considering the impact of recent policy, legislation, and research, the authors suggest that several models of inclusion may be necessary in order to become an inclusive education system. This book will be of interest to students, teachers, policy makers, and researchers, who are concerned to advance the debate on inclusion towards a more pragmatic approach to providing for all pupils with special needs. It is a companion text to Promoting Inclusive Practice edited by Christine Tilstone, Lani Florian and Richard Rose (RoutledgeFalmer, 1998), which was the joint winner of the 1999 TES/NASEN Academic Book Award.
First published in 1991. This book provides a comprehensive view of
the needs of pupils with severe learning difficulties and considers
the attitudes of parents, teachers, administrators and the pupils
themselves. It offers practical approaches to assessment and
curriculum design; the management of the classroom environment;
approaches to classroom evaluation; pupils from minority groups;
collaboration with other professionals; integration and stress and
the classroom teacher.
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