First published in 1986. The teaching of children with severe learning difficulties had received little coherent critical analysis. Long-held assumptions and implicit beliefs were embedded in curriculum content and teaching methodology, thus creating and maintaining handicapping conditions. This book raises questions about underlying value judgments relating to the status and rights afforded to children with severe learning difficulties and the implications for education and teaching. Possibilities for change are discussed in relation to the curriculum, the content of the educational programme and the teacher-pupil relationship.

First published in 1986. The teaching of children with severe learning difficulties had received little coherent critical analysis. Long-held assumptions and implicit beliefs were embedded in curriculum content and teaching methodology, thus creating and maintaining handicapping conditions. This book raises questions about underlying value judgments relating to the status and rights afforded to children with severe learning difficulties and the implications for education and teaching. Possibilities for change are discussed in relation to the curriculum, the content of the educational programme and the teacher-pupil relationship.

This title has been written to help anyone who is dying. The authors discuss what they and others have found happening in the terminal stages of illness - what the dying person can expect, what others have found important to do - and generally how to respond positively and practically to what one is likely to meet on this unfamiliar and perhaps hard journey. The authors also address those involved in day-to-day care and nursing as well as the professionals. Their aim is to help people deal with the distressing difficulties and challenges, and to enhance the dignity and comfort of all concerned.