Special Teaching for Special Children? Pedagogies for Inclusion

Erscheinungsjahr 2004
ISBN: 978-0-335-21405-1
Verlag: McGraw-Hill Publishing Company

Buch, Englisch, 256 Seiten, Format (B × H): 151 mm x 225 mm, Gewicht: 365 g

Reihe: Inclusive Education

"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

Autoren/Hrsg.

Lewis

Lewis, Ann

Norwich, Brahm

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik

Inhaltsverzeichnis

CONTENTS Chapter 1
How specialised is teaching pupils with disabilities and difficulties? - Brahm Norwich and Ann Lewis Chapter 2
Deafness - Sue GregoryChapter 3
Visual impairment – Graeme Douglas and Mike McLindenChapter 4
Deafblindness - Olga Miller and Liz HodgesChapter 5
Severe Learning Difficulties - Jill PorterChapter 6
Profound and Multiple Learning Difficulties - Jean WareChapter 7
Children with Down’s Syndrome - Jennifer Wishart Chapter 8
English as an additional language and children with speech, language and communication needs - Deirdre MartinChapter 9
Autistic spectrum disorders - Rita JordanChapter 10
AD/HD - Paul CooperChapter 11
Dyslexia - Gavin ReadChapter 12
Dyspraxia - Madeleine PortwoodChapter 13
Social, emotional and behavioural difficulties - Tim O’BrienChapter 14
Moderate Learning Difficulties - Felicity Fletcher-Campbell Chapter 15
Low attainment - Alan Dyson and Peter HickChapter 16
Overview and discussion: overall conclusions - Ann Lewis and Brahm Norwich

Über Autor(innen)

EditorsAnn Lewis is Professor of Special Education and Educational Psychology at the University of Birmingham. Her publications include Researching Children’s Perspectives (Open University Press 2000), Children’s Understanding of Disability (1995), Working with Children with Special Needs in the Primary School (2005). Brahm Norwich is Professor of Educational Psychology and Special Educational Needs at the University of Exeter. His publications include Psychology and Education in Interaction:working with uncertainty in connected fields (2000), and Moderate Learning Difficulties and the Future of Inclusion.(2004)ContributorsPaul Cooper, Professor of Education, Centre for Innovation in Raising Educational Achievement, University of Leicester, UKGraeme Douglas, Research Fellow, School of Education, University of Birmingham, Birmingham, UKAlan Dyson, Professor of Education, Faculty of Education, University of Manchester, UKFelicity Fletcher-Cambell, Principal Research Officer, Department of Professional and Curriculum Studies, NFER, UK. UK National Co-ordinator, European Agency for Development in Special Needs EducationSusan Gregory, Consultant, previously Senior Lecturer in Hearing Impairment, School of Education, University of Birmingham, UKLiz Hodges, Lecturer, School of Education, University of Birmingham, Birmingham, UKRita Jordan is Reader in Autism Studies, School of Education, University of Birmingham, Birmingham, UKAnn Lewis, Professor in Autism Studies, School of Education, University of Birmingham, Birmingham, UKDeirdre Martin, Senior Lecturer, School of Education, University of Birmingham, Birmingham, UKMike McLinden, Lecturer, School of Education, University of Birmingham, Birmingham, UKOlga Miller, Course Leader, Disabilities of Sight, Institute of Education, University of London, London, UKBrahm Norwich, Professor of Educational Psychology and Special Educational Needs, School of Education and Lifelong Learning, University of Exeter, Exeter, UKTim O’Brien, Consultant in the area of EBD, UKJill Porter, School of Education, University of Birmingham, Birmingham UKDr Madeleine Portwood, Senior Educational Psychologist, Durham LEA, Dyspraxia Foundation Trustee, Chair of the Education Committee, UKDr Gavin Reid, Senior Lecturer, Faculty of Education, University of Edinburgh, Edinburgh, UKDr Jean Ware, Director of Special Education, St Patrick's College, Dublin, Ireland Jennifer Wishart, Professor of Special Education, Moray House School of Education, University of Edinburgh, Scotland, UK