Ann Lewis – författare

"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

Sensibility, Reading and Illustration: Spectacles and Signs in Graffigny, Marivaux and Rousseau

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 CurriculumRelated 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.

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.

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 CurriculumRelated 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.

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.

The eighteenth century saw profound changes in the way prostitution was represented in literary and visual culture. This collection of essays focuses on the variety of ways that the sex trade was represented in popular culture of the time, across different art forms and highlighting contradictory interpretations.

The eighteenth century saw profound changes in the way prostitution was represented in literary and visual culture. This collection of essays focuses on the variety of ways that the sex trade was represented in popular culture of the time, across different art forms and highlighting contradictory interpretations.