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| Author | : Judy Sebba |
| Publisher | : David Fulton Publishers |
| Total Pages | : 120 |
| Release | : 1993 |
| Genre | : Education |
| ISBN | : |
This text looks at the education of pupils with learning difficulties in the context of redefining the curriculum to encourage personal and social development.
| Author | : Richard Rose |
| Publisher | : Taylor & Francis |
| Total Pages | : 139 |
| Release | : 2022-08-30 |
| Genre | : Education |
| ISBN | : 1000647161 |
First published in 1994, Implementing the Whole Curriculum for Pupils with Learning Difficulties explores practical ways of addressing the curriculum for pupils with learning difficulties. It draws upon the experience of classroom teachers in developing their practice within and beyond the National Curriculum. It provides examples of ways in which pupil’s personal and social development may be fostered through pupil self-advocacy, pupil participation, pupil directed learning and group work. This book is an essential read for teachers and educationists.
| Author | : Barry Carpenter |
| Publisher | : Routledge |
| Total Pages | : 452 |
| Release | : 2017-10-05 |
| Genre | : Education |
| ISBN | : 1351583239 |
This Routledge Classic Edition brings together widely experienced editors and contributors to show how access to a whole school curriculum can be provided for learners with moderate to profound and multiple learning difficulties. Along with a new appraisal of the contents from the editors, the contributors raise debates, illustrate effective teaching ideas and discuss strategies for providing a high-quality education for these pupils and a celebration of their achievements. The book also discusses the active involvement of family members and the learners themselves in these processes and considers issues surrounding empowerment of learners, professional development of the workforce and curriculum principles such as differentiation, personalisation, and engagement. Winner of the prestigious nasen/TES Academic Book Award in 1996, Enabling Access is an essential read for students and lecturers in higher education, and for teachers, support staff, and other professionals in all educational settings in the UK and abroad catering for these learners.
| Author | : Richard Byers |
| Publisher | : Routledge |
| Total Pages | : 161 |
| Release | : 2012-10-12 |
| Genre | : Education |
| ISBN | : 1136630007 |
This second edition is revised and updated to take full account of recent developments in special needs. The core of the book focuses on planning for well-differentiated curriculum implementation. It describes a variety of models that explore progression, continuity, relevance and inclusion for pupils with special educational needs. The authors also offer an analysis of curriculum management issues in the light of the theoretical and statutory background since the latest revisions of the National Curriculum and the Code of Practice.
| Author | : Maggie McLaughlin |
| Publisher | : Routledge |
| Total Pages | : 216 |
| Release | : 2002-01-22 |
| Genre | : Education |
| ISBN | : 1134737912 |
This book is about how special education policy and practice is being negotiated within the context of educational reform in two countries. The political climate of recent years in both Britain and the USA led to many changes along similar lines, with a move towards placing greater power and choice in the hands of those individuals with special educational needs. Each chapter provides an overview and comparative analysis of the origins and evolution of specific educational reforms in the USA and the UK. The themes explored include: *providing parents with greater choice *decentralising decision making *making the whole curriculum available to all *accountability *funding the necessary changes.
| Author | : Ann Lewis |
| Publisher | : Routledge |
| Total Pages | : 230 |
| Release | : 2002-01-04 |
| Genre | : Education |
| ISBN | : 1134800622 |
This new edition of Ann Lewis's widely acclaimed text has been substantially revised and updated to take into account the recent revisions to the National Curriculum and the guidance of the Code of Practice. It provides: *an analysis of the issues and practicalities of implementing the National Curriculum at primary school level *an exploration of the main trends concerning the education of children with learning difficulties *guidelines on safeguarding a broad curriculum, assessing children's learning and helping all children gain access to the National Curriculum Related issues such as the grouping of children, the role of the special needs coordinator, resources, record keeping and the legal position are also examined. These areas are explored in the light of classroom practice, evidence about the impact of the National Curriculum to date and wider research evidence and policy analysis.
| Author | : Peter J. Mittler |
| Publisher | : Routledge |
| Total Pages | : 274 |
| Release | : 2013 |
| Genre | : Education |
| ISBN | : 041550418X |
Professor Peter Mittler brings together nineteen of his key writings in one place, including chapters from his best-selling books and articles from leading journals which give a flavour of the impact or controversy they aroused.
| Author | : Judith Watson Moray House Institute of Education |
| Publisher | : Routledge |
| Total Pages | : 194 |
| Release | : 2019-06-19 |
| Genre | : Education |
| ISBN | : 1135401381 |
First Published in 1996. Teaching approaches for pupils with learning difficulties have often emphasized the presentation and repetition of easily manageable tasks rather than exploration, learning through mistakes and reflection. However, there is encouraging evidence that such pupils may be helped to develop effective learning approaches with marked improvements in their academic performance and self-concept. The importance of the teacher's role in facilitating pupils' reflective activity cannot be overstated. This book locates reflective experiences within classroom interaction and discusses a variety of ways in which teachers can foster reflection. These include their classroom talk, challenging activities, and the creation of an ethos where expectations are high and pupils' thinking and self-awareness are shown to be valued. Most, but not all, of the classroom research reported here was conducted in special schools for pupils with moderate learning difficulties, but the findings have implications for teachers of a wide range of pupils, in both ‘special' and ‘ordinary' schools. The hope is that they will be stimulated to incorporate some of the ideas in this book into their own practice.
| Author | : Judith Watson |
| Publisher | : Psychology Press |
| Total Pages | : 198 |
| Release | : 1996 |
| Genre | : Education |
| ISBN | : 9780750705622 |
First Published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.
| Author | : Jane Seale |
| Publisher | : Routledge |
| Total Pages | : 209 |
| Release | : 2009-09-10 |
| Genre | : Education |
| ISBN | : 1135210659 |
The issue of access is at the forefront of the practical challenges facing people with learning difficulties and people working with or supporting them. This engaging text brings together evidence, narratives and discussions that question and advance our understanding of the concept of access for people with learning difficulties. Seale and Nind draw on their expertise to analyse a wide range of situations, including access to public spaces, citizenship education, community participation, and employment. Through a series of related chapters, key researchers in the field of inclusion and learning difficulties enrich the access debate by: considering what kind of access people with learning difficulties want; identifying effective practice in relation to facilitating and promoting access; revealing the capability of people with learning difficulties to seek and achieve access to potentially exclusionary communities; providing a space for a wide range of people to share access stories. With contributions from a variety of stakeholders including people with learning difficulties, Understanding and Promoting Access for People with Learning Difficulties clarifies the concept of access without over-simplifying what is involved. Through rigorous critique, this book provides a unique rationale for a new multi-dimensional model of access and ways of promoting it. Proposing a reconceptualisation of the risk associated with promoting access for people with learning difficulties, this book will be of immense interest to students, researchers and professionals involved in inclusion and disability issues.
