Special Teaching for Special Children / Edition 1

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Overview

"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

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Product Details

  • ISBN-13: 9780335214051
  • Publisher: McGraw-Hill Companies, The
  • Publication date: 11/1/2004
  • Series: Inclusive Education Ser.
  • Edition number: 1
  • Pages: 258
  • Product dimensions: 9.00 (w) x 6.00 (h) x 0.54 (d)

Meet the Author

Editors

Ann 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)

Contributors

Paul Cooper, Professor of Education, Centre for Innovation in Raising Educational Achievement, University of Leicester, UK

Graeme Douglas, Research Fellow, School of Education, University of Birmingham, Birmingham, UK

Alan Dyson, Professor of Education, Faculty of Education, University of Manchester, UK

Felicity Fletcher-Cambell, Principal Research Officer, Department of Professional and Curriculum Studies, NFER, UK. UK National Co-ordinator, European Agency for Development in Special Needs Education

Susan Gregory, Consultant, previously Senior Lecturer in Hearing Impairment, School of Education, University of Birmingham, UK

Liz Hodges, Lecturer, School of Education, University of Birmingham, Birmingham, UK

Rita Jordan is Reader in Autism Studies, School of Education, University of Birmingham, Birmingham, UK

Ann Lewis, Professor in Autism Studies, School of Education, University of Birmingham, Birmingham, UK

Deirdre Martin, Senior Lecturer, School of Education, University ofBirmingham, Birmingham, UK

Mike McLinden, Lecturer, School of Education, University of Birmingham, Birmingham, UK

Olga Miller, Course Leader, Disabilities of Sight, Institute of Education, University of London, London, UK

Brahm Norwich, Professor of Educational Psychology and Special Educational Needs, School of Education and Lifelong Learning, University of Exeter, Exeter, UK

Tim O’Brien, Consultant in the area of EBD, UK

Jill Porter, School of Education, University of Birmingham, Birmingham UK

Dr Madeleine Portwood, Senior Educational Psychologist, Durham LEA, Dyspraxia Foundation Trustee, Chair of the Education Committee, UK

Dr Gavin Reid, Senior Lecturer, Faculty of Education, University of Edinburgh, Edinburgh, UK

Dr 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

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Table of Contents

1 How specialized is teaching pupils with disabilities and difficulties? 1
2 Deafness 15
3 Visual impairment 26
4 Deafblindness 41
5 Severe learning difficulties 53
6 Profound and multiple learning difficulties 67
7 Children with Down's syndrome 81
8 English as an additional language and children with speech, language and communication needs 96
9 Autistic spectrum disorders 110
10 AD/HD 123
11 Dyslexia 138
12 Dyspraxia 150
13 Social, emotional and behavioural difficulties 166
14 Moderate learning difficulties 180
15 Low attainment 192
16 Overview and discussion : overall conclusions 206
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