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First published in 1996. Three major and topical issues which
affect the lives of people with learning difficulties and those who
work and live with them are sexuality, integration and age
appropriateness. These issues are contentious and controversial and
there are no simple solutions. In this book, preconceived,
established and sometimes narrow views of what constitutes
integration, sexuality and age appropriateness are challenged and a
discussion of thought-provoking alternatives are explored from the
perspective of the child or adult with learning difficulties.
First published in 1996. Three major and topical issues which
affect the lives of people with learning difficulties and those who
work and live with them are sexuality, integration and age
appropriateness. These issues are contentious and controversial and
there are no simple solutions. In this book, preconceived,
established and sometimes narrow views of what constitutes
integration, sexuality and age appropriateness are challenged and a
discussion of thought-provoking alternatives are explored from the
perspective of the child or adult with learning difficulties.
First published in 1994. This book pays tribute to the many parents
and professionals who work and live with people who have learning
difficulties. Enabling people with learning difficulties to take
control may be achieved in a number of ways, ranging from
systematic application of theory in programmes of learning and
development, to a largely intuitive response. The Editors hope that
the issues and reflections raised in this book will inspire all
practitioners to continue to adopt an enquiring attitude towards
ways in which people with learning difficulties can exert effective
control over the operation of their lives.
Intended as a reference for all those teaching and working with
children and adults with severe and profound learning difficulties,
this work addresses the theoretical aspects of the development of
communication up to and including the beginnings of speech in
normally developing children, and those with severe learning
difficulties. It also includes an approach to practical assessment.
First published in 1998. Routledge is an imprint of Taylor &
Francis, an informa company.
First published in 1986. Aimed at teachers, students and related
professions this book serves to bridge the gap between the theory
and practice of educating pupils with severe learning difficulties.
In the light of the 1981 Education Act it is crucial to identify,
and subsequently meet, the needs of these pupils. This can only be
done by an in-depth understanding of curriculum design, child
development and the learning process. This book incorporates these
aspects together with an appreciation of teaching techniques and
school and classroom organisation. It explains how the parents,
school staff and linked agencies complement this procedure.
First published in 1979. This report offers a working model for the
teaching of language and communication to the mentally handicapped
which derives from both theory and practice, and tries to build a
bridge between them. It provides detailed examples of teachers
putting principles into action and illustrates how teachers and
children work together. The report will be of interest to all those
concerned with the welfare of the handicapped child, including the
parents. It provides both a working text for teachers, and a basis
for critical discussion about curriculum development and content in
special needs schools.
First published in 1986. Aimed at teachers, students and related
professions this book serves to bridge the gap between the theory
and practice of educating pupils with severe learning difficulties.
In the light of the 1981 Education Act it is crucial to identify,
and subsequently meet, the needs of these pupils. This can only be
done by an in-depth understanding of curriculum design, child
development and the learning process. This book incorporates these
aspects together with an appreciation of teaching techniques and
school and classroom organisation. It explains how the parents,
school staff and linked agencies complement this procedure.
First published in 1994. This book pays tribute to the many parents
and professionals who work and live with people who have learning
difficulties. Enabling people with learning difficulties to take
control may be achieved in a number of ways, ranging from
systematic application of theory in programmes of learning and
development, to a largely intuitive response. The Editors hope that
the issues and reflections raised in this book will inspire all
practitioners to continue to adopt an enquiring attitude towards
ways in which people with learning difficulties can exert effective
control over the operation of their lives.
First published in 1979. This report offers a working model for the
teaching of language and communication to the mentally handicapped
which derives from both theory and practice, and tries to build a
bridge between them. It provides detailed examples of teachers
putting principles into action and illustrates how teachers and
children work together. The report will be of interest to all those
concerned with the welfare of the handicapped child, including the
parents. It provides both a working text for teachers, and a basis
for critical discussion about curriculum development and content in
special needs schools.
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