Ann Lewis – författare

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

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

The 1990s have been marked by a growing emphasis, in various professional contexts, on obtaining the views of clients, including children. This position is an international one, shared across the developed world, and encapsulated in the UN Convention on the rights of the child. This book addresses the issues and practicalities surrounding the obtaining of children''s views, particularly in the research context. The book takes a deliberately and explicitly pluralist stance. Its distinctiveness rests on the scrutiny of methodological issues pertaining to the collection of children''s views and practical applications. The book is structured around two main sections. Section 1 examines five aspects of theoretical and conceptual issues (ethical issues and codes of conduct, children''s rights, the legal perspective, developmental dimensions and sociological issues). Section 2 illustrates these aspects by focusing on methods and applications in obtaining children''s views in specific projects.The book is aimed at researchers and graduate students in psychology, social sciences, education, health and law. It will also be of value to a range of professionals involved in eliciting children''s views (e.g. psychologists, teachers, social workers, medical workers and the police).

Children''s Understanding of Disability is a valuable addition to the debate surrounding the integration of children with special needs into ordinary schools. Taking the viewpoint of the children themselves, it explores how pupils with severe learning difficulties and their non-disabled classmates interact. Ann Lewis examines what happens when non-disabled children and pupils with severe learning difficulties work together regularly over the course of a year. She also includes the views of children working in segregated special education. From her findings, she draws implications for developing an inclusive ethos in schools and other communities.

Children''s Understanding of Disability is a valuable addition to the debate surrounding the integration of children with special needs into ordinary schools. Taking the viewpoint of the children themselves, it explores how pupils with severe learning difficulties and their non-disabled classmates interact. Ann Lewis examines what happens when non-disabled children and pupils with severe learning difficulties work together regularly over the course of a year. She also includes the views of children working in segregated special education. From her findings, she draws implications for developing an inclusive ethos in schools and other communities.