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The nature of provision for special educational needs has changed
dramatically over the years following the Warnock Report and the
1981 Education Act, with an increased awareness of educational
needs and a focus on improving the quality of provision for much
larger numbers of children. This book attempts to underpin current
practice by providing information about the impairments and
disabilities which may contribute to the development of handicap
and may limit educational progress. Against a context of a generic
understanding of special education, the book stresses the
entitlement for all children to a broad and balanced curriculum,
and explores ways in which the National Curriculum can be adapted
to meet the needs of children with various handicapping conditions.
The central chapters focus on particular areas of special
educational needs, each chapter being written by a specialist who
explores in detail how conditions can be recognised, what
specialist skills and resources are needed, and the implications
for provision, teacher support, curricular access, assessment and
classroom management.
In recent years there has been a major shift in thinking about the
nature and treatment of special educational needs. The principal
benefit of this change has been an increased awareness of
"educational" needs and a focus on improving the quality of
educational provision, in both ordinary and special schools, for
much larger numbers of children.
The benefits which have accrued from this change have been
enormous and there can be no doubt that the quality of special
educational provision has been enhanced. The intention of "Special"
"Educational Needs" is not to argue against the new
conceptualization but to suggest that a generic approach can be
made more effective if it is informed by awareness of the specific
problems associated with particular impairments which some children
may experience and the ways in which those problems may be most
effectively responded to.
The aims of this book then, are to review contemporary
understanding of the frequency, nature and sources of special
education needs; to consider the various conditions which give rise
to learning difficulties; to provide authoritative accounts of the
special methods and resources that may be required by pupils with
particular difficulties; and to examine general and specific needs
in relation to assessment, curriculum planning, and the
organization of educational provision, parent involvement, support
and advisory services.
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