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Special Teaching for Special Children? Pedagogies for Inclusion

1st Edition
0335214053 · 9780335214051
"I recommend this book as an important contribution to the debate on pedagogy in special education. It is largely well written and informative and rich with ideas and opinions."Educational ReviewWhat, if anything, is ‘special’ about teaching chil… Read More
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  • Colour, print bound version of the complete text
CONTENTS

Chapter 1
How specialised is teaching pupils with disabilities and difficulties? - Brahm Norwich and Ann Lewis

Chapter 2
Deafness - Sue Gregory

Chapter 3
Visual impairment – Graeme Douglas and Mike McLinden

Chapter 4
Deafblindness - Olga Miller and Liz Hodges

Chapter 5
Severe Learning Difficulties - Jill Porter

Chapter 6
Profound and Multiple Learning Difficulties - Jean Ware

Chapter 7
Children with Down’s Syndrome - Jennifer Wishart

Chapter 8
English as an additional language and children with speech, language and communication needs - Deirdre Martin

Chapter 9
Autistic spectrum disorders - Rita Jordan

Chapter 10
AD/HD - Paul Cooper

Chapter 11
Dyslexia - Gavin Read

Chapter 12
Dyspraxia - Madeleine Portwood

Chapter 13
Social, emotional and behavioural difficulties - Tim O’Brien

Chapter 14
Moderate Learning Difficulties - Felicity Fletcher-Campbell

Chapter 15
Low attainment - Alan Dyson and Peter Hick

Chapter 16
Overview and discussion: overall conclusions - Ann Lewis and Brahm Norwich

"I recommend this book as an important contribution to the debate on pedagogy in special education. It is largely well written and informative and rich with ideas and opinions."
Educational Review

  • What, if anything, is ‘special’ about teaching children with special or exceptional learning needs?
This book addresses this question, looking at pupils’ special learning needs including low attainment, learning difficulties, language difficulties, emotional and behavioural problems and sensory needs.

Some special needs groups (for example dyslexia) have argued strongly for the need for particular specialist approaches. In contrast, many proponents of inclusion have argued that ‘good teaching is good teaching for all’ and that all children benefit from similar approaches. Both positions fail to scrutinise this issue rigorously and coherently, and it is this aspect which distinguishes this book.

Leading researchers in each special needs field defend and critique a conceptual analysis of teaching strategies used with particular learner groups with special educational needs. Summaries by the editors after each chapter link pedagogic strategies, knowledge and curriculum to key points from the chapter and pave the way for discussion.

This book is indispensable reading for students, policy makers, researchers and professionals in the field of special educational needs and inclusion.

Shortlisted for the TES / NASEN Book Awards 2005