|
Showing 1 - 10 of
10 matches in All Departments
This book provides a clearly written, wide-ranging overview of
current key issues and challenges arising from the implementation
of more inclusive policies and provision in education in this
country and internationally. The author sets policies for inclusive
schools in the broader contexts of current policies which aim to
reduce poverty and social exclusion, and the wider global
background of the United Nations drive to promote 'Education for
All'. The book draws a distinction between integration and
inclusion and provides a critical analysis of the government's
Program of Action and the revised National Curriculum and their
implications for schools, pupils and families.
First published in 2012. Routledge is an imprint of Taylor &
Francis, an informa company.
In this Collected Works, Professor Peter Mittler brings together
twenty-one of his key writings in one essential volume, providing a
distinctive commentary on some of the most important issues in
education over the last thirty years. This unique collection
illustrates the development of Professor Mittler's thinking over
the course of a long and esteemed career, encompassing his work on
the origins of under-achievement, the ways in which obstacles to
learning can be understood and overcome and the importance of human
rights for all marginalised minorities. It follows the thread of
his growing awareness that human development depends on a series of
complex interactions between the 'double helix' of nature and
nurture. One of the world's most respected and eminent scholars of
the field of special needs and inclusive education, Professor
Mittler includes chapters from his best-selling books and selected
articles from leading journals, providing the reader with a
chronological and global perspective on his work and thinking, and
the impact it had at and beyond the time of writing.
In this Collected Works, Professor Peter Mittler brings together
twenty-one of his key writings in one essential volume, providing a
distinctive commentary on some of the most important issues in
education over the last thirty years. This unique collection
illustrates the development of Professor Mittler's thinking over
the course of a long and esteemed career, encompassing his work on
the origins of under-achievement, the ways in which obstacles to
learning can be understood and overcome and the importance of human
rights for all marginalised minorities. It follows the thread of
his growing awareness that human development depends on a series of
complex interactions between the 'double helix' of nature and
nurture. One of the world's most respected and eminent scholars of
the field of special needs and inclusive education, Professor
Mittler includes chapters from his best-selling books and selected
articles from leading journals, providing the reader with a
chronological and global perspective on his work and thinking, and
the impact it had at and beyond the time of writing.
First published in 2005. Routledge is an imprint of Taylor &
Francis, an informa company.
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 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.
This book provides a clearly written, wide-ranging overview of
current key issues and challenges arising from the implementation
of more inclusive policies and provision in education in this
country and internationally. The author sets policies for inclusive
schools in the broader contexts of current policies which aim to
reduce poverty and social exclusion, and the wider global
background of the United Nations drive to promote 'Education for
All'. The book draws a distinction between integration and
inclusion and provides a critical analysis of the government's
Program of Action and the revised National Curriculum and their
implications for schools, pupils and families.
ABOUT THE BOOK This unusual book is more than just the memoir of a
distinguished career. It is a history of the twentieth century
reflected in the life and work of one individual. It begins in 1938
with a year in the life of an eight year old Viennese Jewish boy as
he experiences the worst and best of humanity, from Nazi
persecution to rescue by strangers through the Kindertransports. It
tells of his encounters with an English schooling system at its
worst and best and of his formative years as a 'History Boy' and
Cambridge undergraduate. But this is not a story of one person's
liberation. That little refugee boy grew up to contribute to the
liberation of hundreds of thousands of people world-wide.
Influenced by his own early experiences, Peter Mittler has spent a
lifetime committed to the human rights of people with intellectual
disabilities. From their liberation from the big institutions left
over from the nineteenth century, to their inclusion in shaping the
2008 United Nations Convention on the Rights of Persons with
Disabilities, this book tells the story of a dynamic and powerful
human rights movement. It is perhaps the last great untold story,
the story of how persons with intellectual disabilities finally
gained the right to respect, value and autonomy and of the long
struggle for schooling, access to work and their own front door
key. This memoir weaves professional memories and accounts of
collaboration across the global village with anecdotes and
travellers' tales to reflect a global perspective from someone who
was there at every twist and turn, working with families, teachers,
researchers, governments and self-advocates for over 60 years to
influence legislation and drive lasting reform.
ABOUT THE BOOK This unusual book is more than just the memoir of a
distinguished career. It is a history of the twentieth century
reflected in the life and work of one individual. It begins in 1938
with a year in the life of an eight year old Viennese Jewish boy as
he experiences the worst and best of humanity, from Nazi
persecution to rescue by strangers through the Kindertransports. It
tells of his encounters with an English schooling system at its
worst and best and of his formative years as a 'History Boy' and
Cambridge undergraduate. But this is not a story of one person's
liberation. That little refugee boy grew up to contribute to the
liberation of hundreds of thousands of people world-wide.
Influenced by his own early experiences, Peter Mittler has spent a
lifetime committed to the human rights of people with intellectual
disabilities. From their liberation from the big institutions left
over from the nineteenth century, to their inclusion in shaping the
2008 United Nations Convention on the Rights of Persons with
Disabilities, this book tells the story of a dynamic and powerful
human rights movement. It is perhaps the last great untold story,
the story of how persons with intellectual disabilities finally
gained the right to respect, value and autonomy and of the long
struggle for schooling, access to work and their own front door
key. This memoir weaves professional memories and accounts of
collaboration across the global village with anecdotes and
travellers' tales to reflect a global perspective from someone who
was there at every twist and turn, working with families, teachers,
researchers, governments and self-advocates for over 60 years to
influence legislation and drive lasting reform.
|
|