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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
|1||How specialized is teaching pupils with disabilities and difficulties?||1|
|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|
|13||Social, emotional and behavioural difficulties||166|
|14||Moderate learning difficulties||180|
|16||Overview and discussion : overall conclusions||206|