Like the first reader, this collection examines the grounds which are accepted for inclusion or exclusion of students, and looks at how appropriate support can be guaranteed for people who experience difficulties in learning, who are disabled or who experience social or other kinds of disability. This volume explores national and international contexts for educational practice and research and discusses practical, ethical and political issues which are relevant to undertaking that research. Part one covers issues facing local government and the consumers of educational services in the UK. Part two compares policy and practice in eleven different countries and part 3 discusses research which explores the issues of equality and diversity in education. This volume and her sister, Equality and Diversity in Education 1: Learning, Teaching and Managing in Schools are reraders for the Open University course, "Developing Inclusive Curricula: Equality and Diversity in Education" (E829). The two books in the series will appeal to teachers, non-teaching assistants and other school-based staff,parents,disabled people and those who have experienced difficulties in learning,social and health workers, and those working for voluntary organisations.

Designed to accompany the Open University course Developing Intensive Curricula:Equality and Diversity in Education, Vol 1 will appeal to research students undertaking research in the area of education, focusing on special needs.

They can make a start by recognising and accepting difference in their students and by providing curricula that are accessible to all. This volume portrays attempts to alleviate difficlties in learning across the curriculum, in history, mathematics, poetry and science, and explores ways of supporting children with disabilities. It examines how approaches to reducing difficulties have changed in the last decade, looking at the experience of children and young people under pressure: children who are bullied; young people affected by HIV and AIDS; youth `trainees' and children in `care'. There is a final section on basic methods of research into educational practice.

"Equality and Diversity In Education 1" examines the bases of inclusion or exclusion of students in schools. It also looks at how to guarantee appropriate support for people who experience difficulties in learning in an attempt to develop inclusive curricula and to explore the management of school-based provision. Each of the three parts is designed to bring alive and critically discuss the personal experiences of other people, the details of innovative curriculum developments and the complexity of issues facing educational providers in the 1990s.

Like the first reader, this collection examines the grounds which are accepted for inclusion or exclusion of students, and looks at how appropriate support can be guaranteed for people who experience difficulties in learning, who are disabled or who experience social or other kinds of disability. This volume explores national and international contexts for educational practice and research and discusses practical, ethical and political issues which are relevant to undertaking that research. Part one covers issues facing local government and the consumers of educational services in the UK. Part two compares policy and practice in eleven different countries and part 3 discusses research which explores the issues of equality and diversity in education. This volume and her sister, Equality and Diversity in Education 1: Learning, Teaching and Managing in Schools are reraders for the Open University course, "Developing Inclusive Curricula: Equality and Diversity in Education" (E829). The two books in the series will appeal to teachers, non-teaching assistants and other school-based staff,parents,disabled people and those who have experienced difficulties in learning,social and health workers, and those working for voluntary organisations.

"Learning for All" is a series of two books which describe and promote an education system that is responsive to the diversity of all students, irrespective of their gender, race, background, level of attainment, abilities or disabilities. The books focus on the education of children and young people who experience difficulties in learning or who have disabilities. They emphasize the inclusion and participation of pupils within a comprehensive system of British primary and secondary schools, in attaining an education system that recognizes, accepts, and provides for diversity.
"Curricula for Diversity in Education" is about educational practice and some of the children and young adults whose concerns must be considered in developing that practice. Emphasizing collaborative learning strategies, it explores and challenges the nature of learning within Britain's National Curriculum, looking across the curriculum at ways of including diversityin science, history, mathematics and poetry. As the move toward educational diversity grows, so the needs of pupils and the roles of teachers change.
The authors examine the issue of support teaching in detail, looking particularly at examples of work with bilingual students, children of transient families, deaf children, and the microtechnology developed to support student learning. The book also focuses on groups of children and young people who attract special concern, such as children who are bullied and young people affected by HIV and AIDS. The final section takes a step back to look at issues and methods of basic research, describing and reflecting on experience and educational practice.